red&gray PA R E N TS & A LUM N I N EWS
Bringing Out the Best in Boys
THE FESSENDEN SCHOOL BOARD OF TRUSTEES 2008-2009 Brian J. Conway, president Das Narayandas, vice president Thomas S. Roberts, treasurer Renée E. Curtin, clerk Marc A. Cohen George F. Colony Michael P. Danziger Stephen C. Demirjian John Martin Doggett, Jr. Denise M. Dupré Bridgitt B. Evans Arthur A. Gosnell Jennifer Hines Christopher Howard Ian K. Loring Elizabeth H. Munro James M. Neissa Peter A. Palandjian ’79 Gregory L. Petrini Richard F. Pops Neal J. Reiner Robert Rodat Jennifer L. Stier Robert W. Tishman EX-OFFICIO Peter P. Drake, headmaster David Taylor, chief operating officer Peter C. Welch ’84, alumni council chair Dana G. DeAngelis, parents association president EMERITUS Hart Fessenden, Jr. ’41 James McDonald Ernest E. Monrad James J. Pallotta the fessenden school 250 Waltham Street West Newton, MA 02465 617-964-5350 www.fessenden.org January 2009
editorial Lindy Gruen, Director of Communications Elizabeth Alling Sewall, Director of Institutional Advancement
design
Daniel Hong’s painting “Fowl in Flight” was created using the color wheel and color mixing concept in his independent ninth grade art class. Art teacher Stephen Johnson initiated a program to develop a collection of student art to enhance the aesthetics of Fessenden’s campus and heighten awareness of the exceptional artists in our midst. Daniel’s painting is Fessenden’s first in the collection of graduating ninth graders’ works to be permanently displayed on campus. Daniel Hong ’08 and Lila Bhan, Upper School English faculty member and Dorm Parent
TABLE OF CONTENTS Message From the Headmaster Educating Boys: From “Intuitive to Intentional” Speaking of Boys … It Happens Here! Boys on Stage: The Role of Performing Arts at Fessenden For the Community: Board of Trustee Forums Fessenden Trustees Retire Fessenden Elects Two New Trustees and a Trustee Emeritus Fessenden Welcomes Administrative Staff
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Fessenden Crime Caper Creator Authors Forensic Science Textbook The Red and Gray Goes Greener! End-Of-The-Year Celebrations: June 2008 Commencement Address: Dr. Christopher B. Howard Faculty and Staff Tribute Former Faculty and Staff Update Alumni Class Notes In Memoriam Legacy of Leadership: Two New Endowed Funds Established by Bequests The Fessenden School Annual Fund
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Christine Brooks Design
photography Dan Chace Richard Gaskell Lindy Gruen Curt Lewellyn Daniel Page Wendy Pearre
printing Flagship Press, Inc.
The cover artwork depicts the Running Boy logo comprised of over 1000 images of Fessenden’s students. This issue of Red & Gray, focuses on Fessenden’s commitment to “Bringing Out the Best In Boys.” After more than 105 years, Fessenden continues its commitment to the education of boys at a time when many schools have become co-educational. The curriculum, state-of-the-art facilities, and programs are designed with the necessities of boys in mind. 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.
MESSAGE FROM THE HEADMASTER
Dear Members of the Fessenden Family, In the mid-twentieth century, like an aging prize fighter trying to preserve his dignity in his waning years, each of the traditional old-world, all-boys boarding schools drew upon its every resource to keep alive an educational objective in the midst of a national movement towards coeducation. In response to financial pressures, each institution gauged the efficacy of retaining its mission as it watched its brother schools enroll girls. The philosophical trends emphasizing inclusivity and gender equality were compelling, and this encouraged the vast majority to amend their single-sex charters.
the character-changing influence of their school experience. Boys who had attended Fessenden K-8 spoke glowingly about their memories of bonding with classmates through the three school divisions. In one case, a boy spoke emotionally about his own enlightenment in discovering his more sensitive side, and credited his mother for her steadfast love and support during a critical period of his personal development. Another eighth grader shared with me afterwards an incident related to a visit to New York City. He described a scene where a man needed assistance getting into his car in heavy traffic, and how instinctively he, the Fessenden student, found himself rushing to the adult’s assistance. He expressed feeling a surge of pride and emotion when
During the past few years, Fessenden and a handful of its doggedly
recognizing that his reflexive action was prompted by the behaviors
resolute brethren have suddenly seen the pendulum swing back in
modeled and encouraged at Fessenden.
favor of their all-boys pedagogy. The irony is that it has taken an alarming decline in boys’ performance in the public coeducational school system to prompt educators to reassess the value of the all-male option. At Fessenden the intrigue surrounding the current research on boys’ learning and the crisis confronting their education seemed worthy of a school-wide examination. Ultimately we decided last year to offer three sessions to examine the evidence regarding boys and how they learn. These took the form of evening presentations by Dr. Michael Thompson and Dr. William Pollack, along with a panel discussion featuring heads of all-boys Boston area independent
In another year-ending event, the Ninth Grade Dinner before Friday morning’s Commencement Ceremony, a ninth grade student toasted his classmates while reflecting upon the closeness of his relationship with fellow ninth graders on the eve of graduation. The ninth grader, with extraordinary conviction and candor, offered that the awards accompanying the ceremony were far less important than the feeling of esprit-de-corps among classmates. His words underscored the palpable feeling of kinship and solidarity that the boys at Fessenden cultivate from one another.
schools. Our audience of parents, faculty and staff was captivated by
The faculty and staff of Fessenden, who are almost perfectly gender
the empirical research and personal reflections offered by professionals
balanced, do understand and appreciate how boys learn. In essence, the
working exclusively with boys. For all of us at Fessenden working with our male population, the advantages of our single-sex constellation are felt daily. While determining the pure, academic advantages of an all-boys’ education requires in-depth statistical research, we who teach boys witness
school truly does “get boys.” Every day it is invigorating to watch our boys take on constantly evolving personal and academic challenges, which makes my role most gratifying. It is safe to say that the ethos surrounding brotherhood is alive and well at Fessenden. Sincerely,
the influence of their all-male culture as our boys grow into manhood. Last June’s end-of-year Eighth Grade Farewell Evening provided a glimpse into the school culture and the experience cher-
Peter P. Drake
ished by our boys on the evening prior to their departure, highlighting
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BRINGING OUT THE BEST IN BOYS
EDUCATING BOYS: FROM “INTUITIVE TO INTENTIONAL” BY DR. JONATHAN E. GOLDBERG, SCHOOL PSYCHOLOGIST Under overcast skies, the Fessenden Class of 2008 proudly makes its way up Hyde Slope and order themselves neatly in line to receive the praise of their parents, family, friends, and mentors. Together, these forty-eight young men strike an impressive, and shall I say, slightly patriotic pose. With their red diplomas, white boutonnieres, and blue blazers, they are the image of triumphant American boys, lighthearted and innocent, smiling broadly for the benefit of one hundred flashing cameras. As the lengthy convoy of well-wishers makes their way down the line, these boys freely exchange hugs, clasp each other around the shoulders, and even wipe away the occasional, trailing tear. There is no self-consciousness in this moment; no prohibition of emotion or implicit enforcement of the “boy code.” The atmosphere is simply jubilant; a contagious fusion of excitement and relief. Watching this scene unfold from the wings, like a good behavioral scientist, I find it hard to comprehend the warnings. You may have seen them, too, plastered within newspaper articles, television shows, research journals, and the local Barnes and Nobles. “Boys in Crisis,” many of them proclaim, “The War against Boys.” Over the past two decades, these cautionary statements have become ubiquitous in conversation of boys and boys’ education. Just as common is the debate over whether such statements are justified. Without addressing the polemic and politics of this discussion, which abound, let me familiarize you with some of the principal and most well-established findings—the majority of which are culled directly from the U.S. Department of Education and the National Center for Health Statistics. First and foremost, the literature and statistics reveal that boys are falling behind their female counterparts on almost every scholastic benchmark, including the critical domains of reading and writing. The mathematics and science gap, which favored boys for many years, has also begun to close with alarming pace. Boys get expelled from preschool at nearly five times the rate of girls, are twice as likely to be held back in elementary school, are one-third more likely to drop-out of high school, and represent a steadily dwindling number of college applicants. According to Peg Tyre, author of The Trouble with Boys, there are approximately 2.5 million more female undergraduates than male undergraduates, and the gap is expanding at a rate of 100,000 each year. Many colleges have thus engaged in a surreptitious form of
Tommy DeAngelis (left) and Jonathan Wilkins (right) reenact a sword fight in the Act V battle scene during the production of Julius Caesar last spring. The annual fifth grade play occurs in late May for parents on the Hart House lawn. The Julius Caesar unit is a cross-curricular study involving both English and Reading and Study Skills (RSS). Students memorize, rehearse and prepare for about three weeks before the performance.
antisocial behavior, including theft, vandalism, truancy, substance use, and violence toward others and themselves. Among the roughly 4,600 suicides in children between the ages of 10-24 this past year, boys accounted for 82%—and suicide is presently the third leading cause of death among boys within this cohort. Basking in the glow of another Fessenden commencement, these statistics are difficult to believe. They appear to have all the prophetic power of a Chicken Little. The collection of young men assembled before me, hugging and beaming for the cameras, seems the archetype of confident and healthy ninth graders preparing themselves for a promising future; something that belongs on high school promotional materials, not the cover of Newsweek magazine with the serious caption, “The Boy Crisis.” And yet, the foundation of critical literature cannot be ignored. A student of empirical science myself, I am left to reconcile two vastly different impressions regarding the state of boys’ education. If our young men are falling behind academically, emotionally, and socially, why does this trend appear less evident among the community of boys at The Fessenden School?
affirmative action—admitting less qualified men rather than watch their
Last spring, I had the opportunity to pose this question to a distin-
campus gender balance slip below 40% male. Conversely, there are
guished panel of headmasters of all-boys schools in the Boston area.
three times more boys than girls in our country’s special education
This was part of a series of discussions, sponsored by Fessenden, to
(SPED) programs. Boys are four times more likely to be identified
explore the unique developmental features of boys and delve into the
as learning disabled or having behavioral issues, and five times more
issues they are currently facing academically and socially. As modera-
likely to be diagnosed with Attention Deficit/ Hyperactivity Disorder.
tor for the evening, I presented the group with many of the same statis-
Lastly, and perhaps most poignantly, more boys than girls exhibit
tics detailed above and asked them to reflect upon the significance of
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BRINGING OUT THE BEST IN BOYS this crisis in their schools. Far from supporting the literature, they were somewhat perplexed and surprised. “This does not describe our boys,” was their uniform response. They then recounted experiences similar to my own; bright and confident young men, singing together, laughing together, working collaboratively, and supporting each other within the classroom and on the athletic fields. No one denied that these statistics were real, or warranted considerable attention. Rather, the spate of unhappy, disaffected, and unmotivated boys, however prominent in other settings, did not appear to have infiltrated their communities. In fact, there were certain qualities within each of these communities that inoculated boys against the academic indifference and emotional disconnection that has become endemic within our culture. Listening to each of their comments, it became clear that the government statistics, however accurate and alarming, are not a pronouncement of failure for the majority of boys moving through our educational system. Not unless we resign ourselves to that outcome, and, like characters in an apocalyptic fairytale, cover our heads and wait for the sky to fall. In recognizing the uniqueness of boys, the fundamental attributes that compose them, we can create an educational experience that more sensitively supports their needs. Defining the characteristics of a successful boys’ environment, therefore, becomes our primary goal
Last January, each Lower School classroom chose a country for Foreign Country Month. Nicole Arehart’s first grade class chose Italy and in this photo, then first graders Austin Greely, William Flaherty and Max von Schroeter presented ancient “Italian Villas” to the Lower School and their parents during a Friday morning meeting. The unit began with a study of Ancient Rome and the boys worked up to present day Italy. First graders were required to present facts they learned from the unit and even enjoyed a true authentic Italian feast in class!
in helping to correct these disturbing trends and protect the future
series, provide valuable insights into the boy psyche and the nutrients
of our young men.
necessary for healthy development. As Dr. Thompson discussed, the
Thankfully, we are not alone in this task. As John F. Kennedy once proclaimed, with every crisis comes opportunity, and many clinicians, researchers, and educators have seized upon this moment to forward our understanding of the biological and social differences that characterize masculine development. Authors such as Michael Thompson and William Pollack, both of whom presented at Fessenden’s lecture
“one-size-fits-all” mentality, often found in our public schools, with its emphasis on literacy development and quiet, contained behavior, often conflicts with the natural learning style, initiative, and energy of boys. As a consequence, boys who do not fit this model (and many of them will not) internalize a sense of wrong-doing from a very early age. This can eventually lead to sadness, frustration, and disconnection from school and the learning process. Inherent differences in the way boys think and learn, including their greater need for activity and kinesthetic stimulation, stronger visual-spatial abilities, and slower fine motor and language development, require a thoughtful and specifically-tailored classroom approach. As Dr. Thompson humorously shared, sometimes this means letting boys read stories or even Captain Underpants comic books in bizarre, contorted shapes on the couch: as long as they are reading! The ideal educational environment practices what we have learned from years of research into gender differences. It makes allowances for “boy DNA” and seeks to engender feelings of success and accomplishment, rather than failure and frustration. At the same time, we must recognize that the emotional life of boys is also extremely important to their social and academic success. As
The third and final event in the All-Boys Education Lecture Series hosted at Fessenden, moderated by school psychologist Dr. Jonathan Goldberg, was a panel discussion with leaders of five independent, all-boys schools: Peter Drake, Richard Melvoin, Head of School, Belmont Hill School; Gerard Ward, Headmaster, The Fenn School; William Burke, Headmaster, St. Sebastian’s School and Kerry Brennan, Headmaster, The Roxbury Latin School all described their schools’ commitment to all-boys education as progressing over time from “intuitive to intentional.” w w w. fe s s e n d e n . o rg
Dr. William Pollack suggests, it is incumbent upon parents and teachers, particularly fathers and male role models, to challenge cultural stereotypes regarding the nature of masculinity. The implicit and explicit communication that boys must be tough and indifferent has resulted in a culture of young men who feel ashamed by their emotions.
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BRINGING OUT THE BEST IN BOYS ALL-BOYS LECTURE SERIES 2008
They hide behind masks of their own construction, feigning stoicism for social approval, and moving further and further away from genuine connectedness. The rise of the anti-hero, such as Holden Caulfield’s character in J.D. Salinger’s The Catcher in the Rye, testifies to boys’ deep feelings of alienation and identification with characters that are confused themselves and misunderstood by society. The ideal educational environment encourages academic and emotional literacy through avenues, such as poetry, singing, and creative writing, which are often blocked to boys when traditional masculine stereotypes are promoted and strictly enforced. In supporting a greater range of activities and scholastic pursuits, we can help to unfasten the “gender straightjacket” that many boys don in an effort to fit in. The ensuing freedom of movement allows boys to find themselves, develop their individual strengths, and communicate openly about their passions and beliefs without
Dr. Michael Thompson: www.michaelthompson-phd.com
shame. According to Dr. Pollack, it is shame, above all else, that affects
• Raising Cain: Protecting the Emotional Life of Boys by Dan Kindlon, Ph.D. and Michael Thompson, Ph.D.
the emotional health of boys and causes them to engage in antisocial
• Speaking of Boys: Answers to the Most-Asked Questions About Raising Sons by Michael Thompson, Ph.D. and Teresa H. Barker
ing to educate our boys, we must first validate who they are, who they
• It’s a Boy!: Understanding Your Son’s Development from Birth to Age 18 by Michael Thompson, Ph.D. and Teresa H. Barker • Best Friends, Worst Enemies: Understanding the Social Lives of Children by Michael Thompson, Ph.D., Catherine O’Neill Grace, and Lawrence J. Cohen, Ph.D.
behavior—often as proving grounds for their masculinity. Before seekwish to become, and “love them into learning.” This must be the guiding principle of any school that endeavors to develop healthy young men. Having been part of the Fessenden community for several years now, I feel that I can speak with some authority about the principles which guide our faculty, staff, and educational curriculum. Many of these are so subtly interwoven into the fabric of the institution, they may be readily missed. The “whole boy” philosophy, for example, represents an implicit commitment to understanding the unique strengths and talents of every student that walks (or, in some cases, struts) through Bernon Hall. While many institutions endeavor to produce “well-rounded” young men, Fessenden has dedicated itself to developing programs that foster intellectual, social, and emotional growth. From kindergarten onward, boys are given the opportunity to express themselves through a wide variety of scholastic pursuits, including music, poetry, art, and theater. Establishing these practices early, and in the absence of female peers, permits boys to develop a healthy appreciation for all forms of creative expression—not simply those that are deemed suitably “masculine.” The confidence and freedom with which Fessenden boys read their haikus, exhibit their ceramic artwork, and parade across the stage
Dr. William Pollack: www.williampollack.com
in wigs and dresses is a wonderful demonstration of this principle. Many who have caught the poetry or theater “bug” would have devel-
Center for Men: www.williampollack.com/center_for_men.html
oped only a minor sniffle in a co-educational setting, where the pressure
• Boys at Play: Sports and Transformation by William S. Pollack, Ph.D.
open social modeling provided by teachers, coaches, dorm parents, and
• Real Boys: Rescuing Our Sons from the Myths of Boyhood by William S. Pollack, Ph.D. and Mary Pipher, Ph.D.
able in their ongoing exploration of gender roles.
• Real Boys’ Voices by William S. Pollack, Ph.D. and Todd Shuster • Real Boys Workbook by William S. Pollack, Ph.D. and Kathleen Cushman
to appear cool and aloof prohibits many forms of self-expression. The advisors allows Fessenden boys to feel safe, shame-free, and comfort-
In addition, the education of “whole boys” recognizes inherent differences in learning styles. One of the more significant advances in pedagogy over the past half-century is that not all children learn the same way. Each child possesses a unique cognitive fingerprint that
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BRINGING OUT THE BEST IN BOYS influences their scholastic capabilities. The teaching staff at Fessenden is exceptionally attuned to learning differences in boys, particularly as they relate to reading, writing, mathematics, and organization. The generous professional development budget ensures that teachers are privy to the best practices in educating “male minds” and recognizing their distinctive needs. Walk into any classroom, on any given day, and you can witness an assortment of boy-friendly techniques being actively implemented. SMARTBoards, Digi-Blocks, and AlphaSmarts all represent methods for harnessing boys’ intellectual strengths and making
Middle School boys enjoyed pie throwing during field day.
scholastic material more palatable. In the same manner, endlessly changing desk configurations, 5-minute breaks between classes, and post-lunch running laps represent ways of safely re-channeling and
ALL-BOYS RESOURCES
defusing natural boy energy. As any teacher will tell you, however,
BOOKS: Beyond Politics: Boys, Biology, Values and Character by Richard I. Melvoin
knowing boys means constantly finding new ways to reach them and create excitement about learning. In this regard, the most important
Boys and Girls Learn Differently! by Michael Gurian
resource is the teachers themselves. Their passion for teaching is
The Minds of Boys: Saving our Sons from Falling Behind in School and Life by Michael Gurian and Kathy Stevens
directly reflected in the boys’ enthusiasm for learning.
The Wonder of Boys by Michael Gurian
In conclusion, the present crisis, as characterized in the statistics
Icarus in Our Midst: A Reflection on Boys at Risk by Richard A. Hawley
and research, provides an opportunity to understand and reevaluate
The Romance of Boys Schools by Richard A. Hawley
the conditions under which boys thrive. Similar to the foreboding sky
Season of Life: a football star, a boy, a journey to manhood by Jeffrey Marx
hanging above the Fessenden class of 2008, it need not rain. If we can recognize the cognitive, social, and emotional qualities that compose
Boys Will Be … Using Fiction to Challenge Boys to Explore the Meanings of Masculinity by John Ashton
our young men, including their relative strengths and challenges, we
Brad and Cory: A Study of Middle School Boys by Diane J. Hulse
can fashion an academic environment in-keeping with their distinctive
Just Let the Kids Play: How to Stop Other Adults From Ruining Your Child’s Fun and Success in Youth Sports by Bob Bigelow, Tom Moroney and Linda Hall
needs. The success of all-boy schools, such as Fessenden, in safeguarding boys against declining academic marks and emotional instability has much to do with institutional policies that respect their learning style, discourage gender stereotypes, and promote community. These are deliberate choices that are firmly-grounded in the literature evaluating gender differences. In many ways, our curiosity and desire to confront these issues provides the most significant impetus for meaningful change. As I am fond of telling parents, boys exhibit
Kind to be Cruel? Restoring Generosity to Manhood by Tim Blankenhorn Lost Boys: Why Our Sons Turn Violent and How We Can Save Them by James Garbarino Mismatch: The Growing Gulf Between Women and Men by Andrew Hacker “Reading Don’t Fix No Chevys” Literacy in the Lives of Young Men by Michael Smith and Jeffrey Wilhelm
can interpret these statistics as one “big behavior,” rather than isolated
Whose Game Is It, Anyway? A Guide to Helping Your Child Get the Most From Sports, Organized By Age and Stage by Richard D. Ginsburg, Ph.D., Stephen Durant, Ed.D., and Amy Baltzell, Ed.D.
facts, we recognize immediately that our boys are attempting to com-
Women Teaching Boys: The Confessions of Nancy Lerner by Nancy Lerner
municate something incredibly powerful about their experiences in
Women Teaching Boys: Caring and Working in the Primary School by Martin Ashley and John Lee
through their behavior what they cannot find the words to say. If we
today’s world. The real crisis in boys’ education is that many adults, who are in a position to help, have stopped listening to the message behind these statistics in favor of the debate over them. I am proud to be part of a community of men and women that indefatigably eavesdrop on the inner language of boys, often from the recessed corners of offices and classrooms, in a genuine attempt to educate, support, love, and connect.
Teaching Boys to Become “Gender Bi-Lingual”: A Challenge to Single Sex Schools by John Bednall The Trouble with Boys: A Surprising Report Card on Our Sons, Their Problems at School, and What Parents and Educators Must Do by Peg Tyre The War Against Boys: How Misguided Feminism is Harming Our Young Men by Christina Hoff Sommers The War Against Men: why women are winning and what men must do if America is to survive by Dr. Richard T. Hise ONLINE RESOURCES: International Boys’ Schools Coalition (IBSC): www.theibsc.org The Boys Project: www.boysproject.net Massachusetts Comprehensive Assessment System (MCAS): www.doe.mass.edu/mcas
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SPEAKING OF BOYS … IT HAPPENS HERE! THERE ARE MANY OCCASIONS WHEN FACULTY DELIVER REMARKS ABOUT THEIR FESSENDEN EXPERIENCES, SPEAKING SERIOUSLY AND HUMOROUSLY ABOUT BOYS AND BOYS’ EDUCATION. ENJOY THESE HIGHLIGHTS! EMILY YANDOH, MUSIC FACULTY MEMBER
One of the best experiences I’ve had here was the spring’s Middle
Excerpt of remarks delivered at Red and Gray Society Dinner, May, 2008
School Musical. There hadn’t been one in probably 25 years, and the
Most mornings when I get to Fessenden, I see on the corner of the road
opportunity came suddenly. I was looking for a singable, age appro-
by the athletic center a pack of middle-school girls. I’m guessing that
priate, short musical, and settled on “The Princess and the Pea.” I
they are from the neighborhood, or maybe some of them are sisters of
remember talking to Kathleen Brophy about how to frame it, as there
the boys that live here, but in any case, they have picked that corner to
were female roles a plenty. She told me to make it seem like the
meet up and walk the rest of the way to school. When I pass them, I
coolest thing you could do, so I did. I talked it up about how important
marvel at how they clump up and talk in excited whispers. I see their
the girls roles were, and how you could pretend you were someone
Hannah Montana backpacks covered with keychains and puff paint, I
else and not have it be who YOU are, and how you got to wear fun
see the ribbons in their ponytails, I see them silently and blatantly
costumes, and then I held my breath and waited for their reaction. To
assess my outfit and I think “Holy cow, boys and girls are WORLDS
my surprise, I had kids falling over themselves to play the women’s
apart.”
roles. I had kids asking “Ms. Yandoh, is it fun to wear wigs?” These
Of course, I myself am in fact, if you didn’t know, a girl (or at least I
the performance I was watching a scene where the maid sings about
guys took the ball and not only ran with it, they SOARED. The day of was), so I know a little something about how they operate, but after
how she likes the Prince but he never notices her, and I remember
being at Fessy for over six years I find I understand them less and less,
watching this boy sing and thinking “Aw, so touching,” and then
and I start to see the language, the culture, the secret life of boys, if
remembering: this is the same kid who scared the living daylights out
you will.
of me by hiding under the stage a week ago.
I came here with most of my teaching experience at the high school/
These are the things that the boys get to experiment with at Fessenden.
early college level. Needless to say my first weeks in the world of
This is where I get an insight into their life; how they work, what they
elementary school boys was trying. I remember my first day of school,
think, what kind of man they’ll be. This is where I never get to get too
all dressed up in a nice dress and shoes, confident that I would have a
big of an ego, because for every successful musical triumph, there’s a
successful day. I ended that day with a sucking sound coming from
kid asking “Ms. Yandoh, how come your hair is darker on the top of
each step of my apple juice soaked shoe; my dress was filthy from
your head than on the bottom?” or “Ms. Yandoh, how old are you?
crawling on the floor to coax a Kindergartner out from under a desk,
50?” This is where they learn to take a risk, a chance, an experiment.
and I had a splitting headache from the shear amount of noise I had
Maybe they fail, and if they do, we’re here to pick them up. But
dealt with all day. If you think boys are noisy on their own, try putting
maybe, just maybe, they’ll soar.
them in a room with drums and guitars. I had quite a first day. I remember going home and saying to my husband “What have I done?” Then I started to get it. I started to see the way boys worked. I got my
KATHLEEN BROPHY, ART FACULTY MEMBER, COACH Excerpt of remarks delivered at Red and Gray Society Dinner, May, 2008
first glimpse into their world. I realized that boys love to sing when
Back when I was looking for jobs I had an interview at an all-girls
there’s no one around to tell them it’s not cool to sing. I realized that
school and I sat in on a third grade class. The third grade girls walked
Middle School chorus after a Hot Dog lunch will always be a lost
into the classroom in a line and were asked to stand in front of their
cause, and no matter how hard I try to ignore them, farts will always
clay sculptures without touching them. The lesson plan was laid out
be funny. I realize how you can say instructions in a way that seems
quietly by the teacher with reminders not to talk to one another, but to
perfectly clear, and immediately after a boy will come up and ask
focus on their artwork. The girls then quietly took their seats and began
“What are we supposed to do?” I realized that for every minute spent
working on altering their small clay sculptures without a sound. I was
building, creating, or designing something, half the fun is destroying
impressed and surprised by the control the teacher had with the class. I
that thing. I realized that most boys will never, ever, really be able to
thought I’d love to do this.
sit still. And so you adjust. You rethink—not lower—expectations. My
When I was deciding whether to accept a job at Fessenden, I remem-
teaching has been shaped so greatly, and I have learned so much by
ber confiding in former art teacher David Sigel my motivations for
working with the boys. They move to music rather than sitting still and
living in Boston or Cambridge and being a part of the folk music
listening. They’re happy to sing, to sing solos, to sing in chorus, and to
scene. I decided to take the age-old advice to heart and started
sing at lunch.
looking for a day job. I distinctly remember David Sigel saying to me,
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BRINGING OUT THE BEST IN BOYS “You should work here, because these boys are so alive and they will
The next day a boy who wasn’t on my team came into art and said,
inspire your songs.” I liked that idea. I took it to heart.
“hey, what did you say to your hockey team yesterday?” I replied,
I remember my first day of school, being a little nervous, but thinking back to that third grade girls art class I had sat in on, I was feeling
“Oh, I just gave them one of my pre-game speeches,” to which he said, “Oh yeah, well they said you told them they’d never make the NHL.”
confident I could manage. I organized my room to welcome the fourth
We had a visitor come to the sixth grade class and among other things,
grade boys I would be meeting for the first time. I asked their teachers
he is an art collector and alumnus. He came to share some of the treas-
to please have them line up in the hallway first and quietly enter the
ures he has collected throughout his life. He was fascinating and, with
room, which they did. I introduced myself and then explained our first
little white gloves, he allowed the boys to handle the art work he
lesson. I explained the assignment and when I was finished, I reminded
brought. Many of these pieces were ancient and were worth a lot of
them to focus on their work, to please not talk to their neighbor and
money. When the boys were asked if they had any questions, I felt this
asked them to begin. Well, within minutes I felt I had been hit by a
wave of fear go through me, thinking “Oh, please don’t let them ask
Semi truck. Most kids yelled out “What are we dong?” “I don’t get it?”
something silly;” “please don’t ask if you can go to the bathroom.”
“Can we use X-Acto knives?” “What did she say?” Total pandemoni-
Lo and behold, the questions asked were phenomenal.
um. At one point the noise level had gotten so high, I realized I didn’t even possess the tools to get them to be quiet. I was completely blown away. After class, I realized what a mistake I had made and the last thing I wanted to do was write a song about it. Even though on that day I really wanted to run for the hills, I have come to realize that there can be an art class with spontaneity, laughter, inspiration, boys smiling and enjoying the process—and maybe even just a little pandemonium. Well, without X-Acto knives. An alumnus who was here visiting after 40 years explained that his best memories of childhood took place right here at Fessy. He said: “you
1. “Were any of these pieces at Versailles?” The answer was yes and he showed us which one. 2. “Did you ever see a piece of art work as a child, maybe in a magazine or something, that you acquired later in life?” The impressed visitor answered yes and told us about his latest acquisition for which he had been searching for years and years. 3. “What is your favorite possession?” That answer brought a twinkle to the collector’s eye and he showed the boys an Inuit tool he acquired from his grandfather when he was their age.
know, when I went here there were a small number of boarders and I
I’m always learning and I am so thankful for this place where my
wanted to be one so badly. For my 12th birthday my parents arranged
growth and education are being supported. I’ve seen boys be expres-
for me to board for two weeks. I loved living with my friends, sleeping
sive, love each other, cooperate with each other, give a helping hand,
in the bunk beds, having stories read to us at night. It was like summer
and listen to each other—I see it every day.
camp but better. When that two weeks was over I cried the whole way home. It was the best two weeks I ever spent here, and by far my
TODD EVELETH, DEAN OF STUDENTS, ENGLISH
favorite memory.” I wonder which pieces of Fessy these boys that I
DEPARTMENT CHAIR, DORM PARENT, COACH, ADVISOR
teach will be carrying with them for the next 40 years...
Excerpt of remarks delivered at Red and Gray Society Dinner, May, 2006
When I began coaching here I had come from coaching a Varsity squad of girls at Tabor and I had gotten used to pumping the girls up with a little pre-game speech before a big game. So, it was the last practice before our first ice hockey game here at Fessy, we had just picked our team and the boys were flying through practice. They were so pumped
When I received a new assignment monitoring the coatroom at a fall dance, I was elated. I remember saying to my wife, “I will help the kids hang up their coats, maybe carry a couple of cases of soda down to the snack area. I’ll even bring some papers to correct.” I could not have been more wrong.
up and there was a nice energy to the boys. I called them in real close
Fessy boys do not use the coatroom—they either throw their sweatshirt
and said: “you see how you feel right now? You’ve done a lot of work
into the bushes or they wear their fancy jacket inside the gym to
this week. Feel the blood rushing in your veins? Feel your heart pound?
impress the ladies. Girls arrived at the coatroom fresh from the family
Feel the adrenaline pumping as you finish those sprints? Well, remem-
car dressed in lovely sweaters from L.L. Bean or Brooks Brothers. But
ber this. This is how you should feel when you play hockey. Remember
then in small groups they circled up and created human dressing rooms
this feeling right here, right now, for the rest of the season. I’ll tell you
for each other. The girls entered these impromptu dressing rooms
right now, this is the greatest game in the world and you can play it
wearing clothes that met the family dress code, but they left the coat
your whole life. You can take this game as far as you want. You may
room dressed like Laker Girls prepared for a half-time show putting on
not make the NHL, but you will always have this game and this feeling
makeup with applicators that seemed to spill out of secret pockets in
when you want it. All you have to do is dig deep.”
their miniskirts.
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7
BRINGING OUT THE BEST IN BOYS Finally after the initial onslaught had subsided, I settled in to grade
school and they looked at me with an expression of total shock. “Are
some papers. And for the remainder of the night, the room swirled from
you crazy Mr. E.? No one is ever himself in front of the ladies. We
changing room to gossip lounge to psychiatrist’s office. And most con-
would definitely need more camouflage in a co-ed school.” Fessy
cerning of all, near the end of the night, I watched as my brightest stu-
faculty members strive to connect with the boys everyday and if our
dents entered the room strutting slowly by me with dazed looks on their
students needed to hide their strengths and weaknesses from us, how
faces. These bright boys, who could easily tell the difference between a
could we help them improve on their weaknesses of character and build
gerund, a participle, and the object of the preposition, struggled to say
their strengths? How can I fulfill my role as a mentor and advisor if I
hello and could not even manage to meaningfully discuss the weather. I
don’t know what is real and what is camouflage?
heard a proctor from my dorm floor confidently state that “CVS makes the best nail polish remover—no question about it.” In another corner of the coatroom, one of the leading candidates to be the school leader was hopping on one foot, while trying to rub his stomach and pat this head. Yes, boys will be boys, but this was mayhem. The confusion that I witnessed in this coatroom is simply part of grow-
Everyday I witness moments that challenge and hopefully build your son’s character, and I only hope that I can help them see more clearly how to learn from these challenges. These challenges arrive when a player takes a line drive off the chest against Belmont Hill and can’t hold back tears in front of his friends. These challenges come up at advisor meetings when a group of boys listens to a peer talk with open
ing up. But, as an educator I want to remove confusion from our boys’
concern about his parents’ troubled marriage. There are challenges
lives. Clarity is an absolute foundation for success in the classroom and
when a boy makes a bad decision and he learns how to react to being
even if a small percentage of that confusion spilled into the classroom,
in a community that he may have disappointed. And shortly after the
it would create an obstacle in my ability to connect with the boys. One
fall dance the opportunity to help a student understand challenge
of our greatest challenges as educators is in getting our students to open
arrives when a seventh grader says, “Mr. E., I don’t get those girls at
their minds and keep them open until the end of school in June. There
the dance.” And I look him right in the eyes and very confidently reply,
is no place in this community for someone or something that limits the
“me neither.”
flow of knowledge and experiences into these young boys. Something that shuts down our boys to new experiences is a major limiting force to the progress of their character. And I cannot afford that type of interference creating worry in my classroom. And believe it or not, I fear that at the middle school age, the “Laker Girls” may be a distraction in the classroom. It may not seem like it, but our boys worry about getting playing time,
There’s one more story that lends itself to the power of Fessenden. I was fortunate to have a poet named Jamele Adams from Brandeis University visit my class. He read some of his work with an amazing passion that captured the boys’ attention. Immediately after hearing the poems, we started an assignment that involved writing a poem that defended your life to either your parents or to God. When I asked for a volunteer to read his finished work, a hand went up quickly. The boy
how their family is getting along, losing friends, and even occasionally
read his work for a few moments, but after reading only half of the
schoolwork. And one of their biggest worries is how those girls in the
piece, he slowed as tears spilled down his cheeks. There was not a
coatroom will see them. When a boy is worried about anything, I want
snicker or a giggle, or a mean remark. There was only absolute respect
to be able to address it quickly and directly, because it is not easy for
and patience for a young man who had let go of a little bit of his per-
boys to disassociate the ability to worry from the feeling of inadequacy.
sonal camouflage. The moment was sincere and filled with respect for
I want boys to leave not only with the proper skill sets as student-ath-
the sudden seriousness of the boy’s poem. To be able to share moments
letes, but also with the confidence that should support their character in
like this with a group of boys is one of the reasons why I continue to
everything they do. It is up to every faculty member at Fessy to instill
believe so strongly in all-boys education. We have allowed this boy
in all their students the ability to comfortably say, “I can,” “I will,”
and so many others to avoid adding layers of personal camouflage.
and “I must.” These boys must have confidence in who they are to be,
We have given them more time to remain open minded and safe from
influential young men for the rest of their lives. Developing confidence
judgments and worry.
starts in every Fessy classroom and on every Fessy field.
There is no doubt that some day, your sons will stumble into that
In my eighth grade English class we are reading The Power of One.
metaphorical coatroom somewhere, and I know that their time in the
The main character, Peekay, talks about the need for personal camou-
safety and comfort of Fessy, exploring artistic, athletic, social, and aca-
flage. And to protect himself at school, he hides his strengths and inad-
demic experiences with an open mind, will have provided them with
equacies from his peers. I asked my class if camouflaging themselves
the foundation of character to be the adults that we all dream of them
was healthy and they resoundingly replied, “no.” I also asked them if
being.
they would feel the need to camouflage themselves more in a co-ed
8
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BOYS ON STAGE: THE ROLE OF PERFORMING ARTS AT FESSENDEN by Dan Kiley, Director of Community and Cultural Program
L-R: Teacher Joe Lareau conducts Jackson Timm, Robbie Shaw, Billy Kimball, Matt Cunningham, Connor McGuirk, Nick Zaffiro and Justin Lamere in African Drumming during one of Fessenden’s concerts. Boys in the Upper and Middle Schools are encouraged to participate in one of the three African Drumming ensembles which teach a practical application of African musical theory through performance. Joe Lareau’s first-hand experience living in Ghana enhances the class’ knowledge of the culture and provides understanding of the socio-cultural context of each musical genre. In addition to performing during the winter and spring concerts, the ensembles delight audiences at Grandparents’ Day, the Middle School Moving Up Ceremony and X block.
One of my clearest memories of my days in college at Holy Cross is
devoted his time to classical dance training. His leaping, diving catches
finishing a grueling football practice with a series of exhausting sprints,
were actually pirouettes and arabesques performed in shoulder pads
running down the hill from the practice field to the locker room, show-
and helmet. He was “the artist” perfectly combined with “the athlete.”
ering and changing quickly, and dashing across the campus to Fenwick
On the occasion of his induction into the Football Hall of Fame Swann
Theatre for the dress rehearsal of our production of The Devil’s
joked, “You try and leave football practice with a pair of tights—
Disciple. Though my small part as Lawyer Hawkins was not a starring
named Lynn—at an all-boys Catholic school. You’ll find yourself
role, it was as important to be there and to be ready as it was to be on
learning a few moves!” In fact, Swann insisted that his years of danc-
the field as the second string fullback for the freshman football squad.
ing lessons provided him with the grace, balance and strength essential
Neither “show” could go on without all players present and accounted
to his success as one of our greatest professional football players.
for. I was part of both “teams.” I had to be there. And, looking back, I wouldn’t have missed either for the world. At a much more exalted level of athletic and artistic endeavor is Lynn
It is fair to say that Lynn Swann’s example is counter to our usual expectations. People often think of the arts and athletics in competition with each other, particularly in the busy world our sons navigate. How
Swann. In 1976, Lynn Swann was voted M.V.P. of Super Bowl X, as
does one become an excellent violinist and an outstanding hockey
the Pittsburgh Steelers edged the Dallas Cowboys by a score of 21-17.
player? A star of the fall musical and the starting quarterback? The lead
The graceful wide receiver led his team to victory by making some of
guitarist of the jazz ensemble and the leading scorer on the basketball
the most acrobatic catches ever seen on the gridiron—Super Bowl
team? Certainly, the challenge of being the best at something has made
highlights that are permanently etched in our memories. Swann was an
it even more difficult for our students to branch out and discover new
exceptional athlete by every measure, combining speed and strength
activities. Instead, they are encouraged, sometimes by parents, some-
with agility and determination. Swann surprised many football fans when he asserted that his tremendous skill as a pass catcher had been enhanced most by his study of ballet. That’s right! One of the greatest wide receivers of all time had w w w. fe s s e n d e n . o rg
times by teachers and sometimes by peers, to specialize. Even in the early elementary years, boys define who they are by what they do. “I’m a hockey player,” says the fourth grader who plays in weekend and evening leagues. Soon interest in other pursuits is squeezed out of 9
BRINGING OUT THE BEST IN BOYS the picture altogether. So, how do we find the time to include a variety
were invited to be involved in the fall musical production of The
of endeavors into their busy lives?
Point! The rousing reception for last year’s Middle School musical
At Fessenden, we seek to minimize the conflict, urging each of our students to grasp the chance to be both athlete and artist. Every boy
supports the notion that boys love to perform and need the chance to do so.
has the chance to be a part of the extensive athletic program offered
A frequently cited reason that middle school aged boys are wary to
every day as well as to participate in the many opportunities to
pursue an interest in the arts is that, even today, some people do not
perform on stage. Our program is designed to allow the boy who
consider the arts to be very “manly.” As Lynn Swann discovered,
defines himself as an athlete to explore his interest in acting, while the
singing, performing and especially dancing are often judged to be
boy who loves to sing is encouraged to engage in physical competition,
more feminine pursuits and boys face pressure from peers to prove
with each of these essential experiences enhancing the growth
their masculinity through more competitive and aggressive interests.
of each student. In fact, our performing and visual arts curriculum features a variety of choices that put boys in touch with their artistic side. From traditional choral and instrumental groups to the more progressive African percussion ensembles, our students can find a place to channel their musical interests. In the studio, adolescent Fessy boys are free of any stigma
Studies show that incidents of bullying and teasing among boys of this age group are frequently connected to the identification of a victim as less masculine in affect or activity. Participation in the arts, therefore, can be a risky proposition for a young man who may be insecure about his place in the social order and, particularly, with boys who are not vastly successful in athletics.
that might muffle their interest in the visual arts, and create inspired
Dr. William Pollack, in his book Real Boys, notes that “as much as
drawings and sculptures. Weekly presentations of the F-Files, our
they offer a break from the Boy Code, a chance for openness, expres-
video production class program, create celebrities among the students
sion and intimacy, sports can also push boys back to loneliness,
and faculty and staff. The Fessenden Faculty/Staff Cabaret generates
shame and vicious competition ... they cause some boys who are not
an indelible image of many of the boys’ teachers and coaches express-
involved in sport to feel left out, ashamed and unworthy.” Schools
ing joy in song. It is a priceless model, a perfect example of the bal-
that fundamentally promote the performing arts, which show appreci-
ance that we seek to achieve for our students in the school’s mission
ation and respect for achievement in all aspects of artistic expression,
statement. From kindergarten through fifth grade, each class proudly
legitimize the arts for all students and reduce the likelihood of this
performs a play for the school community and, this year, sixth graders
type of behavior. All-boys schools maintain an even greater position
Last spring, fifth and sixth grade Fessy boys in the B#s chorus performed in the Middle School musical, The Princess and the Pea, the first in many years. Boys in the chorus enthusiastically auditioned for roles in the musical. The cast’s excitement is certainly evident in this photo! 10
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BRINGING OUT THE BEST IN BOYS maintain the availability of an assortment of options. The boys are young enough to put aside the notion of focusing all of their energy, time, and attention toward one interest and, instead, investigate the vast array of possibilities that still await their exploration. A trend is emerging; colleges and secondary schools may soon enough require students to specialize and limit themselves to one proficiency. Now is the time for students to be dilettantes and renaissance men, engaging in all that is possible and discovering their passions. To support this effort at Fessenden, generous and dedicated parents have established a Parents Association committee. The Performing Arts Committee provides support in a myriad of ways for the many plays, musicals, and recitals at Fessenden. It serves to inform the community of the range of events happening in our school. It is my During the fourth grade’s production of Charlotte’s Web, last March, Karl Wright, left, brings slop each day to feed Peter Curtin, right, who played the character Wilbur the pig. Fourth graders work on the play for about eight weeks with Barbara Brown, Arts Department Chair, who often incorporates literature into the plays. An evening performance for parents and a morning showing for the Lower School received loud and warm applause!
for making this assertion, free of the stereotyping that may occur in a co-educational setting. Boys can be celebrated for talent and achievement in a wide range of non-athletic realms. Boys can act, sing and play music!
pleasure to work with them as Director of Community and Cultural Program to assist the stellar group of artists and musicians who make up the Arts Department and further enhance the outstanding curricular and extra-curricular offerings we offer to our students. Our goal is a simple one: provide our boys with the same kinds of memories that we all value and cherish, so that on some future day, when they see The Running Boy, they will fondly recall their days of dashing across campus from football practice to dress rehearsal.
There is no doubt that involvement in the arts provides boys with opportunities to develop skills and practice behaviors that largely inform and support every aspect of their schooling. A member of the cast of a school production develops a profound relationship with his fellow castmates—as strong as those he forms with any teammate— as they rely on each other to practice and perform to the best of their abilities. They pursue, with vigor, preparing for opening night, together with the director, refining—supportively and sympathetically—their performances. Unlike most athletic interests, there is only one “Big Game:” the season is about rehearsal after rehearsal in preparation for a show that will ultimately be judged by parents and peers. The shared victory is always unforgettable; a moment to be savored, unlike any other that they will ever know. Recently, I had a conversation with a former student who has gone on to be successful in many aspects of his life, including having a stellar hockey career at the college level. Though I had been one of his hockey coaches at Fessy, we were reminiscing about his performance— very memorable to me and, it turns out, to him as well—in a student production of The Pirates of Penzance. He had portrayed the lead role of The Pirate King, singing and acting with energy and newly discovered skill. I was struck by his fond recollection of the performance and the obvious pride he had in the accomplishment. He wished, he said, he had done more of that. Boys deserve the opportunity to fully engage in these great experiences: our responsibility as educators lies in working with parents to
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Upper School boys Tucker Hopkins, Jesse Francese, Robert Coukos and Simon Korn of Fessenden’s Jazz Ensemble entertained guests with their skillful playing before and during the Commencement ceremony for the class of 2008. Directed by music faculty member Stephen Naiman, the ensemble closed the program with Dizzy Gillespie’s “Blue ‘n’ Boogie.”
11
FOR THE COMMUNITY: BOARD OF TRUSTEE FORUMS • To increase our outreach and financial aid
In November 2007, the Fessenden School
Elizabeth Munro, mother of Henry Wheeler
Board of Trustees held an open Trustee
’08 and Chair of the Institutional Advancement
resources to attract a broader range of qualified applicants.
Forum for parents, faculty and staff to hear
Committee. Sharing the evolution of
firsthand from trustees how an independent
Fessenden’s marketing initiatives and materi-
school Board operates and an update on the
als, she encouraged attendees to react to a
school’s fiscal health. Board President Brian
couple of proposed marketing phrases.
Conway spoke to the role and function of the
Central to the School’s plans is the fact that
Board, including reviewing the National
nearly 70% of admissions inquiries come
• To ensure future financial security by building Fessenden’s endowment. • To identify facilities improvement priorities through the development of a campus master plan.
Association of Independent School’s
through “word of mouth” so the role parents,
Principles of Best Practices for Trustees
faculty, and alumni play as Fessenden ambas-
Immersed in another productive year, Board
which the Fessenden Board upholds. Tom
sadors cannot be overstated.
President Brian Conway commented,
Roberts, Treasurer of the Board and Chair of the Finance Committee, walked the attendees through the task of understanding Fessenden’s complicated finances, both on an annual basis and through a ten-year financial model, and highlighted the school’s reliance on its annual fund and distribution from Fessenden’s modest but growing endowment. Greg Petrini, Chair of the Campus Planning Committee, explained the process by which capital projects and improvements to campus are identified. The evening’s success confirmed the plan to make this forum an annual
Keeping the school’s mission at the forefront of its discussions and decisions, the Board of Trustees annually focuses on core strategic objectives identified through a planning process undertaken two years ago. It begins its work through seven active sub-committees—Audit, Finance, Committee on Trustees (nominating), Institutional Advancement, Campus Planning, Long Range Planning and Investment. These committees set their annual and longer-term goals within Fessenden’s strategic priorities:
event. To that end, the second forum was held • To attract and retain high-quality, long-term faculty and staff who embody our mission. on Monday, November 17, 2008. Complementing a strategic priority and financial update from Brian and Tom was a marketing discussion led by trustee 12
“Fessenden is a unique and special school for boys and is blessed with a dedicated and talented faculty, staff and administration. As stewards of Fessenden’s future, the Board’s responsibility is to ensure that the institution fulfills its mission and has the financial foundation and leadership to continue to thrive. This year, the Board worked to make sure the school has the resources to meet its strategic goals. Parents and alumni support the school’s mission through financial support and countless hours of volunteer time. I am deeply grateful to everyone in the Fessenden community who makes the school so successful.”
• To ensure that Fessenden provides the educational foundation for each boy to become a life-long learner and successful citizen.
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TRUSTEES RETIRE
FESSENDEN TRUSTEES RETIRE Stewards of The Fessenden School, the Board of Trustees is composed of dedicated volunteers who, with the school’s Headmaster, provide leadership and strategic direction to ensure the faculty and administration fulfill the school’s mission on a daily basis. We recognize and acknowledge two retiring Board members, Byung-Kook Kim ’74 and Geoffrey Rehnert, for their loyal service to Fessenden. Excerpts from remarks delivered by Headmaster Peter Drake and President Brian Conway during the annual Board of Trustees meeting in June 2008.
We at Fessenden School are proud of the strong
GEOFFREY REHNERT is a fan of Abraham
historical connection between Fessenden and South
Lincoln, who said, “Upon the subject of education,
Korea. In fact, the first Korean students arrived
not presuming to dictate any plan or system respect-
over 35 years ago when two young boys, among the very first middle-
ing it, I can only say that I view it as the most important subject we as a
school-age Koreans to study abroad, arrived at Fessenden in the fall of
people can be in engaged in.” Geoff obviously agrees with Lincoln, as
1972, speaking not a word of English, to begin their education in the
shortly after the arrival of Geoff’s sons at Fessenden School, it became
United States. BYUNG-KOOK KIM ’74, and his brother Byung-Pyo Kim
apparent to all of us that Fessenden had not become just his sons’
’75 paved the way for many Korean boys to follow, and they have been
school, but Geoff’s school as well. He is father to Scott, Class of 2005,
loyal and dedicated friends and supporters of Fessenden School ever
and Tom, Class of 2008 as well as step-father to Sky Holden, Class of
since. For more than a decade, Byung-Kook has committed himself to
2007. Geoff has provided invaluable leadership to the Board of Trustees
strengthening the Fessenden-Korean connection in order to promote the
throughout his years of service, culminating in serving as an officer
best interests of the school and of the Korean families whose sons add
of the Board as vice president. He has been a key member of the
so much to the fabric of the Fessenden community. A graduate of
Institutional Advancement and Campaign Leadership committees,
Andover and Harvard, Byung-Kook and Young-Ah Choo also became
and served as Trustee co-chair of the 2006-2007 Annual Fund. With
Fessenden parents along the way, father of Jae-Ik ’01 and Jae-Yeop ’04.
enthusiasm and his trademark smile, Geoff has been a regular attendee
Byung-Kook further distinguished himself for his service to The Fessenden School as a member of the Board of Trustees. Invited to join the Board in June 2003, his formal service to Fessenden as trustee has had to end prematurely, due to his appointment as National Security Advisor to the new president of South Korea, a position that has required him to step down from all the not-for-profit Boards he has been serving. Throughout the decades of Byung-Kook’s enthusiastic and unselfish commitment to The Fessenden School, the Kim family has recommended the school to countless Korean families, organized and hosted three Fessenden trips to Korea for headmasters, organized solicitations for the Korean Family Fund as part of the school’s endowment, and promoted goodwill and understanding that has substantially strengthened the historic Korea-Fessenden community. Byung-Kook’s formal service to the school has stretched across countries and international boundaries and, despite the logistical challenges of being involved as an active participant in school life and Board meetings, he has left a legacy that has truly made a difference in the life of the school.
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at Fessenden musical events, theatrical performances, and a countless number of athletic contests. The pleasure he takes at witnessing the growth and development of his boys and their peers has been evident to all. It was always a safe bet that if Geoff weren’t traveling, out of the country, or detained by other business, he was more often than not on the sidelines cheering on Fessy boys. He has always made time for Fessenden School. Geoff knew instinctively that part of his role was as ambassador, and he discharged this responsibility capably and often. He has brought several interested families to visit the campus and recommended the school to colleagues for their sons, and has been an active solicitor, always ready to take on new assignments, for leadership gifts to the Annual Fund and the endowment initiative. Geoff and Laura have generously opened their home to host Fessenden events. Throughout it all, Geoff has distinguished himself through his selfless service to the school, its faculty and staff, and to our boys by giving of himself tirelessly and generously. In the best spirit of Fessenden, Geoff has quietly led by example and we are enormously grateful to him.
13
NEW TRUSTEES
FESSENDEN ELECTS TWO NEW TRUSTEES AND A TRUSTEE EMERITUS DENISE M. DUPRÉ became a member of Fessenden’s Board of Trustees this year. Currently teaching courses at
Harvard, based on her industry textbook, Hospitality World!, Denise has held various teaching positions including a teaching fellowship at Cornell University and an appointment as associate professor and dean of the School of Hotel Management at Boston University. She has also worked extensively in the hospitality field, including roles in marketing, consulting and operations for both public and private hotel companies. Among her hotel and restaurant related accomplishments, Denise is happy to have had a recipe accepted for the Fessenden cookbook! She completed her undergraduate work at Dartmouth College and her graduate studies at Cornell University’s School of Hotel Management. She has been an active volunteer at a number of schools and currently serves on the President’s Leadership Council at Dartmouth College, the Board of the Charles River School, and is the Chair of the Board for the Mercersburg Academy. Denise and her husband Mark Nunnelly, live in Dover with their two sons and two daughters. Cam ’07 is a junior at Nobles and Noah entered Fessenden’s fifth grade this fall. Daughter Casey is a seventh grader at Nobles and Tess is a fifth grader at the Charles River School. JAMES M. NEISSA, Managing Director and Chairman for UBS Investment Bank’s Mergers and Acquisitions Group,
has joined Fessenden’s Board. He began at UBS in 2001 where he is also a member of the Investment Bank Board. Jimmy previously served as Co-Head of the European Mergers and Acquisitions Group for Donaldson, Lufkin & Jeanrette and following DLJ’s merger with Credit Suisse First Boston, as Co-Head of European M&A. While at DLJ, he also led the Technology M&A practice. Jimmy has extensive Mergers and Acquisitions experience in the industrial, telecommunications and technology sectors and has advised on numerous cross-border, hostile and complex transactions throughout the world. He received his B.B.A. from the University of Texas and an M.B.A. from Harvard University Graduate School of Business. Jimmy is Chairman of the New York University Medical Center’s Capital Campaign for the Department of Urology. He and his wife Janet reside in Weston with their three boys: Matt at Belmont Hill School, Nicholas in sixth grade and William in third grade at Fessenden. JAMES J. PALLOTTA, a Trustee from 1995-2006, was elected as a Trustee Emeritus of the Board of Trustees this year.
A longstanding member of the school’s Finance Committee, Jim chaired the Investment Committee and was also a member of the Board’s Executive Committee in his capacity as Treasurer from 1999-2006. He served on the Leadership Gifts Committee during the Classroom Building Fund and as Chair of the Steering Committee during the Centennial Campaign. Jim also chaired the 1995-96 Annual Fund. Fessenden’s James R. Pallotta Athletic Center is named for Jim’s Father. He recently began his own firm called Raptor Capital Management. Prior to establishing this firm, Jim was the Vice Chairman of Tudor Investment Corporation, serving on Tudor’s Board of Directors and was a member of Tudor Investment Corporation’s Management Committee. In January 1994, Jim established Tudor’s U.S. equity securities operation in Boston and had sole responsibility for trading Tudor’s Raptor Global Funds for U.S. and non-U.S. clients. Jim was previously Senior Vice President and Director of Research at Essex Investment Management Company in Boston. He serves on a number of boards, including the Institute of Contemporary Art (ICA), Children’s Hospital Trust Boston, Big Brothers Big Sisters of Mass Bay, the Tudor Group, and the Executive Committee of the Boston Celtics, of which he is part-owner. Jim formerly served on the board of The Steppingstone Foundation and is associated in various capacities with the Squashbusters, Year Up, and Leary Firefighters Foundation. He received his B.A. from the University of Massachusetts, Amherst, and his M.B.A. from Northeastern. Jim and his wife Kimberly reside in Weston with their sons Christopher ’03 and Michael ’05.
14
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FESSENDEN WELCOMES ADMINISTRATIVE STAFF THE FESSENDEN COMMUNITY IS PLEASED TO ANNOUNCE ONE ADMINISTRATIVE CHANGE AND FORMALLY WELCOME FOUR ADMINISTRATIVE STAFF MEMBERS. DAN KILEY has selflessly served the Fessenden community for nearly two decades as a teacher, Assistant Headmaster
and was appointed to fill a key new administrative role as the Director of Community and Cultural Program. Dan is focusing on new initiatives in the arts and the cultural events and programs on campus. He works with the school’s drama program and the new Performing Arts Committee of the Parents’ Association, teaches two English courses, advancing public speaking in the curriculum, and continues to refine and expand the life skills curriculum. In addition, Dan is responsible for further developing and supporting our diversity initiatives for students and faculty and staff, to ensure that Fessenden is inclusive and welcoming to all current and future members of our community. HENRY LAPHAM joined Fessenden in July 2008 as the Associate Director of Institutional Advancement, a position
in which he is responsible for the Annual Fund. Most recently, Henry served as the Assistant Director of Development at the Cambridge Friends School. Prior to Cambridge Friends School, Henry filled the role of Assistant Director of Development and Parent Relations at St. Mark’s School in Southborough, MA; fourth grade teacher and coach at Dedham Country Day School for six years; and fifth grade teacher and coach at Friends Academy in North Dartmouth, MA, and at Hillside School in Marlborough, MA. Henry received his B.A. in Economics from Ripon College in Ripon, WI, in 1990 and his M.A. in Teaching, Secondary Education from The University of New Hampshire in 1997. He is also a graduate of Shore Country Day School and Governor Dummer Academy. TIM MURPHY came to Fessenden in July 2007 as the Director of Placement. Previously, Tim spent six years at The
Williston Northampton School in Easthampton, MA, as the Assistant Director of Admission and one year as their Assistant Director of Annual Giving and Young Alumni Outreach. From 1996 to 2000, Tim spent summers as a counselor and administrator at Camp Becket in Becket, MA. In the summer of 2006, Tim led an international trip to New Zealand through Becket’s Youth Travel Programs. Tim is a 1996 graduate of The Williston Northampton School, holds a B.A. in English from Boston College and is currently pursuing a M.A.L.S. in Religion and Politics at Dartmouth College. Tim is an active volunteer and remains involved with The Becket-Chimney Corners YMCA, where he served on the Board of Trustees for six years. ELIZABETH ALLING SEWALL joined Fessenden in September 2007 as the Director of Institutional Advancement after
eleven years as a Senior Consultant with Browning Associates, Inc., a fundraising, governance and school-management consulting firm. A 1986 Yale University graduate, Elizabeth began her career at the Yale Alumni Fund as the Executive Assistant to the Managing Director. She took that experience to Riverdale Country School in Bronx, NY, as Director of Annual Giving. She received her Ed.M. in Administration, Planning and Social Policy from the Harvard Graduate School of Education. Subsequently, at Lawrence Academy, she served as Associate Director responsible for the Annual Fund and then Acting Director of Development, overseeing the school’s capital campaign and Bicentennial celebration. Between 1993 and 1996 she worked as Associate Director of Development at Westminster School (CT) and ultimately became a member of the school’s Board from 1997-2001. Elizabeth also served as Corresponding Secretary of her Yale class from 1996-2001 and then as Class Secretary from 2001 to 2006. SCOTT SMITH came to Fessenden in July 2008 to assume the position of Assistant Headmaster from The Bement School
in Deerfield, MA. The Assistant Headmaster for nineteen years and ex-officio member of the Board of Trustees, Scott then opted for a one-year position as a fifth grade teacher in 2007-2008. Prior to Bement, Scott served as the Middle School Planner and Director of Development at the Thornton Friends School in Silver Spring, MD; Dean of Students at St. Andrew’s Episcopal School in Bethesda, MD, for four years; and math teacher and coach at The Pike School in Andover, MA, for five years. Scott earned a B.A. in Psychology from Colby College in 1976 and a M.Ed. in Curriculum Development from the University of Maryland in College Park in 1989. Scott’s professional and civic memberships include serving on the Greenfield District Court Restorative Probation Board, Deerfield Academy Parents’ Committee, Bates College Parents’ Fund Committee, National Middle School Association (NMSA), Association for Supervision Curriculum Development (ASCD), and the Assistant Head’s Association (AHA).
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FESSENDEN CRIME CAPER CREATOR AUTHORS FORENSIC SCIENCE TEXTBOOK Middle School Science Teacher Sue Eldert is a contributing editor for Prentice Hall’s Forensic Science: A Companion Book for Your Middle School Science Program, released in September 2008. The textbook incorporates lessons and labs that she teaches to sixth grade boys during their study of forensic science in the annual Crime Caper unit. Sue also authored the entire teacher’s edition to accompany the student textbook. Prior to her work on this publication, Sue has been involved in the production of other science curriculum textbooks. Before coming to Fessenden, she taught secondary school biology at Choate Rosemary Hall in Wallingford, CT, and developed “Web Quests” activities for her classes. During that time, Sue was contacted by Neil Campbell, a renowned biologist, textbook author and founder of an independent biology company. He invited her to help create Exploring Life Biology, an interactive, on-line and hardcopy textbook for grade nine and ten biology students. Sue took two years off from teaching to develop this project, produced by Prentice Hall at its completion. Following her work on Exploring Life Biology, Sue headed back to teaching science and continued to sub-contract for different science textbooks. For five years, Sue Eldert along with Lower School Science teacher Bob Pflugfelder, have been teaching sixth and fourth grade Fessy boys, respectively, a unit on forensic science that they carefully craft into the much-anticipated Fessenden Crime Caper. Boys eagerly await this unit! Presented with a crime scene where they must collect the evidence, the boys interview a list of campus suspects, complete experiments and make hypotheses during lab sessions. The boys work hard to solve the crime and arrest the correct faculty suspect—all while learning about and completing DNA testing, fingerprinting techniques, and chemistry substance testing. One can imagine the excitement this infamous unit brings to the classroom! Drawing on her experience teaching Middle School science, Prentice Hall sought out Sue when the company decided to produce a forensic science textbook for Middle School students. In the early stages, the group assembled by Prentice Hall wanted to focus the text on autopsies. With Sue’s experience teaching Middle School boys, she knew that this was not an age-appropriate choice. Consequently, during a brainstorming session, she presented the unit she created for Fessenden’s annual Crime Caper which was received and reviewed with great enthusiasm. Two years later, Sue recounts her work on the text as a “labor of love” because the forensic science unit she teaches to Fessenden boys is “her favorite unit each year.” This year, Fessenden’s Crime Caper will include Middle School language arts and social studies units by putting the suspect on trial and following the case through court. Stay tuned to see which suspects will undergo a thorough investigation by the Fessy Crime Caper students!
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GREEN INITIATIVES UPDATE
THE RED AND GRAY GOES GREENER! The previous issue of the Red & Gray featured
Environmental Education Coordinator in the
information about Fessenden’s recently
spring of 2008. He works to educate students
installed geothermal heat pumps and student-
and employees on recycling philosophy and
and faculty-led environmental initiatives. Since
logistics to ensure we properly dispose of card-
then, campus-wide enthusiasm for integrating
board, paper, plastic, metal and trash. Aaron is
“green” initiatives which address environmen-
utilizing monitors to evaluate the use and sav-
tal concerns continues to flourish. Updates
ings gained from campus initiatives to turn off
include several notable endeavors:
lights in high-energy use areas. In addition, he
GREEN (Group for Recycling and Environmental Education Initiatives)
was established in the fall of 2007 for faculty and staff. During the year, this group formed
serves as a resource for faculty and staff to identify further ways of bringing environmentally conscious activities into classrooms and departments around campus.
Aaron Cook leads the Sustainability and Environment Club, a group of nearly 20
boys who meet every other week to share
faculty/staff sub-committees to address the
During the summer, Buildings and Grounds
ideas, learn about the impact people have
following areas: Catering, Paper/Resources,
created a recycling collection center on
on the environment, and discover what club
Classroom/Community/Life Skills Integr-
campus to consolidate the recycling to a
members can do to reduce their impact.
ation, Energy, Recycling, Environment,
central location for pick up by Allied Waste
Sustainability is accomplished by thinking
and Outreach. The GREEN group also created
Management. In addition this fall, Fessenden
about what we do in terms of whom we
an on-line community group through
purchased a number of recycling containers
affect. Club meetings culminate with a brain-
“My Fessy” and invited parents, students,
that were placed around campus to make
storm and question and answer session about
alumni, staff and faculty to join and share
the collecting of recyclable material easier.
what individuals and the school as a whole
Designated plastic and metal (co-mingled) bins
can accomplish to reduce our impact on the
are located near playing fields, the hockey rink,
environment.
information. Last spring, Fessenden hosted members from the Children’s Environmental Literacy Foundation (CELF: www.celffoundation.org)
to lead discussions and workshops during a faculty/staff professional development day. Middle School teacher Melissa Panchuck launched a school-wide campaign to conserve energy last spring, in which her students identified areas on campus that were “energy hogs” and posted reminders for the community. This year, boys in her sixth grade Geography class
academic divisions and administrative offices. There is a Saturday morning group of boarding students who collect the recycling from the
A FEW SIMPLE WAYS YOU CAN GO “GREEN” TOO:
“heavy traffic” areas and bring it to the new
Overwhelmed by catalogs in the mail?
campus recycling center for pick up each week. Food Service recycles all milk and juice
Follow the steps at www.catalogchoice.org to indicate which catalogs you are no longer interested in receiving.
bottles. They also purchase local produce to
Receiving too much direct mail?
support the neighboring community and save money and pollution by minimizing transportation of the produce.
are members of the S.O.T (Society of Trash)
Buildings and Grounds employs energy effi-
and are studying the interaction between
cient lighting and remote sensors on campus.
humans and the environment. S.O.T. members have undertaken the task of periodically inspecting the contents of trash to compute the percentage of recyclable materials that they find. Through this analysis, the class hopes to
Fessenden is working with the Green Decade Coalition/Newton (www.greendecade.org) to
obtain grant money for a solar power project to offset electricity use around campus.
help maximize the community’s use of the new
Fessenden is competing in the fourth annual
recycling stations set-up around campus.
Green School Alliance (GSA) Green Cup
Aaron Cook, Upper School Science teacher
and Dorm Parent, was appointed as the
Challenge. New England independent schools
are competing for the title by reducing their
Visit www.dmachoice.org where for $1 your name can be removed from the list. Need Ideas for Living More sustainably? Visit: www.newdream.org/tttoffline/action/index.php Green living tips, product reviews and environmental health news from www.greenguide.com Creative Change Educational Solutions: www.creativechange.net Learn more about the Green Schools Alliance (GSA) Green Cup Challenge at www.greenschoolsalliance.org/greencup/ index.html Join Fessenden’s online GREEN Community Group! Log in to “My Fessy” at www.fessenden.org and click on “Groups” (gray navigation bar on left-hand side of screen) to browse and join Fessenden’s community groups.
use of electricity. Fessenden’s goal is to reduce electricity use by 10 percent or more.
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END-OF-THE-YEAR CELEBRATIONS: JUNE 2008
Clockwise from bottom left, fourth graders Frank Bell, Streett Jacobs, Tobey Eveleth, Sam Denomme, Chris Bucci, Karl Wright and Tom Parker are all smiles after the Lower School Moving-Up Day when the community celebrates the transition from fourth grade in the Lower School to fifth grade in the Middle School.
LOWER SCHOOL MOVING-UP DAY CEREMONY
Middle School Head Ted Pearre congratulates Kunal Gupta on winning the Sixth Grade English prize in June 2008. The English prize is awarded to a student who has accomplished excellent progress during the year, especially in the areas of written expression and critical thinking. Throughout the year, Kunal maintained high academic standards and welcomed challenge, exhibited intellectual curiosity and demonstrated a love of the written word.
MIDDLE SCHOOL CLOSING CEREMONY The Middle School closing ceremony on Thursday, June 5, 2008
The Fourth Grade Moving-Up Day began with the procession of the
was a time for reflection and celebration of the school year, providing
fourth grade students playing‚ “When the Saints Go Marching In.”
the division the opportunity to recognize specific parent and faculty
Opening remarks from Headmaster Peter Drake were followed by
contributions to the Middle School as well as honor student accom-
students sharing Lower School memories. Lower School Head Wendy
plishments. Students spoke on behalf of their peers and thanked
Pearre shared a poem she had crafted incorporating the names of all
departing faculty members. Before closing with the traditional receiving
the fourth grade boys. The fourth grade sang “You’re You,” by Charles
line, a slide show captured the year in retrospect including community
Strouse‚ and the Kindergarten boys presented them with Moving-Up
service projects, field trips, classes, and sports. As the boys shook hands
Day medals. The ceremony concluded as the class of 2013 recessed
with each teacher, some for the last time, a mixture of tears and smiles
and anticipated their next steps to the Middle School.
filled the stage—perhaps in acknowledgement of the summer to come, the friendships that had been formed, or the hurdles that had been faced and conquered.
Lower School Head Wendy Pearre and Headmaster Peter Drake join fourth graders George Clayson and Brent Samuels who received the Edith Call Whelden Award for being the students who have shown the most improvement during their time in the Lower School.
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During last June’s Middle School Closing Ceremony performance, 5th and 6th grade boys humorously portray their Fessenden teachers throughout the different decades. In this photograph, two of today’s students, with the help of a time-traveling car, return to the 1960s to see just what their teachers were like then!
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END-OF-THE-YEAR CELEBRATIONS: JUNE 2008
EIGHTH GRADE FAREWELL DINNER
NINTH GRADE CLASS NIGHT
History Chair Steve Cincotta takes a moment to pose with eighth grader Richard Clements and his father after the ceremony. The boys had the opportunity to reflect on their time at Fessenden and share stories, memories, and lessons learned.
Laughing at a joke, Brett Passemato, Clark McMahon and Anthony Flaherty give speeches during the Ninth Grade Class Night.
Petros Palandjian and his father Peter Palandjian ’79 enjoy the Eighth Grade Farewell Dinner and Ceremony. Peter spoke to the class and guests about the transition to becoming an alumnus of The Fessenden School. He pointed out that as alumni it is important that the boys keep in touch with each other and the school as well as be giving of their time and support to the institution that has prepared them so well for their future successes. Charlie Gill, Gabo Borunda, Akinyele Jordan, Omar Wahid, James Gregory and Daniel Martinez smile for a photo as they enjoy the culminating activities of their Ninth Grade year.
Eighth grader Noah Bastien celebrates with his parents following the Eighth Grade Farewell Dinner and Ceremony.
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Ninth grader Mark Vieth poses for a photo with his family after Ninth Grade Class Night.
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END-OF-THE-YEAR CELEBRATIONS: JUNE 2008
Ninth grade graduates Kevin Tang, Tommy Lee and Raj Muchhala take a moment from the Faculty and Staff receiving line for one last photo together.
CONGRATULATIONS GRADUATES! The downpours ceased just in time for the Fessenden band to begin playing “Pomp and Circumstance” by Sir Edward Elgar as graduates began their procession to the Commencement tent. Led by class deans Katie Schoettle and Brian Corvo, graduates marched out through the doorway of Bernon Hall to rousing applause from faculty and staff lining the walkway. Headmaster Peter Drake shared opening remarks and welcomed Cohen Howard ’08 to the podium to introduce the commencement speaker and his father, Dr. Christopher B. Howard, Vice President for Leadership and Strategic Initiatives at the University of Oklahoma and Fessenden Trustee. Following Dr. Howard’s inspiring remarks, prizes and diplomas were awarded by Peter Drake, President of The Board of Trustees Brian Conway and Upper School Head Cindy Metsch. At the end of the ceremony, the 48 graduates formed the traditional class line on the Hyde Slope to be congratulated by faculty and staff. After sharing many hugs, handshakes, well wishes and sage advice, everyone convened in the Sanderson Dining Hall to
Holding their Fessenden diploma’s closely, Robbie Shaw, Henry Wheeler and Oliver Murphy chat and have a relaxing laugh after officially becoming Fessenden alumni.
enjoy lunch together and say farewell. COLOR PHOTOS FROM ALL CELEBRATIONS MAY BE VIEWED BY VISITING FESSENDEN’S WEB SITE AT WWW.FESSENDEN.ORG.
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Dr. Christopher B. Howard
COMMENCEMENT ADDRESS: DR. CHRISTOPHER B. HOWARD FLIGHT FROM OKLAHOMA CITY TO BOSTON: $350 TAXI RIDE TO FESSENDEN: $50 DIGITAL CAMERA TO PHOTOGRAPH TODAY’S FESTIVITIES: $200 HAVING MY SON, COHEN, INTRODUCE ME AS TODAY’S COMMENCEMENT SPEAKER WITH MY OTHER SON, JOSHUA, IN THE AUDIENCE: PRICELESS! FOR EVERYTHING ELSE THERE’S MASTER CARD! In all seriousness, ladies and gentlemen, moms and dads, grandmothers
As the saying goes, “it takes a village to raise a child,” and young
and grandfathers, Peter, Brian, Fessenden faculty and staff, Fessy
men, I am sure each of you realize that you are surrounded by a
boys and most importantly, Fessy graduates from the class of 2008,
wonderful village in the form of the family members that sacrificed
it is in indeed an honor and a privilege to address you on this day
so that you could attend this fine institution. Please stand up and rec-
of celebration. You join a distinguished group of individuals, dating
ognize them for all their hard work, patience, dedication and again
back to 1903 that has walked across this stage leaving adolescence
sacrifices they have made for you to be here today.
behind and focused now on becoming a man.
As special as kinfolk are, as we say in Oklahoma and Texas, we all
As the Apostle Paul stated, “when I was child I thought as a child
realize that the “Fessy magic” extends beyond just the families to the
and acted as a child, but when I became a man, I put away my child-
talented and caring staff and faculty. We are blessed with a group of
ish ways and acted as a man.” In the Jewish tradition, you are bar
187 individuals who have literally built their lives around making
mitzvahed at age 13 to celebrate this transition to manhood but as
sure that each and every one of you is cared for, respected, educated
you and I know–you did not walk alone.
and most of all loved and I ask that you stand yet again—this time to
In fact you were driven, dragged, carried and sometimes threatened with bodily harm by many of those sitting in the audience today.
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recognize the other members of the Fessy village—your teachers, coaches, administrators, dorm parents and staff.
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COMMENCEMENT ADDRESS I am often drawn to the wonderful quote by the African-American
hardworking Fessy boys destined for greatness so why is Dr. Howard
writer, James Baldwin, who said “let America be, what America must
‘sunning’ us?”
be” and I think that he wouldn’t mind if I paraphrased him and said that this village ensures that every Fessy boy “must and will be the best person he can be.”
Well truth be told—you are indeed handsome, articulate, smart and hardworking young men—and you will never be failures but yes, you will fail. In fact, you will be great not despite your failures but
As I reflected upon what I might speak briefly about today, I thought
because of them. And here’s the deal—I am not saying that failure in
that it would be appropriate to take at least a few moments to remind
and of itself automatically leads to success but rather argue that when
you where you came from—this fine group of 48 young men in the
you reflect upon the reasons that caused you to fail, you can turn
graduating class of 2008. For the six among you who entered Fessenden in Kindergarten like
experience into insight and when you turn experience into insight, you ultimately succeed.
Mark Rickabaugh, Henry Wheeler and Ned Benning—that means
It’s always a safe bet to refer to Abraham Lincoln when offering a
1,060 lunches in the dining hall.
commencement address but not for the obvious reasons. Yes, Lincoln
For the six among you who entered in sixth grade like my son, Cohen Howard, Aaron Sobell, and Sam Ames that means 700 hours of study hall—assuming you actually studied! For the 16 among you who entered Fessenden in eighth grade like Akinyele Jordan, Luke Morrison and Caleb Lehner that equates to 3,456,000 episodes of Spider Alton’s “F-Files.”
was a brilliant, capable president who led the United States through the horrific Civil War and ended slavery but he did so only after failing in spectacular fashion! Let me give you the stats on Lincoln’s failures in true David Letterman “top ten” style: 1832 Lincoln lost his job and was defeated in bid for state legislature.
In sum, you have been through much together and yet it doesn’t
1833 He failed in business.
end today. Regardless of where you go next, you will always have
1836 Lincoln had a nervous breakdown.
a special bond and kinship with Fessenden. William Shakespeare’s King Henry V proclaimed to his fellow Englishmen on the eve of battle against the French that “from this day to the ending of the world, but we in it shall be remember’d. We few, we happy few, we band of brothers; for he today that sheds his blood with me shall be my brother.” Blood, tears, sweat, blue blazers, lacrosse sticks, cell
1838 He was defeated in his run for speaker of the house in Illinois legislature. 1843 Lincoln was defeated for nomination for congress. 1848 He lost re-nomination to congress after finally winning a few years before.
phones, Macs and Spark Notes—you have indeed shared much
1849 Lincoln was rejected in his bid to become land officer.
during your time here at Fessenden and are in essence “brothers
1854 He was defeated in election for the U.S. senate.
from another mother.”
1856 Lincoln was defeated for nomination for vice president.
As I recall my days as an Air Force Academy football player I can never forget my position coach, Sammy Steinmark, who said,
1858 He was again defeated in his bid for the U.S. senate. 1860 Lincoln was elected president of the United States.
“you have 60 minutes to play but a lifetime to remember.” Young men–some of you have played together for ten years and I know
Despite these many setbacks, the wonderful aspect of Lincoln’s char-
that you will no doubt look upon your days at Fessenden fondly for
acter was that he took all those so called failures, reflected upon them,
the rest of your lives. But now it is time to move on, to plot a new
with grace, wit, humility and a whopping sense of humor and then
direction and to determine your own distinctive new path. As you do,
turned experience into insight. Those tough times helped him devise
I would ask you to remember one simple lesson and it is a lesson that
the requisite mental toughness to deal with what can only be defined
I cannot press upon you enough nor can I over emphasize that it will
as the daily grind of the Civil War and ultimately to triumph. To bor-
apply to each and every one of you no matter what you do or where
row from that Dwayne Wade commercial—“he fell down 7 times and
you go. Young men, I promise you that you will fail, you will fail
stood up 8!” (Wade’s motto is in fact a Japanese proverb fall down 7
often and you will fail miserably, but no matter how it happens, and
times, stand up 8.)
it will happen, you will fail.
I want you to internalize this idea, young men, because my fear is
So now you are wondering why the heck Mr. Drake asked Cohen’s
that your generation sometimes mistakenly believes that it has to be
crazy father to deliver the commencement speech? You must be think-
perfect—straight As on the report card, 200 hours of community
ing to yourself “hey, we are after all smart, articulate, handsome and
service a day, a perfect season in football or soccer and the top
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COMMENCEMENT ADDRESS 99.9th percentile on the SATs. Yes, strive for excellence but know that your true character is forged when you are imperfect. In closing, I’d like to tell you a personal story about an instance when I failed. I have always been in the military or wanted to be in the military and had a distinguished career at the United States Air Force Academy and the US Air Force, but I have had my share of missteps. January 15, 1995 was one of those days meant for flying. Not a cloud in the sky above west Texas and less than two months into flight school, I pushed the throttles to full power on my third solo flight. Gazing at both my instruments and the landmarks below, I began a series of acrobatic maneuvers I had been cleared to perform a day earlier. My mind filled with images of past aviation giants—to include Tom Cruise’s “Maverick” of Top Gun fame—nothing could stop me … or at least that’s what I thought. Halfway through my “Cuban 8” maneuver, I noticed that as I rolled from inverted to right-side up that the aircraft pitched nose-low into what is best described as a “Bugs Bunny death dive” at over 300 mph—not good. My attempts to recover to level flight were all for naught and within 20 seconds, I grasped the handgrips, squeezed the triggers, and ejected. Impacting the outside air felt like a head-on collision with an All-American Free-Safety times 50! I landed shortly after watching my aircraft crash into the earth some 800 meters away. After knee surgery, six weeks of rehab with the most evil [physical] trainers I have ever met, and two investigations, my wing commander asked in his distinctive West Virginian drawl, “do you want to stay in flight school or not? It’s your call.” I believe that the mirror is our toughest critic and the final judge of our actions. It helps us to answer the most challenging questions and offers a window into our soul. I believe the mirror makes us real team
Barbara, Cohen ’09, Christopher and Joshua Howard
players and helps us to appreciate the opportunities we have been afforded. Finally, I believe the mirror forces us to be accountable for
Dr. Christopher Howard is currently the Vice President for Leadership
all that we do or fail to do. So when the Colonel asked the question,
and Strategic Initiatives, University of Oklahoma, president-elect of
“Will you stay or leave?” I wasn’t actually looking at him when I said,
Hampden-Sydney College, Fessenden School Trustee and father
“Sir, I will stay.” I was really looking into the mirror. One year later,
of alumni. A major in the Air Force Reserve and Reserve Air Force
I was a pilot in the US Air Force.
Attaché to Liberia, he is also founder and Chairman of the Impact
I have drawn upon my failure on that day to become the man that stands before you today. I simply ask that when the time arises in your life, that you do the same. That you get back in the jet, get back on the field, get back in the fight, climb back to the top of the hill, dust yourself off, study a little harder, work a little smarter, don’t give up, don’t give in. Instead turn experience into insight. I ask only that you “fall down 7 times and stand up 8!”
Young Lives Foundation. Dr. Howard holds a B.S. from the US Air Force Academy, a Ph.D. from Oxford University and an M.B.A. from Harvard Business School. Chris’s distinguished military career includes serving as a UH-1 helicopter pilot, Intelligence Advisor, Cape Town Military Advisor, and US Special Operations Officer-in-Charge. He earned the Joint Service Commendation and NATO medals for service in Bosnia, was named the Company Grade “Intelligence Officer of the Year” in 2001 and served as the Chief of the Human Intelligence Operations Cell in Afghanistan where he was awarded the Bronze Star. Christopher serves on the boards of a dozen organizations and has professional experience in management at General Electric and Bristol-Myers Squibb. He resides in Norman, Oklahoma, with his wife Barbara and their two sons Cohen ’08, and Joshua.
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FACULTY AND STAFF TRIBUTE
FACULTY AND STAFF TRIBUTE FUNDED BY WE ARE THE WORLD PROCEEDS
During the annual Headmaster's Faculty/Staff Recognition Dinner last April, Peter Drake honored four employees Jean Guy Poirier (Food Services), Rita Edelman (First Grade), Frank Bradley (Buildings and Grounds) and Spider Alton (Arts) for their 25 years of service to Fessenden. The names of these new members of the 25-year club along with the names of the 56 previous honorees have been added to the recently completed faculty and staff recognition project on campus.
Fessenden has a remarkable number of long-serving faculty and staff. During the school’s 105-year history, a total of 60 men and women have served the school for 25 years or more—21 of whom are still working at Fessenden today. Proceeds from the We Are The World dinner dance, held in 2007, were used to honor this group of faculty and staff by creating a permanent tribute to them on our campus. The school purchased antique church pews from a church in Lynn, Massachusetts. A local artist, whose expertise is gold-leaf lettering, was commissioned to paint the names of all 60 members of the school’s 25-year club on the seatbacks of the pews. The installation celebrating this distinguished group of faculty and staff was unveiled in the Kelley Room last spring where the pews sit under the windows. Custom cushions in “Fessy Red” arrived over the summer and finished the project. The Kelley Room location was chosen because of the long-standing tradition of recording the names of the boys who earn Head of School each year on plaques covering the walls. “Since my arrival to Fessenden three years ago, I wanted to find a fitting way to honor this stellar group of educators who have dedicated most of their adult lives to teaching at Fessenden. Employing the proceeds from the We Are the World dinner dance quickly emerged as an appropriate means for funding this recognition project,” remarked Headmaster Peter Drake. The We Are the World dinner dance was an internationally inspired Fessenden “friend-raiser” coordinated by event co-chairs Nancy Frattaroli (Gianni ’07) and Jennifer Sleeper (Chris ’03, Will ’09) with the help of nearly 150 volunteers. The balance of the funds from the event has been used to help establish an endowed fund to support faculty and staff in perpetuity. Just like The Fessenden School, the life of the pews spans the 20th century, a history that is etched in the very surface of their well-worn finish. Built and installed in the church in 1908, these oak pews have served generations of church-goers for over a century. With similar dedication and care, through this permanent installation on campus, we are proud to recognize our long-serving faculty and staff who have provided many years of reliable, selfless and devoted service to The Fessenden School.
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FORMER FACULTY AND STAFF UPDATE FESSENDEN IS FORTUNATE TO HAVE SO MANY FACULTY AND STAFF STAY IN TOUCH WITH THE SCHOOL OVER THE YEARS AND WE ARE DELIGHTED TO SHARE THEIR NEWS.
DARY DUNHAM 1965-1980, English Teacher, Coach and Dorm Parent
I am pleased to have the chance to offer a brief accounting of my postFessy days. I never strayed from the independent school world after leaving West Newton. Mrs. Dunham and our two boys, Chris and Nick, made a two-year stop over in Grosse Pointe, Michigan, where I was director of development at the University Liggett School. There I also taught English, coached hockey and planted the first seeds of a boys’ lacrosse team. From ULS we moved to Denver and the Kent Denver School. It was a great five years as head of the upper school, ninth grade English teacher, and varsity hockey coach for a spell. Remember those successful Fessy teams? Well, the Kent Denver Sun
EDMUND MCCARTHY 1999-2004, Middle School English Teacher
Devils went 0-16! I balanced that record with coaching the Denver
My decision to leave Fessenden and my fiancee’s decision to leave
Bears of the NNHL to a league championship. Still the drive to be a head of school found me taking the Dunhams to Newport, Rhode Island, in 1987. I found my first headship leading St. Michael’s Country Day School. Five years later with a new Mrs. Dunham, Laurie, on my arm, I accepted the challenge to direct Indian Mountain School. It was a great run. I even got to coach hockey with Scott Wiggins, whom I hired to be dean of students and varsity hockey coach. I retired after fourteen years in 2006, sat back hoping after a year of replenishing my spirits that something would come my way, and was offered a two year interim head of school position of The Foote School in New Haven, CT. The wonderful part of this position is that Frank Perrine, a former Fessenden Headmaster, was the legendary head of Foote for 25 years.
St. George’s back in 2004 was driven by our need to set out on our own away from my hometown of Newton in order to begin our lives together. Landing in Baltimore, I at St. Paul’s and she at Johns Hopkins, we worked hard for the next four years on our family and careers always, though, looking to return home. At St. Paul’s, as English Department Head, I developed a reading and writing initiative spurred on by a non-fiction writing course at Johns Hopkins. As well, I published two pieces, one critical and one creative, and last, after much summer work, I became a Teacher Consultant for the National Writing Project. On the coaching front, I coached middle school football, wrestling, and lacrosse, as well as coaching the defense for the varsity lacrosse team—which was no small task considering that we played the hardest schedule in the country in 2007! My wife, Jess, worked at Johns Hopkins’ Center for Talented Youth Program, and traveled to
When I think that I began my career in 1965 and, 48 years later, still
college campuses in New England to support these programs.
have the Fessenden humours coursing through my veins, I know I am
Vocations aside, most notably was the birth of Eamon Joseph, our
a lucky fellow.
first. Eamon, now one and one-half years old, is a cross between a young Robert Frost (swinging from trees) and Jackie Chan (undeniable
JOHN GRAY 1984-2007, Director of Placement
energy). Eamon was joined by brother Liam on August 31, 2008. As
After 23 years working and living at Fessenden, my family and I
inevitable return, so back we are! I am teaching and coaching at St.
moved to the campus at Dana Hall School, where my wife, Julie,
Sebastian’s School and hope to reconnect with my Fessy friends and
works and I began as an education consultant at Schoolsearch, Inc.
families. To all former students—the World Series will continue at
(www.schoolsearch.com) in Newton Upper Falls, MA. This is my
St. Sebs! Please drop me a line if you get a chance at
second year as a consultant and business is going well. Living on a
middlewriter@yahoo.com
mentioned earlier, our move from Fessy and New England entailed an
campus at an all girls school is certainly very different than living at Fessenden with all of the boys! My daughters are doing well and we are enjoying ourselves. Hope everyone is well! I can be reached at jgray@schoolsearch.com.
Send Us Your News for the Next Red & Gray! UPDATE@FESSENDEN.ORG
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25
FORMER FACULTY AND STAFF UPDATE FEDERICO VALDÉS RIVEROLL ’92 2003-2007, Upper School History Teacher, Coach, ESL Summer Program
I am currently working at a consulting firm, which deals with issues between the private sector and government. We mainly do nonprofit lobbying for chambers of commerce and are involved in lobbying for a constitutional amendment, which will renew the oil industry in Mexico, making it more efficient, less harmful to the environment and update the machinery now used, which dates to the 1970´s. It has been a little over a year since we moved back to Mexico City. We live in a nice condo, near one of the largest parks in Mexico (about the size of Central Park). My wife, Paola is working at a corporate law firm. Our cat Jinx has adapted rather well to Mexico, although we still
ORIGINAL LIBRARY COLLECTION RETURNS TO FESSENDEN
wonder how he communicates with Mexican cats. After four years
It’s been a long road for a dozen lost books from the original 1903 Fessenden School library, but, thanks to long-time Fessenden master Joe Basinet, 1951-1992, Athletic Director, Civics, Science, they recently made it home again.
away, I’ve had a chance to reconnect with high school and college friends who all have children now. I can say that there will not be any extension to the Valdés family yet. If you’d like to reach us, our email is fevari00@hotmail.com. TIM WEYMOUTH 1996-2005, Science Teacher
Since leaving Fessenden in 2005, my wife and I have had more than a few adventures. Foremost was the birth of our son, John “Jack” MacLaren Weymouth, in August of 2006! Leading up to that momentous event, I spent a year in the Klingenstein Center for private school leadership at Teachers College, Columbia University. As part of the program, I interned at the Bronx Charter School for the Arts and Trinity School. While I enjoyed the people in my program and the wonderful learning at Columbia, my wife and I decided that life in Gotham City was “not our cup of tea.” Even before Batman ran into trouble with
As Joe tells the story, founders Frederick J. and Emma Hart Fessenden purchased these beautifully bound and illustrated series for the original library in Hart House. They are The National Portrait Gallery of Eminent Americans (Johnson, Fry & Co., New York, 1862) and Great Men and Famous Women (Selmar Hess, New York, 1894). When Mr. and Mrs. Fessenden retired in 1935, they brought the books with them to their new home in the brick house next to the Waltham Street entrance to the school. Mrs. Fessenden died that same year, Mr. Fessenden in 1943, by which time his son and school treasurer, Frederick Jr. ’18, had moved in and started his family. At some point, the books were boxed up and stored for safe keeping. When “Mr. Frederick” retired in 1969 and moved to Maine, Joe and Betty Basinet moved into the brick house on Waltham Street with their five children and lived there for sixteen years. After the Basinet children grew up, Joe and Betty moved into an apartment above the infirmary. The brick house was cleaned out for the next residents and the books traveled up and down the Eastern Seaboard as far as Virginia for twenty-five years. Joe recently learned of their whereabouts and arranged for their homecoming. During Alumni Reunion in May, students whose fathers are alumni carried the volumes up the Hyde Slope to Hart House. The books now reside in the Wheeler Library to be enjoyed by future Fessenden readers!
the Joker, we decided that we needed more fresh air (and a fifth floor walk-up was not an ideal living situation). Continuing our journey south, we headed to Delaware, our mutual ancestral homeland. We live in an old farmhouse in the woods with our son Jack, our noble dog Baloo, and our stealthy cat, Lea. I am now the Upper School Director at a coeducational day school, St. Peter’s in Philadelphia. I work with a Fessenden alumnus and former Fessy teacher, David Costello ’60. While the commute is a bit rough compared to walking to classes at Fessy, I enjoy my new job which includes serving as an administrator and teaching math. Outside of school, I am a member of the Orpheus Club, a chorus of 80-100 singing gentlemen in Philly. Still a science lover, I recently became a trustee of the Delaware Museum of Natural History. I also still enjoy biking and the great outdoors; soon Jack will be ready to climb Everest with me—in a couple of decades at least. I dearly miss my life and times at Fessy and wish everyone well!
26
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CLASS NOTES CONTACT YOUR CLASS SECRETARY OR LOG IN TO “MY FESSY” AND SUBMIT A CLASS NOTE TODAY! Log in to “My Fessy” to update your address in your profile, visit your class page, read class notes and write one yourself. Once you are logged in, you will be on the “My Fessy” page and, because the web site is also a database, you will see information that is tailored to your role within the Fessenden community. As an alumnus of the School, you will see information pertinent to alumni and your class. DIRECTIONS TO LOG IN TO “MY FESSY” 1. Visit http://www.fessenden.org 2. Click on the “My Fessy” button in lower right corner of the page. 3. Type your username and password in the gold box in the upper left. If you don’t know them, click on “Request Sign-In Information.” 4. Type your e-mail address in the “Request SignIn” box on the right and click the “Request Sign-In” button. If Fessenden has your e-mail address on file, you will automatically receive your username and password via e-mail. If we do not have your e-mail address and you do not receive an e-mail, click on webmaster@ fessenden.org to request your username and password. You will receive them by e-mail promptly.
1936 John Worrilow worrilowjohnl@aol.com 303 E. Locust Street Lebanon, PA 17042
VISIT YOUR CLASS PAGE Click on “My Fessy” in the left column and then click on your class year in the “My Groups” section to access your class page. CONTACT A CLASSMATE On your class page you will see a list of your classmates. Click on the envelope icon next to a classmate’s name and any e-mail address Fessenden has will be listed here. An e-mail window will open, and you can write and send a message to your classmate. WRITE A CLASS NOTE On your class page, click on “Alumni,” then click on “Add Class Note.” A box will open in which you may write your note. When finished, click “Save.” You can also write a class note from your “Profile” by clicking on “Add” next to “My Class Notes.” Need Help? Contact alumni@fessenden.org
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into a bin, and sweep up after. It was a perfect example of Bertrand Russell’s definition of Type A work—“altering the position of matter
1938 Crawford Black 166 Ocean Way Vero Beach, FL 32963 1941 Oren Pollock opsam@aol.com 2100 N. Racine Avenue, Apt. 3D Chicago, IL 60614 1942 Joe Vera joevera@comcast.net 14 Soden Street Cambridge, MA 02139 Cary Welch ’42* spoke to several art classes
in May when he visited Fessenden with his wife Edith and classmate Joe Vera ’42 (joevera@comcast.net) and his wife Jane. Dr. Welch shared some objects from his col-
UPDATE YOUR PROFILE Click on the gray “Profile” navigation bar on the left. Here, you may update your profile, which includes information about yourself including contact information. When you are done updating your profile, save your changes by clicking on “save.” Be sure to click on “Select Information To Be Published in the Online Community,” to make the changes you wish and also click “save” when finished. You can also write a class note from your “Profile” by clicking on “Add” next to “My Class Notes.”
the door of the facility and my job was to heave this fossil fuel shovelful by shovelful
lection of Islamic art. He is Curator Emeritus at Harvard University and has authored over
at or near the surface of the planet relative to other matter.” Who knew then that my replacement was only a quarter-mile away? Straight down, but still—only a quarter-mile. With all respect to my teachers and coaches, I learned many useful lessons: Get a cadence and don’t hurry, don’t under- or over-load the shovel, use the left knee as a fulcrum, rest when really tired and not when merely bored, and know the difference. Thank you, Fessenden.” 1947 David Rice Dricevt@aol.com 407 Coldham Road Shrewsbury, VT 05738 Jim Riley ’47 enjoyed the 2008 Fessenden
Commencement, including a moment with Brad Weeden, grandson of Latin master (1927–1942) Charles Weeden, and Dan Page, Director of Alumni Programs.
sixty publications on Asian and Islamic art. 1948 Bruce Gillies brucejr@gilliesandprittie.com 151 Pleasant Hill Road Scarborough, ME 04074
Cary Welch* 1945 James Smith ’45 ekajms@verizon.net
1949 Buzzy Schley buzzman1@netzero.com 72 Trumbull Road East Falmouth, MA 02536 1950 Roger Gaines ’50 (gainesrq@aol.com) writes
James Smith ’45 writes, “This week I read the
Red & Gray article on Fessenden’s geothermal
about Fessenden, “One of my greatest experiences! The masters really inspired me.”
wells and Governor Patrick opined that ‘the age of fossil fuels is over.’” In the winter of 1944-45 as a 6th former, I volunteered to shovel coal in the school boiler
1951 Bob Withington 18 Addoms Street Plattsburgh, NY 12901
room—the regular help had been drafted or gone to work in a defense industry. Once a week or so a truckload of coal was dumped at * Editor’s note: We are saddened to report that Cary Welch died in August 2008 and will share his obituary in the next issue of the Red & Gray. 27
CLASS NOTES 1953 Ned Tate ntate@tateandfoss.com 825 Central Road P.O. Box 276 Rye Beach, NH 03871 1954
1957 George Baldwin nhbgrb@aol.com 25 Aspen Road Weston, MA 02493 John Gepson gepper1@sbcglobal.net
Chris Morss ’54 (Knossos@aol.com) spoke to
John Gepson ’57 writes, “Our daughter,
Mr. Lenfest’s seventh grade history class in
Suzanne, married Christopher Hagen in July,
May about the Civil War as chronicled in his
2007, and lives one block from us in
book Helena to Vicksburg, A Civil War
Northbrook, IL. Our older daughter, Cathy
Odyssey. Mr. Morss co-wrote Along Right
Burnham, lives a mile away. She and Dave
Lines: The Fessenden School 1903-2003 and
have daughters 10, 7 and 4. Life is good here.
is an active trustee of The Benjamin Franklin
Last fall, Lolly cut back from full-time work
Institute of Technology in Boston, established
as a librarian and I retired. We took a great
in part with money directly from the will of
trip to Utah in September to visit all the
Benjamin Franklin.
The Class of 1958 and its Class Master celebrated its 50th reunion with a day of reminiscing in the archives, touring the school, watching athletic games and enjoying dinner together. Fessenden’s own maple trees were tapped for the salmon baste! l. to r. Randy Lewis, Tod Johnstone, Lisa Johnstone, Richard Bass, Kim Bass, Stu Montgomery, George Parker, Janet Montgomery, John Barnes, Libby Barnes, Harold Schwartz, Mike Strong, Class Master Joe Basinet
national parks there and in August we went to Alaska.
Mike Strong ’58 writes after his reunion,
“Fessenden has changed with the times over I was looking at the list of our deceased class-
the past fifty years, but in a very positive
mates and I thought of the good times Dick
way.”
Pershing and I had together at Fessenden and then for four more years at Exeter. Quite by
1959
chance, I ran into Dick after college in a pub
MARK YOUR CALENDAR NOW FOR YOUR 50TH REUNION ON FRIDAY, MAY 15, 2009! Bill Gatchell wgatchel@maine.rr.com
in Poughkeepsie, NY, where we were both chasing after Vassar ladies. We had a great Chris Morss 1955 Dick Parks eparks@centurytel.net 5415 Goldenrod Circle Sheffield Village, OH 44035 Dan Harris ’55 (dancharris@comcast.net) has
published several books recently, including Goodbye, Dearie about life in the 1950s and ’60s and the peculiar New England passion for the Boston Red Sox. The Greenwich Arts Council in Connecticut
visit. He was heading into the Army and myself into the Air Force. Little did I know that I’d never see him again. I NEVER fail to pay my respects when I’m in DC at the Vietnam Wall.” David Kingwill ’57 (dkingwill@comcast.net)
writes, “I continue to design custom homes
Bob Hoye RHoye@TROJungBrannen.com
with most of them at the coast. My job helps to fulfill my artistic tendencies, and I use extensive, well-placed glass and large open spaces, such as Great Rooms, which include
hosted an exhibition of the art of Tom Ranges
living, dining and kitchen in one area. I also paint large abstract acrylics, some of which end up in my clients’ homes. My wife Elisabeth is a loan agent in Santa Rosa. We
1956 David Elliott de1@compuserve.com 231 Beacon Street Boston, MA 02116
1961 Dick Brickley rlbrickleyjr@yahoo.com
and remodels in Sonoma County, California,
’55 (tranges@optonline.net) in May.
www.RangesArt.com
Peter Parsons pvkp2@msn.com
live almost in the country with a long distance view of the ocean.” 1958 Sam Bays sambays@comcast.net Michael Strong michael.strong@morgankeegan.com
Bob Weeden ’61 stopped by Fessenden with his son, Clive, who plays varsity basketball at Dartmouth. 1962 Edmund DeSantis edmunddesantis@metrocast.com Pedro Mogollon Velez ’62
(director@eluniversal.com.co) writes from Cartagena, Columbia, “Cartagena de Indias
28
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CLASS NOTES was founded in 1533 and was the most important city on the Spanish Main. Peruvian Gold and Silver were shipped out of here in con-
1965 John Motley jndmotley@aol.com
Peter Zwack ’68 spoke to Jeff Epstein’s ’55 8th
grade honors history class in May about the political situation in Afghanistan. Colonel
voys that went to Cuba and then to Spain.
Zwack is currently serving on a one year tour
The city is walled (11 kms.) and fortified. The
in Afghanistan in the U.S. Army. We wish
Colonial area is large and very well preserved,
him well. His son Peter, Jr. is attending
with posh hotels, narrow streets and restored
Fessenden’s sixth grade.
mansions (check out 1969 Stu Mackintosh smackintosh@euroinv.com
www.turismocartagenadeindias.com). The city is also very poor, with huge slums, although you wouldn’t know it if you just stuck to the Old City and the tourist area. We have a new mayor and the city is expecting a lot from her.” Pedro is the Editor of El Universal, the largest daily newspaper in the city. He is pictured below, on the far right, with Marine Colonel Colon who led the successful offensive against the FARC guerillas
Peter Wheeler ’65’s son, Henry ’08, received the Drama Prize upon his graduation last June. 1966 Ed Howland edhowlandco@aol.com Hank Keene hank@edsonintl.com
and is now bringing necessary health, educa-
1970 Peter DiMaggio pdimaggio@curtisswright.com 1971 John Kelly john.w.kelly@navy.mil Jamie Kattar kunkabar@yahoo.com
tion and other services to the Montes de Maria region of Colombia, 150 kilometers south of Cartagena. “The Farc guerrillas lorded it over the people and now have been driven from this area by Uribe’s Government. The army has wiped out most of their members here (they were 800 strong in the Montes de María, and now have less than 30 men), mainly because the locals support Uribe’s
Two generations of classmates celebrate graduation. l. to r. Bruce Shaw ’66, Fred Ames ’66, Sam Ames ’08, Robert Shaw ’08
presidency. The Armed Forces are very efficient now, and the farmers got fed up and
Congratulations to Hank Keene ’66
provided lots of information.”
(hank@edsonintl.com) and Will Keene ’67
Walter Ross ’71 poses proudly with his graduating son, Walter ’08, Pamela Ross and Sarane Ross, widow of Walter ’46—three generations of Ross alumni! 1972
(will@edsonintl.com), whose New Bedford, MA, company is celebrating its 150th anniversary this year. Edson Marine invented and manufactures the diaphragm pump and other engineering products and is one of the oldest continuously operating companies in the United States. Adrian Hooper ’66 (ashjr@earthlink.net)
Pedro Mogollon Velez (far right) 1964 Paul DiMaggio pdimaggio@dvc500.com
returned to visit Fessenden in the spring.
Rob Inches ’72 and his wife Jill congratulate their son Andrew ’08 at his graduation.
1967 Will Keene will@edsonintl.com.
Billy Noonan ’72 (williamnoonan@
1968 Peter Zwack zunicum@yahoo.com
comcast.net) spoke to the 9th grade during the annual New Writers Workshop. Billy authored the New York Times best-seller Forever Young: My Friendship with John F. Kennedy, Jr. and spoke at the Alumni Dinner in October.
w w w. fe s s e n d e n . o rg
29
CLASS NOTES 1973 Jon Elmblad jon@elmblad.com
1974 Glenn Dowgiallo gdowgiallo@dowindustries.com
years to be reconnecting with Fessenden as a
Roberto Burillo ’73 (burillor@prodigy.net.mx)
Dr. Byung-Kook Kim ’74 has been appointed
years there.”
and his wife Iliana visited Fessenden this
National Security Advisor to the Republic of
summer from San Miguel de Allende,
Korea. Dr. Kim is Professor of Government at
Mexico. Roberto has a busy architectural
Korea University in Seoul.
practice. He has also led a twelve year, $1.3
parent of a student, and look forward to seeing Matthew grow and develop during his
1980 Andrew Gosman andrewgosman@hotmail.com
1975 Stephen Jeffries jeffriesSB@cs.com
1981 Jared Goss jared.goss@metmuseum.org
compound a World Heritage Site. UNESCO
1977
Ken Park ’81 (kpark@merion.com) writes, “I
cited it as “...one of the finest examples
Dave Elmblad ’77 (dave_elmblad@
am living in the Northern Suburbs of Chicago
of Baroque art and architecture in the New
Countrywide.com) writes, “Enjoying another
with my wife Vickie where I work in the field
million dollar effort to restore the 18th century Sanctuary of Atotonilco. In July, UNESCO named the church and surrounding
Spain,” and “...a melting pot where Spaniards,
year in the Colorado Rockies. Family is doing
of Medical Advertising and my wife is a den-
Creoles and Amerindians [created] an excep-
great—wife and boys J.P. (9) and Ryan (4).
tist. We are thrilled to announce the birth of
tional example of the exchange between
Both boys enjoy school and numerous sports
our first child, Courtney Marie Park, born
European and Latin American cultures.” The
including soccer, hockey, skiing and biking.
May 6th, 2008, 6 lbs, 7 oz, 18.5 inches long.
sanctuary includes an ultra-baroque popular
I’m still quite busy as a loan consultant with
Both mother and baby are doing great! I
extravaganza of mural and canvas paintings,
Countrywide Home Loans. Best to all!”
would like to send greetings to my fellow classmates and alumni!”
sculptures, and gold and silver leaf altars. Restoration is 75% complete. For more information, see
1978 Andrew Zelermyer bzelermyer@goulstonstorrs.com
www.whc.unesco.org/en/list/1274. Scott Puopolo ’78 (dekane@cisco.com) is
the Global Head of Cisco’s Service Provider Practice which provides strategic advisory services for telecommunications, cable and
1982 John Domesick domesick@yahoo.com 1983 Tom Slosberg tslosberg@yahoo.com
media companies. He and his group also advise emerging market governments on business models that leverage IT infrastructure to grow a country’s GDP. Roberto and Iliana Burillo
1979
German Fernandez del Busto ’73
Mark DeAngelis MDeAngelis@dataassociates.com
(german_fernandez@choicehotels.com) visited Fessenden in July with (l. to r.) German III (18), his wife, Gisela, Lucia (8) and Natalia (20). German is now the Director General of Choice Hotels Mexico.
John Donnelly jdonnelly@metacarta.com Jeffrey Barrow ’79 (jbarrow101@aol.com)
writes, “Some 30 years after my having grad-
Together again after 25 short years, the Class of 1983 enjoyed dinner together at its 25th reunion. l. to r. Bill McCormick, Chris Maloney, Tom Slosberg, Alan Segal, Chris Awtrey, Rene Robert
uated from Fessenden, my life’s journey has taken me full circle. Presently, my wife, Suzanne, and I live in West Newton and we have been blessed with three terrific kids: our oldest daughter, Meredith, now attends Taft, Alexandra attends middle school in Newton and our son Matthew is a fifth grade student at Fessenden. There is never a dull moment in our family. I am truly excited after so many German Fernandez del Busto and family
30
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CLASS NOTES Chris Balz ’83 (christophermbalz@
Central. My latest commercial campaign is for
1986 Phil Cahners pjcstratman@aol.com
a grocery store chain in the South called Bi-
Financial, working out of Menlo Park, CA (in
Justin Dromgoole Teague ’86
details/117. I recently put a one man show
the San Francisco Bay Area, on the peninsu-
(JTeague@ptc.com) runs world wide sales,
together for the DC Theatre Fringe Festival.”
la). Highlights of the past few years include
services and support for a division of
working on Vox (http://vox.com), a blogging
Parametric Technology, a $1B software com-
service that won “Best Web 2.0 Innovation”
pany based in Needham, MA. “After living in
stanfordalumni.org) writes, “I am currently Senior Staff Software Engineer for E*Trade
Lo. www.erwinpenland.com/work/campaign_
1988 Ben Weisbuch BAWeisbuch@verizon.net
for 2007, starting the upgrade of
London for a couple of years, I’m back in the
http://etrade.com to “Web 2.0”, and complet-
Boston area with my family including three
Lars Whelan ’88 visited Fessenden last March.
ing a few triathlons.”
boys. I’m looking forward to reconnecting
He lives in Portland, ME, and is the captain
with some of the class of ’86. I stopped by
of a dynamic position ship that does deep sea
campus and am glad to see the big tree we
underwater construction around the world.
used to climb all afternoon out front is still
www.myspace.com/capty26
Zander Sprague ’83 (zander@
zandersprague.com) published Making Lemonade: Choosing a Positive Path After Losing Your Sibling, available at www.making-lemonade.com. I encourage anyone who has experienced a loss in his life to pick up the book. Bevin Cherot ’82 and Chay
alive and well. Maybe we can get one of the Fessy boys to climb up and see if our names
Those of you who remember or know Matt Nathanson ’88 (bee72us@yahoo.com) will
are still carved on the top branches?” [Editor’s
enjoy a Borders concert and interview with
response: Not likely!]
Matt at: www.bordersmedia.com/shows/ live01/nathanson.asp. Matt was touring across
Donnelly ’83 also contributed to this book.
the country last fall promoting his sixth studio 1984
album “Some Mad Hope,” with hit singles
MARK YOUR CALENDAR NOW FOR YOUR 25TH REUNION ON FRIDAY, MAY 15, 2009! Peter Welch pwelch@susq-capital.com
“Come On Get Higher” and “Car Crash.” He
1985 Ethan Ferrari ethanferrari@yahoo.com Bill Ryan Bill.Ryan@rcn.com Essy Zartoshty wine3377@gmail.com
was also featured in September as a VH1 “You Oughta Know Artist.”
Members of the Fessenden family enjoyed a moment together at The Running Boy. l. to r. Fred and Mandy Fessenden Brauer, parents of Noah Givets ’86 and granddaughter of founders Frederick James and Emma Hart Fessenden; Elizabeth “Betsy” Fessenden, granddaughter of the founders, her son Frederick; and Susan Fessenden, wife of F. James “Jim” Fessenden III ’62, grandson of the founders.
John Hauck ’85 (johnahauck@verizon.net)
wrote his classmates before the game, “I dusted off my lacrosse equipment for this summer’s alumni game. I challenge the rest of you
1987 Michael Wilmerding Michael@fireflyoutfitters.com
dinosaurs to come on out as well.” Cheering
Bill Ehrgood ’87 (crew_guy@hotmail.com)
him on were his wife Julia, son
writes, “I am currently living in Columbus,
and daughter.
OH, and work for the Columbus Division of Fire. It would be nice to see the whole gang. I
Matt Nathanson in concert in Newburyport, MA, during the summer. 1989 Berk Mesta
mesta@yahoo.com 1990 Jared Gerstenblatt
jaredgblatt@yahoo.com
think about all the great times we had.” Sol Kumin Rob Gorden ’87 (robgorden@aol.com) writes,
sol.kumin@crintrinsic.com
“A lot has happened in the past year. There’s
John Hauck and family
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no business like show business. SpikeTV put
Hyunkun Ricky Oh ’90 (ohmikael@hufs.ac.kr)
Geek Ray Vision on “hiatus” and then replaced
writes, “After completing my university edu-
us with a hot blonde girl. It was tough. But,
cation in the US with a degree in English
there’s no business like show business. I’ve
Literature, I returned to Korea, joined the
been doing a lot of stand up, including at the
South Korean Army (still mandatory for male
Comedy Studio in Cambridge and Comedy
citizens), and served in Korea’s Defense
31
CLASS NOTES Intelligence Command, leaving with the rank
Benjamin Crosby ’91 (bcrosby00@
of Sergeant. After that I worked in a telecom-
hotmail.com) writes, “I’ve been living in
1993 Rowan Driscoll rowanbdriscoll@hotmail.com
munications cable manufacturing company
Portland, OR, for the last four years with my
and moved every three months to a total of 20
wife Siobhan and two cats. We’re loving life
countries. I moved back to Seoul three years
out here on the west coast. For the last two
writes to encourage everyone to buy and read
ago and just got my MBA degree at Korea
years, I’ve been working from home for the
Kid Rex: The Inspiring True Account of a Life
Foreign Studies University. I plan to start a
family business—Crosby Benefit Systems,
Salvaged from Despair, Anorexia and Dark
new company in a few months. I have so
Inc. as an Information Systems Analyst.
Days in New York City by Laura Moisin. “The
many good memories from Fessenden. I look
Outside of work, I’m playing drums for three
message in this book is not just a portrayal of
at the faculty list and see that Mrs. Lilla
different bands, tending to my yard and enjoy-
anorexia but of an extraordinary life which
Willey, Mr. Howe, Mr. Carey, Mr. Paine and
ing all that Portland has to offer.”
Josh Nasella ’93 (josh.nasella@gmail.com)
after reading will leave you with a sense of what’s really important in life. Enjoy.”
others are still there. It’s good to see their
Alex Lee ’90 (alee@laundrylist.org) founded
1992 Paul Bernon pbernon@rubicon-realestate.com
and runs Project Laundry List, which has been
Timothy Curry ’92 (timothy_curry@
highlighted in front-page stories in The Wall
hotmail.com) spoke to several history classes
Street Journal and The Boston Globe. He is
last January on the roots of political and reli-
also the Merrimack County Democratic
gious radicalization. An analyst for the
Brandon Miller ’94 (brandon_miller@
Committee Chair and has lived in Concord,
Department of Homeland Security’s Policy
bergdorfgoodman.com) is a manager at
NH, for over six years now.
Directorate, he discussed the need for both
Bergdorf Goodman in New York and was
vigilance and, especially, understanding and
married in September. See photos at
(RReale@TheDartmouthGroup.com) writes,
tolerance. Curry holds a Master’s degree in
www.jennifer-brandon.com.
“Wow, it has been a long time. I see your
Comparative Ethnic Conflict from Queen’s
names and I can only picture a bunch of kids.
University in Belfast, North Ireland, and a the-
Boy, a lot of memories…I left Fessy and went
ology degree from Boston College.
names and it makes me smile.”
Richard Reale ’90
1994 Ben Collier bencollier@gmail.com Nick Van Vactor pinchenick@yahoo.com
1995 Scott Belsky sbelsky@mba2008.hbs.edu
to Valley Forge Military Academy and Boston
Congratulations to Chace MacMullan ’95
College for a degree in Communications.
(cmacmullan@rodgerstownsend.com) and his
Then I decided to learn how to shoe horses
wife Gigi on the arrival of their first son
and went to the Florida School of Horse
Brigham on February 6, 2008. Fessenden
Shoeing on Daytona Beach. I’m currently
faculty Wendy and Ted Pearre are thrilled
working for the Dartmouth Group in
with their first grandchild!
Bedford, MA, and living in Newton a few blocks from Fessy. I got married in June, 2008! I am also finishing up my Masters degree at Mass. Maritime Academy. I hope
Tim Curry with his parents and uncle during his visit back to Fessenden in the winter.
to see you guys some time.” 1991 Mauricio Benavides mbenavides@bancotel.com Christopher Goodson ccgoodson@yahoo.com William Stevenson william.d.stevenson@gmail.com
32
Federico Valdes ’92 (fvaldes@cepol.com.mx)
Alumnus and former Fessenden faculty member sent in an update from Mexico. See page 26 for more info.
Chace MacMullan holding Brigham
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CLASS NOTES 1996 Nate Richards NSRichards@statestreet.com
1997 Brack Baker headskibum@aol.com
Stephen Robb srobb@robbenterprises.com
Jeffrey Zampieron jzampier@zproject.net
MARK YOU CALENDAR NOW FOR YOUR 10TH REUNION ON FRIDAY, MAY 15, 2009! Zan Winchell alexander.winchell@gmail.com
Greg Rubin gregrubin42@gmail.com
Chris Bilello ckbilello@gmail.com
Tyson Robb tyson.robb@gmail.com
Erik Winchell portlyotter@comcast.net John Colbert ’96 (johnnyc17@yahoo.com) has
been writing in New York for several years with Deutsch, Inc. He stays in touch with Greg Rubin ’96 and others.
1998 Dave Bowman Bowman.David@bcg.com Andrew McCarthy a.r.mccarthy@gmail.com Paul Roberts paul.roberts@nmfn.com
1999
Adam Greene ’99 (adam@marksmanshippic-
tures.com) writes, “I am now an Apple Certified Trainer in Final Cut Pro. I continue to work with the company I founded, Marksman Ship Pictures. Marksman Ship makes family heritage documentaries and is expanding into advertising, fundraising
Allan McBride ’96 (amcbride@gmail.com)
movies, 3D animation and graphic design,
visited Fessenden last March while filming
among other areas involving film.”
an episode in Maynard for the award-winning television show Extreme Makeover Home
Paul Fekula ’99 (pfekula@gmail.com) writes
Edition. Allan is on the film crew and
that he has moved to Moscow, Russia, after
currently lives in Albuquerque, NM.
completing his studies at William and Mary. He is working in asset management and recently reconnected with Nicolai Mavritchev. Michael Greenwald ’99 (mbg1918@aol.com)
Members of the Class of 1998 returned for their 10th reunion, including l. to r. Liam Harty, Robert Iriti, Kyung Min Lee, Steve Krikorian, David Emmanuel, Paul Roberts, Howie Leung, Noel Poirier, Kyle Slavin, Steve Gogolak, and Evan Cutler. Not pictured: Josh Pelz
is at Boston University Law School. He spent last summer working in the US Attorney Office’s National Security and CounterTerrorism Section in Los Angeles. 2000 Nick Fessenden nicholas.fessenden@gmail.com
Peter Drake with Allan McBride
David Bowman ’98 (Bowman.David@bcg.com)
Greg Rubin ’96 (gregrubin42@gmail.com)
is a consultant with The Boston Consultant
writes, “I recently caught up with my French
Group.
Amherst. He taught math at Fessenden for
The Middle School watched Ticket to
several weeks last year, filling in for his moth-
Freedom in May, written and produced by
er, former Upper School faculty member
Steve Gogolak ’98 (steve.gogolak@gmail.com)
Barbara Gubb. He was awarded Bear of the
about his father and uncle’s flight from
Week at Morning Meeting amid great
Hungary during the Hungarian Revolution
applause from the students.
moved to Philadelphia last summer, where he
teacher Valerie Sutter after almost 13 years! Thanks to the faculty letters published in the last issue of R&G, I emailed her and she happened to be in the city. It was awesome to reconnect with her and I’m definitely going to stay in touch. Things are generally really good. Work is going well (I got to go to the Grammys!), I’m directing an a cappella group here in the city called Ten & Change, and bought my first home. If any classmates are in New York drop me a line!”
and their new life in America. Steve’s father,
Jeff Boucher ’00 is a student at UMass
Luis Cervantes ’00 (lcervantes@
NFL great Charlie Gogolak, spoke to the boys
adventinternational.com) and (cervantesluis_
about the film, his life as an immigrant and
@hotmail.com) graduated summa cum laude
his appreciation of freedom in this country. Andrew McCarthy ’98
with an industrial engineering degree from Universidad Iberoamericana in Mexico. After
(a.r.mccarthy@gmail.com) is busy at Mid
working for three years as an investment
Ocean Partners and enjoying New York. He
banker at UBS, he joined the private equity
stays in touch with Steve Gogolak ’98 and
firm Advent International.
others.
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33
CLASS NOTES 2001 Neal Curtin curtinn@mville.edu Alex DeBlois ajr4@unh.edu Nick Webber ngwebber@gmail.com Yanik Bababekov ’01
(ybababek@middlebury.edu) writes, “Hi everybody—just wanted to keep in touch. I graduated from Middlebury College with a degree in Neuroscience and am applying to medical schools. I had a great time in college playing varsity lacrosse and also enjoyed time abroad in Australia and Costa Rica. Last summer I lived in Boston and worked at Mass General Hospital. Hopefully I’ll see you guys
some of the best times in my life with you
Jeung Hyun Lee ’04 (ksfessenden@
guys … I’ve been playing football over here
hotmail.com) is in his third year of pre-med-
on the west coast … I’m going to be working
ical studies in Korea. He attended Harvard
out this summer for the Cardinals … feel free
Summer School last summer and stopped by
to email me.”
to see Fessenden.
Charles Zodda ’02
John Motley ’04 (jmotley@fas.harvard.edu)
(Charles.A.Zodda@Dartmouth.edu) writes, “I
posted 111 wrestling wins while at Episcopal
worked in New York City for the summer at
High School, 70 of which were pins. Both are
Standard & Poor’s. I’m back at Dartmouth
Episcopal records. He also won the Virginia
playing on the football team as a kicker.”
State championship title. He now attends and wrestles for Harvard.
2003 Nate Haywood Nathaniel.Haywood@gordon.edu
Alex Clifford-Williams aclifford@uchicago.edu
Chris Sleeper ’03 hosted a weekly sports radio
Teddy Outerbridge ’04 is at the University
show on the KVDU University of Denver col-
of Texas majoring in film.
lege radio last year.
sooner rather than later, but I wish everyone
Tyler Swaim ’04 (tswaim@comcast.net) started
the best and can’t wait to share some stories at
Tony Gross ’03 (agross@marlboro.edu) hosted
his sophomore year at Marietta College in
the Fessy alumni game.”
a radio show at Marlboro College at
Southern Ohio, majoring in Economics.
www.radio.marlboro.edu. Clay Southworth ’01 (csouthworth1@
gmail.com) graduated last May from the Berklee School of Music (interest/focus: music industry/business) in Boston and is off
2004 Nick Anschuetz nanschuetz@andover.edu
2005 Mike Pallotta mpallotta@mxschool.edu Alessio Tropeano alessio1135@aol.com
to Australia for the year with an open work
Former 2004 Fessenden Varsity lacrosse team-
visa.
mates helped lead Governors Academy to its
Yun Suk Michael Chung ’05 (yschung89@
first undefeated lacrosse season 17 – 0 last
hotmail.com) wrote to thank his teachers,
spring. Marc White ’05 received ISL All
especially Mr. Howe. “I am sure that without
Nick Webber ’01 (ngwebber@gmail.com)
welcomed graduates at the Class of 2008 Alumni Breakfast in June. Nick graduated
League Honorable Mention and was elected
my time at Fessenden and your guidance, I would not have become who I am right now.”
from Syracuse University’s Newhouse School
We wish Michael well at Princeton.
of Public Communications in May and is Lawson Ferguson ’05 (bosoxfan3@gmail.com)
working in public relations in Pittsburgh, PA.
wrote his Roxbury Latin senior research project on the role of online alumni communities. He spent the month of May at Fessenden and built The Fessenden School facebook page. Lawson is currently at Georgetown University. l to r: Marc White ’05, Scott Paskerian ’04, Tommy Hines ’04
School President for 2008-09. Nick Webber at the 2008 Alumni Breakfast
Scott Paskerian ’04 is now attending Rollins
2002 Clark Winchell cwinchel@bates.edu
College of the Holy Cross. Also on the team
Will May ’02 (RBWillMay32@aol.com) writes,
Pope ’07.
College and Tom Hines ’04 matriculated at were Andy Somerville ’04 and Remington Lawson Ferguson
“Hello to all of my fellow classmates. I spent
34
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CLASS NOTES Fessenden lacrosse coaches are proud of
2008 Raj Muchhala rbmuchhala@mxschool.edu
their 2005 graduates. Scott Morell ’05 is playing lacrosse at Ohio State. Noah Beatty ’05
James Danziger JamesDanziger@stmarksschool.org
attends Brown and plays lacrosse there. Congratulations to Scott and Noah! Teacher
Arthur Gosnell ARGosnell@gmail.com
and Coach Todd Eveleth writes, “Last spring, Sam Gardner ’05, a junior at Exeter, was named
an All-American in lacrosse. As a proud uncle, I wanted to pass along the good news.
Tom Rehnert ’08 returned to see his Fessenden classmates graduate.
It was all coaching.” St. Paul’s School coach
James Kim wjkim@deerfield.edu Caleb Lehner caleb@lehner.us
Eddie Mac adds, “For what it is worth, two
Sam Arsenault ’06 was recently named Track
years ago, the number 18 team in the US, St.
Athlete of the Year by the Daily News Tribune
Michael Curtin ’08 enjoyed returning to
Paul’s, played Sam’s team down in Florida.
for his 2008 season at the Newton North High
Fessenden to congratulate his graduating
Exeter was without their coach and I think
School.
classmates.
After another outstanding basketball season
Danny Lamere ’08 (Daniel_Lamere@
they had about 16 kids present. We, of course, had our six coaches and 35 boys. They almost beat us, and one of the reasons was Sam. He was literally the most intelligent player on the field that day. Congrats to Sam!” 2006 Brian Correa brianthebrain3000@hotmail.com Michael Yoo jyoo@exeter.edu
where he led his Watertown Red Raiders to
milton.edu) was the only freshman with a
the Eastern Massachusetts State Semifinals
titled role in the Milton Academy production
and topped the 1,000 point total for his career,
of Lute Song, adapted from the centuries-old
Kyle Stockmal ’06 was honored as the Daily
tale from China for Broadway in the 1940s.
News Tribune Player of the Year. 2007 Jeronimo Contreras j_contreras13@hotmail.com Jasper Heaton jasper_heaton@loomis.org Brian Uhm tuhm@groton.org
Over 100 Fessenden guests gathered for a tailgate party at the 2008 Lacrosse NCAA Championships at Gillette Stadium in Foxboro.
BECOME A FAN OF FESSENDEN ON FACEBOOK! For his Roxbury Latin senior research project, Lawson Ferguson ’04 created The Fessenden School page in the online community Facebook. He filled the page with links and feeds to school photos, blogs, recent happenings, upcoming events and more. Alumni use the page to stay connected with other alumni, look at recent photos and news and learn about upcoming events. Over 400 alumni have signed up as “fans” with more finding the page every day. Many of those who attended Fessenden events this fall learned about them through this page.
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UPCOMING EVENTS PARENTS, ALUMNI AND FRIENDS OF THE FESSENDEN COMMUNITY please join us for the following upcoming events JANUARY 29&30 Fessy Winter Clothing Sale
MAY 1
Upper School Spring Play
FEBRUARY 4 Library Tea
5
New Parent Reception
6-8
Spring Book Fair
6&7
Faculty/Staff Cabaret
8
Grandparents’/Special Friends’ Day
7
Alumni Hockey Game and Family Skate
15
Alumni 10th, 25th and 50th Reunion for the Classes of 1999, 1984 and 1959
20
Red & Gray Society Dinner, by Invitation
25
2009 NCAA Lacrosse Championship Tailgate Picnic
JUNE 5
Commencement
16
Alumni Lacrosse Game
23
Kindergarten Admissions Testing
28
Fessenden Wrestling Tournament
MARCH 4 Library Tea 11
Alumni Career Networking Event
APRIL 7
Lower School Fathers’/Special Friends’ Evening
Remember to check the Web site calendar at www.fessenden.org for up-to-date information and details for all events.
STAY CONNECTED WITH “MY FESSY” Sign in to “My Fessy” for privileged access to information, such as news, photos, announcements, downloads, blog postings, class notes and more.
WWW.FESSENDEN.ORG 36
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IN MEMORIAM
EDWARD P. CHASE ’98
formerly of Belmont, MA, died on July 5, 2008 at the age of 26 of an accidental fall. He attended The Fessenden School, Noble and Greenough School, Trinity-Pawling School and Augsburg College. Writes classmate Paul Roberts, “Ed was a very likeable, humorous and happy individual. He did very well during his time at Fessenden as both a student and stellar athlete. We will all remember Ed for his wit, loyalty, and smile.” He leaves behind his father, Edward F. Chase, Jr., mother Rosemary Chase, brother Derek ’00, all of Sarasota, FL, and West Falmouth, MA. JOHN W. BLAKE ’41
of Yarmouth Port, MA, died on January 27, 2007, following a long illness. Born in Boston, John attended The Fessenden School and Phillips Academy and graduated from Harvard University in 1951. He served in the Navy during the Korean Conflict and was a graduate of the New York Maritime Academy. Mr. Blake was co-founder, chairman and treasurer of Colony, Inc., a distributor of welding supplies, and served on the Fessenden Board of Trustees for nearly ten years. He loved his children, his grandchildren, golf, and the Red Sox. John was a long-time member of Brae Burn Country Club of West Newton, The Clover Club of Boston, and Essex County Club of Manchester, MA.
CHARLES F. DEAN ’44
of Rochester, NH, died on January 26, 2008. Formerly of Ridgefield, CT, Mr. Dean was long associated with the regional development of youth athletics. Born in Boston, he graduated from Phillips Exeter Academy after his years at Fessenden and attended Harvard before graduating from Tufts University. Mr. Dean was predeceased by his wife, Toni. He prized family above all else, and, in addition to his children, grandchildren, and a great-grandson, he is survived by his brothers Robert ’46 and his family of Burlington, VT, and William ’49 and his family of Bethany, CT.
THOMAS P. KING ’49 MARK L. CAPUTO ’73
of Marion, MA, died February 16, 2008. Mr. Caputo was the Vice President of South Shore Elevator of Hingham, MA. He is survived by his children, Daniel M. and Andrea J. Caputo of Marion, and his fiancé, Jane Marinella of Ponte Vedra, FL. His former wife, Susan L. (Augusty) Caputo passed away in 2005.
of Chatham, MA, and formerly of Weston, died on December 29, 2007. Born in Newton, Mr. King attended The Fessenden School, Governor Dummer Academy and Harvard College. Following his service in the Navy, he was president of Harrington, King Co., a ship chandlery and marine hardware distributor. Mr. King was an avid gardener known for his dahlias and took special pleasure in spending time with family and friends. He is survived by his wife, Emily, children, and granddaughters as well as by his brother William ’46, his son Thomas Jr. ’82, and nephews James ’84 and Joseph Palmer ’85. Mr. King was a member of the Frederick Fessenden Society, which recognizes individuals who include Fessenden in their estate plans.
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37
IN MEMORIAM
EDWARD C. LAFFERTY
of Waltham, MA, formerly of Newton, MA, died on June 5, 2008 at the age of 51. Mr. Lafferty worked in food services at Fessenden for the past six years. An avid sports fan and chess player, he was a member of the Boston Chess Club and participated in many national tournaments. Mr. Lafferty is survived by his parents Edward and Margot Lafferty, brother Michael Lafferty and his wife Alcira, brother Jeffrey and his wife Celia, three nieces and one nephew.
JOSEPH ROSS ’48
of Wayland, MA, died on December 27, 2007. He is survived by his wife of 39 years, Ann (Haslerud) Ross of Wayland. A Chicago native, Mr. Ross attended Fessenden, Phillips Academy, and went on
Frank Vera ’39, his wife Barbara, and brother Joseph Sequeira Vera ’42.
to Yale College where he was a Woodrow Wilson Fellow. He continued his education at Yale Medical School, and completed his training in psychiatry at University Hospital in Boston. Mr. Ross served
FRANK VERA ’39
as a lieutenant commander with the U.S. Navy during the Vietnam
formerly of New Bedford, MA, died March 21, 2008. Mr. Vera
War, and went on to serve as director of Trinity Mental Health
graduated from Boston University and served in the U.S. Army in
Center in Framingham. In addition to running a private practice, he
Europe during WWII and later served in the Korean Conflict. He
was also on the medical staff at Framingham Union Hospital and a
moved to the St. Petersburg, FL, area from Alexandria, VA, in the
consultant for St. Patrick’s Manor. Ed Selig ’48, in celebration of a
1950’s where he began a career in the insurance industry. Mr. Vera
life-long friendship that began on the playing fields of Fessenden,
is survived by his wife, Barbara, his brother Joseph Sequeira Vera ’42
offered a touching tribute to Mr. Ross at his memorial service. Mr.
and by his children, step-children, grandchildren and great-grand-
Ross was a member of the Frederick Fessenden Society, which rec-
children.
ognizes individuals who include Fessenden in their estate plans. MICHAEL WISE
previously of West Lebanon, NH, and Brewster, NY, died on May 28, 2008. Mr. Wise taught Latin at The Fessenden School during the 1977-1978 school year.
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LEGACY OF LEADERSHIP: TWO NEW ENDOWED FUNDS ESTABLISHED BY BEQUESTS The Fessenden School is pleased to announce the establishment of two endowed funds made possible through the bequests of two alumni: The Richard K. Thorndike, Jr. ’27 Fund for Faculty Compensation and The Samuel L. Groves ’23 Fund for Unrestricted Endowment. These two new funds are important resources as they support the School’s current strategic priorities. A member of the class of 1927, Richard Thorndike bequeathed over $500,000 to Fessenden upon his death. Received in 2003, the gift was designated for endowment by the Board of Trustees as part of the Centennial Campaign. In revisiting this extraordinary gift, the School wanted to recognize this leadership donor through a named fund. Mr. Thorndike’s magnanimous bequest will benefit the teachers at The Fessenden School and honor him in perpetuity. His generosity was a remarkable indication of his foresight and leadership. A devoted alumnus, he was also the grandfather of two Fessy boys, Albert Pope ’91 and Alexander Sprague ’83. The bequest from Samuel L. Groves ’23 was received as a portion of a multi-part gift. Mr. Groves, who resided in Delray Beach, FL, for many years, served on the Fessenden Board of Trustees for over twenty years and as Trustee Emeritus for over thirty years. Arriving as a student in 1921 on his 12th birthday, Mr. Groves characterized Fessenden as “a home away from home” and a place where he learned how to study as well as how to play. Mr. Groves’ outstanding legacy to Fessenden as a Trustee, advisor to several headmasters and benefactor of the School inspired the establishment of a named fund in his honor. The endowment of The Fessenden School includes unrestricted and restricted funds held in perpetuity and invested for growth. If you are interested in learning about Fessenden’s endowment or in establishing an endowed fund, please contact Elizabeth Alling Sewall, Director of Institutional Advancement at esewall@fessenden.org or 617-630-2313 for more information.
Samuel A. Groves ’23
Richard K. Thorndike, Jr. ’27
FREDERICK FESSENDEN SOCIETY The Frederick 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.
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39
THE FESSENDEN SCHOOL ANNUAL FUND More than 1,000 donors contribute generously to The Fessenden School by giving to the Annual Fund each year. We thank each and every one of you for your generosity and support!
2007-2008 ANNUAL FUND STATISTICS • An outstanding $1,444,923 in gifts received • 254 Red and Gray donors contributed 91% of all Annual Fund dollars • Just over $1,000,000 donated by current parents with 75% current parent participation—highest level ever • A record 566 alumni donors— a 23% increase • Parents of alumni increased their giving by 66%
2008-2009 GOAL: $1,500,000 As of December 31, 2008, trustees, current parents, alumni and friends of the school have contributed just over $775,000 in gifts and pledges. This year, your Annual Fund gift means more than ever as it ensures that our ability to support school operations, faculty compensation and financial aid remains healthy in the current economy. If you have already made a donation to the Annual Fund, thank you for your generosity. If you have not yet made a gift, please join the other 650 community members who have already supported the boys and the faculty of Fessenden this year. Please contact Henry Lapham, the Associate Director of Institutional Advancement, at hlapham@fessenden.org or 617630-2310, if you have any questions or for more information.
WHY IS THE ANNUAL FUND IMPORTANT? Voluntary gifts received from Fessenden families, alumni, and friends represent approximately 7% of the school’s total operating budget. That’s 7% of all faculty salaries, equipment purchases, and everyday costs of educating each Fessy boy. Total tuition dollars cover about 74% of the operating budget, and the balance is met through a combination of annual giving, endowment income, and revenue from the summer programs.
HOW ARE ANNUAL FUND DOLLARS SPENT? Unrestricted Annual Fund dollars are allocated to the areas of greatest need by the Board of Trustees. Some needs can be anticipated and planned for, while others, like increased energy or health care costs, would put an undue burden on the operating budget without the financial buffer provided by the Annual Fund. The following priorities are ongoing needs directly supported through the generosity of our donors: FACULTY COMPENSATION—The Board of Trustees is committed to enhancing salary and benefits for the school’s faculty and staff, the largest single component of the operating budget. This top strategic priority will allow us to continue to attract and retain the best possible faculty who understand and are committed to all-boys education. PROFESSIONAL DEVELOPMENT—The school provides funds for professional growth opportunities every year so that teachers can benefit from practical experience relating to their disciplines. Projects funded in recent years include advanced coursework, travel, and attendance in a variety of conferences and workshops in everything from diversity awareness to math and writing skills. SCHOLARSHIP—The Board of Trustees and administration believe that the entire school community is enriched when we provide financial assistance to students who benefit from and contribute to the life of the school regardless of their families’ financial circumstances. The Annual Fund makes it possible for us to maximize the financial aid budget in order to meet the needs of incoming families while accommodating the needs of returning families and those families whose financial situations change while their sons are attending the school. TECHNOLOGY—Some of the recent purchases made possible by the Annual Fund include iPods for language instruction, SMARTBoards for classrooms (29 are currently in use), new computers for the labs, and a dramatic improvement in customized online communications through the enhanced “My Fessy” section of the Web site.
40
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THANK YOU FOR HELPING US SPREAD THE WORD ABOUT FESSENDEN! Admissions numbers remain strong as families continue to inquire about a Fessenden education for their sons in 2009-2010. Alumni, parents and faculty and staff have generated the most interest in Fessenden by referring family and friends. In fact, nearly 70% of all admissions inquiries come through word-of-mouth. Please continue to keep Fessenden in mind when you are speaking with families who are considering an independent school education for their sons. Kindly encourage them to contact the Admissions Office to schedule a visit at 617-630-2300 or admissions@fessenden.org or obtain additional information on the web site at www.fessenden.org. Thank you for being ambassadors for Fessenden! ANTICIPATED ADMISSIONS OPENINGS FOR 2009-2010 Kindergarten 32 First Grade 3 Fifth Grade 18 Sixth Grade 20 Seventh Grade 3 Boarding openings exist in grades five through nine. FESSENDEN-AT-A-GLANCE General Facts • Oldest All-Boys Junior Boarding School In U.S. • Kindergarten – Grade 9 with seven and five-day boarding options available in Grades 5-9 • Current students come from 12 countries, 17 states within the US and 58 communities in MA • 20% students of color (inclusive of our international boarding population)
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• 41-acre campus in metropolitan Boston • Academically challenging curriculum is structured to educate and foster the specific learning styles of elementary and middle school boys • Character education infused program focusing on guiding principles and values of honesty, compassion and respect • 21 competitive, intramural and recreational Middle and Upper School athletic offerings • 18 Upper School electives offered, such as robotics, video production, woodworking, and performing and technical theater arts • 5 Faculty, student and parent led forums for furthering Fessenden’s inclusive community • 73% of graduates were accepted by their first-choice school between 2002-2008 • 90 faculty members with an average tenure of 17 years Learning Resources • 18,500 volumes in the Wheeler Library, including audiobooks, videos, and DVDs • Comprehensive English as a Second Language (E.S.L.) program serving approximately 15 international students • 85% of classrooms are equipped with SmartBoards (interactive whiteboards) • Campus is equipped with more than 300 computers Residential Program Boarding Student-to-Residential Faculty ratio2:1 Friendly family dogs living on campus20 Weekend program activities chaperoned by faculty each year more than 800 Number of activities boarders choose from each weekend18-20 Dormitory families living on each dormitory floor
2
SCHOOLS THAT HAVE ENROLLED FESSENDEN EIGHTH AND NINTH GRADERS FOR THE 2008-2009 ACADEMIC YEAR Noble and Greenough School, MA (7) Phillips Exeter Academy, NH (6) St. Mark’s School, MA (5) St. Paul’s School, NH (4) The Rivers School, MA (5) The Williston Northampton School, MA (4) Groton School, MA (3) Millbrook School, NY (3) Milton Academy, MA (3) St. Sebastian’s School, MA (3) The Governor’s Academy, MA (3) Belmont Hill School, MA (2) Brooks School, MA (2)
Buckingham Browne and Nichols School, MA (2)
Lawrence Academy, MA
Casady School, OK (2)
Lexington High School, MA
Middlesex School, MA (2)
Lincoln Sudbury High School, MA
Newton North High School, MA (2)
Loomis Chaffee School, CT
Northfield Mount Hermon School, MA (2)
New Jewish High School – Gann Academy, MA
Suffield Academy, CT (2)
Peddie School, NJ
Tabor Academy, MA (2)
Penn High School, IN
Wellesley High School, MA (2)
Pomfret School, CT
Boston University Academy, MA
St. Andrew’s School, DE
Concord Academy, MA
St. George’s School, RI
Concord-Carlisle High School, MA
Tesseract School, AZ
Deerfield Academy, MA
The Cambridge School of Weston, MA
Dexter School, MA
Walnut Hill School, MA
Framingham High School, MA
Westminster School, CT
Gould Academy, ME Korea International School
THE FESSENDEN SCHOOL 2 5 0 WA LT H A M ST R E E T W E ST N E W TO N , M A 0 2 4 6 5
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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.
Cert no. SW-COC-002508
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.
Permit No. 8040