Innovative Quakerism
The IQ Issue
“I actually reference MB a lot in my life. As the years pass, I begin to realize what a profound effect lessons of human equality and the importance of honesty and service have had on my values and mission in work and life. I love that learning went beyond memorizing materials and made us question what kind of impacts our actions have on the world.”
Grace Gouin ‘06
Stitching together a start-up Those who remember Grace Gouin’s love for textiles at MB may not be surprised to know she’s started an ethically-driven apparel company in Asheville, North Carolina called Appalatch. Grace’s company was highlighted in The Huffington Post this past fall as one of “50 Ethical Businesses to Support on Black Friday.” She made her TV debut on PBS’ Start Up! and has seen Appalatch featured in New York Magazine, Treehugger, and The Washington Post. Initially, Grace wanted to start a company that would change how people relate to clothing. By working directly with suppliers, she and co-founder Mariano deGuzman have cut out the middlemen and retailers, which enables them to profitably sell clothes for less than what you would find in a store. Grace is passionate about reviving American apparel manufacturing. In the past 20 years, America has lost 80% of apparel manufacturing jobs and now only 2% of clothing bought in the U.S. is actually made here. “We are trying to rethink the way that clothing is made, sold, and used in the world,” Grace says. She also aims to reduce needless waste, saying, “Less is more; a few well-made, signature pieces will serve you much better than a surplus of poorly made garments.” Appalatch’s products are 100% American made and made almost entirely
within the Carolinas, where Grace runs machines herself and employs skilled local workers. When she first arrived in Asheville, Grace got a job making organic cotton clothing. Production sewing gave her a visceral understanding of its toll on a worker’s body and mind. “This hard work is happening at a breakneck pace across the world at incredibly low wages to keep up with the demands of microtrends that turn into disposable fashion,” she says. “The terrible treatment of garment workers, as well as the terrible environmental strain placed on the planet in the name of fast fashion is a completely unsustainable cycle that simply has to end.” Grace calls MB a significant point on her journey to Applatch: “I actually reference MB a lot in my life. As the years pass, I begin to realize what a profound effect lessons of human equality and the importance of honesty and service have had on my values and mission in work and life. I love that learning went beyond memorizing materials and made us question what kind of impacts our actions have on the world.”
—Grace Casey-Gouin ’06, Creative Director and Brand Strategist at Echoview Fiber Mill. Grace was on the field hockey team at Moses Brown and went on the medical service trip to the Dominican Republic while a student at MB.
Jason Smith-Vidaurre ’09
How do you goofoffDean theWoodman grid? ’46) Fascinated by the many technical advancements of the industrial era, Headmaster Augustine Jones (great-grandfather As an MB student, Jason Smith-Vidaurre valued the practical application of cross-disciplinary knowledge. Despite skepticism and opposition from the school’s board, he invigorated knew how to operate a bandsaw, loved to the curriculum with the introduction of music, as well as metalworking, woodshop, Shakespeare, and fine arts. And,surfbelieving strongly thatand was in the dead of winter, committed to the environment (his a balanced education improves the body as well as the mind, he built a gymnasium, which is now the Walter Jones Library. Jamestown home was powered in part by windmill). Raised in a Quaker family, activism was important for Jason, and since earning his engineering degree from Stanford, Jason has been putting his beliefs into action as the renewable energy lead at Pu’u O Hoku Ranch, a family-owned biodynamic and organic farm and retreat center in Kaunakakai, Hawaii. As a working ranch, Pu’u O Hoku consumes its share of fossil fuels, and Jason aims to produce more power than they need and feed it back into the grid. Instead of just putting up one large wind generator or one massive solar array, Jason and his colleagues are opting for diversity with a combination of biomass gasification, wind, solar, and hydro-pump energy storage. Right now, they are in the prototyping, applying, and failing stages: “It is all a learning process,” he says. “Too often I see design thinking associated with a consumer culture and perpetuating a cycle of consumption,” Jason says. “For me, design thinking is less about bringing the next big product or service to market and is more of a pattern for problem-solving. The pattern goes something like this: identify problem, brainstorm, prototype, apply, fail, repeat until successful.” In a remote area like Kaunakakai, materials and equipment
At MB, IQ means something different Our school’s legacy of Quaker innovation Matt Glendinning, Head of School Did you know that, for more than three centuries, Quakers have been at the leading edge of nearly every social change movement in this country’s history, from the abolition of slavery to women’s suffrage, prison reform to peace activism, and of course education? Quakers have always been and continue to be incredible innovators.
college. The shift toward heightened academic standards was mirrored by the emergence of qualifying exams—the College Board in 1900, SATs in the 1920s, Achievement tests in the 1930s, and APs in the 1950s. And with the launch of Sputnik in 1957, America was engulfed by a wave 20 and calls for school reform. of existential anxiety
This pioneering spirit is part of Moses Brown’s DNA. Moses Brown himself, along with Samuel Slater, is credited with being among the leading pioneers of the American Industrial Revolution. One of the reasons that MB has been around for 235 years is that the school has always shown an ability to understand and evolve with the changing times.
It was in such an environment that MB chose as its new Headmaster Robert Cunningham (1957-1964), a graduate of Princeton and a Rhodes Scholar who had taught at Exeter and helped develop the AP Program at the College Board. His sterling credentials presaged the thrust of his tenure at MB—academic rigor—and under the rubric of what was called The Program for Progress the school entered another period of growth. Major accomplishments included:
1900 From 1879 to 1904, Moses Brown was blessed by the leadership of a Quaker from Maine named Augustine Jones. At the time, improvements in public schools and changes in higher education were forcing private schools to modernize as well, and in response Jones undertook some important initiatives. A lover of machines as much as art, his vision for Moses Brown included:
• Introduction of Advanced Placement courses, with a strong emphasis on Science. (Six weeks after Sputnik was sent into orbit MB’s rocketry program was featured in Life Magazine); • Focus on teaching excellence, including classroom visitation and evaluation, and increased teacher salaries; and • Introduction of mechanical arts like metal working • A capital campaign that raised almost $1 million for and carpentry, and fine arts like drawing, painting new facilities, including Friends Hall. and music; • Continuation of the school’s religious traditions, When considered 50 years later, these changes appear paralleled by new priorities such as physical fitness and both well-timed and strategic. Enrollment at MB spiked more than 25% under Cunningham’s leadership. outdoor activity; and
• Improvements to the campus such as a centralized heat plant, electric lights, telephones and new facilities for athletics (now Jones Library) and art (Studio of the Three Oaks). Jones harnessed the innovative spirit of the day while preserving the fundamental character of the school. His prescient strategy worked: enrollment flourished, and Jones left an impact on the school long past his tenure.
Historians of the future will have the final say on whether MB in the year 2019 was sufficiently innovative. But in the spirit of Augustine Jones, I am proud of the steps we have taken to honor MB’s past and embrace the future. Our emphasis on creative, collaborative problem-solving; new programs in social entrepreneurship, engineering & design, and coding & robotics; and new facilities such as the Y-Lab and Woodman Center are preparing our students to be global citizens in a rapidly changing world. 1950 In the pages that follow, we share ways that our school The first half of the 20th century was another time of continues to live up to our legacy of Innovative Quakerism, profound change for American education. Whereas in our unique brand of IQ. And, through the voices of 1900 many private schools had a religious affiliation and students, alumni and parents, I hope you’ll gain a sense of focused as much on character development as on academics, how our mission and values create a foundation for lives by mid-century the focus was squarely on preparation for of purpose and fulfillment.
are hard to source so Jason often has to get creative with what’s available. Recently, his team had to put a 2000-pound wind generator on an 80’ tower — with no crane available on the island. So they designed a system to raise the tower and haul the generator up, using four workers, a winch, and a truck. “This place pushes us to be self-reliant,” he says. “Energy usage has always been at the forefront of my consciousness,” says Jason. “For many users, the source of their electricity is out of sight, out of mind. Growing up with a wind generator in Jamestown made me aware it from the very start. When you can hear and see the energy transformation taking place, you are more conscious about your consumption.”
“Though I may not remember certain formulas or historical dates, I know that I will remember what I have been taught in a broader sense: how to think critically, respectfully and independently, to question instead of blindly accepting information as truth, and to remember to consider a variety of perspectives before formulating my own beliefs.” —Abby Gerrish ’20, Current senior at Moses Brown and involved in Science Olympiad, the Disciplinary Committee, Environmental Council, Equal Voice Club, editor and writer for 1784 (MB’s re-vamped newspaper), Omnia Literary Magazine as well as part of the Varsity Cross-Country and Track & Field programs.
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Quaker innovation in the classroom
Collaborative lessons bring forth deep reflections and profound moments for students
“MB was such an integral part of my life. I
Debbie Phipps, Assistant Head of School for Academic Affairs
remember the intense curriculum and get-
Each October, as our newest alums return home Don’t See—the story of her work as a pediatrician for their first long weekend from college, we have and public health advocate bringing to light the the privilege of hearing their reflections. They miss Flint water crisis. Seeing further connections to their friends, they miss their parents (more than they the water unit, teachers arranged for students to thought), they miss their pets (which they expected)— Skype with this national expert, an opportunity and they miss being part of a Quaker school. That last for students to learn to formulate the kinds of realization often surprises them (at least one started a questions that elicit the most illustrative responses, gathering for silence at her college), and it’s a moment a skill that connects to the StoryCorps unit that is when students realize how much the tenets of Friends also part of middle school. Further connections education permeate their time at Moses Brown. to the racial justice unit emerged from the Skype discussion: Who has a voice in politics? What can For those who haven’t experienced it, understanding the we do when a system seems broken? Ultimately, a deep and reciprocal connection between challenging student’s question—“How does race fit in here?”— classroom learning and our Quaker identity can be catalyzed another step in this project. hard to imagine. It comes from the collaborative nature of community, our desire to ensure that our students When teachers introduced the racial justice unit graduate prepared for both college and the world, as that is part of their English classes, they added good citizens and good students. Innovation interweaves an excerpt from Dr. Mona’s book, and discussed with our traditions in a way that creates a multi-faceted how race plays a role in catastrophes. They learning experience unique to Moses Brown. talked about the moment Dr. Mona became a changemaker, risking her career to speak up for The long-standing middle school water project those who didn’t have a platform. Talking with exemplifies the ways in which the tenets of Friends Steve Kidd about the plans led to his seeing a education are interwoven with a high degree of connection to Ibsen’s Enemy of the People (which academic challenge. Math and science teachers includes brothers arguing over a clear water introduced a project in which students designed a cover-up in Norway)—so English teachers added vessel that would allow them to carry a day’s worth the play to their curriculum. Students engaged of water for a family, for a mile. This puts knowledge passionately in discussions about who is willing about shape and volume to a practical test. to share the truth—and ultimately produced spoken word poems to reflect their understanding And when MB parent Elaine Dickson visited classes of racial justice. Though they enter the project to add the very tactile human component, by sharing from different perspectives, the final assessment— stories of growing up in Jamaica and carrying the family shared with peers and teachers—lets each student find water, she elevated the assignment from an academic and share their voice. And that, as much as anything, is experiment to an exercise in humanity. central to Friends education. In our deeply collaborative culture, the project further We know that students learn best when they can expanded when Katie Goldman and Maureen Nagle contextualize what they’re learning, and better still read Dr. Mona Hanna-Attisha’s book, What the Eyes
ting to know faculty like extended family. The rigorous agenda at Moses Brown kept me busy, exposed me to many experiences inside and outside of the classroom, and gave me a mind open to change. The word that immediately comes to mind when reminiscing about MB is discipline. When I graduated, I felt like I was prepared for the real world and frankly, a step ahead. I gained balance, learning how to be a good writer from teachers like Ransom Griffin and how to be competitive from coaches like Doc Odell.” —Marc Patrick ’89, Senior Vice President of Marketing for Beyond Meat, Inc. During his time at MB, he competed in three sports, went on overseas trips, played the saxophone and performed in the school musical.
when there is an emotional component. Middle school students now know why clean water matters. They may not remember all of the content of their middle school years, but they will recall those profound moments— of interaction with their teachers, of deep reflection on their learning, of performing their work to share their personal values—and demonstrate the confidence to speak up for what they believe.
THIS YEAR, WE KICK OFF OUR YEAR-LONG SOCIAL MEDIA CAMPAIGN CALLED
#GetToKnowMB Yes, that’s the call to action. Get to know us. The real story.
facebook.com/mosesbrownschool
Our story.
twitter.com/mosesbrown
Told from various perspectives of those who live and love MB, and embody our mission every day.
instagram.com/mosesbrownschool
We hope you will follow the #GetToKnowMB hashtag on our social media pages and join us on this fascinating journey. It’s going to be fun-filled and informative with great photos, features, videos, history, school events, and maybe even a giveaway or two.
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linkedin.com/mosesbrownschool
Are you ready? Let’s #GetToKnowMB.
“Moses Brown exposed me to engaged learning, the idea that learning is participatory and does not just take place in the classroom, which is a critical component of expert thinking. At MB, I was provided the opportunity to become an expert in academics, sports, student life and community service. As a convinced Quaker today, my worldview embraces the importance of the light within and that everyone has knowledge, or expertise, to share. Quaker queries challenge me to learn and thus improve my expert thinking. The best experts have diverse knowledge but, perhaps even more important, they have a willingness to share their knowledge.” —Greg Marsello ’73 P’99 ’02, Senior Vice President for Organizational Development at Learning Resources Network (LERN) and co-founder since the company’s origin in 1974. Greg and his wife Melinda have two alumni sons: Brendan ’99 and Cory ’02.
The power of revelation Jen McFadden,
Director of Friends Education
The whine of leaf blowers’ engines and the faint smell of exhaust greeted me as I made my way toward MB’s gates before dawn. Two members of MB’s operations crew were already tending to the drifts of leaves on the darkened campus pathways, and as I passed them I turned to wave. As I did the red light of the rising sun shot over the horizon and hit me square in the face. In the course of a second, all of us were awash in flamebright rays—the shedding trees, the men, the flying scarlet maple leaves and me. I stopped in my tracks, dazzled and dumbstruck as the words of George Fox flashed through my mind: The first step of peace is to stand still in the light.
recovered survive. Many do not. We watched together and wiped tears from our eyes, and at the end of class the students pulled one another into fierce hugs. The sense of commitment and understanding that radiated from them felt like a revelation to me. I saw them emerge from that painful exposure with greater love for one another, a deep compassion for human beings suffering under the weight of war, and a calling to address the conditions they witnessed. Their next steps are leading them to research, advocacy and humanitarian engagement.
The space for revelation can take many, many forms. It can be the sun breaking over the horizon, or the shared silence of meeting for worship, or the celebration of community around a bonfire. It can also be a moment of shared pain and grief, as I found when I visited an upper school humanities course on conflict in the Middle East. In an effort to connect students’ hearts to the content as well as their minds, their teacher showed a wrenching documentary, Last Men in Aleppo. The opening scenes show the immediate aftermath of a bombing in the city, as civilian responders dig through rubble with their bare hands, looking for signs of life. Some of those
If we are doing our work right, there is space for revelation everywhere at a Friends school. As adults in this community, it’s our responsibility to hold that space open for ourselves and our students, to tend it, and to return to it as often as we dare. Some have observed that Friends education prepares children not merely to participate in the world that is, but to build the world that can be. Revelation of the human spirit is at the heart of that vision: whether in sun-struck awe, in anguished grief or in simple, puddle-jumping joy, there is always the possibility of encountering Truth and emerging transformed.
During lower school’s meeting for worship one recent rainy morning, a teacher offered a simple The moment of sunrise on a Friends school campus query: “What do you enjoy about the rain?” The seems like a fitting metaphor for the possibilities question sparked such an eager response among that Friends education aims to offer the world. the gathered students that their messages came Quakerism is a religion based on experiential in a flood. Their speaking was unorthodox— learning, and for centuries Friends schools have some spoke many times, and there was hardly a been exploring the radical implications of that moment to reflect on one contribution before the foundation. If there is such a thing as a human next one came. But in the messages they shared, spirit, then learning, at its very heart, ought to be the students seemed almost to be one joyful body, a spiritual endeavor. And if the path to wholeness reveling together in puddles and splashes and the and learning is through personal revelation, then steady soft sound of rain, as though they shared our school must make space for revelation— the same ears and feet and heart. That sense of intellectual, moral, spiritual—in every classroom, shared joy felt like a revelation, too—who knew corridor and commons. that mud puddles had such power to unite?
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l: s choo - plan we r S e r - s c h o o l o L w w e ics /lo t he N u r o f r g /a c a d e m o T l a o . u a V i r t s e s b row n Ta ke mo
$7 million lower school renovation and expansion
Fifth grade to become part of middle school For nearly 45 years, MB’s Lower School building has offered a nurturing and challenging environment for children in the early years of their educational journey. Now, a top-to-bottom renovation and expansion will enhance the space with new features, including a well-designed entrance plaza with enhanced security (pictured above), larger spaces for early childhood grades (N-1), an imaginative play studio, administrative offices, and The Commons serving as a library, public gathering spot, and home for foreign language learning.
In the fall of 2021, MB’s fifth grade will also become part of the middle school. We began considering this move as a way to enrich the experience of our 10-11 year-olds, who are developmentally and academically eager for greater challenges and opportunities. As part of the middle school, fifth graders will benefit from a doubling of instructional time in science and gain access to expanded world language opportunities. They will enjoy increased curricular offerings in performing and visual arts, as well as co-curricular competition in athletics, math and robotics. The new curriculum will combine signature elements of the current fifth grade, such as the Math Arcade design project and the civil rights trip to Washington, D.C., with new opportunities for research, writing and public speaking.
Older students (grades 2-4) will be located on a completely renovated upper level, featuring larger and re-imagined classrooms, a music studio, a STEM hub called the Wonder Lab and a flexible suite of rooms designed for individual learning support and enrichment. Fully ADAaccessible, MB’s new lower school will provide Construction is expected to be completed in our students with a state-of-the-art facility in about 8 months (during the second semester of the 2020-21 school year and the summer of 2021). which to explore, learn, grow and thrive. The plan is for the new lower school to be ready Lower schoolers will also continue to enjoy MB’s for the start of the 2021-22 school year. After a top-notch facilities like the Woodman Center, the mere half-year hiatus from their current space, our students will return in the fall of 2021 to a Y-Lab and Three Oaks. completely new lower school.
The Commons
Reimagined Classrooms
RENOVATION AND EXPANSION HIGHLIGHTS • The Commons represents a nearly 2,000 sq. ft. addition to the Lower School! It offers a place to gather, browse, read, present, perform and learn. The new home for the Debbie Goff Library, it also provides space for the entire lower school to gather, collaborate and celebrate. • In the Wonder Lab—equal parts science lab, maker space and tech studio—students will explore the world and imagine ways to make it a better place. It’s a space for studying coding, circuitry, robotics and engineering.. • A Learning Lab houses MB’s learning specialists and provides space for one-on-one and small group support to meet the needs of every student, whether they are ready for additional challenges or need a little extra reinforcement. • An enlarged and self-contained early childhood center (N-1) for MB’s youngest learners includes a Play Studio where children can let their imaginations run wild as they learn by playing and doing. • A new entry plaza and outdoor community and play space (directly off the lower school lot) feature enhanced security at entry. • Every core classroom and teaching space has been re-designed. Classrooms can be quickly re-configured into a variety of intentional learning zones to meet multiple educational needs.
Last eight months of MB Believes! 19–20 MOSES BROWN FUND GOAL: $1.3 million RAISED: $368,517 LEFT TO RAISE: $916,483
LOWER SCHOOL PROJECT GOAL: $5.6 million RAISED: $3.1 million LEFT TO RAISE: $2.46
million
$8.9M needed to reach $65M goal by June 30, 2020
Never before in MB’s 236-year history has the community—3,739 individual donors to be precise— come together to invest $56.3 million in the children, teachers, educational programs and facilities of our school. But more work remains. With eight months to go, the MB Believes campaign countdown has begun. Help us cement our collective legacy by reaching our $65.2 million goal by this summer. Now is our moment. Now is our time.
$3.5 million Scholarship Endowment Matching Challenge • Challenge gift in Nov. 2018 is largest scholarship pledge ever • Must raise $3.5M to receive $3.5M (dollar-for-dollar match) • Every gift doubled; $2.89M in matching funds still available
$7 million Scholarship-Athletic Facility Initiative
SCHOLARSHIP ENDOWMENT GOAL: $15 million RAISED: $10.5 million LEFT TO RAISE: $4.5 million
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For every dollar given, 50% goes to need-based endowed scholarships and 50% supports three key athletic facility priorities: • New turf field, stands, press box and scoreboard at Campanella ($2.3M) • Dugouts, bullpens, and stands for Moran Softball Field ($400K) • Creating a new Strength & Conditioning Center ($800K)
Innovative Quakerism and True Blue Everyone has a story...and a shovel
Ron Dalgliesh, Assistant Head of School for Institutional Affairs We all know the narrative. It’s time for a school’s next capital campaign and all the focus will be on the big donors. So how does a Quaker school—our school—change the story? How did we seek to stay true to our values of equality and respecting the Inner Light of each person, as we seek to raise $65 million? I take great pride in some fairly contrarian and ‘Quakerly’—some would even say, innovative—approaches we’ve taken. While most schools launch their fundraising campaigns with the fancy dinner for big donors, we took a radically different approach. We celebrated the public launch of MB Believes with StoryDrive, a performancebased celebration followed by a 1,200-person dinner under a starlit tent for the entire community. The central theme of our campaign launch—this is about and for all of us. Each one of us has an important MB story, each of us is a central part of this community and
each of us has a role to play in the future of our school. When we broke ground on the Woodman Center, there were no golden shovels for a few key donors and school leaders. Instead, we invited everyone to participate. We gave everyone a ‘shovel’ and as we spread out along the outline of the building to come, we broke ground together—a single community celebrating the start of a project that would become the new heart of campus life for all of us. And, I can tell you that Jane and Dean Woodman ’46 were among those most inspired by this special moment. Then, there is the idea of donor recognition. Most schools—and for many years, Moses Brown among them—hold an annual special event to recognize the largest contributors. But at a moment when we were seeking to raise the most money in our school’s history, we changed the model, we created True Blue.
Make no mistake, MB Believes has inspired the largest gifts in school history and we have justly celebrated the kindness, care and generosity of donors like the Woodmans, Suzie and Habib Gorgi ’74, Russ Carpenter ’59, and Connie and Peter Lacaillade ’67 among many others—who have made historic investments in the future of our school. And, it’s important to keep having open conversations about the financial realities that make increased philanthropy essential to our ability to live our Quaker values (growing socio-economic, racial, and ethnic diversity; offering TRIPs to all students regardless of finances, etc.). At the same time, I know a big part of what inspires all our donors is the unique sense of community at MB grounded in the Quaker principle that we each have something unique to offer. That’s why we created True Blue. We all have an MB story, we all have something to give, and if we each take the simple act of doing what we can,
the collective power of our community is transformational. Our annual True Blue event (and recognition listing in our Annual Report) embodies this ethos by celebrating all the ways people ‘give’ to MB. We invite and honor our largest donors, our loyal contributors (the size of your gift doesn’t matter, as long as you’ve done it consistently), and all who have given of themselves via a meaningful volunteer commitment. The reality of any large fundraising campaign is that most of the money will come from a relatively small group of people, so it may seem counterintuitive to focus on efforts like True Blue. And, while the choices we’ve made to honor everyone’s contributions during MB Believes may not be readily evident, I believe they have been essential to why we have raised $56 million from more than 3,700 individual donors. We’ve demonstrated that raising tens of millions of dollars does not have to be antithetical to values like equality and community. We can all be True Blue!
“I knew about Moses Brown’s excellent academic reputation long before looking at it as a school for my son. But I wanted a school that wouldn’t just educate, but would challenge my son, help him to grow and figure out how he fit into the world. I had zero interest in minimizing these important four years into some kind of stepping-stone to the next life stage. I also loved the Quaker philosophy; the tenets of Simplicity, Peace, Integrity, Community, Equality and Stewardship; and the focus on social justice. And I loved the concept of Quaker Meeting (which, as I have explained it excitedly to my friends, means to me that my son has to sit quietly without his phone or any other technology for 30 minutes each week! He has to think thoughts! Or daydream! Or be bored!). It was a huge selling point. I think I would have sent him just for that. My son has loved and continues to love Moses Brown – every part of it, from the sports to the classes to the clubs! His joy in his school and community has been wonderful for all of us.” —Bonnie Epstein Silverman P’21’23, Founder and Executive Director of Rhode Island’s Museum of Science and Art (RIMOSA) and teaches environmental design at RISD.
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Upper school art faculty Dominique Avila ’11 took her Painting and Drawing class to study forms found throughout nature at the RISD Nature Lab. Students were tasked to detail 2-3 specimens from different angles to create paintings later in the semester. Options included taxidermy specimens, living animals, desiccated plants and seed pods, as well as animal and (fake) human skeletons.
Innovative Quakerism The IQ Issue
What’s Inside:
Fall 2019-20
MB’s Legacy of Quaker Innovation
Quaker Education in the Classroom
The Power of Revelation
Head of School Matt Glendinning gives a brief history of innovative leaders and their schoolhouse initiatives.
Assistant Head of School Debbie Phipps speaks on the power of creating a multi-faceted learning experience and its effects on our students.
Director of Friends Education Jen McFadden reflects on the forms revelation can take place through the schooldays.
Featuring reflections from: Grace Casey-Gouin ’06, Abby Gerrish ’20, Greg Marsello ’73 P’99 ’02, Marc Patrick ’89 and Bonnie Epstein Silverman P’21’23
The IQ Issue
Innovative Quakerism 250 Lloyd Avenue, Providence RI 02906
Moses Brown School
