Andover magazine - Spring 2020 Issue by Phillips Academy

Gil Talbot

Next Generation Leadership 16th Head of School Dr. Raynard S. Kington (second from left) will begin his tenure this summer. Pictured here, Kington makes his way to his first All-School Meeting with Board of Trustees President Peter L.S. Currie ’74, P’03; Trustee President–Elect Amy Falls ’82, P’19, ’21; and Interim Head of School Jim Ventre ’79. Read more on page 6.

SPRING 2020

Phillips Academy, Andover, Massachusetts 01810-4161

Periodicals postage paid at Andover, MA and additional mailing offices

SPRING 2020

E D I TO R ’S N O TE

WHAT IS JUSTICE?

Five Wonderful Weeks of Andover!

Comic artist and writer Ming Doyle ’03 responded to this prompt with our powerful cover illustration. Doyle chose to represent justice as a woman of color standing in the classic superhero pose of strength, bursting through the clouds and leading the way forward. “Lady Justice” is blindfolded, representing impartiality and the ideal that justice should be applied without regard to wealth, power, or other status. She is holding the metaphorical scales of justice in one hand; in the other she clutches not a sword, but an olive branch, a symbol of peace and environmental justice. Doyle offers a specific visual concept of justice, but there are many other interpretations—and questions. Who and what is justice for? Who determines justice and who does not? Is it possible to repair past injustices and if so, how? This issue highlights some of the ways that students, faculty, and alumni have explored this year’s academic theme of justice. In one story, we look at how the Andover Theological Seminary helped bring Christianity to Hawaii (p. 20), and in so doing also eliminated critical aspects of native Hawaiian culture. Alumna Justice Robinson ’18 explores the meaning of her atypical name in a personal essay (p. 116), and new head wrestling coach Kassie Archambault ’06 discusses how she hopes to introduce more young women to a sport that historically has been male-dominated (p. 12). Our cover story on page 22 captures a broad array of perspectives, from students tackling issues of social and environmental justice on campus and around the world, to PA programs and classes that address and illuminate justice-related components, to alumni whose work focuses on inequities in data collection, the legal system, religious communities, education, and beyond. Aida Sharabati Shawwaf ’60, an Abbot alumna who founded a nonprofit to help educate Syrian refugee children, defined justice as “equal access to freedom, dignity, and education.” The stories we highlight in this issue prove that education—and in particular the education provided by Andover—can make a positive difference in the world.

Allyson Irish Editor airish@andover.edu @andovermagazine

Do you know a student who would appreciate the opportunity to live and learn on the Phillips Academy campus this summer? Surrounded by 500+ peers from across the country and around the world, students entering grades 7 through 12 are challenged academically and learn independence in a safe and nurturing environment. • Small class sizes

• Special programs for younger students

• Boarding and day student options

• Daily and weekly activities and trips

• 75+ courses and one-on-one college prep for older students

• Friendships that will last a lifetime!

PHILLIPS ACADEMY SUMMER SESSION June 30–August 2, 2020 Enrollment now open • Learn more at www.andover.edu/summer20

FEATURES 14 Finis Origine Pendet

The Andover Alumni Award of Distinction recognizes alumni who live out the values of Abbot and Phillips academies. 16 For Learning’s Sake

Faculty dive into Andover’s grading and assessment practices. 20 To Know His Name

The Andover Theological Seminary helped to bring Christianity to Hawaii in the early 1800s. But in gaining a new religion, the Hawaiian people also lost a part of their culture.

22 COVER STORY: What Is Justice?

An expansive look at this year’s academic theme. 44 An Intentionally Diverse Community

The Office of Community and Multicultural Development (CAMD) and the Brace Center for Gender Studies are creating unparalleled opportunities for Andover students.

Access these sites at www.andover.edu

Facebook

Graduway

Instagram

Linked In

SmugMug

Twitter

YouTube

Andover | Spring 2020

LETTERS TO THE EDITOR

SPRING 2020 Volume 113, Number 2 PUBLISHER Tracy M. Sweet EDITOR Allyson Irish DESIGNER Ken Puleo ASSOCIATE EDITOR Rita Savard CONTRIBUTORS Matthew Bellico, Nancy Hitchcock CLASS NOTES DESIGN INDUSTRY11 ©2020 Phillips Academy, Andover, MA All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or information storage or retrieval system, without permission in writing from the publisher. Andover, the magazine of Phillips Academy, is published four times a year by the Office of Communication at Phillips Academy, 180 Main Street, Andover, MA 01810-4161. Main PA phone: 978-749-4000 Changes of address and death notices: 978-749-4269 alumni-records@andover.edu Phillips Academy website: www.andover.edu Andover magazine phone: 978-749-4677 Email: magazine@andover.edu Postmasters: Send address changes to Phillips Academy 180 Main Street Andover MA 01810-4161 ISSN-0735-5718

Gratitude for Scholarship Funds To the Editor: The fall 2019 issue of Andover magazine had an article about the latest endowment campaign to raise money to sustain need-blind admission. My experience was from a prior era. I think it was the winter of 1954 that my mother had the idea that I was not working hard enough in my New York public school and should go to Andover. Why Andover? It was one of a very few boarding schools that she knew of. Her former boss had a daughter who attended Abbot. So we applied and got a nice letter saying Andover would welcome me (to my surprise), but the scholarship funds were already committed. Thus, in September, I started attending 10th grade at Oceanside High School. A few days later, we had another letter from Andover saying that a scholarship student had dropped out and now the school could offer $500 toward the tuition, room, and board of $1,400. I think my father probably winced, but he agreed and two weeks later I became a lower at Andover.

—John Hansman ’57 The Evolution of Campus Pranks To the Editor: “A Lesson in Grace” (fall 2019) is a wonderful article poised in nostalgia and tranquility. I am also taken by the evolution of pranks at PA. My recollection as a senior in the spring of 1962: one morning I was stunned to see a Thunderbird parked inside the [OWHL] Copley Wing. I believe a 1964 1/2 Mustang would have the same effect later on.

My Father, the Minister To the Editor: My father, A. Graham Baldwin, known to his friends and associates as Gray, received in 1930 a letter from Phillips Academy Headmaster Al Stearns inviting him to join the faculty. Upon construction of Cochran Chapel in 1931, the PA Board established the role of school minister and my father was thus appointed. The student body at that time consisted mostly of wealthy, socially conservative lads. Gray, committed to advancing the Social Gospel, proceeded from the start to embody and feature a school ministry informed and inspired by the JudeoChristian prophets of social justice. In his preaching, by invited visiting preachers, and in his classes, he emphasized radical, social activism. He inaugurated the Phillips Society involving students and faculty in community service activities and was active in labor organizational efforts in Lawrence, Shawsheen, and Lowell. This provides context for an event on campus that delighted Gray and which he recalled time and again with others: One morning, as he strolled from his office in the library to Cochran Chapel, obviously lost in his thoughts (or as his wife Kay would say, “woolspinning”), two students passed and greeted him with a “Good morning, Mr. Baldwin.” Securing neither glance nor word of response from him, my father then clearly heard one say: “I guess the Great Right Arm of God is in a sling this morning.” This elicited from Gray a great belly laugh, and a warm greeting in return. How good it was for his students, his sons, and wife to be assured from time to time that Gray could laugh hugely at himself!

—Peter A. Baldwin ’51

—Morgan Eames ’62

Letters to the Editor Policy

Andover magazine welcomes letters of 200 or fewer words from members of the Andover and Abbot communities addressing topics that have been discussed in the magazine. Letters will be edited for clarity, length, and civility. Opinions expressed in the Letters to the Editor section do not necessarily represent the viewpoints of the editorial staff or of Phillips Academy.

Andover | Spring 2020

F R OM TH E INTER IM H EAD OF SCHOOL

CELEBRATING ANDOVER’S TRADITIONS My vintage 1979 varsity sweater has moved with me from dorm to dorm throughout my career at Andover—from Alumni, Bartlet, Foxcroft, and Fuess, to Shuman Admission Center and now to G.W. Hall. I wore that sweater on a brisk morning this winter to declare Head of School Day, which meant no classes! John Palfrey P’21, ’23, proclaimed Head of School Day by raising his squash racquet. Barbara Landis Chase raised her prized field hockey stick. For me, wearing that sweater was a reminder of the strong traditions of Andover. Traditions of connection, of living life with the desire to serve, of trying new things and embracing discomfort, all of which have been part of our shared experience at Andover.

Throughout this academic year, we have celebrated the theme of justice by exploring this capacious topic with cocurricular programs, guest speakers, and public events. Our campus community has wrestled with many of the same complex societal issues that you will read about in this magazine’s cover story, which chronicles the noble pursuits of alumni. They are giving voice to causes around racial justice, criminal justice, antisemitism, climate change, faith, identity, and much more. The experiences of our campus and alumni communities embody the exponential effect of non sibi when coupled with equity, inclusion, and a deep appreciation for truth. Our commitment to upholding traditions and connections such as these reminds us of our similarities more so than of our differences. We may not always agree on what constitutes justice for all, but I suspect that our reconciliation with history, fairness, discomfort, and suffering has been educational and motivating for all. As a school founded on the timeless ideals of non sibi, “youth from every quarter,” and knowledge and goodness, traditions reflect and preserve our history, and they remind us what a great privilege it is to be part of this community. The Andover experience is best when shared. I hope you all will consider returning to campus for another tradition that has taken place only 15 times in our 242-year history. At the investiture of Dr. Raynard S. Kington in September, the Eliphalet Pearson gavel will pass from our 15th head of school to our 16th. We will join together on the Richard T. Greener Quadrangle and celebrate a new era of leadership. The investiture will be a “Head of School Day” of extraordinary magnitude and a singular tradition that spans generations. Sincerely,

Tracy Sweet

Jim Ventre ’79 Interim Head of School

Andover | Spring 2020

Snowy Day This photo, circa late 1970s, shows a group of students— presumably on snow shoveling duty—walking on Chapel Ave. toward the Sanctuary. The building behind them is Double Brick House; Cochran Chapel is to the right. According to a note attached to the photo from John Peterson ’76, the Volkswagon bus is “one of a series of VWs that the Petersons drove in the ’60s and ’70s [John’s dad was English instructor Frederick Peterson]. I spent many an early morning shoveling snow in what seemed like an endless array of monster storms,” he writes. Do you have more information about this photo? If so, email us at magazine@andover.edu and we may include information in the next issue.

Andover | Spring 2020

Phillips Academy Archives

Andover | Spring 2020

D ATE LI N E AN DO V ER

Andover Selects 16th Head of School Planning Begins for Investiture

Andover | Spring 2020

Jessie Wallner

Dr. Raynard S. Kington will officially join the Andover community this summer. The president of Grinnell College in Iowa for the past 10 years, Kington will deliver his final commencement address in May. Kington brings impeccable academic credentials, executive experience, and visionary leadership in a number of areas, including adolescent health and wellness. Trustee President–Elect Amy Falls ’82, P’19, ’21, chair of the search committee, introduced Kington to the campus community this winter. “Raynard’s tenure demonstrates his devotion to excellence in education. He understands and believes in Andover’s mission,” she said. “He represents what Andover represents: excellence, compassion, non sibi, and passion for the world and the rising generation.” Prior to Grinnell, Kington held multiple positions at the National Institutes of Health, including acting director. He also served as division director at the Centers for Disease Control and Prevention, and as a senior scientist at RAND Corporation. He is a member of the National Academy of Medicine and serves on the board of the American Council on Education. Kington attended the University of Michigan, where he earned a BS degree with distinction and an MD. He earned an MBA with distinction and a PhD with a concentration in health policy and economics at the Wharton School of the University of Pennsylvania. As trustees launched the head of school search last year, they recognized that the scale of the Andover enterprise has grown significantly. “With 1,150 students, a billion-dollar-plus endowment, an extraordinary art collection, a growing physical plant, and programs that advance the field of education, we believe that Andover is comparable to a complex small college,” said Falls. The board sought a leader who: • Has the ability to build an organizational structure that more effectively supports the complexity of Andover • Embodies our values—academic excellence, non sibi, youth from every quarter • Is a galvanizing leader with exceptional academic credentials • Displays kindness, empathy, and a passion for educating young people “Raynard Kington meets these requirements and so much more,” said Jim Ventre ’79, interim head of school. “He will be an inspiring, inclusive leader for our campus and an engaging ambassador for the school more broadly.”

Dr. Raynard S. Kington, Andover’s 16th head of school, met with students in December after being introduced at All-School Meeting. During Kington’s tenure at Grinnell, its ranking among small liberal arts colleges rose from 78 to 14 (U.S. News & World Report). Kington made investments to strengthen Grinnell’s organizational structure, revamping the budget process and enhancing financial management. His commitment to educational access is evidenced by Grinnell’s need-blind admission policy which, like Andover’s, meets the financial needs of its students. A thought leader in education, Kington has published and spoken on topics such as mental health, societal pressures facing young adults, and the importance of the liberal arts. Kington’s first Andover visit after accepting the position was a celebratory All-School Meeting this past winter in a packed Cochran Chapel. “I am incredibly honored to be selected as head of such a historic institution. Non sibi is an ideal that aligns with the values that I learned growing up, and it resonates with me at a deep level,” he said. “I am looking forward to continuing the work of providing an exceptional education for extraordinary young people who will become meaningful contributors to the common good.” Kington and his family—husband Peter T. Daniolos, MD, and their two sons, Emerson and Basil—will move into Phelps House this summer.

YOU’RE INVITED The Andover community is invited to the Investiture Ceremony for Dr. Raynard S. Kington 16th Head of School Sunday, September 27, 10 a.m. Richard T. Greener Quadrangle For those observing Yom Kippur, please know that the investiture festivities will conclude by 12 p.m.

Missing Artifact Returned to Peabody Institute

Illus

trat

ion by

John

Berg man -M

cCo ol

A rare and valuable artifact, missing for nearly three decades, was recently returned back to the Robert S. Peabody Institute of Archaeology at Phillips Academy. The artifact—known to archaeologists as a monolithic axe—was returned by collector and businessman John Morgan of Austin, Indiana, this past summer. The axe is the third missing artifact returned to the Peabody since 2018. Morgan had purchased the artifact in 2014 and, upon learning of its history, fully cooperated in its return. The monolithic axe and other objects of the Mississippian culture (circa AD 1400) were excavated at the Etowah and Little Egypt sites in Georgia between 1925 and 1928 by Warren K. Moorehead, then-director of the Peabody. Carved of stone, the axe is particularly rare, with only 25 known from sites in the southeastern United States. Curators at the Peabody first became aware that the axe and other artifacts were missing from the collection in the early 1990s. In January 2018, Peabody director Ryan Wheeler was contacted by Thomas Rachels of Cordele, Georgia, who had purchased a spatulate stone celt that also originated at the Etowah site. This elaborate weapon, possibly a marker of honor and social status, also was discovered to have been missing from the collection. The Andover Police Department and the FBI’s Art Crime Team in Boston used information from this recovery to eventually track down the monolithic axe. “The circumstances surrounding the disappearance of the Etowah and Little Egypt artifacts remain a mystery,” said Wheeler, “but we are grateful to Mr. Morgan, Mr. Rachels, and others involved in restoring these collections, as well as the Andover police and FBI agents who tracked down the missing objects.”

‘ASKS’ AND ‘OFFERS’ FOR ALUMNI After transitioning to a new online directory (Graduway), Andover now has launched another platform for alumni to connect and network with one another. This new complementary tool, Switchboard, is available via mobile app and as a desktop download. According to Jenny Savino P’21, director of alumni engagement, Switchboard will allow alumni to post an “ask,” such as a question about moving to a new city or professional advice; or an “offer,” such as job openings. Other alumni who are signed up with Switchboard can see the asks and offers and respond at will. Information can be sorted by topic and location, and the information will only be viewable to Andover alumni after approved by content managers. “Thanks to our good partnership with the Communication Committee of Alumni Council, we are able to offer another tool to facilitate alumni engagement with one another,” Savino says. For more information, visit andoveralumni.org.

Neil Evans

MLK, the Andover Way For 30 years now, Andover has celebrated the life of Martin Luther King, Jr. with a “day on,” offering a wide range of workshops and speakers for the community as well as a special All-School Meeting. This year’s featured speaker was poet, activist, and educator Nikki Giovanni. Andover’s Gospel Choir and guest vocalist James Dargan (foreground) performed several musical pieces, including “Lift Every Voice and Sing.” Andover | Spring 2020

D ATE LI N E A NDO V ER

FOOTBALL THROWBACK

Memories of Andover

This past fall’s A-E Weekend provided a moment of contemplation for George Rider ’51, who sent in this photo of Andover’s 1950 football team. Rider was inspired by the confluence of events, writing: “This is a busy week for memories: the Andover-Exeter Weekend, commemorating the end of the Berlin Crisis, and Veterans Day on Monday. It is a time to reflect, take stock of times to remember, be sad, proud, happy, and hopeful for better days for our children and grandchildren.” In particular, Rider noted his teammate Joe Crehore ’52, who played football, hockey, and baseball at Andover and Harvard, and who died in 1962 flying an F-86 Fighter in France.

Pre A-E game photo, November 1950: Bob Cuthbertson ’51, Dick Steadman ’51, Joe Crehore ’52, and George Rider ’51

Happy Feet

Gil Talbot

February’s Dance Open showcased the talent and creativity of more than 60 students and their dance clubs. The 16 original numbers included tap, ballet, jazz, contemporary, Afro-fusion, and Asian dance styles. Here, the Footnotes dance to “Everybody Talks,” by Neon Trees. From left are Jack Diodati ’20, Vickie Zhou ’22, Ellerman Mateo ’21, Anntonia Taylor ’20, Samantha Turk ’20 (hidden), Emily Ho ’20, and Somin Virmani ’22.

Andover | Spring 2020

Salvador Gómez-Colón ’21 (middle) was one of four youth changemakers who discussed important issues such as climate change at the World Economic Forum in Davos, Switzerland.

YouTube

Student activist takes center stage in Switzerland Salvador Gómez-Colón ’21 is taking Mahatma Ghandi’s advice—“Be the change you want to see in the world”—seriously. And he isn’t wasting any time. At age 17, Gómez-Colón has made his way into “the room where it happens” at this year’s World Economic Forum in Davos, Switzerland. Gómez-Colón was one of four youth changemakers, including Sweden’s renowned climate activist Greta Thunberg, invited to speak on a panel titled “Forging a Path to a Common Future.” With the world as his audience, Gómez-Colón spoke about the work he has done and continues to do helping those in his native Puerto Rico recover from recent catastrophic natural disasters. “Around the world, we’ve seen our generation standing up for the world we want to see, even when our leaders aren’t really taking charge,” he said. “We’re not taking 5, 10, 20 years to take the action we want to see. We’re not the future of the world, we’re the present. We’re not waiting any longer. We’re acting now.” In 2017, Hurricane Maria slammed into Puerto Rico—two weeks after Hurricane Irma hit—leaving residents without power, food, or water for months. In response, Gómez-Colón launched the “Light and Hope for Puerto Rico” campaign with the

goal of raising $100,000 and distributing 1,000 solar lamps and hand-powered washing machines. Using personal connections, social media, and online platforms, he raised more than $165,000 and provided residents in 17 towns with more than 5,000 solar lamps and 2,000 washing machines. “When I gave them solar lamps and washing machines, I saw signs of hope,” he said. “Their faces would brighten. That’s what kept me going, seeing the impact I was having firsthand. We’re young people doing work in our local communities that end up having a global impact.” Since his successful first campaign—which led him to be named one of Time’s “30 Most Influential Teens of 2017”—Gómez-Colón has continued his advocacy, working to help residents of the Bahamas who were impacted by Hurricane Dorian this past fall. So far, he has raised money through crowdfunding and fundraising at school dances and other events.“We’ve reached over 500 families on the island of Grand Bahama. They’re still in a state of chaos,” he said. Gómez-Colón left his native Puerto Rico in 2018 to attend Andover, which, he says, “has been extremely helpful in [broadening] my perspective. I’m grateful to be here and to be

The 17-year-old upper has already helped thousands in his native Puerto Rico and in the Bahamas recover from recent natural disasters. exposed to many different things.” At Andover, he is on the board of Model UN and Af-Lat-Am; he is also a class representative and a proctor in Taylor Hall. Although he already has made an impact and helped thousands in Puerto Rico and the Bahamas, Gómez-Colón said there is still work to be done. “I’m seen as a youth activist in a lot of ways, but I think more about the acting part. Rather than just simply advocating for something I work for it, and I see that as a really important distinction.” —Nancy Hitchcock

Andover | Spring 2020

D ATE LI N E AN DO V ER

New Class Addresses Religious Illiteracy

Senior 5 THINGS ABOUT

Tea

1 2 3

ISTOCK: TEACUP, ANNAPUSTYNNIKOVA

SIMPLY BOVINE For nearly 40 years—and perhaps longer—Phillips Academy has been hosting Senior Tea, a muchanticipated activity for 12th-graders. Nancy Kashanek ’84, the current Senior Tea Hostess, welcomes students, faculty, and staff for a mid-morning snack each Monday, Tuesday, and Wednesday throughout the academic year. Barbara Cataudella is believed to be the longestserving Senior Tea Hostess, retiring in 2007 after 23 years. Kashanek recalls attending Senior Tea when Cataudella was hostess, using china cups and enjoying homemade English muffins and other goodies made by Mrs. Cataudella. Though not a tea time per se, Abbot Academy held a daily mid-morning “Tiffin” for students, serving juice and crackers or biscuits. In honor of this tradition, Abbot reunions now include a tea each year. The location of the Senior Tea has changed through the years. It’s been in Steinbach Lobby, Cooley House, and CAMD. This year the teas are hosted in the Underwood Room.

If you’ve ever wondered why the Academy has a collection of porcelain cows across from Steinbach Theatre in George Washington Hall, this story is for you. The cows were given to the Academy as a gift from Milton Steinbach, Class of 1920, and his wife, Ruth. According to an essay by former head of school Don McNemar, the Steinbachs owned a large collection of Staffordshire Creamers that were displayed in their NYC apartment. “When we [Don and Britta McNemar] walked into Mrs. Steinbach’s apartment on Central Park South,” McNemar writes, “we were struck by two things: One was the windows overlooking Central Park with grand views of the park in the center of Manhattan. On the opposite wall was a fireplace with shelves above it containing an extensive collection of ceramic cows of all colors, poses, and styles.” The Steinbachs had wanted the cows displayed near the theatre they funded, however the figurines arrived before Steinbach Theatre was completed. What to do? “Their first home was in Phelps House,” McNemar writes. “We had cows on mantles, on bookshelves, and on desks throughout the head’s residence, prompting many questions about “where did all these cows come from?” Eventually, the cows “moooo-ved” to their current location. Neil Evans

Kurt Prescott begins many of his courses telling students, “We are going to be talking about all the things you are told not to discuss at the dinner table: race, religion, and politics.” Prescott will be piloting a new iteration of his class Religion, Literature, and the Arts this spring with a focus on other disciplines as a way to engage with questions of identity and “religious illiteracy.” Though many of his classes already focus on religious literacy, this class will use non-religious texts, such as The Handmaid’s Tale, to explore other aspects of identity. The course will draw from principles developed by Harvard’s Religious Literacy Project (RLP), which promotes methods to better understand religion within a wider social and historical context. Prescott, chair of Andover’s Department of Philosophy and Religious Studies, has been working with the RLP as a Tang Fellow for the past two years and is excited to introduce Andover students to these ideas. “We will be looking at and challenging the stereotypes and mischaracterizations that are frequently perpetuated when studying religions in isolation,” Prescott says. “My goal is to equip students with a better understanding of religious identity when they encounter religious worldviews.”

To read McNemar’s full essay, go to www.andover.edu/magazine.

Andover | Spring 2020

TH E W O R LD C O MES TO A NDOVER

ournalists, authors, activists, veterans, and a Holocaust survivor were among the speakers and experts who presented on campus in the past few months.

Lt. Col. Kenneth H. Weiner ’96

A command pilot with worldwide operational experience as well as multiple deployments in support of Operation Iraqi Freedom and Operation Enduring Freedom, Lt. Col. Weiner was the special guest speaker at Andover’s 10th Annual Veterans Day Program. Weiner conducted humanitarian missions around the globe. “In my job, flying C-17s means I get to help people,” he says, “whether it is simply taking them where they need to go or giving them supplies they need.” Weiner, who was honored for his 18 years of service in the U.S. Air Force, currently is a graduate student at the U.S. Naval War College in Newport, R.I.

William Tong ’91

The first Asian-American elected at the statewide level in Connecticut, Attorney General Tong was the "Youth From Every Quarter" speaker at All-School Meeting in February. Prior to his 2019 election, Tong was the House Chairman of the Connecticut Judiciary Committee and was a litigator in both state and federal courts. Speaking to this year’s academic theme of justice, Tong encouraged students to consider the immigration crisis and understand how this issue affects everyone.

Albert Silverstein

When he was a mere toddler, Silverstein’s parents put him on a train from his home in Austria to England—as part of the Kindertransport program—to live with a foster family. In 1940, the family reunited and moved to the United States, where Silverstein earned a PhD in psychology from UC, Berkeley and eventually taught and conducted research at the University of Rhode Island for 42 years. For the past 18 years, Silverstein has shared his story in an effort to educate students about the horrific impact of bigotry—emphasizing that when people don’t accept those who are different from them, it can lead to tragic consequences.

Kristina Rex ’11

A reporter for WBZ CBS Boston, Rex was one of several speakers at the third annual Blueprint Interscholastic Journalism Conference presented by The Phillipian. Other speakers included Vanessa Friedman P’18, ’21, New York Times chief fashion critic; Zoha Qamar, CNN online international news writer; Victoria Abbott-Riccardi ’79, travel, food, and lifestyle writer; and John Swansburg ’96, senior editor of The Atlantic. “To have so many young reporters learning from and engaging with these talented journalists was really incredible,” says Phillipian president Tessa Conrardy ’20. “The Phillipian is a publication, but it’s also a training ground for young people to learn about the fundamentals of journalism. That’s what Blueprint is all about.”

Lynn Lyons

A specialist in anxiety, a licensed social worker, and an internationally recognized psychotherapist, author, and speaker, Lyons was on campus for a mini-residency this winter and met with students, faculty, staff, and parents. Lyons has run a private practice for 28 years and has coauthored two books: Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous & Independent Children and Playing with Anxiety: Casey’s Guide for Teens and Kids. Her latest book, Using Hypnosis with Children: Creating and Delivering Effective Interventions, is a how-to guide for professionals.

Claire Wardle

Wardle is a leading expert on user-generated content, verification, and misinformation, and was one of four speakers featured on campus this February for a discussion on “Democracy and Disinformation: Digital Media in the 2020 Presidential Election.” Wardle is the cofounder and executive director of First Draft, a nonprofit formed in 2015 to combat misand-disinformation. Wardle has previously served as a research fellow at the Shorenstein Center on Media, Politics, and Public Policy at the Harvard Kennedy School of Government; research director at the Tow Center for Digital Journalism at Columbia University's Graduate School of Journalism; and the head of social media for the United Nations Refugee Agency.

Ricco Villanueva Siasoco

A Los Angeles–based educator and activist and the director of equity and inclusion at the Chadwick School, Siasoco recently published his first book, The Foley Artist: Stories, a collection about Filipino men and women in America exploring identities. During his visit—which was cohosted by the Gender and Sexuality Alliance, Southeast Asian Club, and Asian Society—Siasoco discussed his book and the intersection of various identities such as race, class, sexuality, and gender.

—Nancy Hitchcock

Andover | Spring 2020

SP ORTS TALK

enaissance woman by Allen Lessels

The wrestler wraps her arms around her opponent’s legs and begins to lift her off the mat. “There you go, there you go,” calls out head coach Kassie Archambault. “Hips in. Hips in. You don’t have to get her all the way up in the air. When you get her on one leg, she’s off balance.” A successful move completed, Amour Ellis ’22—a relative newcomer to the sport—smiles and releases her grip on Marisol Nugent ’20, one of Big Blue’s captains. It’s wet and dreary outside on this late October evening. Inside, in a corner of Memorial Gym, a small group of students in the newly formed Andover Wrestling Club has gathered for an informal work out. The club is giving the eager wrestlers a chance to get a jumpstart on the 2019–2020 season, the first with Archambault as head coach. An enthusiastic teacher and former standout wrestler at PA, Archambault was named head coach of the coed team last March after serving as an assistant under Rich Gorham ’86 (her own PA wrestling coach) for the past seven years. Archambault is the first female head wrestling coach in the New England Preparatory School Athletic Council (NEPSAC) and is excited about the opportunity not only to lead Andover’s squad, but also to drum up support for the sport overall among students and the PA community.

Andover | Spring 2020

Always one to embrace challenges of all sorts—whether it be an academic pursuit or playing the bagpipes— Archambault is a natural for the head coaching job. After graduating from Dartmouth with a degree in Russian language and literature, Archambault worked in special education in New York City while earning a master’s degree. She got word that Andover was looking for a recent college grad for a teaching fellowship in Russian and when she returned to campus for an interview, Archambault discovered she could also work with the wrestling program. “I jumped at the chance,” Archambault says. “Here were two of the passions I discovered in high school— and now I was getting the chance to teach and share them at my high school. It was pretty cool.” The addition of Archambault to Andover’s faculty and coaching staff in 2012 was also a win for the school. “We all talk about being inclusive and we see the wrestling program as a beacon at Andover and quite frankly across New England,” says Director of Athletics Lisa Joel, who notes that it was actually her predecessor, Leon Modeste, who promoted Archambault. Joel says Archambault is passionate about her work and uniquely determined, providing the example of a nine-mile run the pair completed last winter.

“It was single-digit wind chills and there was no one else on the road; there were icicles on our facemasks,” Joel says. “Kassie is just so determined. If you want to take on the hardest task, you want Kassie on your side. She’s never going to quit. She gets people to do things they otherwise wouldn’t think they wanted to do. The harder the challenge, the more out there it is, that’s where Kassie is.” Nugent, whose father owns a wrestling club in Danvers, Mass., has been wrestling since grade school. Archambault is her first female coach. Nugent says Archambault not only pushes her to improve, but also provides much-needed encouragement. “It’s small stuff like if I need help scheduling my classes. She’s always there for me. I call her my second mom.” Archambault continues to reinforce the values of the school and the values that Gorham—who is now an assistant coach—promoted through the years: inclusivity, team, and hard work. But one of the things she would like to change is the number of girls on the team. As a student, Archambault was one of only three females on the team and while there have been as many as seven girls on the squad in recent years, this is a number she hopes to increase. “I love the coed nature of our team,” Archambault says. “I think we all act a little differently when we’re in

Chair of the Russian Department. A bagpiper with New Hampshire Pipes & Drums. The first female head wrestling coach in NEPSAC. Is there anything Kassie Archambault ’06 can’t do?

all-male or all-female situations. Being together and working hard physically in the room, on the mat, I think that really builds bonds and respect. I think more sports could benefit from being coed.” Joel is in full agreement. “Having a female coach what has been traditionally a male sport is just really great for everyone to see,” says Joel, who also cites the good work of veteran Andover coaches Kate Dolan and Martha Fenton ’83 as assistant coaches with the boys’ varsity lacrosse team. “It forces one to understand that the value of a coach actually has nothing to do with gender. It’s being an expert and being able to understand a game; it’s being able to teach and coach, and it’s building a team,” Joel says. “We want the best coaches we can possibly get on the sidelines for our teams and with Kassie, that’s what we’ve got.” Archambault represents the best of Andover, says Jim Ventre ’79, interim head of school. “Kassie’s every act as a teacher and coach is a reflection of Andover’s values. It’s all about shining a light on others and drawing out their best.”  Gil Talbot

Allen Lessels is a freelance writer specializing in sports and travel stories. He is also a staff writer in the Office of Athletics Communications at the University of New Hampshire.

WRESTLING & MORE • Archambault was the first female wrestler at PA to earn a starting varsity position. In 2004, she placed 2nd in the Class A tournament. In 2005 she placed 10th at the U.S. Girls Wrestling Association (USGWA) nationals and was champion of her weight class at the USGWA NJ, MA, and New England championship tournament. • Bagpiping runs in the Archambault family; her grandfather played the instrument and Archambault took it up when she was 13. She now plays with New Hampshire Pipes & Drums and last fall performed with them at the New Hampshire Highland Games at Loon Mountain. She also makes an appearance at the annual PA Talent Show.

Andover | Spring 2020

FINIS ORIGINE PENDET AWARD WINNERS EMBODY ANDOVER VALUES by Allyson Irish

ho better to espouse the values of an Andover education than its esteemed alumni? The most recent recipients of the Andover Alumni Award of Distinction are more than positive role models and examples of success, they embody the core principles of Abbot Academy and Phillips Academy. As Guy Nordenson ’73 stated this past fall when receiving his award, “the roots of this [career] trajectory are here.” It is with open arms and extreme gratitude that the Academy welcomes back these alumni each year.

Andover | Spring 2020

GUY NORDENSON ’73

SAMANTHA APPLETON ’93

Nordenson’s work can be seen all

Describing her entire career as inter-

across the world from New York to

disciplinary, photojournalist Appleton

Rome to Boston to Taiwan. A structural

concentrates on the social and political

engineer and professor of architecture

consequences of conflict and neglect,

and structural engineering at Princeton University, Nordenson traces his willingness to take intellectual risks back to Andover—and specifically to English instructor Kelly Wise, who in one of his seminar classes had students decide

combining art, history, and social justice to explain the complicated components of large news stories. Appleton has covered many of the most tumultuous events of the past decade,

on the readings and teach the class

such as con-

for a month. “This set me on track to

flicts in Iraq,

become a teacher, despite my natural

Afghanistan,

timidity,” Nordenson said. Nordenson

and Lebanon,

began his career as a draftsman with

social issues

R. Buckminster Fuller and Isamu

in Africa, and

Noguchi in 1976; he is now partner

immigration

at Guy Nordenson and Associates in

issues in the United States. Her work

New York. In

Nordenson was only the seventh structural engineer to receive the American Institute of Architects Collaborative Achievement Award in 2009.

addition to his work and teaching, Nordenson also is a published

“I see now that what I squared my shoulders to here at Andover set my course for life.”

has appeared in numerous media outlets including Time magazine and The New Yorker. She also has received many accolades including a Kodak Professional Award and the first-place prize for Picture of the Year in 2001.

author; his

Discussing her time at Andover,

book Seven

Appleton said her participation in

Structural

English instructor Seth Bardo’s class

Engineers:

about the Vietnam War in film and

The Felix

literature was one of the most influ-

Candela

ential of her academic career, serving

Lectures was published in 2008 and

as the foundation for her current work

Patterns and Structure, a collection of

to foster a new generation of diverse

essays, was published in 2010.

photojournalists.

SARAH CHAYES ’80

KEVIN OLUSOLA ’06

WILLIAM D. NORDHAUS ’59

Perhaps the world’s first “celloboxer”—

Internationally recognized for her inno-

Tackling one of the biggest issues of

playing the cello and beatboxing

vative thinking on corruption and its

our generation, Nordhaus received

simultaneously—Olusola is widely

implications, Chayes is a former senior

the 2018 Nobel Memorial Prize in

known around the world as part of the

fellow in the Carnegie Democracy,

Economic Sciences for integrating cli-

popular vocal band Pentatonix. Since

Conflict, and

mate change into long-run macroeco-

winning NBC’s The Sing Off in 2011,

Governance

nomic analysis. A Yale faculty member

program. Her

since 1967 and a full professor of

work provides

economics since 1973, he is also a

the group has sold nearly 10 million albums worldwide, nine albums have reached the top 10 on Billboard’s 200 chart, and their YouTube channel has topped three billion views. After Andover, Olusola attended Yale, where

In 2006, Chayes received the Academy’s highest honor, the Claude Moore Fuess Award.

he had planned to pursue medicine, but during his senior year his cellobox-

a rigorous

professor in Yale’s School of Forestry

analysis of

and Environmental Studies and has

the global

studied economic growth and natural

state and

resources, the economics of climate

interrelation-

change, and the resource constraints

ships of democracy, conflict, and gov-

on economic

ing version

ernance. Chayes has provided guidance

growth.

of Mark

and insight to top-level U.S. military

Hailing from

Summer’s

officials and has had an award-winning

Albuquerque,

“Julie-O”

journalism career covering the Kosovo

Nordhaus—

went viral,

crisis and the fall of the Taliban. In

the parent

which led to

2005, she founded a manufacturing

of three

his collabo-

cooperative in the Kandahar region of

alumni—had

ration with

Afghanistan to help revive its economy,

to travel

Pentatonix.

promote sustainable development, and

two days by

Olusola

expand alternatives to the country’s

train to get

has since

opium economy. In devoting her life

to the school

enjoyed

to addressing worldwide corruption,

and described coming to Andover

great success as the beatboxer for

Chayes encouraged students to hold

as a “shock.” Once here, however,

Pentatonix. In 2015 and 2016, the

each other accountable and to stand

Nordhaus discovered the “beauty of

group won Grammy Awards in the

up to the many institutions and govern-

mathematics” and his strong belief in

Best Arrangement, Instrumental, or A

ments that stand in the way, so as to

the Academy’s non sibi motto. 

Cappella category. The following year,

“return sacred values to their place of

Pentatonix won a third Grammy in the

honor.”

At a recent Pentatonix Christmas Tour in Boston, Olusola gave a “shout out” to his high school on stage during a solo.

Nordhaus is a member of the National Academy of Sciences and a fellow of the American Academy of Arts and Sciences.

Best Country Duo/Group Performance category.

Andover | Spring 2020

Does the constant pressure to get a “6” stifle student learning and unfairly disadvantage some students? Andover faculty examine grading and assessment. by Julie Halpert

Andover | Spring 2020

Doing Their Homework For years, faculty have expressed concerns about grade inflation and the potential inequities for students who come from less advantaged backgrounds. In addition to questions raised by the student Policy Committee, grading also surfaced as a top issue in a spring 2018 faculty survey. “Faculty felt this was an important topic to dive into,” Mundra says, noting that the review also responds to Andover’s 2014 Strategic Plan, which specifies that the Academy “nurture the academic and personal growth of all students as they navigate a complex, intentionally diverse learning community.” Clyfe Beckwith, Andover’s assistant head of school for teaching and learning, a physics instructor, and parent of two Andover graduates, says the system merits closer review. “We’re exploring what tools to put in place to make students deeper learners.” The effort kicked off this academic year with a visit from Joe Feldman, CEO of Crescendo Education Group, which partners with schools and nonprofits to implement alternative grading practices that are intended to be more equitable,

ISTOCK: CHALK CIRCLE, PAZHYNA

anna Ramdhany Correa ’20 selected Andover because she was eager to be challenged academically and felt the schools in her New York neighborhood were not adequately fueling her passion for education. The 17-year-old senior is pleased with the quality of education she’s received at PA, but there’s something she wishes wasn’t part of the experience. “I always find myself worrying about my grade and how to get it higher. In that process, you lose the excitement for learning,” Correa says. Now serving her third year on the student-run Policy Committee, a group that is part of Student Council and that proposes specific policy changes to faculty and students, Correa says the issue of grades has repeatedly surfaced as an area of concern. Faculty are taking those concerns seriously. Eager to explore the most innovative ways to encourage student learning, the school has recently launched a review of its assessment process. Rajesh Mundra, dean of studies and a biology instructor, is cochair of the new Working Group on Assessment and Grading, formed last fall and composed of 13 teachers. Its charge: to examine grading and assessment and make recommendations for the future.

accurate, bias-resistant, and intrinsically motivating. Feldman’s work and conversation helped the working group to frame their next steps, which includes the creation of three research units. One group is exploring new research on cognitive development and other aspects of adolescent learning, another is surveying current Andover practices in grading and assessment to better understand the purpose of grades and the motivations behind them, and the third is looking outside Andover to explore learning environments and assessment strategies designed by other institutions. “The goal is to find a system that is equitable in terms of student learning, student opportunity, and student outcomes,” Mundra says, adding, “We’re critically looking at ourselves and wanting to become better.” The working group plans to explore the topic through next year, with a list of recommendations expected in spring 2021. The recommendations will lead to community initiatives to review Andover’s assessment and grading practices.

An Outdated System? The A through F grading system used by most U.S. schools was developed in an era when only a small number of students attended classes. Grades were initially intended as a useful tool for instruction; they evolved into a means of facilitating movement and coordination of students across schools and school districts and as a way to communicate with school administrators and families, according to the article, “Making the Grade: a History of the A–F Marking Scheme,” by Ethan Hutt, assistant professor in the School of Education at the University of North Carolina at Chapel Hill and Jack Schneider, assistant professor of education at the University of Massachusetts, Lowell. By the 1920s, when school became mandatory and the number of enrolled students grew exponentially, a standardized grading system became necessary. Andover, like most schools, used this 1 to 100 grading system until 1968, when a new 0 to 6 scale was introduced. Andover’s faculty accepted a proposal to move to a 0 to 6 scale during a meeting held over the 1968 winter recess. According to a January 10, 1968, article in The Phillipian, the chair of the Steering Committee, Simeon Hyde, stated the changes were proposed “with the intention of reducing radically the ‘atmosphere of competition’ at Andover” and to adopt a simpler scale for grades. But the traditional grading system—as well as Andover’s simplified structure—has come under criticism in recent years for creating an arrangement of external rewards that has the potential to sacrifice deeper learning. Beckwith has seen the consequences. “When I return a test, the first thing the students do is look at the number. And if they don’t like it, they don’t look at the feedback,” he says. As a parent, Beckwith also has seen the focus on grades stifle confidence. While the education his children received

at Andover was “phenomenal,” he says “there’s an incredibly high focus on grades here, which contributes to a lot of stress. When students get lower grades than their peers, they feel like they’re not as smart or confident and don’t put as much effort into creative pursuits. They’re just trying to get a better grade instead of pursuing learning for learning’s sake.” Mundra, also the parent of an Andover student, worries that the current grading system also doesn’t fully account for the different backgrounds of Andover’s diverse student population and can end up penalizing those who come from a lower-income household and/or a less-resourced educational institution. Correa says she has felt this distinction profoundly as the daughter of immigrants; her mother is from Cuba and her father is from Guyana. Growing up in a lower socioeconomic household in Queens, New York, Correa attended schools with far fewer resources than Andover. During her first year at PA, Correa struggled in her Bio100 class and received a lowerthan-expected grade. “I was scared,” she says. “It was my first encounter with my own self-doubt and my ability to succeed at school.”

“ The goal is to find a system that is equitable in terms of student learning, student opportunity, and student outcomes. We’re critically looking at ourselves and wanting to become better.” —Rajesh Mundra, Dean of Studies

She is not alone. Mundra and Beckwith both say students coming from higher socioeconomic backgrounds generally have a leg up on academic skills given their access to more and better resources at home and at school. A different grading system could be one way to help level the playing field.

Expanded Assessment One alternative that Andover is evaluating is called proficiency-based grading. Feldman, who also is a former teacher and principal, authored the 2018 book Grading for Equity in which he argues that many common grading practices are outdated and yield inaccurate information about student achievement. Students may have earned an “A” not because they’ve mastered the course content, but because they’ve earned enough points by completing a variety of required tasks. Andover | Spring 2020

Feldman and others have proposed a number of alternatives to traditional grading practices intended to change this dynamic. Feldman suggests a better structure would be to have the teacher and student work together to meet goals—more like coaching. He endorses a 0 to 4 scale instead of 0 to 100, as well as multiple opportunities for students to re-do work until it’s mastered. He also advocates against teachers including homework performance or class participation in the grade, arguing that both factors don’t reflect a student’s mastery of the material. Proficiency-based grading has worked in other schools and Feldman believes the approach would be ideal for Andover.

The traditional grading system—as well as Andover’s simplified structure—has come under criticism in recent years for creating an arrangement of external rewards that has the potential to sacrifice deeper learning. “People look to [Andover] to be a model for what schools could be and how schools can think about learning in more equitable ways,” he says. A Tang Institute Fellow and math instructor, Heidi Wall ’94 is currently piloting a new approach after feeling that her own teaching philosophy was at odds with traditional grading practices. The typical model doesn’t necessarily reflect mastery or growth, she says, and Wall was uncomfortable giving a grade without allowing students to explore what they had not mastered. Wall is using alternative modes of assessment with her classes this academic year. These modes include reflection tools that help students better understand their role in preparing for learning, and questions about preparation habits, problem solving, and communication. Wall says these methods nudge students to remove distractions and to take actions, such as prioritizing sleep and noticing how that affects their learning. After taking a test, students receive feedback and corrections—but not a cumulative score. Wall instead provides a detailed rubric that lays out levels of mastery and what is needed for mastery to be achieved. Though students still receive a 0 to 6 in each section, there’s no overall score; final grades will ultimately reflect where they are on a scale of mastery. Students also have the option of taking a separate test focused just on the concepts they have yet to master. Wall says the system has worked well thus far. She has documented positive responses from students discussing how

Andover | Spring 2020

this approach has allowed them to focus more on the learning process instead of the grades, and she expects to continue using this type of assessment. “I feel much more confident about the grades reflecting what my students know.” Some schools have migrated away from the use of grades entirely. Francis W. Parker Charter Essential School in Devens, Mass., is one of a coalition of schools founded on the principles of Ted Sizer, former Andover head of school and a notable figure in American education. Since opening in 1995, the school has never used letter grades, emphasizing instead student reflection and identifying and learning from mistakes, with revisions built into the system. “The metaphor is that kids are climbing a mountain and the continuum lets them know how close they are to the summit,” says Deb Merriam, academic dean at the Parker School. Instead of grades averaged to a GPA, Parker School provides colleges with a two-page narrative report that documents each student’s journey. Merriam says this approach has significantly reduced students’ anxiety—without compromising their success. Mia Lepardo, a Parker School student, initially started ninth grade at a large public school. “It was all about who could get the best grade and who could do better in school. It was all about competition. It wasn’t about learning,” she says. Within a few weeks after transferring to Parker, Lepardo felt the stress melt away. She’s now engaged in a senior project she developed to create jewelry connected to the environment, which required two months of in-depth research. “People tend to think my school is easier than a public school. I think it’s harder, but just less stressful.”

The All-Important High School Transcript Those in higher education are divided on their opinion of alternative assessments. Some, like David Hawkins, executive director for educational content and policy for the National Association for College Admission Counseling (NACAC), welcome the change. “The fact is that we have a simplistic system that is a lagging artifact of a much earlier era,” says Hawkins, who acknowledges that colleges have been craving more context on students’ achievements, abilities, and strengths. He also sees limitations in current grading scales in predicting success in post-secondary education, pointing to strong correlations between parental income, level of education, and assessment indicators. “NACAC sees great potential in alternative assessments in breaking some of that stagnation in favor of more open and inclusive approaches to student strengths and abilities.” In fact, NACAC is working with the Learning Policy Institute on an initiative called “Reexamining College Access,” which is looking at alternative assessments and developing a set of accepted norms. But Hutt, assistant professor at UNC Chapel Hill, says

A Better Reflection of Learning it’s challenging to implement such a dramatic change and that attempts throughout the years have generally failed. “The long-accepted standardized grades that colleges recognize and know, that power repels a lot of the reform efforts to get rid of them,” he says. He argues that new assessment models could introduce even more subjectivity into the process and leave colleges confused by how to use them. Hawkins agrees that there needs to be a commonly understood rubric for assessing students and a shorthand that all stakeholders can understand. “There are 20,000-plus high schools in this country. It has the potential to get very messy.” Concerns about myriad assessments have led to an effort to create a more uniform system. One example is the Mastery Transcript Consortium, which developed a new high school transcript form that was sent out by member schools for the first time last year for fall 2020 admission. (see sidebar).

No Easy Changes Feldman acknowledges that this type of widespread change can’t happen overnight; it needs to be rolled out with a long-term investment in time and resources with parents and teachers deeply involved. “If the gradations of the levels of mastery are not explicitly described or if there isn’t investment in calibration across teachers, you’ll have each teacher interpreting students’ performances differently and will be more likely to perpetuate the same inequities that our traditional grading practices have,” he says. Hutt argues that it’s possible for educators to work within the current system while finding a way to keep students focused on learning, for example by allowing for more ungraded assignments and rewrites. “The GPA is the single best predictor of how a student will do in college,” he says. Still, he acknowledges that Andover would be well positioned to pioneer a radical change if the school chooses to do so. “Andover could really innovate in this space, since no one will doubt the quality of what they’re doing.” Mundra and Beckwith acknowledge that any potential changes will take time to consider, adopt, and be successfully implemented. There’s a healthy level of skepticism about new approaches, with no preconceived notions of the outcome. Whatever is decided won’t change the core of an Andover education, and further, Mundra expects the review will make Andover a stronger school. “We will do our research and build on the firm foundation of our values, and we’re going to get better when we do.” 

Julie Halpert is a freelance journalist based in Michigan. She has more than three decades of experience writing for numerous national publications, including the New York Times, The Atlantic, and the Wall Street Journal. She covers topics including parenting, health, education, science, and the environment.

he Mastery Transcript Consortium (MTC) has created a new high school transcript based entirely on mastery of knowledge, content, and interdisciplinary skills. The goal is for this to eventually replace the traditional transcript and to better support schools by creating a consistent, easy-to-digest summary for colleges and universities that more accurately reflects student learning. “Grading is judging—and if you doubt that, ask a kid how they feel when they get a low letter grade. They’ll say ‘I’m not good enough,’” says Scott Looney, head of school at Hawken School in Cleveland. Looney founded the MTC in 2017; the organization now works with nearly 300 high schools across the country, with Andover among the first to join. Member schools pay dues to support the work of the MTC, which in turn facilitates feedback sessions, discussions among educators and thought leaders, and professional development opportunities. Schools using the MTC system require that students earn “mastery credits” to graduate. “Advanced credits” showcase strengths in particular skills or subject areas. Instead of failing a class, students continue to work on assignments and projects until mastery is achieved and they receive detailed feedback. A definition of the required level of mastery—along with evidence of achievement—is provided in the final transcript along with feedback from instructors. The first cohort of schools to use the MTC system recently released the new transcripts to colleges for fall 2020 admission. “This is about every kid working at their threshold all the time and learning as much as they can with help from faculty and peers,” says Patricia Russell, former Andover Dean of Studies and faculty member for 29 years and now MTC’s chief education and operations officer. “This does not mean every kid is a winner. Everyone doesn’t get a trophy.” Russell believes colleges will appreciate the level of depth the new transcript provides and views Andover’s involvement with the MTC as indicative of the school’s consistent interest in quality teaching and learning. She also emphasizes that MTC’s approach can benefit all students, not just those at elite, private schools.

Andover | Spring 2020

To Know His Name Andover’s Role in the Hawaii Mission In 1812, as a fledgling United States by Katie was engaged in a war with Great Britain, a student at the Andover Theological Seminary, located on the Phillips Academy campus, had his mind on other matters. The young man’s name was ‘Ōpūkaha‘ia—known by his Englishspeaking friends as Henry Obookiah— and despite his studious nature, he was not focused on his studies. “He was seen one morning very early with a rule measuring the College buildings and fences. He was asked why he did it. He smiled, and said, ‘So that I shall know how to build when I go back to Owhyhee [Hawaii].’” This anecdote is noted in Memoirs of Henry Obookiah, an edited collection of journal entries and letters published after his death in 1818. The Hawaiian’s incredible life story is cited as the impetus for missionaries—many of them with connections to the seminary—to undertake the historic 1819 journey that brought New England Protestantism to Hawaii, changing the islands forever. ‘Ōpūkaha‘ia’s short life (he died at age 26) and the echoing implications of the missionaries’ evangelism, was examined at the Academy this past fall during a week-long series of panel discussions, class work, and performances, including “The Life of ‘Ōpūkaha‘ia,” a one-man stage production by writer and actor Moses Goods. Considering this often-overlooked history—as well as that of a culture not always fully represented in the historical narrative—was especially important this year as PA focuses on the theme of justice. Who tells our stories? What perspectives have been ignored? What can we learn for our future as we discover our past? These are the questions that English instructor Corrie Martin—who is Hawaii-born and raised—and Andover archivist Paige Roberts had in mind when they organized the campus events this past fall. This part of Andover’s history, says Martin, “entangles the school directly in the cultural domination and overthrow of the independent nation of Hawaii by New England–based Christian missionaries and their descendants. We wanted to give our students—and the campus community at large—the opportunity to learn about

Andover | Spring 2020

Fiermonti

the many facets of this history, and to wrestle with the difficult questions that come with it.”

B The Aloha State lies more than 5,000 miles from Andover, Mass.—a mere plane ride today, but a nearly unfathomable distance more than 200 years ago. In 1796, ‘Ōpūkaha‘ia fled from the Hawaiian King Kamehameha, who was attempting to establish control over the islands. ‘Ōpūkaha‘ia’s memoirs detail the murder of his parents and his desperate escape through the forests of Hilo while carrying his infant brother on his back. As he fled, a warrior threw a spear and killed the baby. Orphaned and with few options, ‘Ōpūkaha‘ia boarded the Triumph, a ship headed to America. During the trip, he met Russell Hubbard, a devout Christian who took ‘Ōpūkaha‘ia under his wing, taught him the English alphabet, and later secured a spot for the boy at Yale. Fourteen years later, through the patronage of several men impressed with ‘Ōpūkaha‘ia’s appetite for learning and devotion to Christianity, he came to the Andover Theological Seminary. “Here my wicked heart began to see a little about the divine things; but the more I see to it, the more it appear[s] to be impenetrability,” wrote the studious young man. By his account, ‘Ōpūkaha‘ia enjoyed his two years at the seminary. “I took much satisfaction in conversing with many students in the Institution,” he wrote. “I spent a little time with some of them, and in going to one room and to another to recite to them: for I was taken under their care.” Soon, ‘Ōpūkaha‘ia began to dream of returning home and bringing American Protestantism to Hawaii. On December 15, 1812, he wrote to a friend: “I hope the Lord will send the gospel to the heathen land where the words of the Saviour never yet had been. Poor people worship the wood and stone and shark, and almost every thing their gods; the Bible is not there, and Heaven and Hell they do not know about.” But ‘Ōpūkaha‘ia died of typhus in 1818 before realizing this dream. Soon after, his memoirs became a rallying cry for

A New England missionary preaches in a kukui grove in Hawai'i, as depicted in an engraving appearing in Wilkes’ Narrative of the United States Exploring Expedition.

the newly established American Board of Commissioners for Foreign Missions (ABCFM). In July 1819, missionary Hiram Bingham, Andover Theological Seminary Class of 1819, wrote to the ABCFM that “the unexpected and afflictive death of Obookiah, roused my attention to the subject [of traveling to Hawaii]….I became more deeply interested than before in that cause for which he desired to live...” Bingham wasn’t the only one inspired. Later that year, the first missionary ship set sail from New England for the Kingdom of Hawaii, and for the next 40 years the native Hawaiian royalty permitted Christians to proselytize. Working closely together, the Hawaiians and missionaries instituted a written form of the Hawaiian language, spread literacy, and established a constitutional monarchy. By 1843, the Kingdom of Hawaii was among the most literate and progressively democratic of all the nations in the world. Some of the missionaries would eventually be honored with a plaque on Andover’s Missionary Rock, a monument to their efforts located on the periphery of Rabbit Pond. ‘Ōpūkaha‘ia’s name is not included.

B History is fickle, presenting to current and future generations the perceptions of a few. With that in mind, those involved in campus discussions this past fall considered many of the missing pieces of information related to the Hawaii Mission and the life of ‘Ōpūkaha‘ia with the hope of gaining a deeper understanding of the past. Elizabeth Pope, archivist of the Hawaiian Collections at Worcester’s American Antiquarian Society, discussed how missionaries took the profits from ‘Ōpūkaha‘ia’s memoirs and bought a printing press to bring to Hawaii. In creating the first alphabet for the Hawaiian language, they also adapted the Hawaiian language to suit the printing press; five consonants were eliminated. “They didn’t have enough accented letters for their press,” says Pope. “History is the stories we’ve told about people and places,” says history and social science instructor Marisela Ramos. “But some things are lost, for a variety of reasons. We need to remember that and learn from it.” PA instructor in philosophy and religious studies Anaïs Garvanian welcomed Neal Hitch and Po’ai Lincoln, from the Hawaii Mission Houses Historic Site and Archives, to two of her classes to complement the campus discussions. “These themes and issues of justice, they’re not black and white,”

says Garvanian. “But talking about it is good. This is simply true that this is our past.” Garvanian says that for Hitch and Lincoln, there is a sense of justice by coming to the place where the Hawaii missionary effort was sparked 200 years ago. “It’s not like coming home, per se, but finally coming to the source.” Though ‘Ōpūkaha‘ia never returned to Hawaii to carry out his dream, his words were used by those who took up his cause. And as more of the history is revealed, more is understood about what was gained, and what was lost. For his part, actor Moses Goods is now championing greater Hawaiian representation in the performing arts and a greater understanding of our collective past by portraying ‘Ōpūkaha‘ia onstage and providing an opportunity for a fuller understanding of Hawaii’s history. “Our stories continue to be appropriated,” says Goods. “I need the young Hawaiians in the audience to see themselves on the stage. I’m a Hawaiian telling Hawaiian stories, and the fact that I’m telling our stories is justice.”  Katie Fiermonti is a freelance writer based in Durham, New Hampshire.

ANDOVER’S MISSIONARY ROCK “In the missionary woods, once extending to this spot, the first missionary students of Andover Seminary walked and talked one hundred years ago, and on this secluded knoll met to pray. In memory of these men: Adoniram Judson, Samuel Nott, Samuel J. Mills, Samuel Newell, Gordon Hall, James Richards, Luther Rice, whose consecrated purpose to carry the Gospel to the heathen world led to the formation of the first American Society for Foreign Missions. In recognition of the two hundred and forty-eight missionaries trained in Andover Seminary, and in gratitude to the Almighty God, this stone is set up in the centennial year of the American Board ... 1910.”

Andover | Spring 2020

aith & Community On Campus Data & Privacy Rights & Law Arts & Education Faith & Community On Campus Data & Privac

ghts & Law Arts & Education Faith & Community On Campus Data & Privacy Rights & Law Arts & Education Faith & Communit

n Campus Data & Privacy Rights & Law Arts & Education Faith & Community On Campus Data & Privacy Rights & La

rts & Education Faith & Community On Campus Data & Privacy Rights & Law Arts & Education Faith & Community O

ampus Data & Privacy Rights & Law Arts & Education Faith & Community On Campus Data & Privacy Rights & Law Arts

ducation Faith & Community On Campus Data & Privacy Rights & Law Arts & Education Faith & Community On Campus Dat Privacy Rights & Law Arts & Education Faith & Community On Campus Data & Privacy Rights & Law Arts & Education Faith

WHAT IS JUSTICE?

ommunity On Campus Data & Privacy Rights & Law Arts & Education Faith & Community On Campus Data & Privacy Right

Law Arts & Education Faith & Community On Campus Data & Privacy Rights & Law Arts & Education Faith & Community O