2018 MAGAZINE
CELEBRATING THE LEADERSHIP AND LEGACY OF
DAVE STETTLER
“Morning Leaf” is the winner of the 2018 Red & Gray Magazine student photo contest. Middle and Upper School students were invited to submit up to three photos to be considered for publication. A panel of over 40 administrators, faculty, and staff members voted on images submitted by students.
ABOUT THE PHOTOGRAPHER “Morning Leaf” is a magnified picture of an elegant, orange leaf showcased by the crisp morning sunlight on a bush outside of the Fessenden Admissions Office. Coming into my photography class, I didn’t really have any inspiration until a classmate helped me see the beauty of photography, and this later led to the discovery of the leaf. Taking this picture made me realize that photography is a great way to gain another perspective of nature. I am grateful that I have had the opportunity to take this class for the first time at Fessenden, and I hope to learn more about photography in the future. — Fejiro Esievo ’19
2017 – 2018 The Fessenden School BOARD OF TRUSTEES
Tara B. Ciongoli PRESIDENT
Keith B. Gelb ’85 VICE PRESIDENT
Christopher Bartel TREASURER
Michael P. Murray CLERK
Adam A. Abramson Jeffrey W. Allen Stephanie M. Bucci Devin C. Condron Bruce C. Dayton William R. Elfers ’63 Charles K. Fadel Craig N. Gemmell Grace R. Hoffmann Sol J. Kumin ’90 Susan B. Levine Alexander R. Marx, Sr. Mark C. Moore Peter M. Mulderry Christian Nolen Michelle M. Sanchez Rachel E. Skiffer Christine L. Todd Davide D. Visco Peter T. Wheeler ’65 EX-OFFICIO
David B. Stettler
HEAD OF SCHOOL
Jill Walsh (Sept.–Dec. 2017) Laura Morris (Jan. 2018–Present) PARENTS ASSOCIATION PRESIDENT
Gregory J. Rubin ’96
ALUMNI EXECUTIVE COMMITTEE PRESIDENT EMERITUS
FEATURES 4 Strategic Plan Highlighting Progress
8 Renaissance of the Arts at Fessenden Enhancing Programming and Facilities
14 Fostering a Diverse and Inclusive Community 18 Providing Strong Building Blocks for Young Boys The Creation and Evolution of Fessenden’s Pre-K Program
22 Fessenden Community Honors Dave Stettler 23 Leader, Educator, Role Model 26 From Graphite to Google Celebrating Ced Paine’s Fifty Years—and Counting
29 Educational Technology at Fessenden
Brian J. Conway Hart Fessenden, Jr. ’41 Ernest E. Monrad Peter A. Palandjian ’79 James J. Pallotta Thomas S. Roberts
IN EVERY ISSUE 2 Farewell From the Head of School 12 Donor Profile 30 Beyond the Blazer 34 Alumni Profiles 41 In Memoriam
THE FESSENDEN SCHOOL
42 Alumni Events
250 Waltham Street West Newton, MA 02465 617-964-5350 www.fessenden.org
44 In Their Own Words 46 Commencement Photos
EDITOR
47 The Annual Fund—Thank You for Being a Part of Our Success
Jessica Brownfeld Spierer
DIRECTOR OF COMMUNICATIONS ASSOCIATE EDITOR
Lindy Gruen
DIRECTOR OF ADMINISTRATIVE AND STRATEGIC AFFAIRS CONTRIBUTING WRITERS
Myrhia Brewer Ki Perry DESIGN
Graphic Details, Inc. PHOTOGRAPHY
Richard Gaskell Sarah Kouhaila Tim Murphy Shawn Read Len Rubenstein
On the Cover: This photo was taken during the biannual Middle School Innovation Challenge Day. Using various maker concepts—such as robotics and engineering—teams of 8–10 students completed a series of challenges throughout the day. Here, the boys were tasked with making an autonomous vehicle that would successfully carry a Star Wars figurine across the pool. “Dave spent the entire day helping the students. He was truly in his happy place—working with the boys to design the various challenges, pushing them to think more deeply about their work, and just having a blast. At the end of the day, my colleague, Will Tuttle, and I awarded Dave an Innovation Intern pin—more commonly given to Upper School students who spend a lot of time in our space. Dave wears it with pride.” — Curt Lewellyn, Director of the Ciongoli Center for Innovation
The mission of The Fessenden School is to teach, nurture, and celebrate growing boys, cultivating each student’s individual potential and developing in balance his mind, character, heart and body in an inclusive and joyful community that, through rigor, friendship, and service, reflects Fessenden’s traditional values of honesty, compassion, and respect.
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n April, I had the honor of being celebrated at a party held at the Charles River Museum of Industry & Innovation. The venue was perfect, and the theme of “Industry and Innovation” has resonated with me ever since. These two words concisely describe so many aspects of The Fessenden School. Our school is a superb blend of tradition and inspired creativity. Industry—hard work—has always been at the heart of our tradition. “Labor Omnia Vincit,” the Latin motto chosen by our founder, Frederick J. Fessenden, is translated as “Work Conquers All.” We believe in teaching our boys to put their noses to the grindstone— that nothing substitutes for hard work.
David B. Stettler, Head of School
And as a School, we have also established a deep respect for the power and necessity of innovation. We live in a world that is evolving at a dizzying pace. When our students grow up, they will work in jobs that haven’t even been invented yet, in fields that we cannot even imagine, solving problems that haven’t yet been defined. Our educational program must be innovative and must teach our boys how to innovate if they are to be ready to thrive and succeed in the world that awaits them as adults.
Our academic program synthesizes the best of industry and innovation. We hold the bar high, and our boys work hard to achieve at the highest levels. We expect much of our students—writing assignments, research projects, high-level math and science courses—because they will need to know how to be industrious throughout their lives. And we teach them to innovate, to be creative, to solve problems in an iterative process so that they can adapt to this ever-changing world. The Ciongoli Center for Innovation is the flagship of our culture of innovation. In that space, boys are conceptualizing, planning, building, critiquing, revising, and rebuilding in order to solve real-world problems. The Fessenden faculty meld the very best of industry and innovation in teaching our boys. We all know how hard teachers work—how industrious they are. Being a good teacher, a passionate teacher, is a twenty-four hour-a-day, seven day-a-week
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We believe in teaching our boys to put their noses to the grindstone—that nothing substitutes for hard work. And as a School, we have also established a deep respect for the power and necessity of innovation.
occupation. Planning good lessons and assessing student work all happen outside the classroom and require a true ethic of industry. And good teachers must innovate in order to keep their curriculum relevant and to support each of the various learning styles in their classrooms. Industry and innovation—the tagline for good teaching. I have had the good fortune, these past seven years, of working with a board of trustees that demonstrates the power of industry and innovation. I am so appreciative of these volunteers who work so hard on behalf of our school. Their diligence, their dedication, their perseverance—their industry—is remarkable and is exceeded only by their willingness to visualize ways for our school to evolve and to innovate for the good of our students. I have had the good fortune to work with these students, these faculty members, and this board of trustees for the past seven years. Together, we have all embraced industry and innovation, and we have much to show for it. The Fessenden School is thriving. We have remarkable campus facilities that support a world-class educational program. We have amazing faculty and staff who provide superb educational programs for our wonderful students. As I look forward to my retirement—to putting industry aside and concentrating on innovation—I will always be grateful for having had the opportunity to lead this fine school. All of the members of the Fessenden community have my gratitude and my appreciation.
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BY JESSICA BROWNFELD SPIERER — DIRECTOR OF COMMUNICATIONS
STRATEGIC PLAN HIGHLIGHTING PROGRESS
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ne of recently retired Head of School David B. Stettler’s most important contributions to The Fessenden School was the creation and implementation of Fessenden’s current strategic plan. Adopted by the Board of Trustees in May 2013, the plan was written by a committee and three subcommittees consisting of trustees, parents, alumni, faculty, and staff. When embarking on the formation of this plan, Dave’s intent was not to “predict the next ten years of the School.” Rather, he notes, “The idea was to establish a strategic posture that could evolve as the world around us evolved.” This approach—the flexibility to adapt and change while always remaining focused on what is best for the students—was a hallmark of Dave’s tenure.
EDUCATIONAL EXCELLENCE
Providing the best education possible for all Fessenden boys
REPUTATIONAL EXCELLENCE
Ensuring a bright future for the School for generations to come
INSTITUTIONAL EXCELLENCE
Maintaining best practices and ensuring the strength and sustainability of the institution
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Anchored by three strategic dimensions— educational excellence, institutional excellence, and reputational excellence—this plan involves all facets of the school community. With each dimension strengthening the other two, Fessenden’s success is dependent on the realization of these mutually reinforcing areas. The plan also consists of strategic themes, which correlate to specific initiatives and action steps, that relate to the three dimensions. “The strategic plan has truly been our blueprint for how we have thought about the evolution of the School,” Dave shares. He describes progress on the plan as “dramatic” and remarks, “the extent to which the School has been able to move forward with the initiatives outlined demonstrates that it was the right plan for our school at this time.”
Excellence in Teaching and Curriculum Fessenden is continually reassessing and strengthening academics, the arts, and athletics, as well as the service learning and character education programs. Over the past five years of the strategic plan, the School appointed a Director of Curriculum and Learning (now Director of Teaching and Learning); implemented Reader’s Workshop to augment the English curriculum in Kindergarten through Grade 6; adopted the Singapore Math in Focus program in Kindergarten through Grade 6; launched several new electives, including Musical Theatre and Makerspace; revamped arts program offerings and created a new role of Director of the Arts; launched the firstever crew program, becoming one of the few junior schools in the United States to offer the sport; enhanced the schoolwide wellness program and appointed a Wellness Coordinator to implement a comprehensive, consistent framework; and opened the first iteration of an innovation lab in repurposed campus space to increase opportunities for project-based learning. In an effort to continue recruiting, retaining, and developing a distinguished faculty and staff, the School has increased its dedication to professional development and has continued its commitment to providing competitive compensation and benefits.
Meeting the Needs of Diverse Learners When the School set out to better meet the needs of diverse learners, it committed to broadening the approaches to pedagogy and enhancing student support services. Following the launch of the strategic plan, the School has developed opportunities for project based learning and integrated this method throughout the curriculum; restructured the learning resources department to better meet the academic support needs of students; and implemented iReady diagnostics and instruction, an adaptive tool that monitors student progress and informs differentiated teaching practices. Following a thorough review of student support services, the School added a new school counselor, beginning this fall, who will work with the existing school psychologist, consulting psychologists, and administrators in monitoring the social and emotional health and wellness of all students.
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collaboration, creativity, character, and cross-cultural competency) when developing curriculum and pedagogy. Fessenden also revamped the technology curriculum and further integrated the one-to-one Google Chromebook program for Middle and Upper School students.
Meeting the Needs of 21st Century Learners In today’s world, it is important for Fessenden to teach boys 21st century skills, to incorporate diverse perspectives and experiences in preparing students for a global society, and to use educational technology effectively. In service of these goals, in the past
Preserving Enrollment Strength In an effort to strengthen enrollment and sustain it for years to come, Fessenden expanded program options for Pre-Kindergarten to enroll more boys at this critical entry point; revamped and launched a new public-facing website; and appointed a Director of Community Engagement to focus on and further enhance the parent experience. In addition, the School appointed a Director of Marketing in 2013 who has worked to address the challenge of marketing single-sex education and more clearly articulate Fessenden’s brand to increase the number of qualified candidates at all entry levels and enable the School to maintain competitive admissions decisions.
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five years the School has brought in curriculum design experts—namely co-author of Four-Dimensional Education: The Competencies Learners Need to Succeed and former Fessenden trustee Charles Fadel—to increase its focus on the “six C’s” (critical thinking, communication,
The School has been working proactively with peer institutions to increase awareness of independent schools—and Fessenden, in particular—amongst communities with varied backgrounds. The School has sought to increase diversity geographically, by expanding the number of countries and states represented in the student body, and socioeconomically, by increasing financial aid and redistributing it throughout all divisions. To further these efforts and foster an environment of inclusion, the Board of Trustees established the Diversity and Inclusion Task Force, comprised of board members, administrators, faculty, and staff.
Institutional Best Practices Fessenden has renewed its focus on financial and resource management and has continually refreshed the Board of Trustees with experienced and innovative leaders who are committed to Fessenden and its mission. In addition, the School stewarded and invested the endowed funds raised as part of Character & Community: The Campaign for Fessenden’s Endowment. More recently, the School identified several needs related to facilities and programs and conducted Fessenden360—the campaign to provide a learning environment for the School’s distinctive, immersive 360° educational experience—to benefit academics, athletics, the arts, and the Annual Fund.
Campus Facilities Always rooted in the needs of the program to benefit students, the strategic plan committed Fessenden to enhancing campus facilities through the campus master plan. The School converted two grass fields to turf fields—the Class of 1985 Field and the Kumin-Loring Field; installed the Goss Track, the School’s first; and fully renovated the Goodrich Field, a grass field. Additional campus parking was created, and traffic flow and safety improvements were implemented. In the third phase of this plan, the School built the Ciongoli Center for Innovation, a state-of-the-art facility equipped with an array of tools designed to familiarize boys with maker concepts such as programming, robotics, engineering, multimedia, and design. The fourth phase of the plan was the construction of the Roberts Family Squash Center, complete with five squash courts built to meet international specifications. The final project of this transformative campus master plan is the renovation and expansion of the Arts Center (planned for completion in February 2019).
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BY JESSICA BROWNFELD SPIERER — DIRECTOR OF COMMUNICATIONS
RENAISSANCE OF THE ARTS AT FESSENDEN ENHANCING PROGRAMMING AND FACILITIES she was excited to see the construc tion plans. She is glad that the boys will have such a significant, wellthought-out space because “art is preparation for life.” Barbara believes, “By engaging in theatre, music, and the visual arts, boys are able to learn how to present themselves in any endeavors they choose.”
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he arts at Fessenden has a rich tradition in both the performing and visual arts. The program offers boys the opportunity to sing, play instruments, and become talented thespians, as well as artists, photo graphers, and woodworkers. The arts faculty members, also artists in their own right, have made the department what it is today. As a school that merges traditional programs with innovative ones, The Fessenden School is re envisioning both the arts program and the physical space in which its students experience and engage in creative pursuits. Recently retired Head of School Dave Stettler worked with arts faculty and the Board of Trustees to lay the groundwork for the expansion of programming and integration of the arts throughout the curriculum. During his tenure, Fessenden established a new leadership position in the arts and enhanced arts offerings, bringing unique opportunities for
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boys of all ages to perform and share their work. And, soon, Fessenden will have a newly renovated and expanded, state-of-the-art facility to match. Dave aimed to augment the School’s program so that boys can “embrace the arts, and embrace the creative part of their lives and that part of their development.”
Barbara Brown and Dave Stettler with a rendering of the upcoming new theater
Former longtime chair of the arts department Barbara Brown laid the foundation for the high quality of the arts seen at Fessenden. Recently, Barbara had the chance to visit, and
Philip “Spider” Alton, who has taught theatre, woodworking, and video production at the School, took over leadership of the department when Barbara retired in 2012. As chair, Spider worked to revitalize and elevate the arts in the community, and he is pleased with the direction in which the program is headed. Spider feels it is incredibly important for students to see that the School values the arts, and he cites his favorite quote, “The ‘earth’ without ‘art’ is just ‘eh.’” As part of the strategic plan adopted in May 2013, Fessenden committed to further strengthening the School’s arts programming and facilities. To that end, Dave, administrators, and the Board of Trustees developed the campus master plan, which delineated the renovation and construction of new arts facilities, including a new theater, instrumental recital hall, art studios, and music classrooms. Combined with the facility improvements for academic and athletic spaces, the master plan was designed to enhance campus facilities to amplify the program and learning outcomes for students. In 2015, the Board of Trustees est ablished a subcommittee dedicated to reassessing the arts at Fessenden,
Dave shares that “upon completion of Spider’s tenure, the School made the decision to elevate leadership in the arts.” In 2016, Fessenden established the new role Director of the Arts and hired Spencer Williams after a nationwide search. Following Spencer’s departure from Fessenden in June, Lower School Music Teacher Kristina Abella and Middle/Upper School Visual Arts Teacher Hannah Minifie were named Interim Co-Directors of the Arts.
Building for the Future
and this group of trustees and faculty members developed a five-year plan for arts programming, outlined the facilities needed to meet this plan, and developed a comprehensive campaign to raise the necessary funds. The goal of the five-year plan, which the School is actively implementing, is to provide students with the best possible learning outcomes through a
Sample Arts Course Offerings in Middle and Upper Schools Concert Band Digital Filmmaking Instrumental Lessons (Bass Guitar, Cello, Clarinet, Flute, Guitar, Piano, Trombone, Trumpet, Saxophone, Violin)
Musical Theatre Orchestra Percussion Photography Studio Art Theatre Arts Voices Woodworking
vibrant and robust arts program. By elevating leadership, facilities, and curriculum, Fessenden has aimed to offer an experience in the arts that is commensurate with that in academics and athletics. Dave notes, “In the same way that we are providing excellent academic and athletic programs and facilities, we owe it to the boys to provide just as impactful of an arts program and facilities.” As such,
Over the course of Spencer’s time at Fessenden, he worked with the arts faculty to reassess the curriculum and establish a more solid framework. Boys throughout all three divisions have more opportunities than ever to perform and share their artwork with the community. Each and every decision has been intentional and rooted in ensuring that the School provides the best education possible for the boys. Alongside enhancement of the arts curriculum, “We are building a space that we want to have for a long time and that’s going to support our students
Why Arts? “Through the arts, boys experience freedom of expression,” longtime Visual Arts Teacher Kathleen Brophy shares. “With fluid parameters and under gentle guidance—but fortified by clearly defined skills and techniques—art is an exercise quite unlike anything else in the students’ academic day.” Performing and making art—in its many forms—is significant for students of all ages, and a robust body of research reveals its positive impact on learning, as well as on cognitive and emotional development. Arts education has been shown to strengthen reading readiness, word fluency, and reading comprehension, as well as cultivate a greater mastery of computation and estimation skills— connections that will continue to build as the nexus between the arts and technology continues to mature. Research has linked music education with academic success and gains in focus, follow-through, and engagement. Several studies show a correlation between engagement with the arts and higher SAT scores. Arts education provides a vehicle for exploring and expressing emotions at critical developmental stages in boys’ lives—helping them develop the empathy they will need to carry them through school, work, and life. A strong arts curriculum prepares boys to communicate with clarity and purpose, and it improves their public speaking abilities, an invaluable lifeRskill. E D & G R AY M AG A Z I N E 2 0 1 8 9
NEW ARTS CENTER HIGHLIGHTS
Digital Renderings
Fessenden’s new Arts Center will consist of a major overhaul of the 35-year-old arts wing, as well as a substantial addition. It was designed with collaborating, creating, and convening in mind and will integrate the arts into every academic discipline, just as art, music, and culture fold organically into everyday life. Construction of the new center began in June and is planned for completion by mid-February 2019. When completed, the space will feature:
a contemporary theater with 246 fixed, tiered seats, enhanced backstage areas, and a dedicated lobby;
state-of-the-art sound and lighting systems offering hands-on learning in stagecraft and production;
a new, 125-seat recital hall that will double as an instrumental music classroom;
a gallery on the second floor of a completely renovated atrium with additional, illuminated display space to formally exhibit the work of students and outside artists;
expanded and updated classrooms and studios for students working in two- and three-dimensional media, graphic design, ceramics, printmaking, and woodworking;
vocal classrooms and soundproofed practice rooms for musicians, individually and in ensemble;
a 12-station keyboard lab and central computer for teacherguided or self-led playing; and
a recording studio with up-to-date recording and playback technology.
The faculty in the arts department were integral in the development of the architectural plan. Intentional about every decision, even down to how each door will lock, Kristina shares that “each detail of the new space elevates the creative and learning experiences of our students.”
The Fessenden School 250 Waltham Street, Newton, MA
Theater (scheduled toTHEATER open in February 2019)
ORCHESTRA Recital hall (scheduled to open in early December)
The Fessenden School 250 Waltham Street, Newton, MA
- UPPER & MIDDLE SCHOOL All classroomsARTS willSTUDIO undergo renovations, which are planned for completion this October. Pictured here: Middle and Upper School art studio.
The Fessenden School 250 Waltham Street, Newton, MA
This project also includes renovations that, while not as tangible, will beneficially impact the day-to-day lives of students and teachers. With better sound insulation; increased and improved storage; and an upgraded heating, ventilation, and air conditioning system, the new space will ensure boys are in an environment that is as conducive to learning as possible. Chief Operations Officer Mike Grossman explains that Dave was involved at every step of the design process, especially the concept stage, and the final layout is a result of his approach. Dave remarks, “The new Arts Center will benefit the boys and our program in countless ways as we continue to enhance the arts at Fessenden and incorporate more opportunities for boys to explore the arts.”
The Fessenden School 250 Waltham Street, Newton, MA
ATRIUM Atrium (scheduled to open in October)
Renderings by CBT Architects 10
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for decades to come,” Spencer points out. Not only does the new Arts Center expand what the School can provide now, but it also lays the groundwork for new offerings in the years ahead. Upon reflection on his time as head of school, Dave is proud of what Fessenden has accomplished in the arts. “Seeing the packed houses with standing room only,” he highlights, “for the Middle and Upper School musical and dramatic productions this year is a real sign of what has happened in the arts.” He also appreciates the energy and excitement around visual arts shows, as well as the superb quality of vocal and instrumental per formances, throughout all three divisions. Importantly, Dave recognizes the enthusiasm that the boys and their parents bring to the arts. This energy, coupled with the dedication of the entire department’s faculty, has set the stage for a renewed commitment to the arts.
Mission of the Arts at Fessenden Our mission in the arts is to discover and develop each boy’s unique skills and talents while emphasizing artistic excellence. We seek to nurture a vibrant, collaborative arts community that builds confidence and creativity while bringing our students together in a powerful shared experience. We seek to encourage cross-curricular collaboration throughout the entire school to align with the overall goal of equipping our students with 21st century skills. The arts provide an essential experience that empowers students to find their voice in a diverse and inclusive environment.
Arts, Collaboration, and Innovation Recent—and planned future—changes in arts curriculum, faculty, and fac ilities create more opportunities for collaboration between the arts and other departments. One such important partnership is with the Ciongoli Center for Innovation. Capitalizing on the intersection between the arts and technology, exciting and beneficial collaborations already exist. The new facility will take this integration to the next level. Students will gain heightened technological proficiency through the arts—from making digital music, to exploring graphic design, to understanding the science behind acoustics. Importantly, Hannah notes, “our redesigned classrooms will provide a space where true creativity and innovation will flourish.” When the Ciongoli Center for Inn o vation opened in 2016, innovation programming and collaboration with departments throughout the School
day-to-day instruction and learning in core academic areas.
grew exponentially. In the same way, by having a dedicated, state-of-the-art space, the new Arts Center will provide myriad opportunities for enhanced programming and partnerships. Collaboration is one of the important 21st century skills that Dave made a priority at Fessenden. Over the course of his time, Dave led the School to incorporate these skills (collaboration, critical thinking, character, creativity, communication, and cross-cultural competency)—in part through technology and project- based learning—into the
In the 21st century, the boundaries between science, technology, and the arts are being deconstructed. Business‑ es and industries are recognizing that the visual and performing arts are key to creativity, problem solving, and innovation. Individuals with art- related skills are valued in fields such as software development, website design, advertising, engineering, architecture, and medicine. As such, the School has embraced the approach to expand STEM—science, technology, engineering, and mathematics—programming to STEAM to include the arts. As Fessenden seeks to develop boys’ 21st century skills by fostering collaboration and interdisciplinary work, the School will ensure that boys will be prepared and adapted to the world as it is today—but also, more importantly, have the skills and tools to adapt to the world of tomorrow.
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BY KI PERRY — CHIEF ADVANCEMENT OFFICER
PAINTING THE FUTURE FOR BOYS IN THE ARTS
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oon, Fessenden will unveil the William R. Elfers ’63 Arts Center, a completely renovated and modernized arts facility, with a new addition, to better meet the visual arts and performing arts needs of students. The Arts Center will be named for alumnus and trustee Bill Elfers who stepped forward as the lead donor for the project because he attributes Fessenden with providing a solid foundation for his endeavors later in life. “Bill’s generous gift to our school ensures that boys of all ages will have the opportunity to experience the arts in a facility that matches the excellence of our program,” said recently retired Head of School Dave Stettler. When Bill was a student at his local public elementary school, his parents felt that something was missing from his educational experience. While he wasn’t rebellious or earning poor grades, a lack of participation and engagement led them to seek various types of testing, including for his vision, hearing, and IQ. Bill shares, “My teachers said, ‘He can see. He can hear. He’s bright. He’s
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A digital rendering of the new William R. Elfers ’63 Arts Center
just not engaged in class.’” After visiting several schools in the Boston area, Bill and his parents decided that he would enroll at Fessenden. Bill arrived to campus as a shy, small sixth grader from Wellesley, Massachusetts. He was a five-day boarding student, so he spent Sunday night through Friday on campus, and he was home on the weekends. Although, initially, it wasn’t easy for Bill to live away from his parents as an introverted 11-year-old, the lessons he learned helped him grow and mature academically and socially. He explains, “By the time I graduated from Fessenden, I had good study skills, and I was motivated academically. I was very independent and self-sufficient, and I was reasonably gregarious and outgoing.” Additionally, Fessenden taught Bill “how to make friends with just about anybody, which was an important life lesson.” He also appreciates the work ethic that Fessenden taught him. This motivation to continue achieving academic—and, later, professional—success has stayed with him throughout his life.
After graduating from Fessenden, Bill attended The Hotchkiss School, Princeton University, Heidelberg University as a Fulbright Scholar, and later Harvard Business School. While living in London during one summer in college, Bill often visited Tate Gallery and also attended rock, pop, and folk concerts. A college roommate introduced him to classical violin concertos, and they would play records—alternating between the Beatles and Beethoven or Tchaikovsky. Bill still appreciates the classics, but he enjoys staying up-to-date with popular artists of today. When he moved back to Boston, Bill joined the Museum of Fine Arts (MFA) Council and later became an overseer and then a trustee at the MFA. Today, he is the Trustee Chair of the Committee of Collections, and in this role he oversees the museum’s art collection. While Bill has built a successful career in finance over many years, it is clear that his early attraction to music and art has turned into a lifelong passion. Bill’s interest in music has also been beneficial to him on a personal level, as he met his wife, Deborah, a classical opera singer, through the Boston Symphony. After graduating from the New England Conservatory, Deborah was working at the Symphony when she and Bill were introduced by a mutual friend. She continues to serve as a board member at the Conservatory and has co-chaired their annual gala, including this past year’s 150th anniversary celebration event. In addition to the Museum of Fine Arts, Bill has served on numerous other boards, including Newton-Wellesley Hospital, Boston Symphony, Hotchkiss, and The Winsor School, where his daughters were students. He was the treasurer at both Winsor and Hotchkiss for a combined total of more than 25 years, bringing his professional success and acumen in finance to these institutions. Bill joined Fessenden’s Board of Trustees in 2016, and his unique expertise has enabled him to provide valuable insight in many areas. He has been an advocate of the arts project because he believes boys should have an opportunity to cultivate the creative part of themselves. In Bill’s view, boys are often encouraged to be athletes, whether directly or indirectly, and they have historically not been given the same encouragement in the arts. He is hopeful that, as a result of the enhanced programming and new facility, more Fessenden boys will discover one or two artistic passions.
Bill Elfers ’63 with his wife, Deb (left), and daughters, Amelia (second from right) and Kate (right), at Kate’s recent graduation from Princeton University
Although Bill does not have any sons, he would be eager for any future grandsons he might have to become Fessy boys. He looks forward to seeing Fessenden evolve into an even more well-rounded school—placing equal importance on academics, athletics, and the arts—for all future students. In addition to the beneficial impact that the facility will have on the boys, he is optimistic that the new arts wing will allow the School to extend its outreach to the local community and invite families from surrounding towns to visit and see a performance or visual arts exhibition. “It is an honor for me to participate in what I call the last great project at Fessenden during Dave Stettler’s time,” Bill shares. “Fessenden’s program, teachers, and campus make it the best school of its kind in the United States. I am very proud to have graduated from this fine school, and I’m very proud to support it.” R E D & G R AY M AG A Z I N E 2 0 1 8
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BY JESSICA BROWNFELD SPIERER — DIRECTOR OF COMMUNICATIONS
FOSTERING A DIVERSE AND INCLUSIVE COMMUNITY
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he effort to make the Fessenden community diverse and inclusive has been a constantly evolving process. Dan Kiley, former assistant head of school and current Upper School wellness teacher, explains that this work began in an active way in the late 1980s–early 1990s. There were several initiatives, and a number of committees had been formed around hiring, admissions, and curriculum. These actions, and the dedication of the deeply devoted people behind them, started to help the School become a diverse and inclusive community. While diversity and inclusion are related, it is essential to note that these terms are not synonymous. Diversity is about numbers—that is, how many people with different backgrounds are in the community. Assistant Head of School Angela Garcia explains, “inclusion is about the culture and ensuring that it is welcoming and accessible to all.”
Historically, the communities in many independent schools have been comprised of people with similar backgrounds and histories. In today’s global world, schools are working toward becoming more diverse and inclusive. One of retired Head of School Dave Stettler’s primary goals was to continue this process at Fessenden in increasingly purposeful and meaningful ways, as a traditional institution “does not become a diverse and inclusive institution without being intentional about it.” To this end, diversity and inclusion became a priority for the Board of Trustees through the strategic plan, and thus for the institution for years to come. Constantly working to improve the school culture has been a hallmark of Dave’s leadership. To aid in this process, Rodney Glasgow, President and Principal Consultant at The Glasgow Group, LLC and Director of the Middle School and Chief Diversity Officer at St. Andrew’s Episcopal School, has worked with Fessenden’s faculty and administrative team approximately ten times since 2015. This past year, he conducted full-day professional development workshops with faculty and staff in March and June. During the March visit, he also facilitated a separate full-day session with all ninth graders.
L-R: Board President Tara Ciongoli P ’21, ’21, ’23, ’25; President and Principal Consultant at The Glasgow Group, LLC and Director of the Middle School and Chief Diversity Officer at St. Andrew’s Episcopal School Rodney Glasgow; recently retired Head of School Dave Stettler; and Assistant Head of School Angela Garcia
In independent schools, Rodney explains, “We struggle to get heads who want to take this work on. And, some of them, because they know they have to, will. And some of them won’t.” However, Dave “is someone who feels that he has to, which is different than knowing you have to. He wants to, and it’s in his spirit and his countenance.” As Rodney notes, “his mission and purpose of being a head has been, in part, to bring the Fessenden community together.” Upon Dave’s arrival to Fessenden in 2011, he intended to build on the work that many in the community had done before him and bring the School further along the journey toward becoming a diverse and truly inclusive community. 14
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Fessenden has increased diversity in several areas, such as race, religion, and socioeconomic status, both among the student body and among faculty and staff. While the numbers of people with varied backgrounds have increased, initia tives targeting these goals will continue and be enhanced over the next several years. Dave observes that the Fessenden community as a whole “is much more willing to discuss and
Diversity and Inclusion A Priority for the Board of Trustees
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n May 2013, recently retired Head of School Dave Stettler and the Board of Trustees launched a new strategic plan, and included in it were specific and
actionable steps related to diversity and inclusion. This was a critical move forward on this journey, as the strategic plan sets the direction for the School.
The establishment of the Board-level Diversity and Inclusion Task Force is the most recent outcome—and a key element—of this section of the plan. This follows many incremental steps in the areas of hiring and admissions since the strategic plan was launched. Chaired by Assistant Head of School Angela Garcia and trustee Susan Levine P ’16, ’18, ’18, the task force is comprised of 15 board members, faculty, staff members, and administrators. This group is working to develop and enhance a number of initiatives aimed at fostering a community that is diverse, inclusive, and supportive. At the first task force meeting in March, the group defined its role in the community: “to establish strategic direction for the School with regard to diversity and inclusion and to recommend appropriate policies, procedures, and protocols in order to create a successfully diverse and inclusive school community.” As such, Susan explains that the task force will examine all facets of the School, including pedagogy, programs, policies, hiring and retention practices, and professional development. The group met twice more this past spring, and they have begun gathering data and reviewing policies. As they move forward, they will identify gaps and recommend actions and initiatives for the School. “It is vital,” Susan states about the work of the task force. She explains, “As we prepare and educate our boys, it is critical that we teach them to embrace the principles of diversity and inclusion as they develop into young men.” She notes that the importance of giving boys these skills cannot be overstated as they “go out into the world.” Susan and the Diversity and Inclusion Task Force appreciate the School’s “Statement of Inclusion and Community Principles.” She considers them “a guiding light for all of us as we approach the path ahead.” With this as a foundation, the School’s core values of honesty, compassion, and respect will be at the center of the task force’s work.
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Fessenden’s Statement of Inclusion and Community Principles In 2011, an Inclusion Committee—consisting of 12 faculty, staff members, and administrators from a range of divisions and departments—established the “Statement of Inclusion and Community Principles.” Chaired by Dan Kiley, director of community and cultural program at the time, this committee worked to articulate campus-wide understanding of diversity and inclusion, and the group developed this powerful statement of the community’s ideals: At Fessenden, inclusion means building a community whose spirit and purpose is based on mutual respect and care. It is vital that each member feels recognized and valued. Inclusion is an essential part of our mission to cultivate each student’s potential and develop each boy’s mind, character, and heart. We believe that differences of backgrounds, perspectives, and cultures are integral to preparing boys to be successful young men in a global community. Ongoing, mindful practice of inclusion requires both individual and institutional commitment to self-examination and learning. We further our mission to be a joyfully inclusive community by aligning policies, curriculum, and decision making to support diversity and inclusion. Inclusion is at the heart of how we treat each other in our daily interactions. We are guided by and are committed to the following community principles: Treat others with honesty and respect. Practice compassion; make an effort to understand and care for others. Honor diversity; promote a healthy respect for individual differences and affirm commonalities. Celebrate individual potential; nurture the many ways boys learn. Reject prejudice, bullying, and elitism; renounce behavior that excludes others. Engage in open, trusting dialogue; seek to learn from those who have differing opinions. Serve in order to strengthen our inclusive community.
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grapple with issues of diversity and inclusion than it was when I arrived seven years ago.” Now, the School is also intensifying its work on inclusion—that is, examining the culture of the community to ensure it remains a welcoming place for everyone. Increasing diversity and fostering inclusion go hand in hand. When a school invites families—both of students and of employees—into the community, it is critical that they feel welcome and at home. Director of Administrative and Strategic Affairs Lindy Gruen explains, “When I first met Dave as a Head of School candidate, I remember him saying that it is important for families with diverse backgrounds to feel like this is their community, and not to feel like guests in it.” As such, Fessenden supports a number of initiatives aimed at developing an inclusive and supportive environment for both students and adults through out the community. These efforts are also focused on the development of cross-cultural competency— that is, the appreciation of and ability to collaborate with people from diverse cultural backgrounds, and the development of skills to be successful in an increasingly global world. For students, Fessenden offers several racial and ethnic affinity groups that provide dedicated time for people to be together. In addition, administrators and faculty throughout all divisions work to cultivate awareness and cross-cultural competency, both among students and among each other. By engaging students in conversations around diversity and inclusion, and incorporating current events into classes, faculty and administrators are developing curricula that include the many voices of Fessenden’s multicultural community—and, therefore, allowing every child to see himself in what he learns. The School also aims to make diversity and inclusion efforts a stronger focus in student activities, both inside and outside of the classroom.
Residential Life works to develop programming that is reflective of the cultural backgrounds of boarding students. Special attention is paid to parenting and support for children in the School’s care. Boys are able to share their culture with their fellow students in many ways—both as members of their family-like dormitories and with larger groups throughout the School—and they learn to understand and appreciate how other people’s backgrounds may differ from their own. Through ongoing professional development, including Rodney Glasgow’s work with faculty and staff, the School is working to guide employees in the development of their cross-cultural competency and awareness. Fessenden also hosts workshops and presentations by many other leaders in the field, and teachers often attend national conferences focused on this work, including the White Privilege Conference and the National Association of Independent Schools’ People of Color Conference. In addition, the peer-led SEED (Seeking Educational Equity and Diversity) group meets monthly to explore and discuss issues of diversity and inclusion.
“It is educational malpractice to teach children in a homogeneous environment.”
The parent community group FAME (Fes senden Alliance for Multicultural Education) seeks to celebrate Fes sen den’s multiculturally diverse community and develop cross-cultural competency and awareness among all members of — Head of School the community. This group organizes Dave Stettler the annual Festival of Lights—a celebration that features the traditions and decorations of a variety of cultures’ winter holidays. In addition, the Parents Association actively recruits a diverse group of classroom and grade parent representatives. As a result of Dave’s efforts to continue and elevate people’s ongoing work and engage every member of the community, Rodney recognizes Dave as a leader among school heads who are seeking to develop the diversity and inclusivity of their institutions. He describes Dave as “the type of head of school that I channel when I think about heads who are on the right side of this issue.”
Why Is This Important? While there are many significant reasons for independent schools to engage in diversity and inclusion work, Dave notes three imperatives for Fessenden. First and foremost, it is a critical piece of the education provided to boys of all ages. Because the world in which these boys will grow up is a diverse, global society, the School must provide them with an environment of people with different backgrounds and experiences in order to prepare them adequately for their future. Dave believes, “It is educational malpractice to teach children in a homogeneous environment.” Furthermore, Dave points out that there is a demographic imperative to develop and maintain a diverse and inclusive community. Greater Boston is a diverse area, and thus Fessenden needs to be welcoming to people of all backgrounds. In addition,
fostering this type of environment helps to ensure the strength and sustainability of the School.
In June, Rodney delivered the Commencement Address for the class of 2018.
Dave also notes that this work is essential for social justice. “Fessenden shouldn’t just be available to one kind of family, one kind of student,” he explains. “The education that we offer—and the opportunity that this education creates in students’ lives— should be available to a wide range of boys and backgrounds.” Many people at Fessenden had been focused on diversity and inclusion for an extended period of time before Dave arrived. He acknowledges this work and explains that his intent was to institutionalize and enhance what people before him had been doing for years. He affirms, “There were many people who cared about this for a long time, but to get to this point where it is a priority in the head’s office, and ultimately a priority for the Board of Trustees—that is an inflection point for this school.” While Fessenden has reached a significant milestone with the establishment of the Diversity and Inclusion Task Force, leadership recognizes that this is one step of many on the path toward becoming a truly diverse and inclusive community. The School acknowledges that there is still progress to be made in many areas. And as the world continues to evolve, so too will the work.
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PROVIDING STRONG BUILDING BLOCKS FOR YOUNG BOYS BY JESSICA BROWNFELD SPIERER — DIRECTOR OF COMMUNICATIONS
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round 7:40 a.m. every morning, four- and five-year-old boys begin to arrive and bound their way into the Pre-Kindergarten and Kindergarten wing at The Fessenden School. With jackets half zipped and backpacks sliding off of their small frames, they run eagerly to their classroom and switch their name cards from the “At Home” side of the board to “At School.” The boys begin the day with Morning Meeting, where they review the daily schedule, practice counting, and learn about the days of the week. Following Morning Meeting, students enjoy recess out on the playground and then come inside for “specials”—Spanish, physical education, art, music, or library—and “center time,” the boys’ hands-on learning time. After lunch, students take time to rest and participate in other educational activities or have additional specials, depending on the day. Fessenden’s Pre-Kindergarten program is focused on bringing out the best in boys at a young age. The program provides an enriching learning environment that balances Kindergarten readiness skill building, imaginary and creative play, physical exercise, and self-expression. Lower School Head Stephen Billhardt describes the program as “a very nurturing, safe, and individualized group program that really caters to the children’s needs.” Importantly, Stephen notes, “we meet them where they are—socially, emotionally, 18
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and academically.” The goal is to help boys grow as much as they possibly can and develop a solid foundation to be strong students as they move through Fessenden.
A Big Idea for Little Boys When Director of Lower School Admissions Margaret Kelly met with retired Head of School Dave Stettler for the first time in the summer of 2011, they discussed the then-lofty idea of adding Pre-K to The Fessenden School, which at the time offered Kindergarten through Grade 9. After several discussions and significant research, the Board of Trustees voted to move forward with starting a Pre-Kindergarten. The importance of early education was an essential reason Fessenden decided to develop this program. “Pre-K is an incredibly important educational opportunity for children,” Dave explains. “Significant developmental growth happens at that age, and we wanted to build this program to help
four- and five-year-old boys build as strong of a foundation as possible.” In addition, establishing Pre-K at Fessenden would ensure the continued strength of the School’s educational program in response to enrollment trends and demographics at the time. As a result of more students joining Fessenden’s community at this critical entry point, the School’s enrollment is now stronger than it has ever been.
boys and their families, their teachers, and, especially, the School. This group of students fostered relationships with one another, and they learned teamwork, communication, and early academic skills. Following this first year, interest in the program grew.
Some of the families who enrolled their boys in the first Pre-K class in 2012 were brand new to Fessenden, and others already had boys in older grades. However, all 16 families had confidence in the education Fessenden provides, and they knew the School would bring that same excellence in teaching and learning practices to the Pre-K program. Reina Yau—mother of Martin ’23, who was in this first class— says, “When I visited Fessenden, I absolutely fell in love with it for my son, and I could see that the School knew how to encourage boys to channel their energy in a productive way.” The School worked with Lenesa Leana, an expert in early childhood education and co-author of Healthy Schools: The Hidden Component of Teaching and Learning, to conceptualize the program and craft its philosophy. Erin Garry, former Kindergarten and second grade teacher and current Lower School reading specialist, worked closely with Lenesa and Olivia Spiak to develop the vision for Fessenden’s Pre-K. This vision and philosophy reflect the mission of the School, with a special focus on early childhood education. Both Olivia and Keith Fortier—current Kindergarten teachers and Fessenden’s first two Pre-K teachers—were integral in the development and evolution of the program, curriculum, and classroom space. Every step of the process, the decisions made to build the program—both big, such as curriculum choices, and small, such as paint colors and bathroom tiles—were always intentional and thought through methodically. Most importantly, all were rooted in what would be best for the boys and their educational experience. As a leader, Dave inspired and empowered those around him. By placing a significant amount of trust in Olivia and Keith—and counting on them to create a program that would embody Fessenden’s ability to merge a history of excellence with an affinity for innovation—he inspired them to think big for the smallest boys on campus. They share that they always felt comfortable going to Dave with grand ideas for the program, which, after extensive research and discussion, Dave helped make into realities. When Fessenden first opened its doors to Pre-K boys, Olivia and Keith were waiting eagerly for their arrival. While the first day of school is always exciting on campus, this first day in 2012 was particularly so for everyone involved—the
Pre-K 2017–2018 Hatching Skills and Character Pre-K boys collect and measure eggs; keep journals about the process of egg incubation; research and keep records; learn about local noise ordinance laws; record temperature and humidity; and observe chicken behavior. Tasks like these are not commonly associated with a Pre-K curriculum. However, at Fessenden, these students have the unique opportunity to monitor chicken eggs in their classrooms until they hatch, care for them as chicks, and then continue to do so as adult hens once they move outside to the coop on the Pre-K playground. Throughout the year, the boys in both classes work together to feed and care for the chickens and their coop. They learn complex concepts in literacy, math, and science, and their social-emotional skills grow exponentially. Pre-K Teacher Susan Heard notes that this experience is invaluable to the boys. She explains, “Our chickens have provided the boys with an opportunity at school to practice kindness, responsibility, and caring for something that depends on them.”
Two Classes in One In the fall of 2014, following two successful years of Pre-K education, the program expanded to include two classrooms— and four teachers—to accommodate the growing popularity. Upon the addition of a second class, a convertible wall was added to the space between the Pre-K classrooms. This wall allows for each individual class to exist in a smaller, more intimate setting during times of direct instruction, reading stories, or sharing about each other. When the wall is stowed, the boys and teachers are able to work together and experience the sense of community that is core to a Fessenden education. Students have the important opportunity to get to know the other boys with whom they will share their journeys.
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“Center Time” at the Center of Pre-K Curriculum Before lunch each day, the boys embark on an extended period of “center time”—unstructured, child-directed, and hands-on learning time comprised of stations throughout both Pre-K classrooms. The convertible wall is moved away, and both classes spend this time together. These centers are specific areas of the classrooms that each have dedicated themes, such as art, science, writing, construction, and dramatic play. The activities in the centers change from week to week, but the core themes remain the same. Depending on the week, a center might offer the boys an opportunity to explore freely, or it might have a specific activity accompanied by direct instruction.
Students choose the centers at which they play and work, and in doing so they learn how to plan and manage their time independently. Stephen explains that boys develop early executive functioning skills as they engage in this process of planning and thinking ahead. Olivia explains that center time is “the most important part of the day because the hands-on experience is when the learning really happens.”
Presented by Board President Tara Ciongoli P ’21, ’21, ’23, ’25 at the celebration of Dave’s tenure this past spring, the Board of Trustees renamed the Pre-K and Kindergarten space the “Stettler Wing” in his honor.
Ciongoli Center for Innovation. Keith points out, “They’re using materials in unique ways, and they’re trying to solve real problems.” He adds, “They’re communicating with each other, trying things, and failing—and trying again.” Stephen explains that Noah’s Garden provides a different experience each day. Margaret appreciates the boys’ willingness to collaborate and try new things, and she thinks of the space as “their own little Center for Innovation.”
Flexibility in Program and Play In the fall of 2015, Fessenden added half-day and blended-day offerings to the full-day Pre-K program to allow parents to embark on the journey of early childhood education at a pace that feels right for their sons. At the same time, the School built Noah’s Garden—named in memory of Noah Givets Fessenden ’86 by his mother Susan-Louise (Mandy) Fessenden Brauer—right outside the Pre-K and Kindergarten wing. This playground provides a unique experience by incorporating loose, movable parts—such as sticks, buckets, tools, and large blocks—rather than a fixed structure. New, dynamic pieces are introduced gradually and strategically, and they change with the seasons. This experiential play space allows the boys to develop some of the same 21st century skills that older boys learn in the 20
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Fessenden appreciates the opportunity to provide this important educational experience for young students. “The boys who come out of this Pre-K have such an unbelievable foundation and have already internalized so much of what it means to be a Fessy boy and a positive classmate,” Margaret notes. When students leave this program, they are equipped with the building blocks they need to develop strong academic skills, character, and relationships with others throughout their time at Fessenden and beyond.
Fessenden’s First Pre-K Class: Where Are They Now? During their time in the Lower School, this group of boys—along with students who have joined them along the way—celebrated academic milestones, artistic triumphs, physical accomplishments, and social and emotional discoveries. They have learned how to read, multiply, research, create, and innovate. Through character education, they have learned how to be good friends to one another and celebrate each other’s differences. Most importantly, they have developed a love of learning. So, where are they now?
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2018 Fessenden’s first Pre-K class just completed fourth grade, and they will begin Middle School this September. The group got together recently, and upon seeing each other they knew exactly why they were there. One boy exclaimed, “It’s because we were the first Pre-K!” After a quick glance at their Pre-K class photo from the 2012–2013 school year, they remembered exactly where each person stood. When asked about the most important thing they learned in Pre-K that they still remember now, they cited the alphabet and numbers, and how to write, raise their hands, and differentiate between their left and right using shapes. Many of them shared that their favorite memory from Pre-K is the 100th day of school party—and, of course, nap time. Speaking of that important break after lunch, when solicited for advice that they would give to Pre-K boys, an overwhelming majority highlighted the importance of “cherishing” nap time. Harry ’23 said, “to always try your very best,” and Andrew ’23 recommended that Pre-K boys “listen because you learn a lot.” Duke ’23 had especially astute advice for his younger fellow students: “I would say you only get one Pre-K. You have to have fun, listen, and nap during rest time. You might not want to nap, but you’re going to miss it.”
FESSENDEN COMMUNITY HONORS
DAVE STETTLER Photos by Marilee McMahon
Greg and Board President Tara Ciongoli P ’21, ’21, ’23, ’25; recently retired Head of School Dave Stettler; Debbie and Board Vice President Keith Gelb ’85, P ’20, ’20, ’22, ’26
Arts faculty Kathleen Brophy P ’24, ’28 and Spider Alton P ’02, ’08, ’10 perform for the community.
Photos by Tim Murphy
Wally the Green Monster with Dave Stettler
Dave throws the first pitch at Fenway Park on May 29, 2018.
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performance, and Tara shared a moving tribute video with messages from administrators, students, Board presidents during Dave’s tenure, and members of the Head Search Committee 2010–2011.
The evening featured heartwarming remarks by Board President Tara Ciongoli P ’21, ’21, ’23, ’25 and Director of Administrative and Strategic Affairs Lindy Gruen. Arts faculty Kathleen Brophy and Spider Alton gave a musical
At the celebration, Tara also presented Dave with two gifts. On May 29, a group of trustees and senior administrators accompanied him to a Red Sox game, where he threw the first pitch. In addition, the Pre-Kindergarten and Kindergarten wing of the School will be renamed in Dave’s honor this summer (see page 20).
n Friday, April 6, 2018, the Fessenden community— parents, alumni, parents of alumni, faculty, and staff—came together at the Charles River Museum of Industry & Innovation to celebrate recently retired Head of School Dave Stettler and his significant contributions to the School.
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LEADER, EDUCATOR, ROLE MODEL “
ave has a tremendous passion for learning and innovation. D He really had a very strong vision for where he wanted to take the School, and changing the curriculum and the way students are taught was a big part of what he stood for during his time.” — Don Bramley P ’12, ’15, ’17
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ecently retired Head of School Dave Stettler just completed his seventh year at The Fessenden School. He led Fessenden with exceptional strength of character, true integrity, and a strong moral compass. He was guided by the School’s mission and embodies its core values— honesty, compassion, and respect—which Fessenden seeks to foster in its students. Under Dave’s leadership, the development and implementation of the School’s strategic plan has allowed Fessenden to reach new levels of educational, institutional, and reputational excellence. Dave’s steadfast focus on the curricular needs of students and teachers—and his advocacy for the importance of instilling students with 21st century skills, such as creativity, collaboration, cross-cultural competency, and critical thinking—has furthered Fessenden’s mission to develop well-rounded boys who thrive academically, socially, and emotionally. With these student learning outcomes in mind, he initiated programmatic enhancements and led the creation of a transformative campus master plan, which brought impressive facility improvements to the School— improvements that will serve the education of Fessenden boys for years to come.
Former Trustee and Board President
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Dave is one of the finest people I’ve worked with in my 45 years in education.” — Steve Clem Former Executive Director of the Association of Independent Schools in New England (AISNE) 23
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“
hen you walk around Fessenden’s campus, you see all the physical W plant manifestations, and they are purpose-built endeavors to allow boys to become great men. They are really sensible, physical manifestations of a vision.” — Craig Gemmell P ’17 Trustee, Head of School, Brewster Academy
“
ave is a visionary who has moved Fessy in a D direction that will ensure it is successful for many generations to come. He is a strong and unflappable leader who carried us into the 21st century with style and grace.”
“
hat Dave has done in terms of bringing W 21st century skills to the curriculum has been transformational for the School.” — Caleb Thomson ’79
— Laura Morris P ’25, ’26, ’28
Director of Admission & Enrollment Manager
Parents Association President
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ave’s time has been D quite transformative. There is some real excitement here—and fresh energy. There is a new way of doing things, yet it is still balanced with the classic, traditional values and expectations.” — Stephanie Bucci P ’13, ’16 Trustee, 2010–11 Head Search Committee Member
“
he fact that we now have an T innovation center in the middle of campus, directly across from a library and directly below a very traditional schoolroom, is a perfect example of how Dave was able to merge the 21st century—and what boys will need in the future—with all that is great about the traditions and core values of the School.” — Ki Perry P ’22 Chief Advancement Officer
“
“
Dave walks the walk. And, in fact, in the case of the Fessy boy—Dave runs the run.” — Denise Dupré P ’07, ’13
ave’s leadership has ensured that our facilities D are top notch, but he has always been focused on making sure that what drives the construction of a new building or the creation of a new space is the program and what is best for the students. The facilities have always been driven by the programmatic needs and the needs of the boys.”
Former Trustee and Board President
“
— Lindy Gruen
— David Taylor P ’05
Director of Administrative and Strategic Affairs
“
hat stands out most to me about Dave’s W contributions to the School is his ability to earn the respect and trust of the faculty. He encouraged teachers to be creative in their teaching practice— pushing them to think about what it means to be a 21st century school.”
hat always impressed me the most about Dave W was watching his vision for Fessenden emerge as he got to know it better and better. He has redefined this school—both for the period of time we are in now, and, certainly, for the future.” Former Chief Financial Officer/Chief Operating Officer
“
he best school communities are those where T there is a partnership between school and home, so parents can support the teachers and the wonderful work they do. Dave was always ready and willing to explore ideas for how we could bring our community together.”
— Angela Garcia
— Joy Denomme P ’13, ’15, ’19
Assistant Head of School
Former Parents Association President
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D ave’s vision of the School was very much built on what was proven and established, and what was special about Fessenden—but then took it to the next level.”
— Brian Conway P ’05, ’11, ’12
Trustee Emeritus, Former Trustee and Board President
“
“
ave is a strict believer D in the value of character education. The School has a phenomenal program around leadership, character, and what it means to be a good person. Dave has led the faculty in support of this program with significant intentionality and research about this aspect of education.”
“
ave models character for the D boys in the way he carries himself and in his everyday activities. His character was enormously additive to the School.”
— Curt Lewellyn
— Tom Roberts P ’14, ’17
Director of the Ciongoli Center for Innovation, 2010-11 Head Search Committee Member
Former Trustee and Board President
I was always so impressed by Dave’s commitment to the Fessenden mission. Whenever we talked about the School in its current state or in the future, he was always focused on how each task or goal aligned with the mission.”
“
ave’s tenure has been truly D transformative. His commitment to our institutional, reputational, and educational excellence has been nothing short of extraordinary. Because of Dave Stettler, Fessenden will never be the same.”
— Jill Walsh P ’22
— Tara Ciongoli P ’21, ’21, ’23, ’25
Former Parents Association President
President, Board of Trustees
REFLECTIONS ON THE CIONGOLI CENTER FOR INNOVATION “One of Dave’s most significant contributions to Fessenden is the Ciongoli Center for Innovation and the integration of hands-on learning throughout the curriculum. The boys benefit from it in so many ways, and they get to develop their creative thinking and problem-solving skills when they have this type of experience.” — Tom Roberts P ’14, ’17 Former Trustee and Board President
“We think about innovation specifically with regard to the curriculum. Offering boys a hands-on way of learning brings the material to
life for them. Giving them the space, resources, and training—and professional development for teachers—to ensure that the curriculum is impactful has really made this a space that attracts boys and energizes them.” — Ki Perry P ’22 Chief Advancement Officer
“The Ciongoli Center for Innovation is a place for interdisciplinary learning. Kids can be kids, but they learn to innovate and learn in a new type of environment. They ready themselves for secondary school and a world beyond that
involves a lot of change and adaptive learning. In some ways, it is Dave’s legacy here.” — Rob Dickey P ’08, ’09, ’12 Former Trustee, 2010–11 Head Search Committee Chair
“What happens in the Center for Innovation is truly remarkable. Boys are immersed in their work. They are creating and innovating—and problem solving and recreating. And, they’re excited to be at school and to be learning.” — Tara Ciongoli P ’21, ’21, ’23, ’25 President, Board of Trustees
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BY JESSICA BROWNFELD SPIERER — DIRECTOR OF COMMUNICATIONS
Ced Paine, then chair of the science department, in 1989
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hen Cedric “Ced” Paine first walked the halls of Fessenden in the fall of 1968, the School was less than half the size it is now, teachers wrote their exams by hand, and widespread
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use of personal computers was still many years away. Ced was a senior at Harvard University, lived in Fessenden’s Sanderson Dorm as an intern, and he coached and tutored. Following his graduation, he was
hired by the School to teach math and science. Now, Ced is the mastermind behind the School’s internal technological operations, office databases, and the
In June, Ced completed his fiftieth year at Fessenden. During this time Ced has held the roles of Director of Technology, Programming and Robotics Instructor, Science Teacher and Chair of the Science Department, Math Teacher and Chair of the Math Department, Academic Scheduler, Day Camp Counselor, Coach (soccer, downhill skiing, and tennis), and Dorm Parent. In his many years as a dorm parent, Ced mentored numerous students through their Fessenden years, and he often led weekend ski trips, where he taught countless boys how to ski. Ced has enjoyed the opportunity to fill different roles throughout the School, and, he shares, “it still feels just like year one!” Recently retired Head of School Dave Stettler reflects, “It is such a rarity for someone to commit 50 years of his life to one institution—the idea that Ced has done this is extraordinary.” Dave profoundly appreciates that “Ced has dedicated his entire adult life to Fessenden, out of both love and respect for the institution.” Because the positions Ced has held have allowed him to see Fessenden from a multitude of angles, he possesses a deep knowledge of the institution. He has played a role in every facet of the community, including the education of boys in all three divisions, the boarding program, and the faculty and staff. A trailblazer often ahead of his time, Ced has helped advance the education of Fessenden boys over several decades by bringing the latest technology to their fingertips. As a lifelong educator, even after Ced left the classroom to become the Director of Technology, he continued teaching
Photo by Paradise Photography
schoolwide information system. When stopping by the Technology Office, one might find Ced writing new software to auto mate a complex process, managing the School’s intricate campus network, or assisting a student with his Chromebook.
Ced and his family have lived on the Fessenden campus since 1968. Pictured here (L-R): daughter, Carolyn; grandson, Brennan; wife, Joy; Ced; grandson, Dexter; daughter-in-law, Emily; and son, Rusty ’99. by sharing his knowledge of—and excitement for—technology with his colleagues throughout the institution.
experiments, and always found ways to integrate new technology in his classroom.
The School has benefited immensely from Ced’s work as an educator and his leadership as an administrator. Most importantly, he has always shared his passion for learning with those around him. Dave notes that Ced has continued growing and evolving, both personally and professionally. In doing so, he has set an incredible example for “50 years’ worth of colleagues and students, and he has demonstrated to the whole community what it means to be a lifelong learner.”
As someone who has always been interested in learning, Ced was an early adopter of computers and other technology at Fessenden. During the first half of his tenure in the science department, Ced even carved out spare time to install the School’s earliest computers in the 1970s and 1980s. From Mathatrons to Commodore PETs to Apple IIe’s, Ced always embraced change, taught himself how to use and program the new devices, and shared his knowledge with the community.
Evolving Roles as Technology Changes Ced’s longest-held position at Fes senden—for more than 30 years— was science teacher and chair of the department. He expanded the science course offerings at Fessenden, spent many weekends in the lab testing
Following the Apple IIe, in the late 1980s–early 1990s, Ced purchased Fessenden’s first Macintosh computers for his science classroom and connected all of them to a network he built, making this the first internet—complete with a dial-up modem—on the School’s campus. Following this initial success, Macs were obtained by administrative
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offices and then the computer lab. Still the chair of the science department and the academic scheduler at the time, Ced spent an entire weekend before school started installing these devices in the lab and building a network for them. From there, the presence of computers on campus grew, and in the mid-1990s Fessenden made the leap to laptop computers. In 2002, Ced became the Director of Technology. Early on in this role, he was the primary go-to person for both educational technology and administrative technology. Recognizing that these are each different in philosophy and practice, they are both aligned in support of the mission of the School. In the late 2000s, Fessenden enhanced its focus on educational technology in support of the curriculum and student learning, and more faculty were hired to help integrate educational technology into the program. While the Ciongoli Center for Inno vation has since become a hub for educational technology, nowadays Ced spends the majority of his time on the networking and systems management side and works to ensure the School’s technological sustainability. In this role, he coordinates and oversees equipment, networking, and purchasing decisions, and he makes sure it all runs smoothly. In the late 2000s, Google developed the “G Suite for Education” (e.g., Google Docs, Google Classroom). Ced and Director of the Ciongoli Center for Innovation Curt Lewellyn, then Technology Coordinator, transitioned Fessenden to Gmail and the rest of the “G Suite.” As early adopters, Google flew Ced to their headquarters in New York City to get his perspective. At the company’s request, Curt tested a beta version of the original Chromebook to provide feedback on whether schools would be interested in it as an educational tool.
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Ced Paine was awarded The Fessenden Medal by Head of School Dave Stettler in April.
Cedric Paine Awarded The Fessenden Medal At the annual Faculty and Staff Recognition Evening this past April, Ced was awarded The Fessenden Medal, the highest honor given to a representa tive of any constituency at The Fessenden School. The Board of Trustees voted unanimously to present the medal to Ced “in recognition of exemplary commitment and unparalleled devotion to the School and to honor many years of distinguished service.” Only awarded three times previously in the School’s history, the medal is presented to a member of the community for exceptional dedication, generosity of spirit, and unparalleled service. It celebrates vision, passion, and extraordinary contributions of one individual in fulfilling Fessenden’s mission.
When Chromebooks became available to the public in 2011, Fessenden became one of the first three schools in the country to buy them when Ced purchased 50 for the School. The following year, Ced was instrumental in the creation and implementation of a one-to-one Chromebook program in the Middle and Upper Schools. This program has served as a model for peer institutions, and it has encouraged collaborative teaching and learning opportunities that allow for integrated 21st century learning. While Ced notes that technology is always changing very quickly, he has noticed some stabilization in the field.
He hesitates to predict where the field is headed, or what we might see next, but he encourages people to be nimble. “The key to success in technology is liking to play,” Ced explains. “You’ve got to be willing to play. And be willing to say, ‘Okay, this is new, but it can’t be that bad. So I’m going to dive in and figure it out.’” Reflecting on his time at Fessenden, Ced has relished the opportunity to experiment. “I’ve just always been able to keep myself busy and happy,” he shares. Of his favorite part of the job, Ced exclaims, “Learning! I love to learn new things.”
O
ver the past seven years, recently retired Head of School Dave Stettler and Director of Technology Ced Paine partnered to oversee a dramatic evolution of the use of technology at Fessenden—both in and out of the classroom. Former Technology Coordinator and current Director of the Ciongoli Center for Innovation Curt Lewellyn has played an important role in this shift. He spends a large part of each day using educational resources and technology with students, and he has a deep appreciation for Dave’s commitment to integrating these tools throughout the curriculum.
When Curt met Dave as a Head of School candidate, he remembers his reply to the question, “What do schools need to do to ensure ‘best practices’ in this day and age?” In response, Dave pulled out 21st Century Skills: Learning for Life in Our Times, co-written by Bernie Trilling and former Fessenden trustee Charles Fadel. Curt recalls, “As someone who has spent a considerable amount of time working in the field of educational technology, I was immediately struck by the fact that Dave was even aware of the book— not to mention how articulately he explained the thesis and prescription described therein.”
EDUCATIONAL TECHNOLOGY AT FESSENDEN One of the very first things Dave did as Head of School was to have various groups—faculty, administrators, and trustees—address “The Four Question Exercise” outlined in this book: “What will the world be like twenty or so years from now when your child has left school and is out in the world?” “What skills will your child need to be successful in this world you have imagined twenty years from now?” “What were the conditions that made your high-performance learning experiences so powerful?” “What would learning be like if it were designed around your answers to the first three questions?” The conversations spurred by this exercise have led to many of the developments regarding educational technology at Fessenden during Dave’s time. These include the separation of educational and administrative technology; the adoption of a one-to- one iPad program in Lower School and the Chromebook program in the Middle and Upper Schools; increased time
dedicated to faculty professional development around educational technology; an increased focus on differentiated and project-based-learning; and, of course, the introduction of the School’s first innovation lab, followed by the construction of the Ciongoli Center for Innovation. While Dave appreciates the importance of technology in education, Curt notes, “he always recognized the critical distinction that the tools themselves—for example, devices, software, apps, and machines—were far less important than the pedagogy used to employ these tools for learning.” Each year Fessenden and the Center for Innovation are visited by hundreds of administrators, teachers, and admissions officers from other institutions who are seeking to learn more about the School’s adoption of educational technology and project-based-learning. Curt highlights, “Fessenden’s position as a thought leader in this field is due, in large part, to Dave’s forward-thinking vision and strategic leadership.”
This article was written with contributions from Curt Lewellyn, Director of the Ciongoli Center for Innovation. R E D & G R AY M AG A Z I N E 2 0 1 8
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BEYOND THE BLAZER At Fessenden, we are united—but not defined—by our dress code. Whether on campus or off, beyond the sea of blazers and ties exists a vibrant and diverse community. Get a behind-the-scenes glimpse of life at “Fessy” with these stories and photos.
STUDENT SELECTED TO PERFORM AT REGIONAL HONORS CONCERT
FESSENDEN CROWNED NEW ENGLAND JUNIOR PREP SOCCER CHAMPIONS BY CALEB THOMSON ’79 — DIRECTOR OF ADMISSION & ENROLLMENT MANAGER; VARSITY SOCCER COACH
Varsity soccer ended last fall’s season with an impressive performance at the 44th New England Junior Prep School Soccer Championships. After playing well in multiple games, the boys went into the final match-up against Cardigan Mountain School feeling appropriately confident with a record of 4-1 for the day. The game did not unfold as planned, and Fessenden was down 0-1 with five minutes remaining. However, a late goal to tie the score gave the Bears the hope, energy, and confidence they needed to finish what they had come to do. With just over two minutes to go, Fessenden scored again to take the lead and secure the win. The team displayed tremendous resilience and determination, and this final win made this group the first to bring home the championship trophy in eight years.
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Jason Kim ’20 took the stage at the Massachusetts Music Educators As sociation’s Eastern District Junior Honors Festival in March. He was one of six bassoonists and 450 students—out of over 900 musicians who auditioned—selected to perform in the honors orchestra, the top spot for players of woodwind and brass instruments. Here, Jason rehearses in his orchestra class taught by Instrumental Music Teacher Matthew Glenn.
FESSENDEN ATTENDS MIDDLE SCHOOL SQUASH NATIONALS AT YALE UNIVERSITY BY MAXWELL JONES — UPPER SCHOOL LATIN TEACHER; VARSITY SQUASH COACH
Always exhibiting strong athletic skills and sportsmanship, the varsity squash team had another impressive season this past winter, culminating in their participation at Middle School Squash Nationals hosted by Yale University. Enjoying the expansive Brady Squash Center, the Bears played a hardfought tournament to win the Classic Plate, coming in fifth place out of 15 teams in the second division.
BEYOND THE BLAZER
GRANDPARENTS’ AND GRANDFRIENDS’ DAY Groups of boys from all three divisions gave vocal and instrumental music performances for over 450 guests at the 40th Annual Grandparents’ and Grandfriends’ Day in May. Here, over 75 boys in fifth and sixth grade B#Sharps and Upper School Voices sang “This Is Me” from The Greatest Showman.
STUDENT NAMED JUNIOR BALLROOM NATIONAL CHAMPION LIGHTS, CAMERA, ACTION! This year, the Fessenden arts department directed and produced over 15 school plays, musical performances, and visual arts shows from Pre-Kindergarten through Grade 9.
Earlier this year, sixth grader Brock Montgomery ’21 was named Junior Ballroom National Champion in the 2018 USA DanceSport Championship in Baltimore, Maryland. Brock competed with his younger sister Charli Ana in multiple rounds of Latin dances against over 25 couples from around the world. With stunning performances of the samba, jive, rumba, and cha-cha-chá, Brock and Charli Ana earned the national title in the category of Junior I Gold and Junior I Gold Novice. Photo by Stephen Graddick IV
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BEYOND THE BLAZER
VARSITY BASKETBALL TAKES SECOND PLACE IN FUTURE STARS TOURNAMENT IN NEW YORK CITY BY PETE SANDERSON — DIRECTOR OF ATHLETICS; VARSITY BASKETBALL COACH
The varsity basketball team traveled to New York City this past winter to compete in the Future Stars Tournament at the Boys Club of Harlem. As defending champions, the Bears were familiar with the intense and spirited nature of this prestigious tournament. After a hard-fought path to the championship game, the Bears took second place, losing to a talented team from Rectory School in the finals. While they had hoped to repeat as tournament champions, the players put forth a strong effort throughout the day, and they exhibited notable sportsmanship.
BROTHERS RECOGNIZED FOR FOUNDATION TO HELP THREATENED SPECIES Will ’20 and Matty ’22 Gladstone founded the Blue Feet Foundation in 2016 to help save the blue-footed booby, a threatened bird species. The foundation sells blue socks— the same color as the bird’s feet—and donates all proceeds to the Galapagos Conservancy. To date, they have sold over 3,200 pairs of socks and raised over $40,000. This past spring, Will and Matty received the Youth Conservation Initiative Award from the John Muir Association (pictured here) in recognition of their work. Presented at the John Muir Birthday–Earth Day Celebration, they were also given a Special Congressional Recognition Award from California Representatives Mike Thompson and Mark DeSaulnier. In addition, the Blue Feet Foundation was featured in a book published by National Geographic Children’s Books, 100 Ways to Make the World Better!
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STUDENTS CELEBRATE ‘MOVEMBER’ This past fall, Fessenden celebrated “Movember” to promote awareness of men’s health and wellness. Throughout the month of November, the community learned about the many ways to be healthy, and how to take care of oneself in body, mind, and spirit. Mustaches with men’s health facts and words of wisdom were hung throughout the library, and students practiced de-stressing strategies, brain breaks, and meditations during Morning Meetings. Pictured here: boys wore mustaches in honor of a person to whom they sent healthful, spiritual, and emotional wishes.
BEYOND THE BLAZER
SERVICE LEARNING THROUGHOUT ALL DIVISIONS At Fessenden, service learning is woven into the fabric of the School. This program is designed to teach boys in Pre-Kindergarten through Grade 9 the lessons of social and environmental responsibility through age-appropriate curricula and actions. Pictured here is a small sampling of what boys throughout all three divisions have participated in throughout the year.
One of the initiatives of the Upper School Service Learning Ambassador Club this year was a three-speaker series focused on United States military veterans. The boys in the club researched the speakers and prepared for the question-and-answer sessions for their presentations. Here, the students in the club gather with Adam La Reau, former Navy SEAL, Co-Founder of O2X, and Founder of One Summit.
Fifth graders participated in a Community Service Learning Day focused on hunger and homelessness in the community. Students visited different organizations, learned how they serve the community, and engaged in a hands-on activity. Pictured here: boys spent the day at Cradles to Crayons putting together care packages with donated items for those in need.
Before Thanksgiving, Lower School students collected more than 2,500 cans of food to benefit local food pantries. Here, Kindergarten boys and their “big brother� proudly display the 505 cans they collected.
FOR MORE BEHIND-THE-SCENES INFORMATION ON LIFE AT FESSY, BE SURE TO VISIT FESSENDEN.ORG/NEWS OR FOLLOW US ON SOCIAL MEDIA! facebook.com/thefessendenschool
@fessy
@fessendenschool
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C
omprised of eight alumni spanning a range of ages and a wide variety of professions, the Alumni Executive Committee (AEC) strives to further develop ongoing and meaningful relationships between alumni and the School and build closer bonds between alumni. In collaboration with the Advancement Office, the AEC helps alumni connect with each other for professional networking and encourages alumni to give back to the School by contributing to the Annual Fund and other projects. In addition, through a wide variety of programming both on and off campus, the AEC encourages a spirit of loyalty to, interest in, and a sense of connection to Fessenden. While all members of the AEC are united by their Fessenden education, they have each applied it to their lives in different ways. This group has doubled in size in recent years, and they are eager to connect with fellow Fessy alumni. Learn more about them below.
GREG RUBIN ’96
BRACK BAKER ’97
President, Alumni Executive Committee
Chair, Annual Fund Committee
HOMETOWN:
HOMETOWN:
Needham, MA EDUCATION: Milton Academy, Trinity College
Wellesley, MA EDUCATION: St. Mark’s School, Trinity College
WHAT I’M UP TO: I own and operate a wine
and spirits shop in Brooklyn, New York, called Vanderbilt Wine Merchants. I am enjoying a busy life with my wife, Jenny, and our two kids. BEST PART OF FESSENDEN: I was there in the early ’90s so my favorite memory was being able to go rollerblading on the old tennis courts—instead of going to study hall—in ninth grade.
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FAVORITE FESSENDEN MEMORY: The teachers
at Fessenden make it what it is. It is hard to put into words how incredibly supportive the environment is and how instrumental it was in making me who I am today. Also, those Congo Bars!
ROB GOODRICH ’98
WHAT I’M UP TO: I live with my wife,
Chair, Engagement Committee
Jennifer, our two kids—Tate, a fouryear-old boy, and Teddie, a six-monthold girl—and our five-pound Yorkshire Terrier. I am the Co-Founder and Managing Partner at the GB Financial Group, a life insurance boutique firm based in Boston. My brother—and fellow Fessy alumnus in the class of 2000—is my business partner. I have spent the last three years serving as Co-Director of the Head of the Charles Regatta. I spend my free time with my family, and I love teaching Tate how to ski, play golf, and ride a bike.
HOMETOWN:
Boston, MA EDUCATION: St. Mark’s School, Boston College WHAT I’M UP TO: I am a television/film producer in Los Angeles, California. I am fortunate to wake up every morning near the beach with my Golden Retriever, Bogie, enjoying every bit of the West Coast. I’m looking forward to upcoming film projects in the next year that will be shot all over the world—including New Zealand, China, and England—which will give me the chance to travel more.
BEST FESSENDEN MEMORY: I was at Fes
senden for a long time, so, to be fair, there are a lot of “best” memories. To sum it up, though, one of the most incredible moments was lining up along Hyde Slope after graduation and shaking all of the teachers’ hands. We bawled like babies—not really the image that comes to mind when you think of a bunch of adolescent tough guys. But it was so special, and it really highlighted how much we all meant to each other and how significant of an experience our time at Fessenden was (and still is). It’s a memory that reaffirms my commitment to both representing and serving the School’s alumni with honesty, compassion, and respect.
STEVE ROBB ’96 Chair, Communications Committee HOMETOWN:
Natick, MA EDUCATION: The Rivers School, Babson College WHAT I’M UP TO: I am the owner of Robb
Enterprises, a real estate sales company located in Natick, Massachusetts, and I still enjoy playing baseball in a competitive men’s league. BEST PART OF FESSENDEN: Coming back to Fessenden is something that I have always enjoyed because every one remembers me and knows my name. Even though I can’t pinpoint any specific experiences as my favorite, I’ve always felt welcome and at home on campus.
BEN DRIVER ’05
MATTHEW WEINSTEIN ’08
Member-at-Large
Member-at-Large HOMETOWN:
HOMETOWN:
Sudbury, MA EDUCATION: Belmont Hill School, Dartmouth College WHAT I’M UP TO: I have just finished work
ing as a high school teacher of Latin and French at Shady Side Academy in Pittsburgh, Pennsylvania, and I will begin doctoral studies in classics at Brown University this fall. BEST MEMORY FROM FESSENDEN: My fond
est memories of Fessenden are of Mr. Eveleth teaching us how to write in a more lively fashion by describing and writing about his life experiences in great detail. Sometimes it was hilarious, and other times it was deeply moving. He is an amazing teacher, and I learned so much from him.
REMINGTON POPE ’07 Member-at-Large
Newton, MA EDUCATION:
Belmont Hill School, Harvard College WHAT I’M UP TO: I am a student at Harvard
Law School, and this summer I will be working at the Department of Justice. I’m an avid long-distance runner and a frequent traveler. BEST PART OF YOUR TIME AT FESSENDEN: The
best part of my time was Mrs. Edelman’s first grade class—especially her stories about “Fancy Aunt Gloria”!
CHUCK ZODDA ’02 Member-at-Large HOMETOWN:
Framingham, MA EDUCATION: St. Mark’s School, Dartmouth College
HOMETOWN:
Boston, MA EDUCATION: The Governor’s Academy, Villanova University WHAT I’M UP TO: I currently work in Down
town Boston for Catalant Technologies, which enables businesses to access an agile workforce, and I live in Boston with fellow Fessenden alumnus Gianni Frattaroli ’07. I am gearing up for a surf trip through Indonesia’s Mentawai Islands in early June. BEST PART OF YOUR TIME AT FESSENDEN: I loved having the opportunity to go from running in a few touchdowns against Belmont Hill, right into performing as one of Mr. Alton’s unique characters in theatre performances.
WHAT I’M UP TO: I work in Needham,
Massachusetts, as a financial advisor, and I am the co-host of “The Financial Exchange Radio Show.” I live in Westwood with my wife, Jessi. FAVORITE FESSENDEN MEMORIES: My fav orite memories are Fessy pizza and winning back-to-back New England soccer championships.
If you are interested in learning more about the Alumni Executive Commit tee, contact Myrhia Brewer, Director of Alumni Engagement and Development, at mbrewer@fessenden.org or 617-630-2310.
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BY MYRHIA BREWER — DIRECTOR OF ALUMNI ENGAGEMENT AND DEVELOPMENT
W
hile studying abroad in France during a semester in college, one night Andrew had a vivid dream with a spiritual calling that would ultimately have a profound impact on him. The following morning, Andrew and a group of his classmates from The University of Chicago visited The Normandy American Cemetery and Memorial in Colleville-sur-Mer. While touring the site, Andrew “saw people my age—in their early 20s—who literally gave up their lives for other people, and that’s when I realized I needed to do something to help others.”
Where It All Began Born and raised in South Korea, Andrew entered Fessenden as a sixth grade boarding student in 2000. His fondest memories are on the soccer field. He recalls that in his three years on the team, they only lost once. Other memories include ski trips to Vermont, where Andrew learned to snowboard, and weekend trips to Cabot’s Ice Cream & Restaurant. “That’s when I learned the word ‘bucks’ for ‘dollars’—and about the root beer float,” Andrew remembers. “I had never seen ice cream in soda before that. Why would
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you drink this stuff?” he laughs. His favorite dish from the Sanderson Dining Hall was the pecan pie. He reflects, “I had never tasted something like that before, and it was so good.” After Fessenden, Andrew attended Phillips Exeter Academy and then The University of Chicago. Once he returned from his semester abroad in France, Andrew shared his experience with some close friends. Their encouragement—paired with a spiritual calling—propelled Andrew forward to follow his dream.
“I believe in a life of service and sharing with other people.” — Andrew Hong ’04 Andrew (left) with brother and fellow Fessy alumnus Daniel Hong ’08
Inspired to Be of Service In 2011, Andrew founded Emancipate North Koreans (ENoK), a Chicagobased nonprofit aimed at empowering North Korean refugees in the United States through education. Unlike nonprofits that help to bring refugees into safer countries, ENoK helps North Korean refugees who are already in the United States. Established in 2014, Empower House is an apartment that provides housing to those enrolled in the program. Refugees live in the apartment—along with an ENoK staff member—where they learn English to study for their GEDs (General Equivalency Diploma) or technical certificates, receive guidance as they move through the Green Card process, and have access to over 40 volunteers in the area. Knowledge of ENoK has spread in recent years, and Empower House is currently at capacity. Since 2014, several North Korean refugees have participated in the program, and many are now enrolled in college. Because Andrew knows what it is like to come to the United States for the first time, he understands the program members and their backgrounds. Using
his experience as a boarding student, Andrew built the framework for how the ENoK apartment would be organized—complete with individualized schedules, chores, and weekend activities—and a live-in ENoK staff member serves as a “dorm parent” figure. He remarks, “I really believe in what I learned through my own experience at Fessenden.”
During his time in graduate school, Andrew has been able to reflect on what finally clicked and caused him to establish this organization. “At one point, I realized I would always have excuses— college, grad school, marriage, children, career,” Andrew says, “and then I’d be in my 60s, and the number of people I would not have helped, but could have helped, would be numerous.”
Drawing from another piece of his time at the School, Andrew has started an ENoK tradition—an annual group trip. They have traveled to Niagara Falls, Yellowstone National Park, and, in the first year, they attended one of the first participants’ college graduation ceremonies.
Andrew shares, “I realized that although I believe in a life of service and sharing with other people, before ENoK I had been living in a way that was so different than that and not true to myself.” Inspired by his dream while studying abroad, Andrew has dedicated his life to improving the lives of others. With his spiritual background as the basis for his work—coupled with his education, passion, and commitment— only time will tell how many people Andrew will be able to help.
Growing for the Future Now at the John F. Kennedy School of Government at Harvard University studying for his Master in Public Policy, Andrew is working to further develop his skills to expand ENoK’s impact. He points out, “I am passionate. I put in my hours. But, now I’m learning to be more strategic, and I’m also learning that leadership is about collaborating with a team.”
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AN INTERVIEW WITH
GREG RUBIN ’96 TRAVELING WITH MALALA YOUSAFZAI, LESSONS FROM FESSENDEN, AND THE IMPORTANCE OF PHILANTHROPY Greg Rubin ’96 and Jenny Spyres at Dohuk Airfield
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reg Rubin ’96 owns a popular wine shop in New York City. He is also involved in the Malala Fund, and he is committed to supporting important causes and organizations through donations and volunteer work. Throughout his adult life, it is his Fessenden education and the School’s core values that have informed his work and driven him to philanthropy. What was your experience at Fessenden like? I attended Fessenden from third through ninth grade, when the Lower School was just a single hallway that is now where the Ciongoli Center for Innovation and the Wheeler Library are located. The campus may have changed, but the heart of the School is still exactly the same. To summarize my experience at Fes senden would be impossible, which is why I still think back so fondly on
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my time there. However, one thing that comes to mind is something that Fessenden offers which few schools can—the ability to get to know people from different cultures. As I watch the world become more connected across the globe, I realize how valuable it was for me to become friends with students from other countries, such as Japan, Saudi Arabia, Mexico, and Korea. Not many schools offer or encourage that opportunity at such a young age, and it’s something that no social studies class can teach. Not even Mr. Cincotta’s.
Fast forwarding to today, you are now the President of the Alumni Executive Committee at Fessenden. Why do you think you’ve remained involved in the School? It’s pretty simple. As I think back on the schools I attended—from Fessenden through to business school—Fessenden is the school that I feel most connected to, and the place where I feel like I can make the biggest impact. It’s also the
place that has continued to help me even after I graduated. It was my first job after college, my first landlord, and I even received my first corporate job in New York City from a fellow alumnus. Over the last 20-something years since my graduation, Fessenden has remained true to itself, and I am proud to remain close to the School.
How did you get to know Malala Yousafzai? Back in 2014, I was working at a small marketing and brand strategy consultancy. My main client took on a pro bono project for the newly established Malala Fund, the mission of which is to help provide every girl in the world with access to an education. We were part of the team that designed the branding for the organization. I was impressed by Malala herself, and by the small group of people that she had brought on to help achieve her mission. My wife, Jenny Spyres, and I became donors to the Malala Fund in its earliest stages and have been loud and proud about supporting her mission ever since.
What was your experience like when you traveled to Iraq last summer? Every year for Malala’s birthday, she travels to a place where girls do not have access to education. Last summer, Jenny and I were invited to travel with her to Kurdish Iraq for humanitarian and policy work, mostly with displaced people and refugees from ISIS-controlled Mosul. We landed in the country the day that Mosul was liberated from ISIS. Conditions were dangerous, but not from a security standpoint. It was 140–150 degrees Fahrenheit in the middle of the day, and 90–100 degrees Fahrenheit at night—and no rain. At the United Nations refugee camp, children attended the camp’s school, comprised of four or five large tents centered around a stone courtyard and led by a “principal” whose professional background was as a house painter. By May, the school had cancelled the afternoon session because it was just too hot to congregate safely. There was no electricity, and the principal had
to wait three months and file several requests just to receive a chalkboard. Because Malala is both a Nobel Peace Prize laureate and a United Nations Messenger of Peace, we were fortunate to have security with us at all times and the invaluable resources of UNICEF to help arrange meetings, travel routes, and numerous other logistics. We spent some time at a large refugee camp just outside of Mosul, met a group of Yazidi girls who had recently been rescued from their imprisonment by ISIS, and visited a makeshift community of families displaced by ISIS in a halfconstructed building outside the mountain city of Duhok. We attended many meetings with political and business leaders, visited an amusement park with some of the residents of the refugee camp, and participated in a workshop with high school students. Despite the dire situation—and because of the resilience, compassion, and sense of community that I witnessed—I left Iraq with a sense of hope.
Jenny, Greg, Malala’s father Ziauddin Yousafzai, and Malala Yousafzai at a settlement near Shariya, Iraq with residents
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Girls meeting with Malala at the Shariya settlement
What have you learned from your travels or your time with the Malala Fund that has stuck with you? I will never forget a visit we had with a group of girls around the age of Fessenden Middle School students. It was in an unfinished building made of cinder blocks, with no running water or electricity, tucked into the mountains outside of Mosul. There were about 500 people, mostly families, living in this structure after escaping ISIScontrolled areas in and around Mosul. One girl was particularly captivating. At 11 years old, she ran away from her pre-arranged wedding and lived on her own for a year in Mosul until ISIS came. She escaped ISIS in the trunk of a car and was shot multiple times as they drove off. She now walks an hour and a half each way just to get to school, and she wants to be a doctor. Her story was incredible, but it was what she said—as a 13-year-old— about her experience that sticks with me the most: “Be undeniable. If you want something badly enough, surround yourself with people that are helpful and don’t let anyone get in your way.”
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Are there any parallels between lessons that you learned at Fessenden and what you are doing today in your adult and professional life? I own and operate a wine shop in New York. Taken at face value, my job is to sell wine. However, my job is really an exercise in hospitality. It is critical that everyone on the team treats each customer with honesty, compassion, and respect. Most people don’t think they know “enough” about wine to talk to a salesperson or even walk into a wine shop. So, most customers come in with some amount of anxiety about the whole experience. It’s like being in a country where you don’t speak the language. Our job, as wine salespeople, is to make them feel comfortable and ensure they feel confident about their purchase. That is only possible if we treat them with respect, show compassion for their anxieties about the experience, and give them honest information.
Do you have any advice for Fessy boys today? First, remember that decency, com passion, and community are what will make you a better man and a better global citizen. Fessenden does
L-R: Ziauddin, Jenny, Malala, and Greg an amazing job at teaching the “soft skills” of life and turning good boys into great men. Second, use your time at Fessenden to “be undeniable.” This school is equipped with everything a boy needs to find what he loves and master it. And, if you want to do something that isn’t already available, just ask. You are at one of the few places in the world that is filled with people who are on your team and will do everything they can to help you become undeniable.
Is there anything else you would like to share? There is never a perfect time to give to a cause you care about. For most of us, giving money or time feels like a reach, as there is rarely a surplus of either of these. I would urge Fessenden alumni to prioritize philanthropy and volunteering. Set aside a manageable amount of money every month to go toward a cause you care about, or an hour per month to volunteer. There are so many great causes and places out there, and for those organizations, now is the time when they need whatever assistance and support you can provide.
ALUMNI
IN MEMORIAM
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John Maxtone-Graham 7/5/2015 New York, NY
Ian M. Cumming 2/2/2018 Salt Lake City, UT
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Douglas H. Sears 11/10/2017 Concord, MA
John C. Dinsmoor 2/20/2018 Estes Park, CO
Mr. G. Breaux Ballard III 11/30/2017 Louisville, KY
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George F. Razook 5/13/2017 Rye, NY
Jeffery W. Walker 4/20/2018 Sandwich, MA
John A. Thorndike 12/28/2017 Jamaica Plain, MA
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Rev. Preble Cobb 1/26/2018 South Yarmouth, MA
Michael I. Brody 4/3/2017 Palm City, FL
Matthew I. Rosenfield 9/7/2017 Wayland, MA
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ALUMNI EVENTS 2017 – 2018 ALUMNI AND FESSENDEN FACULTY CATCH UP AT THE NEW YORK CITY RECEPTION IN APRIL
From L-R: Great-grandson of the School’s founder Nick Fessenden ’00, Parker Brickley ’00
From L-R: Director of Admission & Enrollment Manager Caleb Thomson ’79, Sean Shin ’09, Tommy Lee ’08
From L-R: Elvio Tropeano ’03, Alex Iida ’03, Max Stratouly ’03, Sunny Jiles ’03, Alessio Tropeano ’05
ALUMNI GET TOGETHER ON AND OFF CAMPUS
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1. Alumni parents and their sons congregated for a photo in Hart House at the beginning of the school year. 2. Red vs. Gray at the 26th Annual Alumni Hockey Game. The game ended in a 7-7 tie. 3. A group of alumni played a spontaneous game of basketball on campus over winter break. From L-R: Assistant Director of Admissions & Coordinator ofWDiversity Recruitment Mbakwe Okafor 42 W W. F E S S E N D E N .O R G
P ’23, ’25, Dineh Toshiharu Pandian ’14, John Curtis ’14, Colman Shea ’14, Jason Montima ’14, Ray Rivers III ’14, Joseph Okafor ’14. 4. Recent graduates gathered for dinner at Deerfield Academy. From L-R: Director of Secondary School Counseling Tim Murphy, Sam Cabot ’15, Cameron Snow ’14, Former Assistant Head of School Scott Smith, Ned Lynch ’16, Colman Shea ’14, Sam Rockett ’17,
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Alastair Bock ’17, Francis Shea ’16. 5. Director of Alumni Engagement and Development Myrhia Brewer and Director of Secondary School Counseling Tim Murphy caught up with a group of young alumni in Washington, D.C. in February. From L-R: Sammy LeBrasseur ’13, Phillip Young ’12, Myrhia Brewer, Robbie Warming ’13, Andy Lin ’12, Tim Murphy, Johnny Morgart ’12.
ALUMNI DINNER AND REUNION
Recently retired Head of School Dave Stettler (right) presented the Distinguished Alumni Award to Bill Elfers ’63 (left) at the Alumni Dinner and Reunion in June.
Peter Zwack, Jr. ’12 (left) enjoyed dinner on the Hart House steps with his father, Brigadier General Peter Zwack (Ret.) ’68, P ’12 (middle), and Malcolm Gauld ’68 (right), who celebrated their 50th reunion along with Valentine Hollingsworth III ’68 (not pictured).
The class of 1998 celebrated their 20th reunion. Front row (L-R): Shamsuddin Karimi ’98, Steve Cincotta, Jr. ’98, Paul Roberts ’98. Back row (L-R): Upper School History Teacher Steve Cincotta P ’98, Kyung Min Lee ’98, Roberto Iriti ’98, Summer English Explorers Program Director Howie Leung ’98, English Language Learners Co-Chair Mark Hansen, Steven Krikorian ’98, Frederic St. Johnston ’98, Noel Poirier ’98.
Former Upper School Language Teacher Lilla Willey P ’92 (left) and Bill Brown ’53 (right) at his 65th reunion. Bill’s attendance made the class of 1953 the earliest graduation year represented at the Alumni Dinner.
Members of the class of 2008 gathered for their 10th reunion. Clockwise from back left: Henry Wheeler ’08, Omar Wahid ’08, Daniel Hong ’08, Anthony Flaherty ’08, Martin Quirk ’08, Ned Benning ’08, Matthew Weinstein ’08.
Learning Resources Skills Teacher Lisa Gresser P ’12, ’15 (left) and Kyung Min Lee ’98 (right) shared a heartfelt reunion.
5TH ANNUAL YOUNG ALUMNI COOKOUT
Young alumni returned to campus for outdoor games and fun. From L-R: Sammy LeBrasseur ’13, Ethan Twombly ’13, John Koury ’13, Jason Montima ’14.
Benjamin Bejoian ’18 (left) and Benning Johnson ’18 (right) enjoyed meeting up at the Alumni Cookout.
Robbie Warming ’13 (left) and Ned Lynch ’16 (right) reminisced with Upper School English Teacher Lila Bhan.
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IN THEIR OWN WORDS
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onesty. Compassion. Respect. Fessenden’s core values serve as a solid foundation for students—from Pre-Kindergarten, all the way through to ninth grade and beyond. While they are central to each boy’s education at this school, each student interprets and applies these values in his own way. At the opening all-school assembly last September, one boy from each division spoke to the whole school about what it means to be a “Fessy” boy and what the core values mean to him. Here are excerpts from what these students had to say to their fellow classmates:
“When I think of Fessenden, the three core values of the School come to my mind. Honesty, compassion, and respect. Honesty does not just mean telling the truth—it is being true to yourself and others. Honesty insists that you be more open-minded and understand others. As for compassion, the valuable time with my advisor comes to mind. Ms. Coney has compassionately supported and challenged me in ways that have allowed me to be the person I am today. It is actions like this that I hope each of you in the room choose to embrace. My challenge to each of you is to go from here and be the person who reaches your hand out to assist someone struggling and seek every opportunity that presents itself to make a difference.
Lastly, respect occurs all the time around us. Even though boys joke a great deal at Fessenden, at the end of the day we treat each other with respect and love. In my opinion, respect starts by being patient and listening closely to everyone’s concerns, and over my time here, every student and faculty member has played a substantial part in my growth as a Fessy boy. All my teachers, coaches, dorm parents, and my advisor demonstrated what it means to be kind and helpful to others. These three words—honesty, compassion, and respect—might not mean a lot to you yet, but please continue to challenge yourself to embody these traits during your time at Fessy. Our inclusive community would not look the way that it does without these critical values.” — Duwon Lee ’18
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“‘What is it like to be a Fessy boy?’ is a great question that deserves a great answer. There are three basic words that every Fessy boy knows: honesty, compassion, and respect. A Fessy boy who is honest tells the truth even if it is bad for him. A Fessy boy is compassionate, meaning he cares about others and tries to help others get their needs met. A Fessy boy shows respect by treating classmates, teachers, and their environment kindly. Because I am a Fessy boy, I know that one day the lessons I’ve learned at Fessenden will make me into a Fessy man.” — Devin Jamal ’23
“Honesty, compassion, and respect are expected of you when you are a Fessy boy. It is expected that you will show these values every single day, whether you are at school or outside. It is the simple things: holding a door for someone, having manners at lunch, being kind to others. It is being appreciative of other people: the kitchen staff, our teachers, coaches, and our parents. To wrap it all up, treat others how you would like to be treated. You wouldn’t want people to be mean to you, so don’t be mean to others. Simple things. That’s what makes a Fessy boy.” — Manny Pereira ’21
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CONGRATULATIONS NINTH GRADE GRADUATES
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THE FESSENDEN ANNUAL FUND THANK YOU FOR BEING A PART OF OUR SUCCESS During the 2017–18 school year, more than 1,000 generous donors contributed $1.8 million to the Annual Fund. Fessenden’s strong Annual Fund is the cornerstone of philanthropy at the School and impacts every student by providing the resources needed to support the work of our faculty, coaches, and mentors. Your commitment reflects your confidence in and appreciation for all the great work our teachers, administrators, coaches, kitchen staff, and grounds crew do to ensure that every day at Fessenden is the best it can possibly be for our boys. Fessenden thrives because of your generosity. Thank you! To learn more about the Annual Fund, contact Alexandra Ablon, Director of Annual and Capital Programs, at 617-630-2310 or visit www.fessenden.org/support. Pictured above: On May 8, 2018, Fessenden celebrated our first community-wide Giving Day in support of the Annual Fund.
250 Waltham Street West Newton, Massachusetts 02465 ADDRESS SERVICE REQUESTED
THE FESSENDEN SCHOOL COMMENCEMENT 2018
Ninth graders gather with recently departed Upper School Head Todd Eveleth on Hyde Slope after Fessenden’s Commencement on June 7, 2018.