Campus LIfe

Living like fred

n May 15,science

teacher Steven Bailey P’09 led a group of about 40 students onto the lawn behind Conroy House, the home of Head of School Peter Becker and his family, for a stargazing party. It was a low-key affair, one of several outdoor activities planned as part of the last Community Weekend of the school year based on the theme, “Live Like Fred.”

Starting in October, on the weekend before School Walk, students participated in outdoor activities with their cohorts on designated Friday evenings and Saturdays. The groups rotated through different activities throughout the year. From Bailey’s star lectures and firepits on the KovenJones Glade to night hikes at Steep Rock and the Macricostas Preserve, fishing, canoeing and kayaking from Beebe Boathouse, navigating low ropes and camping at South Street Fields, these weekends fostered a sense of community among boarding and day students while connecting them to our founder and his love of the outdoors.

Peering through a telescope, Bailey said the students he accompanied could see why Mars is called “the red planet,” and were intrigued by the craters and mountaintops on the moon. Afterwards, they were treated to hot chocolate and s’mores, and enjoyed a relatively technology-free evening around the firepit with glow sticks. What struck Bailey was the simplicity of the event, and how spending an evening like this, outside in the spring air, could have easily transpired during Frederick Gunn’s time.

“The students really liked doing it. Many of them have never looked through a telescope before. A lot of them said, ‘Even the moon looks spectacular!’ You can see the mountaintops. You can see where the sun is hitting a mountaintop in a dark area. It was great to see their reactions,” Bailey said, adding that students also played bean bag games and jumped on a trampoline.

“It was pretty homespun. They were having a great time, talking to each other and moving from activity to activity. It was just a really enjoyable evening without screen time, for the most part. Some of them took pictures on their phones but it was mostly no technology,” he said. “It was really fun.”

One of the silver linings of this challenging year was the way the community embraced the benefits of spending time outdoors, said Jim Balben, Director of Residential Life, who planned and organized the Live Like Fred weekends with Rebecca Leclerc, Director of Outdoor Programming. From eating meals on the dining hall terrace and the Koven-Jones Glade, to countless firepits, weekend fishing trips at Beebe Boathouse, and multiple hiking and camping trips, Frederick Gunn School students and faculty epitomized the ideals of Living Like Fred. The Dean of Students Office plans for this new tradition to continue in the 2021-22 school year.

Honoring Peg Small

Registrar Retires After 42 Years

School Registrar Peg Small, who impacted the lives of hundreds of students and faculty in her 42 years at The Frederick Gunn School, retired on April 1. The Board of Trustees honored Small in January with a citation recognizing her many contributions as “a strong and consistent presence to students, parents, faculty and staff,” and presented her with a gift, a chair engraved with the school crest, her name and years of service.

About 70 current and former colleagues, including Head of School Peter Becker, two former Heads of School, Susie Graham H’12 and Michael Eanes H’90 P’90 GP’20 ’23 ’25, current and past parents, alumni and Trustees, attended a virtual retirement celebration for Small on March 25. “Only you can bring all these people together,” former Director of Admissions Shannon Baudo told Small that night. “You really did touch our lives.”

“Peg’s service here has been remarkable on so many levels,” Becker said, noting that she fulfilled her role over the years dynamically, with wit and wisdom. You could not be a student, a teacher or an administrator at the school without passing through the Registrar’s Office. “It’s how she’s done it that’s had the biggest impact. She has epitomized the personalization and care that has been the hallmark of this school since its founding.”

Everything was done on paper

Peg and her husband, Ed Small, the Anne S. and Ogden D. Miller Senior Master, came to what was then The Gunnery in 1977, when he was hired as a math teacher. “That first year, I wasn’t officially an employee, but I worked more than I didn’t because the registrar at that point was out on medical leave. I covered for her at least through the Fall Term,” Peg Small recalled. “I had to do grades the first marking period, then she came back and I started filling in for Admissions, and anybody who was out. I even worked in the Business Office.”

“For some reason David Kern liked me,” she recalled of the Head of School at the time. “When the job became available for Registrar, he said, ‘The job is yours, if you want it.’” She officially started in the role on July 1, 1978. During her tenure, Small worked for four heads of school, nine different academic deans, and adapted to many changes in technology, including the introduction of computers to the office. When she first started, most of the academic records, including the grades for every student, were recorded by hand. “We had Rolodex cards and each card was printed. I had to put them in my typewriter and put the student’s name, the course, the teacher’s name, and sort them out by teacher and give them these little cards.” “Everything was done on paper,” said Ed and Peg Small with their grandson, Aiden Russ “Señor” Elgin, who taught Spanish and served as Senior Master prior to his retirement in 2014. He remains close to the Smalls and credited Peg Small with always making the Academic Office better and more modern. “She had all the answers all the time and if she didn’t, she knew where to get them.” He also remembered the day grades were due, the faculty would query each other: “Did you get the call?” “Luckily, I never got it,” Elgin added. “For some reason, faculty tiptoe around me during grading time,” said Small, who is clearly aware of her reputation for holding faculty accountable. “They say, ‘Don’t get the look. You’re going to get the look.’ I’m pretty rigid when something is due that we get it done.”

A great second mom

Early in her tenure, Small also worked in College Counseling. “I’d been collecting all the students’ (college) applications and putting packets together and mailing them out. That was my big, late fallwinter project. That’s when they hired Maggie Bucklin P’10 to take

over the college part,” Small said. Bucklin also retired this year, in June, after 21 years at the school.

When computers came to the Academic Office, Small recalled using notched database cards, called McBee Keysort cards, for course registration. They had single-hole punches all along the edges. “You’d punch out numbers, depending on the course. We’d have to punch the right numbers. You put all the cards in a pile and you have this tool and you shake it, and the ones that fell out got in the course,” she said.

“This school in 1978 was a very different place,” Becker said, noting that as Small helped to navigate each evolution, she epitomized its motto, “A good person is always learning.”

The Smalls raised two sons on campus, Tyler, who was born in 1978, and Brett, who was born in 1980. “We lived in Emerson for seven years and then once my kids got to a certain age, Gunn kids were coming around. So I got real close to the Gunn kids from the time I worked in the College Counseling Office to those kids who were friends with mine,” said Small, noting that they remain close to several alumni, including Patrick Baker ’89 and Suzie Frauenhofer ’88, who is now a Trustee.

“I am still grateful for the over 500 peanut butter squares I consumed at your kitchen table,” Baker said at her retirement celebration. “You were just a great second mom at a time when I needed support and love.”

Frauenhofer recalled that she had a rough first year as a student. “Then Mr. Small became my advisor. When Mr. Small becomes your advisor, you really get the whole Small family as your advisor. I studied on the second floor of their house for at least a year and a half,” she said, recalling that even if Mr. Small was not at home, Peg was there to keep an eye and made sure she got her work done. “She always was my Gunnery mom. If I needed anything, she’d always be there for me.”

“That feeling that I got at Gunnery is like a life feeling,” Frauenhofer continued. “No matter how much time has passed, no matter how old I am, she just instills so much generosity, kindness and character. Although we don’t talk often, she’s one of those people I know, if I ever needed some help or advice, she would be there for me no matter what, and hopefully with those peanut butter squares that Patrick mentioned.”

Jeff Trundy, the David N. Hoadley ’51 Baseball Coach, recalled traveling with both Smalls to Florida every year for the team’s spring trip, and it was Peg Small’s SUV that the boys flocked to each time they had to drive somewhere. “They wanted to ride with Mrs. Small,” he said, smiling. “You’re a special person in my heart, and for so many.”

Putting her handprint on it

Amy Paulekas worked closely with Small in the Academic Office, first as Assistant Academic Dean, and more recently as Director of Studies. “I would always sit down with a plan. We were going to talk about something related to schedule or registration and we ended up talking about one thing or another. Time passes so fast in her office. That is probably what I’ll miss. When I sit down with Peg, time flies. It’s a natural conversation, and we get stuff done. I’ve so appreciated the way that she has helped me to figure out what I wanted to do in that office and expanded my role and she has always pushed for me to take on new tasks.” Paulekas pointed out that everything in Small’s office had a home. “It took me years to find where she hides things, what’s on the Rolodex cards, how she color codes. She has kept records like nobody before. She has this ancient binder. It’s Peg’s bible. If you take her bible out of her office you sure better have permission to do that and it had better be The Smalls on campus, around 1987 back in her cabinet in the right spot. It took four or five years for her to allow me to take that bible out of that office.” As the Registrar, Small played a part in the intake of every new student, in their time on campus, and their journey out of the school, including the preparation of every diploma. After they graduated, she was the person they called with diploma and transcript requests, which she fulfilled, even just a few days before her retirement. “For her to have done that for over 40 years is so incredible,” Paulekas said. “She came in young and put her own handprint on it.” On March 31, current students honored Small at School Meeting, presenting her with a video tribute and flowers. Though the Smalls moved from Morehouse last summer to a new home off campus, she plans to visit often, and Ed is continuing in his faculty and coaching roles. “I think I’m going to miss just seeing the kids on campus,” Small said, “and I think just being part of the hubbub on campus and seeing some of the office people. I’m going to miss that.”

Members of the Maintenance Department who are also local volunteers (left to right): Wayne Johnson (who is a life member of the Washington Volunteer Fire Department), Patrick Williams, Mark Showalter, Vincent Belanger and Don Lundberg

Frederick Gunn made a difference in the lives of others and in the world around him. Today, the school continues to follow his model and encourage students to Be a Force for Good. They learn about active citizenship through programs such as the annual Speaker Series, and through the Center for Citizenship and Just Democracy’s four-year citizenship curriculum. Students also learn from adults in the community who lead by example, volunteering their time as firefighters and EMTs. They believe in the importance of doing good, of looking out beyond themselves and making a change for the better in the world they live in.

This is what it means to Be a Force for Good.

Mark Showalter Director of Facilities President, Washington Volunteer Fire Department Volunteer since 1978

RELYING ON EACH OTHER

Mark Showalter joined the fire department when he was 18 years old. “I grew up around the firehouse because my dad was a volunteer. On Sundays, we would go to the firehouse and I just enjoyed being around there. I kind of followed in his footsteps,” Showalter said.

He climbed the ladder, rising to lieutenant, captain, assistant chief, and fire chief, a role he held for eight years. Asked why he chose to be the person running toward a fire, rather than away from it, he said: “I think all of us who do it are well trained in it. I think the training gives you a sense of confidence to understand how safe you are. There’s plenty of practice with training but then, when you do have a large incident, like a house fire, that’s the real game. That’s your moment to sort of put it all together.”

“We’re always very disappointed when we see a house burn down,” and by the same token, “quietly elated” when they are able to extinguish a fire with minimal damage and disruption. “We want to leave ’em standing, of course.”

Over the course of his 43 years with the department, he has responded to many “large incidents,” including the January 2017

fire that destroyed the main building of the former Wykeham Rise School. Most of the building, which was unoccupied at the time, had collapsed by the time firefighters arrived on that cold and windy night.

Showalter was the fire chief at that time, as he was when a gas explosion occurred at the town hall, after a car struck a propane tank. Four firefighters were preparing to enter the building when the build-up of gas inside ignited. “It was kind of a close call. Luckily, the timing was such that we hadn’t entered the building, but we were about to,” Showalter said. “It was going to be on my watch, so those things kind of hang with you. The people you send in are not just firefighters, they’re your friends.”

There is a sense of camaraderie that comes with the role. “You feel like if you don’t participate or you don’t get up in the middle of the night, you’re letting your other members down a little bit. If someone is laid up or sick or something, someone will mow their lawn for them. Those are the kinds of relationships you build up when you are part of this. You kind of rely on each other.”

Morgen Fisher ‘03 Science Department Chair EMT, Washington Ambulance Association Volunteer since 2012

OFTEN THE FIRST TO ARRIVE

During School Meeting on April 14, Morgen Fisher ’03 gave a “Fred Talk” to encourage students to find ways to actively engage in their communities. Her decision to volunteer as an EMT was based in part on her belief that she has a responsibility to her town.

“If you want to be in a community, it becomes your responsibility to actively work to cultivate the friendly, welcoming atmosphere and ensure that it is a place to be proud of,” she said. “Being a Force for Good and giving back to the community around you is your job. No one is going to make you do it but it still exists as a responsibility.”

About eight years ago, a member of the Washington Ambulance Association, who was the parent of one of her high school friends, encouraged Fisher to join. “I remember being in high school when she and her older daughter were taking the [EMT training] course and becoming certified. Her older daughter passed away tragically in her early adult life in an accident out West, and I am honored to use her responder number as my identifier. I am Washington EMT #38.”

As a mother of three, Fisher also viewed EMT training as a way to be better prepared as a parent. “When my daughter was young, I called the ambulance for her twice, and probably should have called three times. She kept us on our toes, and I wanted to provide the same comfort to other families that the EMS responders provided me,” she said.

As an EMT, she responds to medically-based 911 calls, mostly at night, in Washington and surrounding towns. “When a medical alert bracelet is activated, a medical emergency or traumatic injury occurs, or there is a need to respond in conjunction with the fire department, to ‘standby’ and provide medical attention to the firemen, our ambulance will go to the call,” she explained. “The more EMTs we have in our town that are willing to participate in volunteer service, the faster our response times can be and the more effective our care.”

Sometimes, the ambulance is the first to arrive and the crew must assess the scene and the patient. Fisher is trained to monitor vital signs, stabilize life threats, provide basic medications and, if

warranted, request and support a paramedic. She teaches CPR classes, can drive the ambulance or ride in the back to manage care. Last year, she became certified as a CPR instructor and in May, she was named Washington Ambulance Association’s EMT Provider of the Year.

The best part of her experience? “The privilege of appearing in someone’s life during their time of need is a huge responsibility, but it really is an honor. I enjoy meeting the people we encounter, and the teamwork I experience with the other EMTs on scene. I have met people from a wide variety of life paths and often come away from a call feeling changed by the encounter. I can easily say that the people I meet amaze me.”

Seth Low Associate Head of School Interior Firefighter, Washington Volunteer Fire Department Volunteer since 2012

A CONNECTION TO THE TOWN

As a volunteer firefighter, Seth Low is called to respond to many different situations. On any given day, he might be found manning a hose in a fire, cutting someone out of a car, driving a truck, clearing a road, or searching for someone who is lost. “Usually, the victims are scared, upset and vulnerable. Where possible, we provide some degree of comfort and empathy for those that are in the midst of a harrowing experience,” Low said.

Low made the decision to become a volunteer firefighter after realizing how much he enjoyed volunteering with an environmental non-profit organization in town. “I strengthened my connection to the town and was able to spend time with people who cared enough to give generously of their time. I like learning new things and, when I connected with then-Fire Chief Mark Showalter, it just made sense to try this endeavor. I have great admiration for Mark as a person and a leader, and I was eager to join the department that he led.”

Responding to serious incidents, such as structure fires, the firefighters do their best to protect life and property, but it’s also about being there for someone on what is often a very traumatic day. “We respond to motor vehicle accidents in the town, helping to secure the scene and extract victims who may be trapped in their vehicles. Certainly, we respond to lots of alarms (smoke, fire, carbon monoxide), helping residents to assure the safety of their families. Within Steep Rock, we respond to lost or injured hikers, helping them find their way home safely,” Low said. Beyond the technical skills he has gained through his experience, Low said he has learned “a tremendous amount about leadership and humanity” from Showalter and other officers in the department, and has found it’s the people who make the experience so rewarding. “It’s incredible to work with folks who are eager to give hundreds of hours a year to this cause, to this town. I’ve met people Seth Low I never would have otherwise and come to trust them with my life,” he said. “Being a part of the fire department has connected me to the town and its residents in meaningful ways that I can’t imagine reproducing in another setting.”

Lauren Lord

Lauren Lord Assistant Dean of Students EMT, Washington Ambulance Association Volunteer since 2020

BEING A CALM PRESENCE

Lauren Lord, Assistant Dean of Students, is the newest faculty member to join the ranks of the town’s emergency services. She started volunteering in February 2020 and became a state-licensed EMT last June.

“I have always had an interest in Emergency Medical Services (EMS). I decided to sign up for a course in town in January of 2020. There quickly became an apparent need for volunteer EMTs in our

town during this time. It was the perfect time to be able to provide care and comfort to our community,” Lord said.

The best part of her job, she said, “is working to be a bright spot during a situation that may be a really difficult experience for someone.”

“Whether it is a scraped knee from a fall or something more serious, we show up to ease worry and help facilitate appropriate care. Whether it is driving the ambulance or providing patient care and comfort on the way to the hospital, I try to minimize any fear that patients may have by being a calm presence and always showing up with a friendly smile,” Lord said, continuing, “When someone calls 911, they need to know someone kind, knowledgeable, and calm is going to help take care of them.”

Patrick Williams Maintenance Department Interior Firefighter, Washington Volunteer Fire Department Volunteer Since 2008

WE JUST TRY TO HELP PEOPLE

Patrick Williams became a volunteer firefighter 13 years ago. “I had a lot of friends and family who were firemen and I just wanted to help out,” he said.

Over time, he has learned valuable skills that he has been able to apply to other aspects of his life, such as speaking in a calm voice. “When something goes wrong and people get nervous, it’s surprising what a calm voice can do to settle people down. I use it all the time on my family.”

He continues to respond to calls whenever he can. “I think we just try to help and keep people safe.”

Vincent Belanger Maintenance Department Exterior firefighter, pump operator and truck driver, Washington Volunteer Fire Department Volunteer since 2013

TO SEE CHANGE, YOU NEED TO VOLUNTEER

Vincent Belanger’s first volunteer role was as an assistant Little League baseball coach. His children were playing youth sports at the time and the president of the league told him, “To see change, you need to volunteer.”

He became a Babe Ruth coach and then coached high school students in the Connie Mack league in Washington over the summer, volunteering alongside other parents. Together, they wanted to build a good youth sports program for all of the kids in town. From there, Belanger started volunteering for other organizations, including the Washington Volunteer Fire Department. He currently drives the fire truck to calls, a role that requires a CDL driver’s license. “My job is to stay with the truck and have it ready to pump water in case of fire. I also assist our interior firefighters when needed,” he said, adding, “Helping others is very rewarding.”

Don “Radar” Lundberg Maintenance Department Firefighter, Washington Volunteer Fire Department Volunteer since 1980

PEOPLE KNOW WE ARE THERE FOR THEM

Don Lundberg became a volunteer for one simple reason: to help his town and its people. It’s something he has continued doing for over 40 years. “I joined the department in January 1980. I have done interior firefighting, exterior firefighting, fire police and even rescued cats out of trees — really. The people really know that we’re there for them.”

The best part of his experience, he said, is knowing he can help someone.

The privilege of appearing in someone’s life during their time of need is a huge responsibility, but it really is an honor. I enjoy meeting the people we encounter, and the teamwork I experience with the other EMTs on scene.

– Morgen Fisher ‘03, Science Department Chair

Meet the 2020-21 Gunn Scholars

During the Spring Term, Gunn Scholars Josie Hahn ’21, Maggie Xiang ’21 and Karen Zhu ’21 were putting the finishing touches on their yearlong research and writing projects. Each focused on a different facet of student life at The Frederick Gunn School, from the history of discipline going back to Frederick Gunn, to character education, to what it was like to be on campus in the late 1950s to mid-1960s during a time of great social change.

An endowed program, Gunn Scholar was established in 2002 by former School Archivist and Director of Communications Paula Gibson Krimsky, with the generous support of the Class of 1957, which has assured that each student’s illustrated paper is added to the archives, thereby enriching the school’s history and creating opportunities for further study.

This year’s program was co-taught by Emily Gum, Assistant Head of School for Teaching and Learning, and School Archivist and Librarian Misa Giroux. Gum engaged students in a close examination of the early history of the school and its founder through a study of “The Master of The Gunnery,” a memorial tribute to Mr. Gunn written by his pupils and edited by William Hamilton Gibson, Class of 1866.

“We want our scholars to really understand Frederick Gunn and his story in connection with the archives,” Gum said. “We have an opportunity not to only think about the archives as something historic and fixed, but as something you add to over time.”

After finalizing their proposals, students began the research process, aided by Gum and Giroux. In the Winter Term, students completed their original, place-based research and each began writing a 10,000word paper, which they finalized this spring while preparing to present their findings to the community. We asked them to share a little bit about what they were learning.

Josie Hahn ’21

Maggie Xiang ’21

Karen Zhu ’21

The evolution of character education

As part of her research, Karen Zhu ’21 read the correspondence of previous heads of school to help her understand how each approached character education in different eras. “The ideas about character education evolved throughout our history,” Zhu said, noting that the 1980s was the first time the term “character education” was referenced. “Before that, it was ‘moral education.’ It was religion-based at first.”

She read speeches the headmasters delivered at the opening and closing of the school year, “but some of them are lost,” Zhu said. The best resources proved to be copies of old student handbooks and articles students wrote for The Stray Shot, which was published starting in 1884 and served as the school newspaper, literary journal and alumni bulletin.

Reading “The Master of The Gunnery,” was also extremely helpful in her examination of the origins of character education at Mr. Gunn’s school. Zhu recounted that Mr. Gunn went to Yale with the intention of becoming a physician, but later had to abandon that plan. “When he started to teach, it wasn’t to cure people’s illness, it was to cure people’s minds,” Zhu said, noting that U.S. Senator Orville H. Platt, who was Mr. Gunn’s student at Washington Academy, wrote of this in “The Master of The Gunnery.”

“To his mind the medical profession opened the largest field of helpfulness to others, and, therefore, beckoned him to his duty. How he clung to this purpose, and how disappointed he was when he found that he could not enter that field, only a few of his nearest friends ever knew,” Platt wrote, explaining that Mr. Gunn began teaching in 1837 to earn money for medical school and came to a realization that led to the founding of his school. “He began to see the opportunity it afforded to mold character, and to think seriously of following it in lieu of the medical professions which he had so reluctantly abandoned.”

The policy of discipline

Maggie Xiang ’21 compared the school’s disciplinary policies and practices from Mr. Gunn’s time to today, including the current point system. She also looked at societal influences on the school’s approach to discipline, for example, in terms of its smoking policy.

“Basically, I’m considering discipline as school policy in a broader sense of social policies,” said Xiang, who utilized material from the archives and conducted primary source interviews for her project. “In my research I found that a lot of the evolution in our school’s policies resonated with the changing educational philosophies in the New England area. We can trace the student handbook to very early times. For Mr. Gunn’s time, I used ‘The Master of The Gunnery’ because a lot of personal accounts were covered in this.”

“Mr. Gunn is really interesting because he has really loose policies. But on certain topics he’s very strict, like with alcohol,” Xiang said, referring to Mr. Gunn’s stance as a staunch member of the temperance movement.

“[T]he fiercest bursts of the master’s anger and his harshest penalties visited any form of intemperance,” Clarence Deming of the Class of 1866 wrote in “The Master of The Gunnery.” “A boy who on a day’s trip to Waramaug Lake or to New Milford even entered a grog shop (Mr. Gunn never used any other term for a place where liquors were sold), lost the master’s confidence completely, and for repeated transgression might expect expulsion.”

With regard to lesser infractions at school (Deming gave examples in the book such as “a bit of paper found on the lawn, or a peanut-shuck on the stairs”), Mr. Gunn allowed students to decide the punishment at family meetings. “I think that’s related to the school size and is not practical now because The Frederick Gunn School is a larger school now,” Xiang said.

She also discovered from student handbooks that in the 1920s, students were required to adhere to a “grouping system” that determined the level of privileges they had on campus. “They had ABCD and divided students into groups. Students in Group A had a lot of privileges whereas those in C or D had a lot of restrictions. The details are astonishing. It’s almost like students in Group A and Group D were not in the same school because the privileges were so different,” Xiang said.

“The Master of The Gunnery” was written in 1887 in chapters by former students and edited and illustrated by William Hamilton Gibson, Class of 1866

The Values of Frederick Gunn

Josie Hahn ’21 interviewed alumni from the 1950s and 1960s to document their individual student experiences during that period, as well as how they integrated the values of Frederick Gunn into their lives at the school and afterwards.

“Socially there was a lot going on in that period of time. I thought it would be interesting to see how the school was handling the civil rights movement, the Vietnam War. Ogden D. Miller H’69 P’50 ’54 ’55 GP’84 had been Head of School for a long time,” said Hahn, who reviewed editions of the Red and Gray as part of her research and interviewed several alumni including Bill Shure ’57, Don Brush ’64, and Chris King ’64.

Hahn was interested to learn Mr. Gunn was not as much of a focus at the school then compared to today, yet alumni still adopted some of his values as their own. “I am specifically looking at three values: leadership and what it means to be a leader; passion and the ability to be passionate about something; and service, or how one can give back to individual communities and/or the world,” Hahn said. “I think it’s interesting to see how there’s so many different ways to be a leader. You can also be someone who leads by example.”

New Branding in Action

The decision to change the name of our school last July brought with it the opportunity to strengthen our brand and clarify our identity as The Frederick Gunn School in new and exciting ways. Our brand, which includes our school colors and school logo, speaks to our history and identity and embodies the spirit and values of our founder.

Mr. Gunn was a remarkable man — a pioneering educator, renowned outdoorsman and a bold leader in the abolitionist movement. Here are just a few examples of how we are continuing to communicate our brand and express, with power and grace, what it means to be The Frederick Gunn School.

The Frederick Gunn School flag Below: New uniforms for Varsity Baseball, Girls Varsity Lacrosse and Boys Varsity Tennis

The scoreboard on Underhill Memorial Field Boys lacrosse and football helmets

Two vehicles from The Frederick Gunn School fleet of school buses