FAY M A G A Z I N E Winter 2011

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SOUTHBOROUGH, MA
PERMIT NO. 4
FAY
Winter 2011
MAGAZINE
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IN THIS ISSUE: Making Connections
Connecting Passion with Purpose: Andrew Kellar ’91 and Katie Touhey Moore ’86
New Programs at Fay: Diagnosing the Modern World
It is the supreme art of the teacher to awaken joy in creative expression and knowledge. “It is the supreme art of the teacher to awakis the supreme
art of the teacher
en joy in creative“Itexpression
and knowledge.”
“It is the supreme
art of the
joy in
creative expression
and knowlto teacher
awaken to
joyawaken
in creative
expression
and knowledge.”
edge.” “It is the supreme—Albert
art of theEinstein
teacher to awaken joy in cre-
The 2011 Fay Faculty Excellence Challenge
e are delighted to share the
exciting news that Fay is the
beneficiary of an unrestricted
commitment of $750,000
from an anonymous current family. When the
donors informed the School of their decision to
support Fay at this extraordinary level, they
shared that this gift was inspired by their appreciation for the quality of Fay’s program and their
desire to help the School raise additional funds
from other members of the Fay community.
W
And so, the family is issuing the Fay School
Faculty Excellence Challenge to secure an
additional $750,000 in major gifts and pledges
of at least $25,000 by June 30 of this year.
All gifts toward the challenge will support the
Fay Fund for Faculty Excellence, which will
provide funding for faculty recruitment and
retention, professional development, and course
and program development—in short, activities
that ensure excellence in our classrooms.
Donors to the Challenge may select a commensurate naming opportunity from among those
available in the Primary School building, Village
Dorms, Wellness Center, or at the Fay School
Athletic Campus. For more information, please
contact Marie Beam, Director of Advancement,
at 508.490.8208 or mbeam@fayschool.org, or
Stephen Gray, Major Gifts Officer, at
508.490.8414 or sgray@fayschool.org.
Contents
3
Learn how this year’s schoolwide theme, “Making Connections,”
informs every aspect of teaching and learning at Fay.
Meet teachers who are bridging the gap across divisions,
families who are quite literally building bridges in science,
and teachers who are bringing an interdisciplinary
approach to Upper School.
Fay School Magazine
© 2011
Page 4
Fay School
48 Main Street
Southborough, MA 01772-9106
Phone: 508.485.0100
Fax: 508.481.7872
www.fayschool.org
Robert J. Gustavson, Jr.
Head of School
8
Page 14
12
Taste of Nations 2011
Take a peek into some of the kitchens on campus, and
find out what our boarding students cooked up for this
year’s Taste of Nations.
Elizabeth Beebe Smith
Director of Annual Giving
14
The Canadian Rockies by Joey Lyons ’13
Read the winning entry from this year’s
Upper School Speech Contest.
20
Remembering Mimi Harlow
Page 12
Erin Ash Sullivan
Editor
Director of Communications
Barbara Bowes
Stephanie Levine
Publications Associates
Connecting Passion With Purpose:
Katie Touhey Moore ’86 and Andrew Kellar ’91
Can you make a difference and make a living?
These alumni have made unique connections between
their personal interests and their professional lives.
Marie R.B. Beam
Director of Advancement
ûte
Michael Voû
Director of Alumni Programs
Making Connections: Meaningful Learning at Fay
A celebration of Mrs. Harlow, wife of former
Head of School A. Brooks Harlow, Jr. ’49.
Page 20
Magazine Design
Michele Page
Design Communication
32
Class Notes
Get the latest on friends and classmates.
Also in this issue:
2 Head’s Notebook
On the cover:
Collin Shea ’12 and
Jessie Langway ’12.
Inside front cover:
Keziah Clarke ’13 and
Kolbi Bradley ’13.
16 Campus Scrapbook
Page 26
18 Welcome to New Trustees
30 In Memoriam
31 Faculty Profile: Jennifer Telles
32 The Faculty Excellence Challenge
Photo by Michael Voûûte
Head’s Notebook
A Message from
Rob Gustavson, Head of School
Am I Connected?
The importance of solitude in a wired world
In a world of ever-present cell and Internet service, the
question “Am I connected?” means something quite different than it did only a few years ago. It seems less often to
be a sign of thoughtful reflection regarding our place in the
world and the quality of our relationships with other people, and more a literal question about technological access.
This shift reflects larger societal changes regarding the ways
we interact with each other, with important implications
for our approach to educating young people.
In his recent essay, “The Power of Lonely,” Leon Neyfakh
observes, “The experience of being alone is being transformed dramatically, as more and more people spend their
days and nights permanently connected to the outside
world through cell phones and computers. In an age when
no one is more than a text message or an e-mail away from
other people, the distinction between ‘alone’ and ‘together’
has become hopelessly blurry.” A poignant irony of modern
life is that technologies designed to strengthen ongoing
connections may actually be hampering our ability to make
the sorts of authentic, human connections that are essential
to a meaningful and fulfilling life.
Being constantly busy can limit children’s ability to know
what they really think. Writing in The American Scholar last
spring, William Deresiewicz expressed deep concerns about
these societal changes: “It seems to me that Facebook and
Twitter and YouTube are all ultimately just an elaborate
excuse to run away from yourself, to avoid the difficult and
troubling questions that being human throws in your way.”
One of the central tasks of elementary and middle school
2 | Fay Magazine 2011
education is to help students come to understand themselves: to know what they care about, what they believe in,
and who they want to become. This can only happen
through introspection, which allows them to forge a true
sense of identity—as distinct from an awareness of how
they are perceived by others.
A poignant irony of modern life is that
technologies designed to strengthen
ongoing connections may actually be
hampering our ability to make the
sorts of authentic, human connections
that are essential to a meaningful and
fulfilling life.
Paradoxically, helping children learn how to make meaningful connections depends upon teaching them how and
when to disconnect. In preparing our students to engage
actively and constructively in the world, navigating the
subtleties and complexities of face-to-face relationships, we
must encourage them to be alone with their thoughts. If
they are to make authentic connections with others, they
must first be comfortable by themselves, with themselves.
As we help them see the limits of virtual connections, we
will strengthen their human connectedness.
Making Connections: Meaningful
his year, Fay’s schoolwide theme is “Making
Connections,” and we thought this would be a perfect
opportunity to take a closer look at how members of
the Fay community—students, faculty and staff, parents, and
alumni—make connections with each other, as well as across
grade levels and disciplines.
T
Assistant Head of School David Liebmann notes that as a
relatively small school, Fay has the luxury of making it a priority to make connections within the community, not just
this year, but every year.
Academically, David says, there are many benefits to making
connections across the curriculum and across grade levels.
This year saw a shift in the role of department heads who
were formerly responsible for the curriculum just in the upper
school division; now, those department heads oversee the
scope and sequence of their program from Pre-Kindergarten
through grade nine. “In this way,” he says, “we can ensure
that students build skills steadily, so they can continue to find
success as they grow.”
Learning at Fay
The social and emotional benefits to emphasizing connection
are also significant. All Fay students benefit from the richness
that the international community brings, with a meaningful
appreciation for the diversity of cultural experience in our
global community. And with the addition of the Primary
School this year, students in every division have benefited
from making connections across the grade levels. “Our older
students enjoy the opportunities to serve as role models,
whether they’re volunteering to help out during lunch in the
Primary Dining Commons or members of the string ensemble
performing excerpts of Peter and the Wolf for kindergarteners,”
David says.
“People visit our campus and comment that it feels like a
village, and that’s an apt analogy,” David says. “It would
be easy to see Fay as many separate communities—each
division on its own, for example, or the international students
apart from the local day students. Instead, we’re all working
together to weave those disparate pieces into a coherent
tapestry.”
www.fayschool.org | 3
Connection and Continuity:
Teaching Across the Divisions
For World Languages Department chair Alina Argueta, a key message to her students is the importance
of embracing a new challenge, whether it’s learning a new grammatical structure or putting vocabulary
into practice during a classroom conversation.
lina is certainly modeling the pioneer mentality this
year as she takes on an exciting challenge of her
own. After fourteen years of teaching world languages in the Upper School, she’s branching out and teaching French and Spanish to kindergarten students in Fay’s
new Primary School.
A
ninth grade during his 17 years at Fay, he has enjoyed extending
Fay’s music curriculum to Pre-Kindergarten and Kindergarten.
“It has been a wonderful, eye-opening experience,” she
says. “As we look for ways to make language learning
exciting for younger students, it has inspired us to look at the
whole program through grade nine.”
The program, which is based on the work of composer and educator Zoltan Kodály, emphasizes music literacy through singing and
playing folk music. For primary students, says Philip, “We’re setting
the stage. Children learn about the properties and characteristics of
sound, and explore the emotional connections to the properties of
music. How does the size of an instrument affect its pitch? How
does rhythm or tempo determine the mood of a song? Children are
building a vocabulary to talk about and understand music.”
Alina explains that the focus for world languages in the primary
division is on readiness and exploration. This year, kindergarten
students have a half-year of French and a half-year of Spanish, and
Alina takes an active, immersive approach that incorporates music,
movement, art, literature, and dramatic play.
For example, Philip used Peter and the Wolf to talk about how a
song can tell a story. He brought in upper school students from
the band and string ensemble to play selections from the piece for
the younger students—another example of making connections
across the divisions.
“We’re exposing children to the idea that there are many languages
in the world,” Alina says. “At this age, children embrace language—
they don’t ask why. They’re at the age when they’re fearless and can
articulate new sounds flawlessly.”
For both Philip and Alina, the most essential aspect of their programs at every grade level is “learning by doing”—giving students
authentic, developmentally appropriate opportunities to make the
course the material their own.
Philip Montgomery, chair of the Music Department, is also teaching in the Primary School this year. Having taught first through
In this way, children build the foundational skills they need to be
successful later on as independent learners and critical thinkers.
4 | Fay Magazine 2011
Connection and Community:
Building Bridges
Can you build a better bridge? That’s the question that fifth graders and their parents tackled earlier this
winter at the fifth grade’s annual Family Science Collaborative, which teamed parents and their children
for a morning of building, testing, and scientific questioning.
an you build a better bridge? That’s the question that fifth
graders and their parents tackled earlier this winter at the
fifth grade’s annual Family Science Collaborative, which
teamed parents and their children for a morning of building,
testing, and scientific questioning.
C
Lower School science teacher Cecilia Owens spearheads the Family
Science Collaborative, which incorporates the “Engineering is
Elementary” program developed by the Museum of Science in
Boston. It ties in principles of physics, engineering, and design as
students spend the winter term testing the strength and stability of
different bridges, paying attention to the materials and the cost.
“At the beginning of the unit, students practice basic science
process skills as they test the strength and stability of different
shapes,” Cecilia explains. They ask a question, develop a hypothesis, conduct tests, and record observations. “Then they document
and interpret their results using a science fair format with display
boards.”
A highlight of the unit was certainly the morning with parents,
when teams of children and adults worked together with simple
materials—classroom chairs, paper, tape, and string—to create and
test bridge prototypes. At various points in the morning, it was a
close call to determine who was more invested in constructing a
working bridge—the children or the parents!
The bridge building activity is also, of course, an apt metaphor for
the role this activity plays in connecting parents to the curriculum.
Betsy Dawson, a parent who has participated in the Family Science
Collaborative with her son Teddy ’13 and daughter Caroline ’15,
“I loved having my parents at the collaborative.
I loved showing them what I have been
learning in science class, and I liked working
together with them to perfect our bridge.”
– Lizzy Rueppel ’15
says, “Events like the Fifth Grade Family Science Collaborative
allow parents and students to actively engage in the investigative
and experimental stages of a science lesson—it’s exciting to be
involved in a hands-on learning experience together.”
www.fayschool.org | 5
Connection and Curriculum:
Diagnosing the Modern World
A Conversation with Teachers Tim McCauley and Emily Callahan
The scenario: A monsoon has hit Indonesia, and the heavily polluted Citarum River
has overflowed its banks. As a public health worker in Jakarta, you learn of an uptick in
cases of cholera: an epidemic is brewing. What do you do?
How did this course develop?
Tim: The idea for co-teaching an interdisciplinary course came
from an article that we read about the importance of teaching
21st-century skills. We liked the idea of presenting content that
brought together science and history, and we also wanted to focus
on key skills that students will need as they move into secondary
school and beyond, such as media literacy, critical thinking,
problem solving, creativity, and innovation.
How is the course structured?
or the ninth graders enrolled in Diagnosing the Modern
World, Fay’s new interdisciplinary course in the Upper
School, classroom activities have taken on a decidedly realworld tone. The cholera scenario and others like it formed the basis
for the winter term’s studies, as students explored the issues surrounding epidemics and disease within the context of hypothetical
epidemics set in specific countries. Given a nation’s geography,
resources, political structure, and cultural history, how could a
specific country like Russia, for example, battle an outbreak of
influenza? Or how could India prevent a tuberculosis epidemic?
F
Diagnosing the Modern World is the result of a collaboration
between Tim McCauley, who chairs the science department,
and Emily Callahan, who teaches history. This year, fifteen
students are enrolled in the class. Here, Tim and Emily discuss
the rationale for offering the course, what students have
accomplished so far, and the benefits of an integrated curriculum.
Emily: For each term, we’ve focused on a specific topic and
matched skills to that topic.
During the fall term, for example, we studied global
warming, looking at the scientific causes as well as
what’s being done to address the issue on a global,
political scale.
The global warming unit was a perfect starting point
for honing in on students’ research skills. There’s so
much material out there about global warming, some
legitimate, some atrocious. We asked students to write
research papers over the course of the term, and as they
did so, they learned more about finding sources, evaluating them for credibility and bias, and taking notes.
that takes us beyond the boundaries of a typical
The winter term’s focus was on disease and epidemics.
Students continued to practice research skills and also worked on
their communication skills. Each group researching a country and
a hypothetical epidemic had to interview a public health expert to
get a first-hand perspective on the issues. This gave students a
great opportunity to practice interview skills, as well as the skill of
writing a formal letter via email.
class; it enables us to solve real-world problems in a
What happens during the spring term?
creative and safe environment.” – Sam Stamas ’11
Tim: The students will be taking a closer look at the issues sur-
“I like that Diagnosing the Modern World is a course
rounding water. The hope is to transition from global research to
6 | Fay Magazine 2011
“In this class, we get to share our own ideas and opinions with our classmates.
Mr. McCauley and Ms. Callahan encourage us to speak up and take control of the
assignments—they want us to guide the class.” –Hannah Freudenberger ’11
local research. We’ll be having students use real-time data on a
local level, using the water sources and supplies in the area, such as
the Sudbury Reservoir here in Southborough.
the material and reflect on what they’ve been doing in a sophisticated way.
At this point in the year, we also want students to take a more
active role in the direction of the class. Using the skills they’ve
developed so far, we’ll be asking them to formulate their own
questions relating to water and develop strategies for finding the
answers.
this class. First, they’re developing their own perspectives on global
issues and beginning to see how their choices and actions affect
the world around them. Second is a level of academic maturity—
the students have taken on an increasing level of ownership of the
class as the year has progressed. Third is the realization for some of
them that this is a new way to learn, beyond a traditional course
structure. Our hope is that by the end of the course students can
take away a new way of thinking about classroom learning.
One thing that makes this course great is its flexibility: we have
the opportunity to modify or change our units based on the
students’ needs as well as what’s going on in the world. Our
three units will probably be quite different next year.
How do students benefit from an
interdisciplinary course like this one?
Emily: Diagnosing the Modern World brings together history
and science beyond typical textbooks, and students have had the
opportunity to read different sources that weave together the
themes, such as Jared Diamond’s Guns, Germs, and Steel. We’ve
been impressed by how the students have been able to synthesize
Tim: Here are three key things that students are getting out of
“Diagnosing the Modern World explores current
issues like global warming and disease deeply—it’s
interesting taking a class that ties together both
history and science.” – Paige Crotty ’11
www.fayschool.org | 7
Protecting Marine Mammals, At Home and Abroad:
Katie Touhey Moore ’86
Connecting Passion
with Purpose
Can you make a difference and
make a living? Here are the
stories of two alumni who have
made the connection between their
personal interests and their professional lives, leading to careers that
have enabled them to make the
world a better place.
Katie Touhey Moore’s passion for marine
mammals is not new. Her yearbook prediction in Fay’s 1986 Pioneer stated that
one day she would “discover a new fish
that could swim and chew gum at the
same time.”
trained marine rescue volunteers in
Trinidad and India, investigated the
stranding of southern right whales in
Argentina, and participated in the rescue
of stranded melon-headed whales in
Madagascar.
Today, Katie has turned that passion into a
career focused on protecting marine mammals. In her current role as Executive
Director at the International Fund for
Animal Welfare (IFAW), she manages a
five-person team and over 300 volunteers
in marine mammal rescue efforts along
700 miles of coastline from Cape Cod to
Rhode Island.
Katie’s team has one mission: to come to
the rescue of individual marine mammals
or herds of marine mammals that have
beached on shore or stranded upriver. The
goal is to get the animals safely back in
their home waters.
Katie’s job also takes her out of the United
States to help with IFAW’s outreach efforts
in 16 countries around the world. She has
8 | Fay Magazine 2011
As Katie describes it, the tools of her trade
are pretty basic and low-tech: “We use
boats to herd the animals, cowboy-style,
back to sea,” she says. “We get the boats
between the animals and the shore, and
between the movement of the boats and
ALUMNI PROFILE
the noise of the engines, we are often able
to get the animals back into deeper water.”
Katie’s team also uses acoustic devices called
“pingers,” which emit a high-frequency
pinging noise. “The noise doesn’t hurt
them, but it’s annoying,” she explains. “We
use them only when we’re using the boats:
the sound helps to drive the animals out.”
Katie cites her years at Fay—fifth grade
through ninth grade—as being instrumental in establishing her love for biology and
life sciences, in particular her courses with
science teachers Bob Parsons and Annie
Leavitt. “I always figured that I would end
up studying marine science in some way,”
Katie says.
After Fay, Katie attended Hotchkiss and
Wheaton, and then went to Duke for
graduate school, where she was focusing
on coastal environmental management.
According to Katie, it was during her
time at Duke that Fate—in the form of a
stubborn roommate—intervened and
provided an experience that led to her
current career.
“My roommate introduced me to a dolphin count,” Katie explains. “You counted
the number of dolphins that swam in
front of you. It was this experience that
helped me to see the immediate impact
individuals could have on the welfare of
marine mammals—and I started volunteering for a local stranding network.”
These days, Katie’s work along the
Massachusetts and Rhode Island coast
includes rescues of stranded Atlantic
white-sided dolphins, common dolphins,
and pilot whales. “Other years,” she
notes, “are more characterized by strandings of ice seals, harp seals, and hooded
seals that come down from Canada in the
winter. We spend a lot of time on public
education in these situations as well as
rescuing those animals that need medical
intervention.”
In the years that Katie has been working
with IFAW, the organization’s success
rates have increased significantly. Between
1999 and 2004, the survival rate of
stranded marine mammals was between
13% and 14%. From 2005 to 2009, the
survival rate topped 50%.
“We’re getting better,” Katie says. “We
respond faster and have better equipment.
The best thing we can do is collaborate
with other marine mammal rescue organizations—we’re trying to keep on top of
things and learn from other folks. We
want to use what we learn every day to be
better tomorrow.”
You can see Katie speak about IFAW’s stranded dolphin rescue and release efforts at http://www.youtube.com/watch?v=834TY15F6aM
www.fayschool.org | 9
ALUMNI PROFILE
Building a Greener Community: Andrew Kellar ’91
hile some people may consider environmentalism at odds with good business practice, for
Andrew Kellar the two go hand-in-hand. A
serial “green” entrepreneur, he has been
named one of the “25 Leaders for the Next 25 Years” by
Business NH Magazine for his contributions to the green tech
sector in New England.
W
Andrew has charted an impressive list of accomplishments, particularly for someone just in his mid-thirties: Founder of
Simply Green Biofuels, which sells bioheat to over 1,800 households throughout northern New England. Founder of the
“ConGreenience” store in Dover, NH, with biofuels at the
pump and inventory from a 100-mile radius to support the local
economy. Developer of Regeneration Park, a 22,000 square-foot,
zero-energy commercial building. And now, consultant for
Revolution Energy, a company providing solar energy to corporate entities and nonprofits.
The environmental impact of biofuel is
significant: “For every customer using the
5% blend of biofuel for heating,” Andrew
explains, “it’s equivalent to planting over 50
trees each year.”
Andrew’s commitment to sustainability is the result of a lifelong
love affair with the outdoors. He attended Fay from fifth through
ninth grade, where he was always drawn to sports, and he notes
that environmental issues have always taken center stage in his
life. “I’ve been recycling for as long as I can remember,” he says.
“My senior project at Berwick Academy was beach cleanup.”
10 | Fay Magazine 2011
In the early 2000s, Andrew established Simply Green as a
hydroseeding company. As his business grew, the company
started to use bigger equipment and larger vehicles. “I started
wondering what I could do to reduce my impact on the
environment,” he says. “and that’s what led me to biofuels.”
Simply Green’s fuel product is a blend of traditional oil with
anywhere from 5% to 20% biofuel, which means that consumers can use traditional heating systems and standard diesel
vehicles. The environmental impact of biofuel is significant:
“For every customer using the 5% blend of biofuel for
heating,” Andrew explains, “it’s equivalent to planting over 50
trees each year.”
Once in the biofuel business, the “ConGreenience Store”
was a logical next step, with biodiesel and regular gasoline available at the pumps. The building is not your typical gas station:
it features bamboo floors, solar roof panels, and local products
for sale, including granola, organic eggs, and fair trade coffee.
ALUMNI PROFILE
Now that his children are approaching the age he was when he
first started at Fay, he says he has found himself reaching back
to the lessons he learned on campus: “Once you have your own
kids, it really makes you stop and think about the impact of
your early education. I think back to the resources that I was
exposed to at Fay, the discipline, the diversity, and all the things
we had time to do, from the curriculum, to the afterschool
Andrew also oversaw the renovation of Regeneration Park, a
green commercial park in Portsmouth, NH. The site, an abandoned Toyota dealership, had an extensive energy retrofit,
including solar panels to heat, cool, and power the whole
building, and it was recently a stop for U.S. Secretary of Labor
Hilda Solis when she toured New Hampshire to talk about job
creation in green technology.
“I think back to the resources that I was
exposed to at Fay, the discipline, the diversity, and all the things we had time to do,
from the curriculum, to the afterschool
activities, to sports, to community.”
This year, Andrew has moved on to new challenges: “I love
being creative and building businesses,” he explains, “and it was
time for me to look outside of the liquid alternative energy
market to see where else I could have an impact in the ‘clean
tech/green tech’ sector.”
He’s now working with Revolution Energy, a company in
Dover, NH that provides solar projects to corporate entities via
“solar financing.” “We help schools and businesses put in solar
arrays, which they pay for on a monthly basis in place of their
utility bills,” he explains. “Once the system is paid for, the
business has essentially eliminated its energy costs. With
utility rates increasing 3-5% each year, it can be a worthwhile
investment.”
“This is a project that can have a substantial environmental
impact,” Andrew adds, “and I find that exhilarating.”
It should come as no surprise that Andrew’s personal life is as
busy and meaningful as his professional life. Five years ago,
Andrew and his wife Ginger got a call from the state of Florida.
“We got the news that there were three children from my
wife’s side of the family in foster care,” Andrew explains. “The
children were four, five, and six at the time. Their parents were
having a tough time, and the kids were taken into protective
custody. The state called us and wanted to know if we wanted
to provide care.”
Andrew and Ginger became the foster parents for the three
children, who were at the time living in three different foster
homes, and Andrew and Ginger finalized the adoption process
almost three years ago.
activities, to sports, to community. Even then, I grasped how
important it all was, and now that we have our own children,
we’re trying to give them some of those same tools to become
good adults.”
“The past few years have marked some incredible transitions for
us,” Andrew adds. “We went through the process of becoming a
family while also building a business during a challenging time
in the economy. We’ve really tried to include our kids in the
process. They’ve seen the challenges—and hopefully, they will
be able to see the successes, too.”
You can read more about Andrew Kellar’s newest venture,
Revolution Energy, at www.rev-en.com.
www.fayschool.org | 11
Kaylie Joo ’13 and Yewon
Chun ’14 enjoy snow cones,
the ever-popular booth that
represents Antarctica!
ay’s annual Taste of Nations took place this past January—
and, as always, it highlighted in a most delicious way the
many cultures that make up the Fay community.
Coordinated this year by parent Laurie Student, along with the
help of teachers Carole Naumes and Sarah Ripton, families and
students came together to offer a wide range of culinary treats
from Russian kashi to Japanese sushi.
s
n
o
i
t
a
N
f
Taste o d the world
On the afternoon of the event, kitchens across the Fay campus
were awash in delicious smells and the sounds of chopping, as
domestic and international boarders whipped up some of their
favorite dishes. Here’s just a “taste” of what some Fay students
brought to the table that evening.
SIERRA LEONE,
NIGERIA,
GUYANA
aroun
Feasts from
“Our group made food from Sierra Leone, Nigeria,and
Guyana. In this picture we were making suya—we also
made banana cakes, Nigerian fried rice, and many other
delicious foods. Because I love sweet and spicy food, my
two favorite recipes were the suya and the banana fritters. Taste of Nations is always an exciting and tasty way to share various cultures with friends.” - Keziah Clarke ’13, from Staatsburg,
NY, pictured far right. With her are, left to right, Kolbi Bradley ’13 and Starr Phillips ’12.
KOREA
“We made a Korean dish called bulgoki, which is a delicious barbeque
beef dish made with beef strips, sauce, and fried onions. At home, my
favorite food is kimchi (pickled cabbage) with bulgoki.” - Tylor Koh ’13,
from Seoul, Korea, pictured here with Andy Kim ’12 and Minjoon Park ’14.
DENMARK
“We made Danish
Puffins—small muffins with
fillings like chocolate
chips or sausage—because
my wife’s family has ties to
Denmark.” - Upper School
Head Matt Evans, pictured
here Kam Strong ’13 and
Matt’s wife, Sarah.
HONG KONG and TAIWAN
United States
“We made sweet potato pie,
fried chicken, and collard
greens. My favorite food from
home is my mom’s sweet
potato pie.” - Aaron McLean
’12, from Hudson, MA, with
Francisco Zeno ’11.
“In this picture, we are cleaning shrimp for our
fried rice. My group also made sweet soup and
ribs. My favorite foods from home are fried rice
and dumplings.” - Christopher Lai ’11, from
Hong Kong, pictured here second from left
along with, left to right, Terryl Wilson ’13,
Eugene Amankwah ’12, Michael Villa ’11, and
Jumaane Ford ’12.
MEXICO
“We made tacos, enchiladas,
tostadas, and homemade green
sauce. My favorite was the
enchiladas.” – Max Aguila ’11,
from Mexico City, Mexico,
far right. Above; MariaJose
Velasco-Ibarra Melgar ’12,
Diego Poo ’12, Alejandra Garcia
Gonzalez ’12, and Karla Jimenez ’12.
“My group made food from Hong
Kong and Taiwan, including ma
po tofu, a stir fry dish. At home,
my favorite food is dim sum.”
Anne Ling ’11, from Hong Kong.
Upper School
Speech Contest
2011
At this year’s Upper School’s annual speech contest, seventh grader Joey Lyons took the top
honors with his speech entitled “The Canadian Rockies,” which is reprinted here.
The Canadian Rockies
by Joey Lyons ’13
“It’s just a lake.”
My little brother Louis said this as he stared at Lake Louise. Lake
Louise is hardly “just a lake.” It is a vast, beautiful body of water
located in a remote corner of Canada that glows an unnatural
shade of blue under towering, majestic peaks. Louis was likely
made irritable by the thirty miles of hiking we had been doing
over the past three days. But as I looked upon the nearby cliffs and
the crystal blue lake, I realized that it is not “just a lake.” It is a
beautiful site that made all the hiking worthwhile.
Eighteen months ago, my father and uncle decided that instead of
a more traditional family trip (such as one to Disney World) we
would be hiking in the backwoods of the Canadian Rockies. Ever
since the first day when my Dad decided to test the bear spray
with disastrous results, Louis and my older brother, Willy, seemed
to be complaining constantly. But that did not change my father’s
attitude. Although he had been hiking just as much as we had and
was carrying much more weight, he always seemed to be living his
motto: “The beauty of the hike will come if you spend the effort
completing it.” This definitely seemed to be the case now, I realized, as I looked at my Dad taking snapshots of the deep crystal
lake while Louis looked on as if he was peering at the
Southborough Reservoir.
As we gathered our gear and prepared to hike into the Little Yoho
Valley, I saw in the corner of my eye my Dad taking out his new
can of bear spray that he bought two weeks prior to the trip.
Maybe it was just me, but it seemed as though he was excited to
give it some action (although he is certainly no expert on bears or
hiking for that matter). I put the thought aside and put on my
Winners of the Upper School speech contest. Top row, left to right:
Diego Poo ’12 (second place, “I Am His Legacy”) and Andrew Jung
’12 (honorable mention, “Dancing King”). Bottom row, left to
right: Nick Langen '12 (third place, “Common Sense...or Is It?”)
and Joey Lyons ’13 (first place, “The Canadian Rockies”).
UPPER SCHOOL SPEECH CONTEST
pack, excited for the first, long day of hiking. Out of the corner
of my eye I also saw my uncle, who is also not a backwoods
expert, taking food out of his pack and replacing it with beer—
apparently he decided beer would be a more valuable asset than
food for this venture.
asked the person who was overseeing the cottage where we should
sleep and she pointed to a ladder. I made my way up the ladder
and was amazed. There was a huge foam mattress that covered the
entire attic floor. Apparently, twenty strangers were supposed to
sleep side by side on this communal bed.
After the first mile of a ten-mile hike, we decided to take a quick
break and see a waterfall we thought was nearby. As we made our
way into a clearing, I looked up and saw a huge waterfall towering
above us, letting out a cold mist. Or was it the mist from the fall?
I heard Willy shout out in pain. I looked over and saw my Dad’s
finger at the trigger of the bear spray looking rather impressed as
he tested his new toy. Unfortunately, as my Dad shot the spray
into the bushes in order to test it, the breeze pushed it over to
Willy. Willy now ran around in circles shouting, “My eyes!” After
this we confiscated the bear spray and gave it to my uncle, whose
judgment, however, was probably not much better. We continued
to hike through the woods with Willy putting his hands on his
eyes and every so often giving a squinty, hateful glare to my father.
After nine more miles of trudging through the thick Canadian
woods, we came to the
cabin where we were to
spend the next two nights.
That night, I laid out my sleeping bag and began to get as comfortable as possible. Three hours went by, and I had not slept for
one minute due to my uncle’s deafening snores. The next morning, I awoke groggy and tired after getting only a few precious
hours of sleep. A man eating his breakfast and looking rather lively
suggested to me that I put my head in the stream outside to wake
me up. Thinking this was a great idea, I invited Louis along. We
made our way past the prairie dog holes and came across a bridge
at the perfect height for us to put our heads in. Louis sat down
and waited for his turn as I slowly made my way into the water.
The person in the hut must had forgotten to tell me that the
stream, which was fed by a nearby glacier, was below freezing, for
when I ducked my head in I felt a chilling sensation rushing to
my brain. I jumped up and down, shaking off the freezing water.
As Louis began to laugh and make fun of me, one of his flip-flops
fell into the freezing stream. His cheerful mood was quickly
diminished as he began to shout and chase the flip-flop down the
stream. After this incident our hikes seemed to be full of whining
and complaining. But as we made our way up the mountain I saw
the two twin, snowy, peaks.
The Lyons brothers Louie ’16, Joey
’13, and Will ’11, with their father,
David, and cousin Molly.
At 10,000 feet, this little old
log cabin looked OK at first
sight. We stepped inside,
and I thought it was actually pretty nice. It had a
rough but neat-looking
kitchen and an open living
room with a fireplace and a
table. All seemed to be
good, except there was one
problem. There weren’t
any places to sleep. We
After the seven miles of hiking I was tired and sulky, but seeing
these peaks, seeing the result of my work made it worth it. It
energized me the whole way down, the image of the two peaks
set serenely together, and the sun beaming down upon them. The
scene shows me the reason Dad lived by the principle of how “the
beauty of the hike will come if you spend the effort completing
it.” In life the rewards you get reflect the work you put in. It is the
work you put in that will, in the end, give back to you.
www.fayschool.org | 15
Campus Scrapbook
Jonathan Lamson ’15 experiments
with a quill pen during the fifth
graders’ Colonial school day.
Neha Bhambhani ’12 performs
a Bollywood dance during
Multicultural Week.
Kevin Harrington ’17 in the
third grade’s puppet show presentation of The Wizard of Oz.
Charlie Dawson ’20 fills in a list of
Word Wall words—frequently used
words such as can, do, and from—
after a classroom scavenger hunt.
Daintry Duffy Zeterka ’88 with
children Annabel, Dillon, and
Natalie at Fay’s first-ever Winter
Carnival.
Left to right: David Andersen ’11, Michael Villa ’11, Henrique Ferreira ’11, and
Will Carney ’11 prepare for the Bungee Jump Contest, a math project where students use algebraic equations to determine the length of a “bungee” (or rubber
band) that will safely drop their Barbies to the floor without hitting the surface.
Kindergarten teacher Tonya Pemberton
works with Ava Conigliaro ’20.
Lizzy Rueppel ’15 and Kaelyn Jadul ’15
clean toys during a recent fifth grade
service trip to Cradles to Crayons.
Braden King’13 prepares for the seventh grade
Firemouse project, which challenges students to build a
multi-step contraption that can extinguish a candle.
Keyin Seymour ’11 makes a basket in a varsity
game against Fenn.
Collin Shea ’12 and Avery Gibson ’12 work with a
guest instructor from Poetry Alive in preparation
for a poetry performance.
Pictured above, left to right: Neil Pedda ’14,
Warren Dev ’14, Nick Hadlock ’14, Putt-Putt
Quanpadung ’14, and Steph Pearson ’14.
Pictured below: Parker Dow ’12 at a
wrestling tournament in January. At the
Fessenden New England Junior Pro
Wrestling Association Tournament in
February, Parker took third place in his
weight class.
Victoria Waterfall ’16 and Caroline
Fearey ’15 conduct “readers’ interviews”
in their fourth grade reading class.
Third grade students Henry Gustavson ’17, Connor
Arcara ’17, and Angela Scumaci ’17 at their puppet
show production of The Wizard of Oz.
FAY WELCOMES NEW TRUSTEES
This fall, Fay welcomed three new members to its Board of Trustees. As Fay
alumni and current parents actively engaged in the school community, they are
uniquely suited to the challenge of guiding Fay into a dynamic future.
JOHN R. PARSONS, JR.
P’08, ’10, ’12, ’21
SOUTHBOROUGH, MA
John and his wife Karen are the parents
of Jeffrey ’08, Kyle ’10, Ryan ’12, and
Taylor ’21. John is also the President and
CEO of Parsons Commercial Group,
Inc. (PCG) based in Framingham,
Massachusetts. He has over twenty
years of professional experience in the
commercial real estate industry as a
real estate investor and owner, developer
and founder of Parsons Commercial
Group, Inc.
John has successfully built one of the top
ALBERT TING ’87
TAIPEI, TAIWAN
Albert Ting
18 | Fay Magazine 2011
brokerage and property management
firms within the suburban Boston
market. PCG’s service lines include
brokerage, investment sales, property
asset management, development, construction management, and advisory
services for both tenants and owners.
The Parsons are also actively involved
within the community and support
many local non-profit and charitable
organizations. In addition to their
involvement with Fay School, John is
also on the Board of Directors for
MetroWest Boys and Girls Club, the
Marlborough Economic Development
Corporation, and the Board of
Incorporators for Avidia Bank. He is also
a member of the Northeastern National
Albert Ting is the Chairman of CX
Technology Corporation of Taiwan
and has been actively involved in
infrastructure investments in Vietnam
for the last 20 years. His other
positions include Chairman of Phu
Hung Securities of Vietnam, Vice
Chairman of Phu Hung Assurance
Corporation of Vietnam, and
Chairman of Freshfields Resort
and Conference Center of Taiwan.
Albert is a representative of the
Ministry of Finance of Taiwan on the
board of Mega Financial Holdings.
Albert is a graduate of Harvard
University and MIT Sloan School
of Management, and he is also an
Honorable Fellow of the Chinese
Council and the Huntington Society,
and an active alumnus of Northeastern
University.
John Parsons
Military Academy. In the past, he
served as a vice president of Morgan
Stanley London and was a director
of First Commercial Bank and First
Financial Holdings.
Albert is an active participant in
public service through several
foundations. He is a director of
the Lawrence S. Ting Memorial
Foundation, Chinese Military Academy
Alumni Association, Consortium
Foundation in Support of the Armed
Force Members and Dependents,
Association for Protection of Victims
of Criminal Acts, and the 21st Century
Foundation. He is also a member of
the MIT Sloan School of Management
Asia Pacific Executive Board.
TRUSTEES
JAMES P. SHAY ’78 P’15, ’17 SOUTHBOROUGH, MA
Jim’s connection to Fay is extremely strong:
he and two of his three brothers attended
Fay, and his daughters, India ’15 and Sophia
’17 both attend Fay. He also has two nieces
and two nephews who attended Fay. His
cousin’s children currently attend the
School.
Jim serves on a number of local boards, and
he has devoted a great deal of time to Fay as
a volunteer over the years. Jim was president
of the Fay Alumni Council from 2004 to
2007, and Jim and his wife, Monica, have
been the chairs of the Annual Fund for the
2009-2010 and 2010-2011 school years.
FAY SCHOOL
BOARD OF TRUSTEES
2010 - 2011
Herbert L. Camp, Esq., ’53 President
Kathleen Haley P ’02, ’04, Vice President
Ronald L. Sargent P ’07, ’09, Treasurer
Paula Bentinck-Smith P ’98, ’01 Secretary
Jim Shay
Alan F. Brooks ’51
Tushara Canekeratne P ’11, ’12
Richard B. Commons
James F. Curtis, III ’57
James A. Dolce P ’09, ’12
Michael J. Egan P ’08, ’12
Maureen Finlayson P ’02, ’11
Robert J. Gustavson, Jr. P ’12, ’17
David W. Harris ’58
Elizabeth T. Kellogg
John P. Lari ’90
Douglass N. Loud ’56
Harry L. Manion, III P ’11, ’16
Sarah (Robbins) Mars ’83
Thomas McKean, Esq. ’64
Jee Hun Nam, Esq. ’87
John R. Parsons, Jr. P ’08, ’10, ’12, ’21
William Picardi P ’81, ’92
Charles P. Pieper, Jr. ’61
Andrew C. Pilaro ’85
James P. Shay ’78 P ’15, ’17
Harvey I. Steinberg G ’02, ’06, ’14, ’15
Campbell Steward ’48
Judith S. Thoft
John E. Thomas, Sr. P ’99
Albert K. Ting ’87
EMERITUS TRUSTEES
William G. Burrill P ’97, ’99
Peter S. Drotch P ’83, ’86, ’89
John R. Egan P ’04, ’05, ’09
Elaine W. Fiske P ’86, ’88, ’94
A. Brooks Harlow, Jr. ’49 P ’75, ’78, ’81
James R. Houghton ’50
Brian Kelly P ’84, ’86, ’88
Christopher T. Mabley
Forrest E. Mars, Jr. ’45
Edith B. Perkins P ’86
Anthony M. Pilaro P ’85, ’87
Carolyn A. Purcell P ’77, ’80, G ’08
Susan Root Feibleman P ’72, ’74, ’77
HONORARY TRUSTEE
John F. Mars ’49 P ’78, ’83
www.fayschool.org | 19
Remembering Mimi Harlow
Fay alumni around the world were saddened to hear of
the passing of Miriam “Mimi” Baxter Harlow, wife of
former head of school A. Brooks Harlow, Jr. ’49, this
past December at the age of 77.
Mrs. Harlow was born in Detroit, Michigan on April 28, 1933. She was a graduate
of Liggett School in Grosse Pointe, Michigan and the University of Michigan, where
she was a member of Kappa Alpha Theta sorority. She is survived by Mr. Harlow,
her husband of 51 years; her three children, Alice Harlow Ronconi ’75, Elizabeth
Harlow Robinson ’78, and A. Brooks Harlow, III ’81; her brother, Richard V. Baxter;
and six grandchildren.
From 1967 to 1988, Mrs. Harlow was a loving mother to hundreds of Fay boarders, who fondly remember her warmth,
her attentive care, and the joy with which she embraced her role at the School.
Below are excerpts from just a few of the many remembrances
that poured in remembering Mrs. Harlow and her legacy.
“The Harlow family allowed mine to live in Fay House while they were on sabbatical for a year and we were new to
Southborough. I remember well, even as a ten-year-old, that I was amazed and appreciative of the Harlows’ generosity.
Thank you for giving me a home, just as you did for all the boarders from lands far and near.”
—Sarah Robbins Mars ’83
“Mom was a woman of many talents. She was “the Muse” at Fay School, and she
wrote memorable, funny ditties when a boarding student was celebrating a birthday.
She was the “hostess with the mostest” and did a terrific job training her three kids
in the art of entertaining, whether the occasion was a formal dinner, cocktail party
or afternoon tea. Yes, she made sure we all knew which fork, spoon and knife to use
when there were multiples to choose from—when in doubt, just watch the hostess
and copy accordingly. When she and Dad retired from Fay, she was recognized as
the “Number One Fan,” which was so perfect because she was in her element when
cheering on all her kids from the sidelines. Her fanaticism continued in retirement
as she attended as many of her grandkids’ concerts, plays and sporting events as
opportunity allowed. I’ll never forget the soccer tournament in Flagstaff, AZ, where
Massimo and I wheeled Mom in her wheelchair across the fields—and up until this
tournament, Armando’s team hadn’t been doing so well. Well, they ended up winning the tournament, and the boys were convinced it was Mom who had brought
them their luck. I’m not sure if it was luck—I think hearing Mom shouting, and I
mean, shouting, words of encouragement had the intended effect of bringing out
the best of what each boy had to offer, and the results were what they were.”
—Alice Harlow Ronconi ’75
20 | Fay Magazine 2011
THE MIMI HARLOW
SCHOLARSHIP FUND
Fay School and Mr. Harlow
offer grateful thanks to those
who have donated to this
endowed fund in honor of
Mrs. Harlow and made possible a scholarship to be awarded in perpetuity in her name.
“For Fay students in general, Mimi was a true mother—a soft touch, an encouraging word,
wisdom beyond the “regular channels” of the school, and most memorably, an absolute bear
for opposing teams on the field. That deep, resonant foghorn of a voice turned every Fay
team’s game up several notches. She was the third force in the school’s athletic program.
For the boarders, and most especially the international students, Mimi represented what was
best about America. Open, principled, warm, culturally curious, and generous, she spoke
plainly and simply with a backbone of steel. The comfort of a warm glass of milk and her
Michigan fleece blanket thrown over a cold and weary traveling student burned as much of
an impression in a young person as the unequivocal integrity of her words and actions. She
gave no quarter in the defense and nurturing of her young brood in her extended Fay family, and never hesitated in the inculcation of clear, solid, universal values that every student
she touched carries for a lifetime. Never given to excess nor false modesty, Mimi lived the
Fay codes: equal value for earnest effort as much as success, the education of the whole
child, and above all, You Can If You Will. Mimi was a marvelous embodiment of that alltoo-rare quality that we seek and yearn for today: Character.”
—Andy Locsin ’77
“Mrs. Harlow was the definition of a boarding school matriarch, and her incredible kindness
and bright spirit will never be forgotten. She would pop on the bus last minute to our “away”
games with her home-baked Derby pies and sparkling smile. I remember being so touched by
her thoughtfulness and warm energy. I had never tasted a Derby pie before and thought it was
a slice of heaven. When I mentioned this to her, she went home that afternoon and baked
away. The next morning she delivered my personal pie. At this point, I had put her on a
pedestal next to Mother Teresa—she remains there in
shining lights!! It’s amazing how a kind gesture can
touch someone’s life forever. I was telling this story to
my children today and describing how special Mr.
and Mrs. Harlow were to the Fay family. I ended my
story with Mr. Harlow’s lively words of wisdom –
‘You must stir the pot to make it boil . . .’”
—Patrice Bauer Fallon ’83
Stephen & Patricia Bash
Dr. & Mrs. Wallace E. Bash
Mary Jane & Dick Baxter
Barbara A. Bowes
John F. A. V. Cecil '71
Laura P. Clark '78
Peter & Hinda Drotch
Roger Edwards
Susan Root Feibleman
Diane K. Fenton
Donald A. Finkbeiner, Jr.
Rob & Carol Gustavson
A. Brooks Harlow, Jr. '49
A. Brooks Harlow, III '81
Elizabeth Harlow Robinson, Esq. '78
Alice Harlow Ronconi '75
David W. Harris '58 & Alix Paine
Jack & Lynn Harrison
Ed & Peg Hasbrouck
Thomas R. Haslett '76
Drs. John & Helen Heineman
Peter & Elizabeth Hjorth
Indian River Community Foundation
David & Marilyn Keil
Fred Kelley
Lydia E. Kelley
Katherine S. Lafrance
Cathy Logan
Carol A. Long
Thomas J. Lydon, MD '79
Dace Polk Maki '87
John F. Mars '49 & Adrienne B. Mars
Michael J. Mars '83 &
Sarah (Robbins) Mars '83
David & Catherine McCool & Family
Jan D. McCormick
Robert & Virginia McCormick
Annette & Joe Meachum
Joan Misener
Dolores & Roger Paquette
Perk & Dodie Perkins
Joy & Derek Peters
Bill & Susan Picardi
Al & Carolyn Purcell
Alejandro Reyes '78
Ronald B. Shapiro
Dace Stubbs
Summerville High School
Dick & Sabra Upjohn
Rosemary Voges
James S. Walker
Ann B. Weston
Steve & Maggie White
S. Holly Whittemore '84
Mr. & Mrs. John W. Wood
Jack & Sue Zinser
www.fayschool.org | 21
CLASS NOTES
1932
ALVAN MARKLE has announced
his plan to marry Carolyn English on
March 26.
1941
ARTHUR WILLIAMS finally
stopped skiing and playing polo last
year because, he reports, he was “too
scared.” He sends his best to DEAN
BOYLAN, WALLACE SMITH ’42
and HENRY DALEY.
1954
DUTCH HEIDSIECK lives on Boca
Grande, FL, from November through
May and in Irvington, VA, the rest of
the time. He reports that he “would
love to catch up with anyone who
might be interested in doing so.”
WILLIAM “BILL” BARBER caught
22 | Fay Magazine 2011
us up on his life with the news that
after graduating from St. Mark’s and
Princeton, he served as a U.S. Army
medic as a reservist from 1962 to
1968. He taught French at Fountain
Valley School outside Colorado and
later at St. Mark’s. After 1976, he
wrote, “I spent through 2004 as owner,
then Wine Guy, at the Cheese Shop in
Concord, MA. I also owned the
Concord Shop that my wife ran as
another success in kitchenware. We
have three children, born in 1964,
1967, and 1970, and now four grandchildren ages four through ten. I’m still
living in Concord, winning battles
against J. Wayne’s “big C,” enjoying
life though with a strict injunction on
wine…..I try to keep up with some 17
publications each month, with my wife
helping me stay more or less current.
Will welcome contacts from the old
days: billbar3@comcast.net”
1955
DAVID DICICCO writes, “I am still
working as a clinical psychologist in
San Diego in between ski trips and
golf excursions. My wife, Vicki, is also
a psychologist.”
1957
LAWRENCE “LARRY” BRAMAN
shares this update with us: “After college, I attended architecture school at
Columbia and became a quadriplegic
after a diving accident in 1969. After
nearly a year in the hospital and a brief
convalescence in Florida, I joined a
"commune" with some grad school
friends in Boston working on a variety
of projects including a food co-op, a
general store, a community newspaper,
and renovation of abandoned housing.
None of this paid much, but then
room and board was about $10 per
CLASS NOTES
1961
CHALMERS “CHIP” WOOD
writes, “Great to hear from dear old
Fay, the establishment that taught me
how to be lucky. I've been in Nanjing,
China for 4.9 years, where I teach,
write, do stand-up and an occasional
cartoon, and advise various folks on
SinoYankee relations. I’m doing well,
especially after it appeared in the local
papers that one of my students was
awarded advanced placement to Yale
with a full four year scholarship.”
1967
did not have at home. JAMES
MURDOCK, JIM HILL, JON
WOLF—they became brothers. It
was hard work, and we were held
to a higher standard, but it was
also so much fun. Adulthood, not so
much . . . I have nothing but the
fondest memories of Fay.”
JOHN ROBERT SEYFFERT wrote
to us after hearing the news of Mrs.
Harlow’s passing: “As I painted Mrs.
Harlow, I remember her well. Sad to
hear the news.”
1973
1968
1977
We’ve heard from FORD
EDWARDS, who writes, “It's been
45 years, yet I remember it all so well.
Those three short years had such a
positive influence on the rest of my
life. King, Woods, Mann, Upjohn,
Harlow...they were the role models I
ANDRES GUERRAMONDRAGON sent us this note:
“Hey, Phil, drop me a note sometime!
Always remember Mr. Parsons and the
caving trips, and Mr. Eli...what a great
time to be at Fay!”
JEFFRY LAING writes, “Still alive!
Been married twice, divorced twice,
have two great kids, and still living in
Chicagoland.”
‘
week. The commune gradually dissolved as its members started nuclear
families, or ‘nuke-fams’ as they were
called at the time. I skipped the nukefam option and parlayed the architectural training and housing experience
into a regular job in affordable housing
development. In the early ‘90s I had an
opportunity to do post-graduate work
at Harvard, started a new career in geographic information systems, and managed computer mapping for neighborhood development at the City of
Boston. I retired a couple of years ago,
but still do occasional consulting work
and have a part-time gig doing plan
review for the City of Cambridge.”
Chip Wood ’61 with students in Nanjing, China.
www.fayschool.org | 23
1984
ELISE O’CONNELL shares this
news: “I recently caught up with LIZ
RODGERS in Spain. She is busy
working as a social worker and therapist on the Cape and busy as a mom to
her two kids, Ben and Maggie. I am
still working as an equity trader in
Boston and get a chance to catch up
with them for lots of laughs from time
to time.”
1985
JILL MCELDERRY-MAXWELL
writes, “We’re moving to a 137-acre farm
and completely renovating the 1850s
farmhouse and barns. We took the house
down to the original post, began construction, and put everything back
together properly! Up to 24 alpacas—son
is in junior high—life is good!”
1986
KATHLEEN TOUHEY MOORE
wrote with this good news: “2010 was
an amazing year. My husband Brian
and I welcomed our first child, Abigail
Kathleen Moore, in May!”
1991
JILL TILEM welcomed daughter Alisa
Michele on July 27. Alisa joins her big
brother David, who just turned two.
Jill continues to practice law at a pharmaceutical company in Boston.
KEVIN O’BRIEN checks in with this
update: “Hi, everybody, I am married
with a 2.5 year-old daughter, one yearold son, and another arriving in June. I
am living in Walpole, MA, and would
love to hear from you.”
1997
1992
2000
TERI GOTGART ANDERSEN has
shared the news of her marriage to
Derek John Anderson on October 2,
2010 in Londonderry, CT, where they
now live. AMY COLLINS is currently the executive director for Tree Utah,
a non-profit in Salt Lake City that
plants and maintains many thousands
of trees each year.
SALLY KING reports, “This
February, I’ll receive my master’s in art
history from Columbia University, and
I continue to work full-time in the
American Wing at the Metropolitan
Museum. Fay alumni, please reach out
if you’re in the NYC area!” LAUREN
RENWANZ has announced her
engagement to Patrick Codd; she is
currently employed by Children’s
Hospital, and she and Patrick are planning an autumn wedding in Sudbury.
Lauren also shared the news that
BETH ENTERKIN was very recently
engaged to her boyfriend of two years
and is currently living in Chicago
where she attended graduate school.
1993
AMY TRUMBULL has let us know
that she completed her doctorate in
physical therapy this year at Simmons
College and is currently working as a
physical therapist at Beth Israel
Deaconess Medical Center Boston.
ERICA BURRILL FRANZ and
CULLEN FRANZ have announced
the news of their marriage.
1998
ALEXIS RENWANZ got married
this past March.
1994
KEITH BLADES writes, “What’s
going on, Class of 1994? Been a while
since I have spoken to many of you, I
hope you are all well. I am currently
living in Newton MA, with my wife
Erica and our newborn son, Keigan
Wesley, born January 1, 2011. Trying
to adjust to life without sleep! Hope to
run into some alumni soon.”
1996
ELENA RAPTOPOULOS has let us
know that she has moved back to
Manhattan after two years in Milan,
Italy.
The children of Jill Tilem ’91: David, age
2, and Alisa Michele, born July 27.
24 | Fay Magazine 2011
Lauren Renwanz ’00 and her fiancé,
Patrick Codd.
CLASS NOTES
A CLASS OF 1997 LOVE STORY
Erica Burrill Franz ’97
wrote to us with the story
of her engagement and
marraige to former
classmate Cullen Franz ’97.
“Cullen and I met at Fay in
eighth grade and lost touch
until our ten-year Fay
Reunion in 2007, when we
reconnected. We were
engaged in October 2009. He
planned an amazing proposal
at the Skywalk in Boston, at
the top of the Prudential
Building. When we arrived, he had
dubbed his voice onto one of the window station recordings that overlooked
Trinity Church and Copley Square, and
as I was listening, my family and his
family were unrolling a 9-foot x 80-foot
banner 52 floors below on Copley
Square. He had handmade the banner
over a period of three weeks that said,
’Will You Marry Me?’ and then got
down on one knee! We used the sign to
take our engagement photos at Fay in
May.
enjoyed a fabulous reception at the
Intercontinental Hotel. We were very fortunate
to have many close Fay friends in attendance
to celebrate our special day. Our bridal party
included KINSLEY BURRILL PERRY ’97,
VANESSA BURRILL ’99, AUDRA
BLADES WHITE ’97, AND MELISSA
GREENBERG NETO ’97. Also in attendance at the wedding were JONATHAN
SABATINI ’97, KIMBERLY
CALARESE SAPIA ’96, KATHRYN
CALARESE ’98, TONY MALLOZZI
’97, THOMAS MOSCHOS ’97, and
former Fay faculty/administration STEVE
AND MAGGIE WHITE, CATHY
LOGAN, and MARY MARTIN.”
We were married in July 2010 at the
Old South Church in Boston and
www.fayschool.org | 25
Dancing Behind My Eyelids:
Victoria Coady ’99 and Samantha Shay ’04
Present a New Vision of Shakespeare’s The Tempest
It turns out that you’re never very far from Fay—a lesson brought home to Victoria Coady
’99 and Samantha Shay ’04 in a unique “small world” story. The two are co-founders of
Hopelandic, a group of interdisciplinary artists who came together at California Institute of
the Arts. Samantha is the group’s artistic director, and Victoria the producing director.
T
his winter saw the premiere of the group’s first
original interdisciplinary piece, Dancing Behind
My Eyelids, at Oberon, the American Repertory
Theater’s second stage in Harvard Square. The
piece, which was created by Samantha and produced by
Victoria, is a re-visioning of Shakespeare’s The Tempest that
incorporates cirque, Icelandic electronica, and myriad movement styles including ballet, modern dance, capoeira, French
mime, and contact improv.
“Our goal was to create a visceral experience, to really
include the audience,” explains Samantha. “We wanted
to do Shakespeare in a way that would appeal to a
younger audience, to capture something youthful and
exuberant."
Five years apart in age, Victoria and Samantha did not
know each other during their time at Fay. While Victoria
26 | Fay Magazine 2011
CLASS NOTES
was completing her BFA in stage management at CalArts,
she received a copy of Fay Magazine and read that
Samantha was starting at CalArts.
Dancing Behind My Eyelids. After successful performances
of the show at CalArts, Samantha teamed up with Victoria
to bring the piece to Boston. The rest, as they say, is history.
“We met up and reminisced about Fay,” says Victoria.
“Theater productions with Mrs. Gamble, Color Wars,
and studying (and falling in love with) Shakespeare for
the first time with Mrs. Williams and Mrs. Greenberg.”
Today, Hopelandic has five original projects in development,
and the group is seeking production sponsors and making
plans next year for international arts festival appearances.
While the two never worked together at CalArts, they
promised to keep in touch as Victoria graduated and
returned to Boston to work as a stage manager with
professional regional theaters.
In the spring of 2010, Victoria and Samantha met up and
brainstormed ways they could work together professionally.
Samantha discussed the new piece that she was developing as
a student production back at CalArts, which was to become
You can find out more by emailing Victoria or Samantha at
info@hopelandictheatre.com.
We wanted to do Shakespeare in a way that
would appeal to a younger audience, to capture
something youthful and exuberant."
www.fayschool.org | 27
2001
KIMBERLY SOTO is finishing up her
last semester at George Washington Law
School.
2003
PATRICK LONG is enjoying Wheaton
College. He finished the summer in
Cotuit, MA, competing in the Sailing
Club Championship Races. This was
his fourth consecutive year qualifying
for the club championship, and he was
the Opti Race coach for the club this
summer. JAMES GRAY is living in
Beijing after graduating from Boston
University with a double major in
economics and international relations.
2006
Tommy Moore (photo byTaylor Perkins)
TOMMY MOORE ’03, a senior at Amherst College and one of the
four members of Amherst’s indoor track distance medley relay team,
set a new Division III National Record this winter at the BU
Valentine Invitational track meet.
According to the Amherst College website, the team “completed the
distance medley in 9:49.11 to obliterate the previous Division III
record of 9:53.16, which was set by a group from MIT back in 2002
at the Valentine’s Day Classic. Amherst’s time was more than two
seconds ahead of the runner-up on Friday, as Southern Connecticut
State placed second with a 9:51.51.
The distance medley has been Amherst’s bread and butter these past
few years. The team placed seventh in the event at the 2009 NCAA
Indoor Championships, and this year’s group will be among the
favorites to take home a national title in March.”
Tommy, who is a captain of the Amherst men’s track team this year,
will graduate this May with a dual major in English and religion.
28 | Fay Magazine 2011
JANIE WALTERS is a senior at First
Flight High School in North Carolina.
She is the photography and graphics editor for the school newspaper Nighthawk
News. She is currently waiting to hear
back from colleges, where she hopes to
pursue a major in photography.
ASHLEY STIPEK attends the
University of St Andrews where, she
reports, “all is well.”
f +F
O NLINE
FAY O
You can find fay alumni online
at facebook.com
Fay’s Alumni Council has
created a page for alumni to
reconnect and catch up. Login
to facebook and search for
“Fay School–Southborough.”
CLASS NOTES
2008
2010
ANDREW OROBATOR writes, “I
made Honors during fall term at Pomfret.
I’m rooming with ALASTAIR
HEWITT; BEN SUKONIK and
ADAM COHAN also attend Pomfret, so
it’s like a Fay party every day. Last year, I
sang the National Anthem for a Boston
Red Sox game with my school’s a cappella
group, and this year, we are doing a tour
in Bolivia for spring break.” ANDREW
KENEALY sends news that he will be
attending Dartmouth College in the fall.
CHRIS UHL was named to the 201011 Honor Roll for the first quarter at
St. John’s High School. BRIAN
STIPEK attends Cushing Academy.
OLIVIA FLEMING writes, “I am
enjoying Lawrenceville and see lots of
Fay friends, including CHRIS
CRONSON, JULIA BRETZ,
GEORGE MOSKO, LEAH
SIMON, and VICTORIA
NASSIEF.”
Keep in Touch!
Send your news and
photos to Erin Ash Sullivan,
Director of Communications, at
esullivan@fayschool.org.
Fo u n d e r s’ We e k e n d - A p r i l 3 0 , 2 0 1 1
WHAT DOES THE NUMBER 106 MEAN?
H
ere at Fay, it represents the combined number of years of service
of three dedicated teachers: Bob Parsons, Chips Norcross, and
Carole Naumes. These three teachers, who have each given thirty or
more years of service to Fay School, will be retiring at the end of this
year, and on April 30 we will celebrate their lasting legacy as teachers,
coaches, and mentors.
As we make plans to show our appreciation for all they have done for
Fay, we hope that you will return to Southborough to join us as we recognize and celebrate them. Whether or not it is your reunion year, all
Bob Parsons—40 years
are welcome and encouraged to come back to say goodbye and thank
you. We hope to see you there!
See a detailed schedule and register
online at www.fayschool.org/founders
For more information, contact Mike
Voûte, Director of Alumni Programs,
at mvoute@fayschool.org or
508.490.8206.
Chips Norcross—34 years
Carole Naumes—32 years
www.fayschool.org | 29
In Memoriam
GERTRUDE PAYNE SOWLES, former faculty
Longtime Fay faculty member Gertrude Payne Sowles died on
September 8, 2007 at the age of 101 in Westwood, MA. Mrs.
Sowles was born and grew up in Walla Walla, Washington.
She earned her bachelor’s degree at Whitman College and her
master’s degree at Columbia Teachers College.
HIROMI MONRO ‘84
June 20, 2010
CHARLES H. BREWER P’77, former staff
Charles Brewer, a former member of Fay’s maintenance staff
and father of Peter Brewer ’77, died at the age of 86 on
November 9, 2010. He was the husband of the late Helen
Willard Brewer. A graduate of Newton Trade School, Mr.
Brewer served in World War II on the USS San Diego and saw
action from the Solomon Islands to Tokyo, Japan. In addition to
his work at Fay School, Mr. Brewer was a call firefighter for the
town of Southborough and a member of the United Brethern
Lodge of Masons in Marlborough and also the former St.
Bernard Lodge of Southborough. He was a lifetime member of
the V.F.W. and the American Legion, both of Ashland.
Mr. Brewer is survived by his daughter Jacqueline Garvey and
her husband Michael; son Peter Brewer and his wife Wendy;
Lee Hamilton; two brothers; and three grandchildren. He is
predeceased by daughter Bonnie Spencer and three siblings.
In celebration of Mrs. Sowles’ 100th birthday in 2006, former
Fay faculty member Bette Wood wrote, “Gertrude’s was a life
well lived. She put all her upbeat energies into her marriage
and the raising of her two stepdaughters and son…During the
year, she spent her time teaching remedial reading to countless
students, both at the Massachusetts General Hospital in the
Learning Disabilities Program and later at Fay School. She
retired twice from Fay, heeding the headmaster’s call when she
was asked to return. She
finally retired in her
late seventies!”
Mrs. Sowles was predeceased by her husband,
Homer Charles Sowles,
and two stepdaughters,
Madelines Sowles and
Betty Sowles Bickford. She
leaves her son, Dr. James
H. Sowles and his wife,
Sydney; her son-in-law,
George H. Bickford; five
grandchildren; and four
great-grandchildren.
IN MEMORIAM
FRANCOIS D. VAILLANT, former faculty
Fay received word of the passing of Francois D. Vaillant on
September 14, 2010, at the age of 83 years in Pensacola, FL.
Mr. Vaillant was a member of the Fay faculty from 1957 to
1966. The 1966 Pioneer was dedicated to him, with the note
that he had “coached and instructed Fay boys with unerring
strength and dedication. He has helped to build the character
of many Fay boys, past and present. Further more, we hope
that he will have the same influence on future students as he
has had on us.”
Mr. Vaillant’s wife, Susan Vaillant, shared these memories
with us: “Frank taught, coached, and lived the school master’s life at Fay. Harry Reinke was headmaster and was assisted by Bob Shields and Doug Mann. It was a wonderful era,
and we enjoyed Fay School and Southborough. Our three
children were born during those years, and there are so many
fond memories.”
www.fayschool.org | 31
TEACHER PROFILE
Jennifer Telles
Where Art and Science Connect
Jennifer comes to her role with a bachelor’s degree in fine arts
from Syracuse University and a master’s degree in education
from Lesley University. After serving as co-director for Fay
After School last year, she was invited to take on the new role
of Primary art and science teacher.
Jennifer is embracing the challenge of incorporating the
inquiry-based learning model as she builds the curriculum.
One of her favorite things to do is to visit kindergarten for
“research”: “When the children have their choice time,” she
says, “I’ll observe what they’re interested in. If I notice themes
he art/science room in the Primary School is filled
with sunlight and the sounds of children at work.
Matisse prints and displays of student art hang
side-by-side with posters about the scientific method and
observational drawings made by kindergarteners.
T
Overseeing it all is Jennifer Telles, Fay’s Primary art and
science teacher. The combination of art and science in the
Primary School is a very natural one, Jennifer explains.
“At the primary level,” she says, “both disciplines focus on
many of the same key skills: making and recording careful
observations, developing an understanding of the natural
world, and asking thoughtful questions.”
The Primary School’s inquiry-based curriculum, which incorporates the children’s interests, also makes the combination
of art and science a perfect fit. “I have the freedom to design
projects that respond to the children’s questions about the
world around them,” Jennifer says.
“In kindergarten, for example, we took time this winter to
take a look at snowflakes and crystals. As we talked about how
snow is formed, I had the children observe the snow in their
environment, look at sugar crystals under the microscope,
and grow their own borax crystals in the classroom.”
“I also had the children consider snowflakes as art—they
looked at magnified photographs of snowflakes and built their
own snowflake crystals out of clay.”
32 | Fay Magazine 2011
that are coming up consistently, I can bring that into the
classroom as a formal inquiry.
“A big part of what I do is really listen to the students and
find out what they care about,” Jennifer says. “It’s fun to
develop those interests and really support them.”
“As we talked about how snow is formed, I
had the children observe the snow in their
environment, look at sugar crystals under
the microscope, and grow their own borax
crystals in the classroom.”
It is the supreme art of the teacher to awaken joy in creative expression and knowledge. “It is the supreme art of the teacher to awakis the supreme
art of the teacher
en joy in creative“Itexpression
and knowledge.”
“It is the supreme
art of the
joy in
creative expression
and knowlto teacher
awaken to
joyawaken
in creative
expression
and knowledge.”
edge.” “It is the supreme—Albert
art of theEinstein
teacher to awaken joy in cre-
The 2011 Fay Faculty Excellence Challenge
e are delighted to share the
exciting news that Fay is the
beneficiary of an unrestricted
commitment of $750,000
from an anonymous current family. When the
donors informed the School of their decision to
support Fay at this extraordinary level, they
shared that this gift was inspired by their appreciation for the quality of Fay’s program and their
desire to help the School raise additional funds
from other members of the Fay community.
W
And so, the family is issuing the Fay School
Faculty Excellence Challenge to secure an
additional $750,000 in major gifts and pledges
of at least $25,000 by June 30 of this year.
All gifts toward the challenge will support the
Fay Fund for Faculty Excellence, which will
provide funding for faculty recruitment and
retention, professional development, and course
and program development—in short, activities
that ensure excellence in our classrooms.
Donors to the Challenge may select a commensurate naming opportunity from among those
available in the Primary School building, Village
Dorms, Wellness Center, or at the Fay School
Athletic Campus. For more information, please
contact Marie Beam, Director of Advancement,
at 508.490.8208 or mbeam@fayschool.org, or
Stephen Gray, Major Gifts Officer, at
508.490.8414 or sgray@fayschool.org.
NON-PROFIT
ORGANIZATION
US POSTAGE PAID
SOUTHBOROUGH, MA
PERMIT NO. 4
FAY
Winter 2011
MAGAZINE
48 Main Street
Southborough, MA 01772
Tel: 508.485.0100
and 800.933.2925
Fax: 508.481.7872
Return Service Requested
If you receive duplicate copies of Fay Magazine, or a copy for your son or daughter who has established a separate permanent address, please
let us know at 508.490.8207, or email slevine@fayschool.org.
IN THIS ISSUE: Making Connections
Connecting Passion with Purpose: Andrew Kellar ’91 and Katie Touhey Moore ’86
New Programs at Fay: Diagnosing the Modern World