"We prepare students to engage in the world that is and to help bring about a world that ought to be."

News and Multimedia Archive

2025

  • June

    American Migrations: People, Power, and Perspectives

    Fourth Grade Capstone Project Showcases Historical Inquiry, Empathy, and Creativity




    Each year, Friends Seminary fourth graders take on a capstone project that marks the culmination of their Lower School journey. This year’s project—American Migrations: People, Power, and Perspectives—challenged students to explore major migratory movements throughout U.S. history and consider how government actions and historical contexts shaped the experiences of different communities. Grounded in an interdisciplinary approach, the project wove together strands from social studies, English language arts, library research, and the creative arts. 

    Throughout the month-long unit, students investigated the push and pull factors which prompt human migrations, deepened their understanding of refugee experiences, and examined the social and political forces that impacted different ethnic and religious groups. The also learned about American legislative acts grounded in racism / ethnocentrism which targeted or impacted specific groups, or favored certain immigrant groups over others. Field trips to Ellis Island, the Tenement Museum, and the Museum of Chinese in America brought history to life and helped frame these events within both national and local narratives.

    Each student selected a specific group or individual experience to research. As they progressed, they:
    • Conducted digital and library-based research
    • Analyzed and annotated primary sources
    • Crafted expository and creative writing pieces
    • Created a fictional historical artifact
    • Designed a Google Site, poster, book, or slide presentation to share their findings
    The creation of a fictional artifact—such as a diary, family heirloom, or document—allowed students to imagine the lived experience of migrants through a creative lens, blending historical knowledge with empathy and storytelling.

    In early June, fourth grade classrooms transformed into an exhibition space, where students proudly presented their work to families, faculty, and peers. These final presentations not only celebrated academic achievement but also invited the community to reflect on the complexities of migration in America—past and present.
    Through this comprehensive project, Friends Seminary’s fourth graders not only strengthened their research, writing, and presentation skills but also developed a deeper understanding of the diversity, resilience, and agency embedded in the American story.
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  • Ancient Voices, Modern Mosaics, and New Perspectives





    The Annual Latin Colloquium at Friends Seminary is a meaningful celebration of both scholarly depth and creative expression. Now a longstanding tradition, the Colloquium offers Upper School Latin students the opportunity to present their academic research and original work to peers and faculty—an experience that mirrors the formal colloquiums of collegiate classical studies and elevates the role of student scholarship in our community.

    This year, Latin V and Advanced Latin students undertook a rich exploration of Roman self-representation in texts and artifacts—studying speeches, letters, art, and mythologies. In doing so, they examined how ancient people constructed identity and legacy, while drawing personal connections between classical themes and their own lives. 

    Christel Johnson, Chair of the World Languages Department, emphasized the academic importance of this public forum: “The Latin Colloquium is modeled on those I participated in as an undergraduate and graduate student. It’s a high-pressure environment that prepares students for defensive scholarship. They learn not just to write well, but to speak about their thinking and research with confidence.”

    Among the year’s culminating projects was a unit focused on mosaics, an art form emblematic of the Roman world. Students investigated how mosaics are used as public art in modern-day New York—particularly within the subway system—and created bilingual portfolios that included Latin queries, artist research, and text-based analysis. Inspired by their findings, each student then created a personal mosaic using glass, tile, fabric, paper, string, stone, and other found materials, accompanied by a written artist’s statement reflecting their process and intent. Click here to view the full Creative Portfolio.

    Reflecting on the work, Associate Head of School Devan Ganeshananthan shared, “The way students engaged with texts—not just translating or analyzing, but interpreting them through art, emotion, and lived experience—was beautiful to see. The project gave them the tools and the space to connect with ancient voices and then add their own.”

    In every aspect, the Latin Colloquium embodies the mission of the Department of World Languages: Ancient and Modern, which affirms that “the acquisition of a language is the ultimate gesture of friendship to the world.” By learning Latin, students are equipped not only with linguistic and analytical tools, but with a deeper understanding of human expression across time. Through their studies, they gain the ability to engage in meaningful inquiry and cultivate a sense of world citizenship—communicating across cultures, across centuries, and across disciplines.

    At Friends, the study of Latin is not simply about decoding a language long past. It is a living exercise in empathy, creativity, and connection—one that empowers students to find their voices in the enduring conversations between past and present.
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  • A Year of Growth: Differentiation, Collaboration, and Bespoke Learning in Middle School Math

    The 2024–2025 academic year marked a transformative period of growth and innovation in Friends Seminary’s Middle School Math program. Spearheaded by Head of Middle School Michelle Cristella, Melanie Smith—Mathematics Teacher and Chair of the Mathematics Department—and dedicated faculty including Anne Pearson, Clayton Raithel, Rachelle Scolari, Cory Chung, and Penney Peterson, the initiative reflected a shared commitment to creating more personalized, responsive, and rigorous learning experiences for students.

    At the core of this work was a yearlong partnership with Dr. Rhonda Bondie, former professor at the Harvard Graduate School of Education and author of Differentiated Instruction Made Practical. Dr. Bondie guided math faculty through a comprehensive professional development arc centered on differentiated learning strategies. Teachers engaged deeply in reflective practice and classroom application, continually refining their instruction to meet the diverse needs of learners more effectively.

    As part of the professional learning journey, math teachers shared their strategies and outcomes with colleagues in the Science and Technology departments, fostering cross-disciplinary dialogue and broadening the reach of these practices. Within the department, math faculty met regularly to collaborate, exchange feedback, and embed differentiated instruction across classrooms in a cohesive, student-centered way.

    Differentiation also emerged as a central theme across the Middle School more broadly. Faculty engaged in sustained discussions grounded in summer reading and ongoing professional dialogue. A highlight of this shared work was the Middle School Differentiation Fair, where teachers presented successful projects, lessons, and strategies to peers—amplifying promising practices and strengthening a culture of collective learning. The success of this work hinged not only on pedagogical vision but also on the structures that made it possible. At many schools, scheduling constraints limit the ability to implement such models with fidelity. At Friends, the presence of both a K–12 Dean of Faculty, Trupti Patel, and a K–12 Dean of Studies, Hassan Wilson, created the conditions for thoughtful, cross-divisional collaboration. 

    This research-driven effort laid the foundation for a reimagined instructional model—one that makes space for students at all levels to engage deeply, grow confidently, and learn in ways that feel both meaningful and developmentally appropriate.

    “This initiative allowed us to meet students exactly where they are—and to support them in becoming the strongest, most confident mathematicians they can be,” said Melanie Smith, Mathematics Teacher and Department Chair. “Whether a student needed more time to build foundational skills or was ready for extension and enrichment, we were able to plan lessons where all students had a point of entry and were pushed to their growth edge.”

    With this vision in place, the School thoughtfully implemented grade-specific structures that brought differentiation to life in developmentally appropriate and pedagogically sound ways. While each grade followed a distinct model tailored to student needs and curriculum goals, all were united by the same core principles: individualized instruction, collaborative teaching, and a commitment to helping every student reach their full potential.

    Below is a closer look at how this work unfolded across Grades 5 through 8.

    Grades 5 and 6: Foundations of Differentiation Through Co-Teaching
    In Grades 5 and 6, students benefited from a new co-teaching model, where two experienced mathematics teachers led instruction together during two of the five class meetings each cycle. This format allowed for more flexible grouping and individualized attention, enabling students to engage with content at a depth and pace aligned with their readiness. Students received both enrichment and targeted support in small group settings, fostering confidence, challenge, and joy in mathematical discovery.

    Grade 7: Deepening Differentiation Through Targeted Co-Teaching
    In Grade 7, a co-teaching structure provided added support and enrichment alongside the lead math teacher. This model, further refined through close collaboration with Dr. Bondie, emphasized fluid instructional strategies that allowed teachers to respond to students' needs in real time. The result was a more dynamic and student-centered classroom environment that encouraged intellectual risk-taking and greater student ownership of learning.

    Grade 8: A Fully Bespoke Learning Model
    Grade 8 experienced the most significant instructional redesign. All eighth-grade students were scheduled to take math simultaneously each day, creating the flexibility for students to be grouped across three sections. These groups remained fluid throughout the year, allowing students to shift as their skills progressed—ensuring that learning pathways were dynamic rather than fixed.

    Equally important, teachers were also fluid within this model. It was not as if one teacher was always assigned to work with a particular level of students. Instead, teachers rotated among the groups throughout the year, providing targeted support and enrichment to all eighth graders.

    Every eighth-grade student completed the Algebra 1 curriculum through this personalized and pedagogically sound approach, which honored individual growth while opening doors to Upper School advancement when appropriate. Crucially, acceleration was available—but not prescriptive—preserving the integrity of each student's journey.
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  • Phonics in Motion




    In the final weeks of school, the Skyfield came alive with the excitement of the inaugural FUNdations OWLympics—an imaginative initiative designed by Marcus and Jenny to seamlessly blend phonics mastery with active engagement. First graders rotated through six thoughtfully crafted events that reinforced key Fundations concepts through movement and play.

    The session began with a Parade of Nations, as six color teams—Red, Orange, Yellow, Green, Blue, and Purple—ascended the stairs to the Skyfield in a festive procession. Echo, the Fundations owl mascot, extended a warm welcome during the opening ceremony, setting the tone for a morning of camaraderie and learning.
    Each of the six events highlighted a different aspect of phonics and word structure:
    • Base Word Relay: Students raced to identify and build base words and suffixes, combining swift footwork with word work.
    • Scoop and Spell: Participants used plastic scoops to gather letter tiles and spell Fundations words, reinforcing letter-sound relationships in a dynamic, hands-on way.
    • Blends, Vowel Teams, & Digraphs Dash: At the sound of a blend or digraph, students dashed to the correct zone, strengthening auditory discrimination and movement coordination.
    • Word Mark-Up Moves: Multisyllabic words were marked up through specific movements—scooping, labeling, and tapping—bringing phonics to life in a kinetic format.
      Syllable Hop: Children jumped the number of syllables in each word called out, turning word analysis into an energetic adventure.
    • ‘Magic E’ Freeze Dance: Music prompted students to either freeze or move based on whether a word contained the ‘magic e,’ linking phonics patterns with rhythm and timing.
    Throughout the event, teams rotated every seven minutes, ensuring that every student had the opportunity to engage with each challenge and strengthen their skills in a variety of contexts.

    The FUNdations OWLympics proved to be more than just games; they stood as a testament to the power of imaginative teaching and the belief that learning is most effective when it’s joyful and active. As first graders from across the grade dashed, hopped, and danced their way through the morning, they not only demonstrated their growing mastery of phonics but also celebrated the spirit of teamwork and discovery that defines their journey as young learners.
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  • Redefining Power: Women in Finance Share Stories of Leadership and Identity





    Friends Seminary students recently gathered in thoughtful conversation with four accomplished professionals for Women in Finance, a student-organized panel hosted by the Feminism at Friends and Socioeconomic Diversity clubs, in collaboration with the Center for Peace, Equity and Justice (CPEJ). The panel offered a nuanced exploration of gender, power, and professional identity in the financial sector—an industry long shaped by exclusionary systems but increasingly influenced by women redefining its future.

    Moderated by Upper School students Isabelle ’25 and Esme ’25, the conversation focused on the personal and professional journeys of women working at the highest levels of finance. The student moderators posed a range of thought-provoking questions, including: What surprised you most about working in finance? How do your identities shape your experience? How has your relationship with money evolved—and what advice would you give your high school self?
    Panelists included:
    • Cherine Eldumiati Plumaker, Co-Founder and General Partner at Pansend Life Sciences LLC
    • Bijou Kanyambo, Investment Analyst at Trinity Church Wall Street
    • Soyoun Ahn, Managing Director at Temasek
    • Aliya Sahai, Principal at Bernstein Private Wealth Management
    Each speaker offered a candid look at the twists and pivots that shaped her career. From investment banking to social impact finance, their stories reflected resilience, adaptability, and a shared commitment to paving the way for others.

    The discussion addressed the lingering effects of the "boys' club" mentality that has historically defined financial institutions, as well as the evolving dynamics of client relationships—particularly the rise of financially independent women seeking values-aligned advisory. Panelists also spoke openly about creating boundaries, balancing career and motherhood, and overcoming imposter syndrome while staying true to their authentic selves.

    A recurring theme was the importance of separating money from personal value. Whether managing multi-million dollar portfolios or mentoring first-generation professionals, panelists emphasized that while money is a powerful tool, it should never define one’s worth. They also reflected on the discomfort many women face in speaking openly about money, and called for continued efforts to normalize financial literacy and transparency.
    The panel concluded with a Q&A session that provided meaningful guidance—especially for graduating students preparing to enter college and the workforce. From navigating interviews to building confidence in male-dominated industries, panelists encouraged young women to claim space, seek mentorship, and trust in their evolving voice.
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  • May

    August ’26 Brings People Together Through Food and Fellowship



    On one Sunday afternoon each month, the Brooklyn Quaker Meetinghouse fills with the aroma of home-cooked food, the sound of easy conversation, and the quiet joy of people gathering not just to eat, but to be together. At the heart of it all are volunteers like August ’26 — a thoughtful leader and co-clerk of the committee that makes the Community Dinner possible.

    Now in his third year with the program, August helps oversee nearly every aspect of the dinner alongside his co-clerk — from managing budgets and recruiting volunteers to prepping ingredients and welcoming guests. The committee recently expanded to 13 members, and under their leadership, the team engages approximately 30 volunteers each month, serving meals to about 70 guests at a time. Since his early days as co-clerk of the committee, August has helped recruit more than 70 young people across the city to join the work.
    “We make the meals ourselves and sit down to eat together,” August says. “That’s my favorite part — just sitting down and enjoying a meal all together.”

    What began as an opportunity to gain leadership experience has grown into something more personal and profound. “I’ve come to really enjoy talking to the people who come, joking around with them, getting to know them,” he says. A moment that stuck with him came during a conversation with a regular guest: “It’s nice to know you don’t think I’m a bad guy. A lot of people on the street do.”

    In addition to his leadership role in organizing the dinner, August is also leading an effort to bring more consistent donations of fresh produce for the “to-go” bags, which already include non-perishable goods. He is also supporting his co-clerk’s work to establish a community fridge — a future addition that would help extend food access beyond the monthly meal.

    As a long-time member of the Quaker community, August views this work as a reflection of his values. “We include everyone,” he says. “We’re giving firsts, seconds, thirds — fostering community and gathering both regulars and newcomers. It’s a way to extend our Quaker community beyond the Meetinghouse.”
    In his thoughtful presence and steady commitment, August has helped shape the Community Dinner into something that nourishes more than just hunger. It feeds connection, dignity, and belonging — one meal at a time.
    Read More

  • Middle School Debaters Triumph at Model Congress




    On Saturday, May 10, Friends Seminary once again demonstrated its strength in debate and public speaking at the annual Model Congress held at the Chapin School. Competing alongside over 250 students from 13 schools across the New York metro area, our delegation of 48 Middle School students—supported by 14 dedicated Upper School mentors—had an outstanding showing.

    Students debated original legislation across 22 committees, with Friends students authoring and presenting 37 unique bills. Impressively, more than 80% of those bills were approved by fellow student legislators. Eight of their bills were selected for presentation in prestigious full sessions—an honor reserved for only the most compelling proposals.

    Adding to the day’s achievements, three Middle School students were named Best Legislator in their committees, and three others received Honorable Mention for their outstanding contributions. Our Upper School mentors, many of whom are alumni of the Middle School Debate program, served as committee chairs and parliamentarians, modeling leadership and providing guidance throughout the day.

    This event marks yet another milestone in Friends Seminary’s proud tradition of excellence in Middle School Debate. Congratulations to all of our student legislators—your six months of hard work writing, refining, and preparing paid off in every way.

    A special congratulations and thank you to faculty advisors Rachel Barany and Joseph Sills, whose tireless mentorship and guidance have helped shape this accomplished team of thoughtful, articulate, and engaged student debaters.
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  • Reimagining Public Spaces with Purpose in Grade 1



    This spring, students in 1MLJ have taken on the role of “Parkitects” in an imaginative, interdisciplinary inquiry into the design, function, and care of public spaces. Guided by the Quaker SPICES and grounded in systems thinking, empathy, and student voice, students were challenged to reimagine nearby Stuyvesant Square Park so that it better serves the needs of both the community and the environment. The project is part of a fictional mission from the Global Parks Initiative—but the learning and impact are very real.

    To prepare for this mission, students earned their official "parkitecture" qualifications during a visit to Terrain-nyc, an award-winning landscape architecture office based in New York. Terrain embraces the energy of the city and magnifies the role of nature within it, creating transformational landscape spaces. Their work is framed within an ecological context - each project, no matter its size, is part of a network of cultural and environmental connections.  

    The visit was hosted by Terrain’s founding principal, Steven Tupu, Wendy Chang, who leads Operations and Infrastructure and Designer Anna Tiburzi with support from Designer Natalie Khoo. Steven and Wendy are parents of Jack ’34. Jack was also able to participate and assist during the site visit to Terrain. Students learned how professionals approach the design of inclusive, sustainable public spaces and are now conducting a series of “site inspections” at neighborhood parks, gathering observations and ideas to inform their thinking.

    Back in the classroom, students embarked on a series of “site inspections” at a variety of New York City parks, closely observing layout, design features, and how communities engage with different elements of the space. From noting the placement of seating and the presence of shade to reflecting on how a park welcomes all visitors, students demonstrated deep curiosity and attention to detail.

    These real-world explorations laid the groundwork for the next phase of the project. Each student is now hard at work designing their own dream park—an individual plan that reflects both creativity and thoughtful design. Soon, they’ll move into group work, collaborating on blueprints for a reimagined Stuyvesant Square Park. Their design decisions are grounded not only in logic and aesthetics but also in the values they’ve explored, with thoughtful justifications tied to principles like community, equality, and stewardship.

    The Parkitects Project is rich in cross-curricular learning. In math, students are applying concepts like measurement and geometry; in literacy, they are developing persuasive writing that articulates the rationale behind their design choices. Each student is also creating a park-themed booklet that weaves reading, writing, and problem-solving into the arc of the unit. As a capstone to their efforts, they are preparing a special project to be displayed at our upcoming Parkitects Graduation.

    The project will culminate in a community presentation on May 22, where students will share their redesigned visions for Stuyvesant Square Park. These imaginative, student-driven proposals reflect not only an understanding of landscape design, but a deep sense of care for community, environment, and one another.
     

    A Walk Through Stuyvesant Square Park’s Past and Future with Alyson Evans



    On May 5, Friends Seminary’s first grade “Parkitects” were joined by Alyson Evans, Director of Operations and Friends’ representative on the board of the Stuyvesant Park Neighborhood Association (SPNA), for a rich and wide-ranging conversation about Stuyvesant Square Park. From the park’s origins as a 19th-century green space to the intricate systems and city partnerships that keep it functioning today, Alyson helped illuminate the many layers of what makes a public park thrive. Her visit deepened students’ understanding of park design, history, and maintenance—and brought real-world insight to their imaginative efforts to redesign the space as part of their Parkitects Project.

    Drawing on more than two decades at Friends and over ten years of collaboration with the park, Alyson was the ideal guest to field the students’ thoughtful questions. She explained SPNA’s mission, the city’s role in park upkeep, and the School’s long-standing support through initiatives like “It’s My Park Day”—moments when the Friends community comes together in shared service and stewardship.

    “I love it because our students love it,” Alyson shared. “Parks bring people together.”

    Students also learned about the many people who help the park run—from plumbers and electricians to sanitation workers and police officers—as well as the animals who live there and the importance of keeping the space clean and safe. Alyson pointed to her favorite feature—the dog run—and reflected on how the park’s quieter corners mirror the Quaker values of silence, reflection, and care for others.

    Alyson also encouraged students to think boldly and compassionately about how the park could evolve to better serve everyone. Her visit not only affirmed the purpose of their work but also inspired fresh thinking as they prepare to share their redesigned visions of Stuyvesant Square Park.


    “Stuyvesant Square: Reimagined!” – A Celebration of Student Innovation

    The culmination of the Parkitects Project took place at the intersection of imagination and innovation, as the esteemed members of 1MLJ proudly unveiled: “Stuyvesant Square: Reimagined!”

    Ahead of this celebratory event, students were joined by Todd Drake, Arts Committee Chair of the Stuyvesant Park Neighborhood Association. Todd shared his unique perspective as both a Quaker and a community leader, engaging students in a thoughtful conversation about how the park’s elements reflect each of the Quaker values. He also offered insights into the park’s history and shared his own ideas for future improvements, including how more child-friendly design features could be integrated into the green spaces. His reflections and advice were invaluable, encouraging students to consider not only the physical layout of their park redesigns, but also the ways in which public spaces can nurture and reflect community values.

    At the final presentation, families and the extended community were invited to view the students’ meticulously crafted 3D models—each one an imaginative reimagining of Stuyvesant Square Park that balanced ecological awareness with community needs. Students also shared persuasive justifications for their proposed features, grounding their designs in principles of stewardship and inclusivity.

    The day concluded with a highly anticipated Graduation Ceremony, during which formal qualifications in Parkitecture were bestowed upon those who fulfilled all course requirements. It was a joyful and inspiring moment that celebrated not just the students’ hard work, but also their ability to think deeply about the spaces that bring people together.
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  • Ninth Graders Champion Change Through Youth Philanthropy



    Friends Seminary recently held its annual Youth Philanthropy Initiative (YPI) finals, a powerful capstone experience and service-learning project embedded in the Grade 9 history curriculum. This initiative challenged students to connect with the nonprofit sector and explore the role philanthropy plays in addressing pressing social issues across New York City.

    As part of the multi-phase project, ninth grade students were divided into teams and asked to select and research a nonprofit organization focused on a social issue that mattered to them. Through their research, students examined the organizations' missions, histories, programming, and community impact. They analyzed nonprofit financial documents, including 990 forms and annual reports, to gain a clearer understanding of fiscal responsibility and transparency. Many teams conducted in-person or virtual site visits and interviewed staff and clients to better understand the lived realities behind the work.

    Each team presented their findings to their peers, advocating for the importance of their chosen nonprofit’s work. Students and faculty then collectively selected seven finalist teams to move forward to the culminating round of presentations.

    At the finals, held on campus before classmates, faculty, and invited guests, the seven finalist teams delivered powerful advocacy presentations for their selected nonprofits. This year, teams represented a diverse and meaningful group of organizations working across education, the arts, public health, and equity, including: City Harvest, Common Denominator, Fountain House, Go Project, New York Foundation for the Arts, Public Policy Lab, and Pursuit.

    The $5,000 grant, awarded by the Toskan Casale Foundation, went to the team representing the New York Foundation for the Arts (NYFA). Congratulations to students Jake, Sophie, Juliet, and Maya, whose compelling research and presentation highlighted NYFA’s crucial support of working artists and the creative economy in New York City.

    The $1,000 Parents Association grant was awarded to the team representing City Harvest, presented by Charlotte, Charlie, Miles, and Avi, in recognition of their advocacy around food insecurity and waste reduction.

    The $1,000 Friends Seminary Administration grant was awarded to the team representing Fountain House, led by Skylar, Donovan, and Juliette, who explored the organization’s innovative approach to mental health care and social rehabilitation.

    Student teams were evaluated on content, clarity, and persuasiveness—how well they communicated the social issue, demonstrated their nonprofit’s impact and financial health, and advocated using presentation platforms to inspire support.

    This powerful learning experience not only built students’ research and communication skills but also deepened their understanding of the nonprofit sector’s role in civic life. Friends Seminary once again affirmed its commitment to nurturing compassionate, informed, and action-oriented leaders—young people who are not just learning about the world, but working to improve it.
     
     

    Gratitude to Our Judges, Mentors, and CPEJ Partners

    This initiative was made possible by the thoughtful leadership of Stephon Richardson and Sabrina Hernandez, whose mentorship guided students through every step of the process.
    Special thanks also go to Kara Kutner, Director of the Center for Peace, Equity, and Justice (CPEJ), and Annah Heckman ’19, CPEJ Specialist for Community Engagement, for their continued partnership, guidance, and commitment to the mission of YPI and the broader work of civic engagement at Friends Seminary.
    The finals were judged by an esteemed panel of community members and educators:

    Robert (Bo) Lauder, Head of School, a long-time YPI supporter who shared how much he looks forward each year to learning from the students' passionate presentations.

    Kristy Foss, an operations and HR leader in the startup sector, active nonprofit board member, and Friends Seminary parent.

    Julie Fenster, a legal executive and nonprofit board leader with deep experience in early childhood advocacy and media law.

    Marjorie Jean-Paul, Director of Advancement at Friends Seminary, with two decades of experience in nonprofit leadership and a career focused on community engagement and philanthropic strategy.

    We also extend our thanks to the dedicated student judges who brought thoughtful insight and care to the evaluation process: Orla, Ruby, Nolan, Theo, Rachel, and Reid.
    Their collective efforts made this year’s Youth Philanthropy Initiative a meaningful and inspiring demonstration of student leadership and community partnership.
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  • Friends Seminary's Day of Service: A Celebration of Community and Quaker Values




    On Wednesday, April 30, the Friends Seminary community came together for its annual Day of Service, a beloved tradition rooted in Quaker values. Throughout the day, students, teachers, and staff across all divisions partnered with nonprofits across New York City, demonstrating their shared commitment to service, stewardship, and community engagement.

    Service has long been an essential part of the Friends experience, and this year’s Day of Service was a powerful reminder of how collective action can bring about the world that ought to be.

    Here is a reflection on how each grade participated and contributed:
     

    Lower School: Partnering with Grassroots Grocery

    Lower School students partnered with Grassroots Grocery, supporting dignified access to fresh produce for underserved communities in Upper Manhattan and the Bronx. With guidance from Upper School Service Committee members, students learned about the importance of preventing food waste and addressing food insecurity, embracing service through education and action. Together, students filled 5 refrigerators with fresh produce and made hundreds of grocery bags for the community members to fill with healthy food. 
     
     

    Middle School

    Fifth Grade:
    Fifth graders visited the historic Flushing Meetinghouse, the oldest house of worship in New York (built in 1694). There, they learned about its rich Quaker history and worked on beautification projects inside the Meetinghouse and in its gardens, connecting deeply with the legacy of Quaker stewardship. Students, together with members of the Flushing Meeting, reflected on the remonstrance that brought the Flushing Meeting to be and held a Meeting for Worship.

    Sixth Grade:
    Sixth graders volunteered with the Stuyvesant Park Neighborhood Association and participated in Environmental Justice Workshops led by Climate Advocate Christina Torres, combining hands-on environmental work with broader conversations about advocacy and care for the Earth. The day concluded with students making protest signs that are now hung in the gallery and by writing to our future Mayoral candidates about why environmental justice should be part of their political campaigns.

    Seventh Grade:
    Seventh graders and their advisors supported the Central Park Conservancy, volunteering to maintain the park's natural beauty and taking a guided tour of Seneca Village, where they reflected on the histories of marginalized communities and the importance of remembrance. After learning about Seneca Village in their history class, this opportunity to visit the actual site offered students the opportunity to engage both their classwork and service learning.

    Eighth Grade:
    Eighth graders traveled to Earth Matter on Governors Island, where they participated in composting initiatives and sustainable farming projects. Their day highlighted the significance of environmental responsibility and community partnership.
     
     

    Upper School


    Ninth Grade:
    Ninth graders, in collaboration with the Center for Peace, Equity, and Justice (CPEJ), took part in the Youth Philanthropy Initiative (YPI) finals. They presented researched nonprofits to a panel of judges, and several organizations received grants thanks to the students’ passionate advocacy. Through this work, students explored the nonprofit world as a form of service and justice. Click here to learn more.

    Tenth Grade:
    Tenth graders supported the Riverside Park Conservancy, working along the expansive park from 59th to 181st Street. Their efforts helped preserve and beautify this important urban green space, demonstrating the impact of collective stewardship.

    Eleventh Grade:
    Some eleventh graders visited the Quaker Cemetery in Prospect Park, where they cleared debris and helped maintain the sacred grounds. After their work, students gathered for an outdoor Meeting for Worship, deepening their spiritual connection through reflection and gratitude. Other students visited the Food Bank for NYC in the Bronx, where they sorted thousands of meals and helped to run the food distribution.

    Twelfth Grade:
    Twelfth graders took part in a wide-ranging service experience that addressed global health, food insecurity, and local community support:
    • At the AFYA Foundation, they sorted and organized medical supplies to support humanitarian aid in the Caribbean, including communities still rebuilding after Hurricane Maria.
    • They partnered with Rethink Food to prepare nourishing meals for food-insecure communities, reinforcing the importance of sustainability, cultural celebration, and systemic change.
    • They also volunteered at the Manny Cantor Center, where they organized the Free Store for Migrants, prepared meals, and decorated for a community prom, helping to create a welcoming and celebratory space for newly arrived families.
     
     

    After Owls (After School Program):

    Students in the After Owls program also participated in the spirit of service by making cards for God’s Love We Deliver, an organization dedicated to improving the health and well-being of people living with HIV/AIDS, cancer, and other serious illnesses. God’s Love We Deliver prepares and delivers nutritious, high-quality meals to those who, because of their illness, are unable to provide or prepare meals for themselves. They also offer illness-specific nutrition education and counseling to clients, families, care providers, and community organizations. Through their handmade cards, students shared messages of compassion and support for individuals facing serious health challenges.
     
     
    Throughout the day, the Friends Seminary community embodied the Quaker testimonies of service, community, stewardship, and equality. Students engaged deeply with organizations addressing urgent needs, both local and global, building a stronger understanding of how service and solidarity can create a more compassionate and just world.

    Reflecting on the day, Annah Heckman ’15, CPEJ Specialist for Community Engagement, shared:

    “It was inspiring to see students step into the spirit of service with such energy and thoughtfulness. Having been involved in the success of the Day of Service for many years, it is incredibly meaningful to watch our students, teachers, staff, and parents live out Friends’ commitment to community in action.”

    The 2025 Day of Service was a resounding success—not only for the tangible work accomplished, but for the spirit of unity, joy, and purpose that filled the day. Together, Friends Seminary reaffirmed its enduring commitment to service as an essential expression of its Quaker mission.
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  • From Friends Seminary to Duke’s Courtside Crew


    Congratulations to David Williams ’23, who is now in his second year as a Student Manager for the Duke University Men’s Basketball team—one of the most respected and tradition-rich programs in college athletics. Currently an Economics major, David brings his signature work ethic, passion for sports, and collaborative spirit to the Blue Devils under Head Coach Jon Scheyer, the 20th head coach in Duke’s storied history.

    At Duke, being a basketball manager is far more than handing out towels or filling water bottles—it’s a demanding and immersive role that requires over 40 hours of commitment each week. David supports the team’s day-to-day operations by collaborating closely with coaches, players, and staff to enhance performance, facilitate practices, oversee gameday logistics, and ensure everything runs with precision. Whether rebounding at dawn or coordinating gameday transitions, he plays a critical part in the rhythm of a nationally elite team.

    Reflecting on his time at Friends Seminary, David credits his foundation in sports as essential to his current role. “Athletics played a massive role in my current interests,” he shares. “Sports at Friends—whether soccer, basketball, or volleyball—taught me the value of being part of a team working towards a common goal. This is a skill that I still use now, as I participate in on-campus sports, and also while working for the Men’s Basketball team.”

    From serving as a supportive teammate on Friends’ courts to managing one of the most intense athletic environments in college sports, David continues to lead by example, showing that success comes not only from skill—but from showing up, doing the work, and lifting others along the way.


    Click here to read David’s interview in the May 2025 Alumni Newsletter.
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  • April

    Friends Seminary Students Earn Top Honors Across National Math Competitions


    Friends Students Shine at MathCON Nationals


    Friends Seminary proudly celebrates the accomplishments of our mathematicians who took part in this year’s MathCON, a national mathematics platform that blends competition with high-quality educational opportunities. MathCON encourages students to deepen their understanding of math through problem-solving, logic, and collaboration.

    After excelling in the online round—competed in by thousands of students nationwide—Daniel ‘25 earned a spot in the 99th percentile and qualified for the National MathCON Finals, held on May 10 at McCormick Place in Chicago, IL. This event brought together the most talented math students in the country for a day of challenges, inspiration, and national recognition.

    Alongside Daniel, several Friends Seminary students scored in the top percentiles and proudly represented the school at the Finals:
    • Jerry ‘28 – 87th percentile
    • Anna ‘27 & Finn ‘27 – 85th percentile
    • Nate ‘27 – 84th percentile
    • Charlie ‘28 & Lorelei ‘27 – 83rd percentile
    • Gigi ‘27 – 82nd percentile
    • Lucy ‘25 – 81st percentile
    We also applaud the dedication and strong performance of additional students who participated in the Finals: August ‘25, Melina ‘28, Tanner ‘28, Samantha ‘27, Chase ‘27, Noah ‘26, and Sam ‘26.

    These students exemplify mathematical curiosity, resilience, and a passion for learning. We are proud of each of them for representing Friends Seminary with excellence and spirit on a national stage.


    Friends Mathletes Make Their Mark in AMC


    Friends Seminary proudly celebrates the accomplishments of our Upper School students who participated in the American Mathematics Competitions (AMC 10 and AMC 12)—the premier national contests designed to deepen students' mathematical understanding and identify the next generation of innovative thinkers. Sponsored by the Mathematical Association of America, these competitions challenge students to apply advanced problem-solving skills and serve as the first step in qualifying for international contests, including the USA International Mathematical Olympiad (IMO).

    AMC 12 Participants

    The AMC 12 is aimed at high school students and emphasizes complex problem-solving and critical thinking across a broad range of topics. Friends Seminary is proud to recognize the following AMC 12 participants:
    • Daniel ‘25 – Top AIME Qualifier
    • Michael ‘26 – Top Score (Tie)
    • Sam ‘26 – Top Score (Tie)
    • Anindya ‘25, Channing ‘26, August ‘25, Emmett ‘26, Sai ‘26, Lucy ‘25, Annika ‘26, and Yale ‘26
    Daniel’s exceptional performance earned him qualification for the American Invitational Mathematics Examination (AIME)—a distinction reserved for the top scorers nationwide. His achievement marks a significant milestone in the AMC journey. We also commend Michael ‘26 and Sam ‘26, who tied for the top AMC 12 score among Friends Seminary participants.

    AMC 10 Participants

    The AMC 10 introduces younger students to rigorous mathematical challenges and lays a foundation for future success in competitive mathematics. We applaud the following Friends Seminary AMC 10 participants:
    • Jerry ‘28 – Top Score (Tie)
    • Nate ‘27 – Top Score (Tie)
    • Lucas ’28 – Top Score (Second)
    • Sian ‘28, Liav ‘28, Owen ‘28, Samantha ‘27, Charles ‘28, Melina ‘28, Chase ‘27, Lorelei ‘27, Finn ‘27, and Dominique ‘28
    Special congratulations to Jerry ‘28, Nate ‘27 and Lucas ‘28 for earning the top AMC 10 scores among their peers, showcasing their problem-solving talents and emerging leadership in mathematics.

    Through their participation, our students continue a proud tradition of mathematical excellence at Friends Seminary, embracing challenges that extend well beyond the classroom. We commend each participant for their curiosity, determination, and growth.

    And thank you to Amy Starks, Patrick Cahill, and our Math Department, whose support and mentorship have inspired our students to grow confidently as mathematicians and problem-solvers. Their dedication to cultivating mathematical excellence continues to leave a lasting impact.



    Mathletes Make Their Mark at Downtown Invitational


    We also recognize the outstanding performance of our students at the 8th Annual Downtown Mathematics Invitational, a regional competition that brings together top young problem-solvers from independent schools. A special congratulations goes to Daniel ’25, who earned 4th place in the individual competition—a distinguished accomplishment that further highlights his exceptional year in mathematics.
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  • Exploring the Positive Power of Technology in K-2



    At Friends, the thoughtful integration of technology begins early. With guidance from Lower School Computer Science Teacher Judith Seidel, students engage in purposeful, age-appropriate tech experiences that encourage creativity, collaboration, and reflection.

    Whether designing simple programs in ScratchJr during Buddy Time Community Period with kindergarten and third-grade partners, or learning sequencing and logic through Bee-Bots and Finch robots in first and second grade Creative Computing, students explore digital tools in ways that are joyful and developmentally appropriate. Creative storytelling comes to life through stop-motion animation, inviting students to combine visual planning, hands-on creation, and digital recording.

    Importantly, second grade students are also encouraged to discuss and reflect on how technology makes them feel. These conversations help cultivate mindful and balanced digital habits from an early age.
    In the Lower School, creative computing happens both on and off the screen. Students not only learn how to use technology, but also begin to internalize the habits of a computational thinker—such as recognizing patterns, sequencing steps, breaking problems into parts, and experimenting with different iterations. They also reflect on how, when, and why technology evokes certain feelings.

    These activities do more than build technical skills—they spark imagination, foster problem-solving, and strengthen community.
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  • Unplugged and Empowered: Zora ’25 Champions Healthy Media Habits for a Digital Generation


     
    By the time they turn 18, nearly 90% of young people in the U.S. are consuming news through social media platforms. Yet more than half of middle school students struggle to discern between advertisements and authentic journalism—or to distinguish fact from fiction altogether. As screen time and digital dependency surge, so too does concern: According to the CDC, 95% of teens aged 13 to 17 report spending multiple hours per day on social media, with 40% of children aged 8 to 12 active as well. The effects are sobering—40% of youth report persistent feelings of sadness, while nearly a third struggle with their mental health.

    Amid this troubling landscape, Zora ’25 is offering clarity and guidance.

    A passionate advocate for digital wellness and media literacy, Zora serves as a Student Ambassador for Take Two Media Initiative, a nonprofit organization committed to equipping K–12 learning communities with the tools to engage with media responsibly. Take Two provides research-based programming that empowers students, parents, and educators alike to critically navigate the digital world. Zora’s work with the initiative reflects her personal mission: to help her peers understand that digital citizenship isn’t just about what you consume—it’s also about what you create, share, and choose to believe.

    Zora’s advocacy aligns with Friends Seminary’s newly implemented phone-free campus policy, which was launched this academic year to promote more authentic human connection, deepen focus, and strengthen a culture of presence. But for Zora, this isn’t just a school policy—it’s a lifestyle.

    Introduced to Take Two through Erin Mumford, Associate Head of Upper School and Chair of the Computer Science Department, and Michelle Cristella, Head of Middle School, Zora quickly found her voice as an advocate. Her presentations to public school communities blend data-driven insights with personal reflection. She speaks candidly about the impact of COVID-19 on social media habits and mental well-being, and offers practical tools for both students and parents seeking balance. Her sessions empower others to recognize unhealthy patterns, set boundaries, and reclaim time for real-world connection.

    Her commitment has not only made a difference in the lives of others—it has transformed her own. She credits the work with helping her build stronger personal relationships, embrace more mindful habits, and discover new ways of engaging with the world around her.

    In recognition of her leadership, Zora was interviewed last year by CBS Mornings Plus, who highlighted her as a role model for future generations—both within the School and beyond.

    Erin Mumford explains, “Zora embodies the kind of leadership we strive to nurture at Friends—insightful, purposeful, and deeply committed to community well-being. Especially in this first year of implementing Yondr pouches in the Upper School and advocating for healthier screen habits, her voice has been both timely and transformative.”

    As the conversation around media, mental health, and responsibility grows louder, Zora’s voice stands out in the Friends community: thoughtful, informed, and driven by a deep desire to help others unplug and thrive.
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  • Bearing Witness: A Deepened Study of The Diary of Anne Frank in Middle School English

    This spring, Grade 6 students at Friends Seminary have been engaged in a powerful and multifaceted exploration of Anne Frank: The Diary of a Young Girl. As part of their English 1 curriculum, students have been reflecting on the enduring importance of personal narratives and what it means to serve as a witness to injustice. The unit has been grounded in a broader understanding of history, language, and empathy—integrating instruction with moral inquiry and historical reflection.

    At the heart of this work is English teacher Yuxi Lin, who completed a four-day professional development trip to Amsterdam in the summer of 2024. While there, she visited key historical and cultural institutions including the Anne Frank House, the Jewish Cultural Quarter, the National Holocaust Museum, the Jewish History Museum, and the Verzets Resistance Museum. She also explored the topic of looted Jewish art and post-war recovery efforts. Yuxi documented her journey with photographs, videos, and daily journal reflections, all of which she has since incorporated into her curriculum.

    Yuxi’s experience has proven especially meaningful as students grapple with questions about Anne’s world—what life in the Annex might have felt like, what was happening outside its walls, and how Jewish families in the Netherlands experienced Nazi occupation. Her firsthand insights have allowed students to engage more deeply with the diary’s content, and to better understand the stakes of bearing witness to history.

    On Wednesday, April 16, the entire sixth grade visited the Center for Jewish History to view Anne Frank: The Exhibition, thanks to the coordination of English teacher Leanna Phipps. The exhibition featured a full-scale recreation of the Annex, furnished to resemble how it would have appeared during the two years Anne and her family were in hiding. Students explored Anne’s life from her early years in Frankfurt, through the rise of the Nazi regime, the family’s move to Amsterdam, their arrest, and Anne’s eventual death at Bergen-Belsen at the age of fifteen.

    Later in the week, Yuxi’s students returned to class to reflect on the most impactful moments and artifacts from the exhibit. Many were struck by the physical recreation of Anne’s desk and by haunting images of Jewish children holding swastika flags, emaciated prisoners in camps, and men forced to dig their own graves. These visceral visual elements prompted thoughtful conversations about the importance of documenting history through individual stories—not only Anne’s, but the stories of others who lived, resisted, and survived. She also extended the conversation by incorporating additional survivor narratives and drawing connections to Friends Seminary’s Quaker testimonies and core values. As the semester continues, students will build on these reflections while reinforcing their grammar skills, including the use of punctuation in compound and complex sentences.

    The lessons of Anne Frank’s diary—coupled with Yuxi’s professional growth and the immersive experience of the exhibit—have helped shape a transformative unit that challenges students to think critically and engage deeply with the moral weight of history.
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  • Inspiring Inquiry: NYPL Visit Prepares Students for Capstone History Projects

    As part of the lead-up to their culminating independent research projects, Susannah Walker’s Advanced U.S. History students took a meaningful and eye-opening trip to the main research branch of the New York Public Library—an essential experience designed to deepen their understanding of both the research process and the incredible resources available beyond the classroom.

    Their visit began in the iconic Bill Blass and Rose Main Reading Rooms, where students received an introduction to the history and mission of the NYPL. Unlike the neighborhood branch libraries they may be more familiar with, the NYPL’s research branch is a closed stack library—meaning most materials are stored out of public view and must be requested for use. This distinction sparked conversations about the intentionality required in advanced research and the value of spending time with carefully curated, often rare or specialized materials.

    Students were introduced to tools that predate the “Google model” of research, including card catalogs and archival finding aids. They learned to think critically about their sources, moving beyond quick searches and instead considering how to develop unique angles, refine their topics, and build arguments using a variety of traditional and nontraditional research methods.

    In the library’s Digital Collections Center, students also learned about the breadth of physical materials available through NYPL’s shared off-site storage facility, which it operates in collaboration with Harvard, Princeton, and Columbia. Because these four institutions use the same facility, researchers at NYPL can access physical sources from all partner libraries—dramatically expanding the range of materials available for scholarly research. This expanded access allowed students to begin drawing connections between their research topics and broader historical themes, often uncovering unexpected sources that could shape or even shift the direction of their papers.

    Beyond the academic preparation, students found inspiration in the sheer beauty and stillness of the space. The grandeur of the NYPL's reading rooms created a powerful atmosphere for quiet contemplation, allowing students to slow down, focus, and fully engage with the research process.

    In an age of instant answers, this visit served as a valuable reminder of the richness and rigor that comes from intentional scholarship. The New York Public Library not only provided essential tools and resources, but also sparked a deeper appreciation for the process of discovery—an experience that will inform students' research and academic writing for years to come.
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  • Where Language Meets Life: A Joyful Immersion in Spanish Culture

    A boat tour of Barcelona’s bustling port, a guided visit to Antoni Gaudí’s breathtaking Sagrada Familia, and an excursion to the world-renowned Picasso Museum—these are just a few of the cultural moments Friends Seminary students enjoyed during the second year of the Barcelona Exchange Program. But even more memorable than the sights were the everyday joys: leisurely breakfasts in local cafés before class, spontaneous conversations in Spanish, and warm connections with their host families.

    Launched last year by Kara Kutner, Director of the Center for Peace, Equity and Justice, the Exchange Program with Colegio Sant Ignasi (Saint Ignatius) in Barcelona continues to grow as a cornerstone of Friends Seminary’s global education offerings. In the fall, five students from Sant Ignasi joined our New York community, engaging in school life and forging friendships with their host students.

    This spring, the exchange came full circle. Friends students—Amaa ‘26, Geneva ‘27, Mia ‘27, Raya ‘26, and Victoria ‘26—packed their bags and traded their classroom seats for a once-in-a-lifetime learning experience in Barcelona. Once immersed, Friends students embraced the challenge of Sant Ignasi’s rigorous academic program—all taught in Spanish. From ordering their meals with confidence at cafés to contributing in classroom discussions, they leaned into the experience with curiosity and courage. They reflected with pride on their efforts to engage in Spanish conversation, try new foods, and deepen their friendships.

    Outside the classroom, the cultural immersion continued with a group outing to Mar i Cel, a beloved Catalán musical concluding its 50-year run, visits to several of the modernist architectural gems of Antoni Gaudí, learning first-hand about regional Catalán language and culture, and exploring the Gothic Quarter of this beautiful, historic city. Another essential component of this experience is the homestay. Through this experience, Friends students experience daily life in a Spanish family, and the strong bonds that they forge last long beyond their time in Spain.

    “This exchange is an incredible opportunity to soak in the rich culture of Spain, strengthen language skills, and form meaningful global connections,” shared Kara Kutner. “I am thrilled by the way the Friends community has responded to this important initiative, putting language acquisition and the building of global citizenship at the forefront—particularly our intrepid Friends students.”

    In today’s increasingly interconnected world, Friends Seminary is committed to fostering global competency through interdisciplinary programming grounded in open dialogue, deep connection, and cultural exchange. The success of this second year marks another step forward in preparing students to navigate—and help shape—our shared world with empathy, understanding, and a sense of adventure.
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  • Sushi, Sprinkles, and Sculptures: Inside Kinley’s Imaginative World


    Colorful cakes, sprinkled confections, rolls of sushi, and puffy pastries—these whimsical delights fill the world of Kinley ’29, a Middle School artist at Friends whose work has turned heads and sparked smiles. Though still early in her artistic journey, Kinley already demonstrates a remarkable knack for realism and a keen eye for detail, especially when it comes to sculpting three-dimensional food items that blur the line between edible and artistic.
    Visitors to Friends have paused in admiration before her playful yet intricate pieces—vibrant sweets and candies that look good enough to eat. Kinley’s latest sculptures reflect her growing fascination with realism, as well as her flair for texture, form, and color. From her oversized sushi roll to a towering ice cream hat adorned with rainbow sprinkles, her work draws on familiar comforts and turns them into unexpected and delightful experiences.
    An exploration of comfort food began in the art studio under the guidance of Morgan Acheson. Inspired by a unit on the theme, Kinley created a large-scale sushi sculpture that stood out for its lifelike form and attention to detail. But she didn’t stop there. Driven by her own curiosity and a desire to challenge herself, she took things a step further, designing a vibrant dessert-themed hat that quickly became a campus favorite.
    “I really care about art,” Kinley says simply. And it shows. Though she may not always begin her projects with a fixed vision, she approaches her work with joy, patience, and playfulness. At home, she spends much of her free time experimenting—testing materials, mixing techniques, and recreating textures using everything from sponges to acrylic paint. What matters most to her is that the process stays fun and imaginative.
    Art teacher Miranda Jang recognized the spark in Kinley’s work and recently developed a special “Inspired by Kinley” unit in her Grade 5 class. The project invited students to create their own 3D food art, and the results—ice cream cones, hot dogs, and even McDonald’s chicken nuggets—were as creative as they were cheerful. Kinley’s influence clearly struck a chord.
    She’s eager to share her passion more widely and has expressed a desire to collaborate with younger students in both the Lower and Middle Schools. Her advice to aspiring young artists? “Make things your own,” she says. “And don’t take art too seriously.”
    From crafting miniature dollhouse furniture as a child to dreaming up playful food sculptures today, Kinley’s journey is just beginning. Whether she becomes a toy designer, set designer, or teacher, one thing is certain: she’ll bring joy, creativity, and a unique sense of wonder to everything she touches.
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  • March

    Annual Day of Concern Explores Reproductive Rights and Healthcare Access for All

    Friends Seminary’s annual Day of Concern is a cornerstone event that fosters deep engagement with pressing social justice issues. This year’s theme, Reproductive Rights, Justice, and Healthcare Access for All, was selected by students, underscoring their commitment to ensuring that all individuals—regardless of background or circumstance—have the right to make informed choices about their bodies and well-being.

    Throughout the day, students explored the complexities of reproductive justice and healthcare access through a series of panels, workshops, affinity spaces, and Meeting for Worship. Guided by faculty and student voices, the Center for Peace, Equity, and Justice (CPEJ) developed a meaningful program designed to encourage critical thinking, deep reflection, and action.

    Each year, the Upper School sets aside regular coursework to engage fully in this immersive experience. This year, student committee clerks collaborated with the CPEJ team to curate a diverse range of nineteen workshops facilitated by faculty, staff, and invited experts. Topics spanned multiple disciplines, offering perspectives through the lenses of history, art, literature, philosophy, religion, and service. Workshops ranged from “Abortion: What It Is and What It Isn’t” to a “Reproductive Justice Tech Sprint,” ensuring students engaged with the issue from varied and thought-provoking angles.

    The day culminated in a Meeting for Worship, centering on student-developed queries:
    • How can we take what we learned today and use it to create change?
    • Was your perspective shifted or challenged today? If so, how?
    Additionally, Upper School students participated in a panel discussion featuring experts and activists who explored the intersections of identity and its role in the conversation around reproductive healthcare. Moderated by Elisa ’25 and Eli ’26, the panel featured:
    • Jamaal Clue, MD – Principal Medical Scientist at Gilead Sciences
    • Genay Jackson – Friends Seminary parent, doula, and public health advocate with an MPH from the University of Southern California
    • Alexandria Lane – Screenwriter and director
    • Sophie Mraz – Policy analyst at Planned Parenthood Federation of America
    • Clayton Raithel – Friends Seminary math teacher and philosophy instructor
    • Aviva Zadoff – Director of Advocacy and Volunteer Engagement at the National Council of Jewish Women New York
    Students submitted questions in advance, leading to a dynamic and engaging Q&A session. The event provided an opportunity for students to grapple with complex ethical, legal, and societal dimensions of reproductive justice while considering their own roles in advocating for change.

    Friends Seminary’s Day of Concern 2025 was a powerful reminder of the School’s commitment to fostering informed, compassionate, and action-oriented global citizens.
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  • From Friends to Film: An Interview with Faye Tsakas '09
















    “If I can provoke even a few people to see something in a different way with my work, that's magical.”

     
    What is a key lesson from Friends that you’ve taken into adulthood?
    Lead with kindness and compassion.
     
     
    Which one of Friends’ Spices—resonates most with you?
    Community. Building community has been vital in both my professional and personal lives -- I'd be lost without a sense of community, and I absolutely gleaned the importance of Community during my time at Friends.
     
     
    What have you been up to since graduating from Friends?
    I attended Cornell University for Undergrad and the Stanford MFA Program in Documentary Film and Video for graduate school. I worked as a film acquisitions executive and as a development /production executive, and now I work as a director, producer, and documentary cinematographer.
     
    Is there a particular teacher or teachers who inspired your career path?
    I wouldn't say any teacher necessarily inspired my specific career path since I discovered my passion for film a bit later, not during high school, but I will say that Christel Johnson gave me the confidence to pursue any career and always encouraged and believed in my abilities.
     
     
    How do you define success for yourself?
    When I wake up feeling excited about the day at hand, I feel successful. Enjoying the process and finding meaning in the work whilst reaching people means success for me. If I can provoke even a few people to see something in a different way with my work, that's magical. All whilst maintaining a level of financial stability, of course!
     
     
    How do you understand the work you do now as bringing about a world that ought to be?
    I feel an urgency in the documentary work that I do. I aim to illuminate new meaning in what might otherwise be seen as commonplace and norm; and I feel there's a timeliness to the kind of work I strive to make. I'm interested in showcasing how late-stage capitalism dictates and facilitates culture.
     
     
    Are there any upcoming projects or life events you’d like to share with us?
    I was married last year in Greece with friends and family as witness which was unbelievably special. I am currently developing Alpha Kings as a feature documentary film, and producing a narrative feature film shooting in Ohio this spring. Christmas, Every Day is playing at MoMA in NYC this spring.



    This interview was originally featured in the March Alumni Newsletter.

    Alums—stay in the loop! If you’re not already receiving the bi-monthly Alumni Newsletter, reach out to Michael Mudho at mmudho@friendsseminary.org to get connected and share your news.
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  • Students Take on Capitol Hill for Economic Justice



    In February 13 Upper School students traveled to Washington, D.C., on the eve of the House vote on the budget to lobby in support of economic justice, Medicaid, and SNAP. In preparation for the trip, students spent a month engaging in the Quaker process of consensus to determine their lobbying ask, followed by in-depth research on their chosen topic. Partnering with Friends Place, a Quaker lobbying group under the FCNL umbrella, they developed their advocacy skills and learned how to effectively communicate with legislators. The Friends Committee on National Legislation (FCNL), FCNL Education Fund, and Friends Place on Capitol Hill are national nonprofit, nonpartisan Quaker organizations that work collectively to advance peace, justice, and environmental stewardship.

    For many students, the experience was transformative.

    “It was fascinating seeing the inner workings of our government,” said Melina ‘28. “It was good to feel like we had an impact of some sort.”

    Once in D.C., students met with representatives, delivering passionate speeches about the importance of these resources, both personally and as New Yorkers. Their engagement was a powerful demonstration of Quaker values in action.

    “I thought it was a really fun experience,” shared Avi ‘28. “We got to talk to a lot of interesting people and have really insightful conversations.”

    This year’s trip marked a shift from previous years, replacing the traditional lobbying trip with FCNL. Instead of working within a pre-selected policy framework, students used Quaker decision making to decide on the issue they wanted to advocate on together. This shift also allowed for a larger group to participate and created a more customized experience, with students staying at Friends Place, a Quaker center in the heart of Capitol Hill.

    The impact of the experience extended beyond the meetings on the Hill.

    “It was really eye-opening and special to see our government at work,” reflected Sascha ‘26.
     


    In addition to lobbying, students explored the city’s rich history and culture, visiting the National Museum of African American History and Culture, the Holocaust Museum, and the National Air and Space Museum. They toured monuments, spent time in Georgetown, and embraced a full three-day itinerary.

    We are incredibly proud of our students—Avi ‘28, Melina ‘28, Lottie ‘27, Sascha ‘26, Jack ‘26, Lucy ‘27, Ruby ‘26, Oona ‘27, Alex ‘27, Delia ‘26, Maisie ‘26, Juliette ‘28, and Maliha ‘27—for their dedication to civic engagement. If you are a student interested in advocacy, please reach out to the Center for Peace, Equity, and Justice office.
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  • Leading with Purpose: An Interview with Tenzin Gund-Morrow ’22


     

    "Quaker practice left an indelible mark on me, instilling a deep appreciation for collective intuition and community stewardship. I'm proud and empowered to know that for 10 years I sat on the same benches of the 15th Street Meeting House that Bayard Rustin, the father of the Civil Rights Movement, graced 75 years earlier."

     
    You recently were elected President of the Institute of Politics at the Harvard Kennedy School and before that you served as Chair of The John F. Kennedy Jr. Forum Committee at Harvard. Can you share what the election process was like and what your new role entails?
    As President of the Institute of Politics, I oversee 17 full programs and 6 interest group coalitions, spanning from the Harvard Political Review to the CIVICS tutoring program in Boston Public Schools. My aim is to make public service accessible to students from all different backgrounds and political attitudes. I am excited for the goals that we have for 2025, particularly expanding the horizons of the IOP into the realm of international relations and engaging people on the most difficult topics of our time. I'm lucky to be building on leadership experience from last year, when I served as Chair of the JFK Jr. Forum Committee. In that role, I organized events featuring notable speakers like the President of South Korea, Eric Schmidt, Bernie Sanders, Kevin McCarthy and Ava DuVernay. One of my proudest moments in college was hosting Gwen Carr, the mother of Eric Garner, and Selwyn Jones, uncle of George Floyd, whose messages emphasized turning grief into action.
     
     
    What do you enjoy most about your new role?
    I appreciate being able to dip into various programs and see the brilliance of my peers. Following the 2024 election, I'm constantly excited by the many ways people can engage in civic life beyond elections. This is a time to remember that people can vote with their voice and their feet, not just their ballot. The IOP is excited to be welcoming more students in STEM fields and from outside of the US than ever before.
     
     
    What’s the first thing that comes to mind when you think of Friends?
    The teachers are the first thing that come to mind—truly the greatest gift of my education. I'll just highlight two because, if I tried to list more, I could fill a dozen pages. Leana Phipps is the first that comes to mind. She was my first Black teacher at Friends and the person that taught me to love words. I struggled all of my childhood with reading and spelling, and it was Leana who referred me to a learning specialist to get diagnosed with dyslexia in 5th grade and then showed me that a diagnosis could open rather than shut doors to my future. Reading Roll of Thunder Hear My Cry in her class changed my life. Without her, I can honestly say I wouldn't be at Harvard today.
     
    The second teacher is Kate Olson. In my freshman year of high school, I was shaking and almost whispering while I delivered a speech to represent the grade for the Student FacuCommittee. I crawled into a ball afterward. But, Kate Olson helped convince me to join the Debate Team. She taught me to break down every topic motion and inject rhetorical logic and narrative story telling in my speaking. She taught me to believe in myself, and coached me to being the first Black debater to rank number one nationally by the time I was applying for college. Without Kate, I know I wouldn't have had the confidence to apply to Harvard, let alone the interests and experiences that got me in.
     
     
    Do you recall any guest speakers who stood out during your time at Friends?
    When Bryan Stevenson came to campus, it felt like a school holiday. The halls were buzzing after hours, and my family was all dressed up. Just a few months prior, I had visited The National Memorial for Peace and Justice that he created in Montgomery, Alabama on a Civil Rights trip with the Center for Peace Equity and Justice at Friends. I didn't yet know that his speech would propel me in an entirely new life direction. I'm unbelievably grateful that Stevenson gave us the gift of his story on that day. His work in Criminal Justice inspired me to intern for the New York Civil Liberties Union and, a few summers later, the Innocence Project. Now, I'm studying for the LSAT and hope to one day be a lawyer with an ounce of the creative imagination Stevenson brings to every social issue that he confronts.
     
     
    In what ways have Quaker values and your experience at Friends influenced your experience at Harvard?
    Quaker practice left an indelible mark on me, instilling a deep appreciation for collective intuition and community stewardship. I'm proud and empowered to know that for 10 years I sat on the same benches of the 15th Street Meeting House that Bayard Rustin, the father of the Civil Rights Movement, graced 75 years earlier. Today, I often still go to silent meetings in Cambridge.
     
     
    What are your hopes, dreams and plans for your work in the future?
    I'm not entirely sure what I will do—I could be a teacher, or urban planner, or public defender—but I know that I will never stop trying to give every little kid the same opportunity to flourish that was given to me here at Friends. This school gave me a chance to learn from my failure, to bring creativity into the classroom, and to believe progress is possible. Now, my job is just to figure out where I'm needed to serve my community.
     
     
     
    This story originally appeared in the February 2025 Alumni Newsletter. Reach out to Michael Mudho, Director of Alumni Relations, for more information or to be on the list.
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  • February

    From Recorders to Broadway: The Music Program at Friends Seminary


    Dr. B rehearses with Upper School Chamber Players

    Music at Friends Seminary is more than a set course offerings—it’s a journey of exploration, creativity, and connection that spans Kindergarten through 12th grade. Rooted in a deep appreciation for the arts and supported by an extraordinary team of professional musician-educators, the program invites every student to find their voice, discover their rhythm, and explore their potential.

    Lower School: Building Musical Foundations



    Music education at Friends Seminary begins in the Lower School, where students explore what music is, what it can accomplish, and how musical skills can enrich life beyond the classroom. Reflecting on his students’ enthusiasm and progress, Lower School music teacher Jonathan Weisbrot shares, “I am amazed at their growth and their ability to put all the facets of music together so that they can take them outside of the class and apply them to what they’re learning in other subjects and out in the world.”

    Students in Kindergarten through Grade 4 engage in rhythm exercises, solfège, and hands-on exploration of Orff instruments such as xylophones and maracas. These activities help them develop a sense of their own musical identity—an identity that will shape their experiences with music throughout their time at Friends and beyond. They also explore the cultural and historical significance of music, learning about composers and the vital role music plays in human expression.

    By third grade, students participate in chorus and begin playing the recorder, an accessible instrument that serves as a stepping stone to more advanced musical study. This foundation equips them with the skills needed for Middle School music instruction. Throughout the year, Lower School students share their progress in concerts, sing-alongs, and beloved community events like Grandparents Day and the holiday assembly.

    Middle School: Pathways to Passion



    In Middle School, students embark on a more tailored musical journey. At the end of Grade 4, they attend a demonstration of various instruments, sparking curiosity and guiding their choice of instrument for Grade 5. Whether they opt for strings, winds, brass, or percussion, students commit to two years of study, laying the groundwork for musical mastery.

    Small group instruction during Grades 5 and 6 transitions into full ensemble performances in Grades 7 and 8, where students explore an eclectic repertoire and sometimes even perform original compositions by their peers. Faculty foster creativity by encouraging students to participate in the selection of pieces, often contextualizing their significance by teaching about composers and their works.

    Upper School: Mastery and Exploration



    The Upper School music program offers both advanced study and fresh opportunities for exploration. Students can join ensembles like orchestra, jazz band, or chorus, or delve into specialized electives such as vocal music theory, musical theater, and instrumental studio—a new offering that provides personalized instruction for students eager to learn a new instrument or refine their skills on an existing one.

    One of the most exciting aspects of the Upper School program is the opportunity for students to compose original works. Will ’25 has composed a new piece for the Chamber Players Orchestra every year since Grade 9, inspired by his studies, experiences, and the unique instrumentation of the group. His compositions reflect a range of styles, from Baroque French influences to modern mixed meters, and are a testament to his dedication and creativity. This year, Will is working on a nine-minute slow movement piece, a departure from his previous faster-paced works. Under the mentorship of Dr. Brian Levels (Dr. B), he refines his compositions, ensuring they are both musically ambitious and suited for the ensemble.

    Beyond these larger orchestral compositions, Will has also written smaller chamber pieces, including works for woodwind trios featuring his peers. This creativity is mirrored in other students like Jacob ’27, a skilled pianist who is exploring transcription and arrangement, and cello/bass player Alexander ’27, who has shown a burgeoning interest in composition.

    Faculty: Professionals in the Field

    The lifeblood of Friends Seminary’s music program is its faculty—a team of accomplished musicians who bring real-world experience to the classroom.
    • Dr. Brian Levels (Dr. B), a versatile musician who has performed in Broadway productions and collaborated with the New York Philharmonic and small opera companies. He serves as adjunct faculty at various colleges in addition to teaching at Friends.
    • Danny Stagnitta, a Middle School teacher, performs regularly with his band at local venues.
    • Nikara Warren, a vibraphonist with two albums to her name, introduces students to this unique instrument. She's the granddaughter of living Jazz legend Kenny Barron and directs Jazz at Lincoln Center’s Middle School Jazz Academy band in Brooklyn.
    • Sarah Kim, a violinist with Broadway experience, inspires with her technical mastery.
    • Jonathan Weisbrot, the Lower School music teacher, enriches his classroom with insights from his work as a saxophonist.
    • Emma Weiss, choral teacher, has musically directed at regional theaters all across the country, most recently in Alaska, including award-winning NYC venues like Radio City Music Hall, Joe's Pub, and 54 Below.
    These educators’ dual roles as performers and teachers inspire students and demonstrate the possibilities of a life enriched by music.

    A Community That Resonates

    Music education at Friends Seminary is more than learning notes and mastering instruments—it’s about fostering collaboration, empathy, and community. Students discover how to work together in ensembles, supporting one another’s growth and learning the value of teamwork. From fifth graders playing their first notes to Upper School students navigating complex pieces, music becomes a space where individuality meets collective harmony. Whether helping a peer master an instrument or contributing to a shared performance, students learn the importance of mutual respect, resilience, and communication. This foundation prepares them for challenges far beyond the classroom, teaching essential life skills like collaboration, problem-solving, and the ability to navigate diverse perspectives—all within a supportive and inclusive environment where creativity and connection thrive.

    For students and faculty alike, music at Friends is more than a subject—it’s a shared journey that echoes far beyond the classroom. As Dr. B states, “Music has the power to change lives. Even when things aren’t going well, music offers a way to make your day better and connect with others. That’s what keeps me coming back.”
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  • August ’25’s Research Published in The Concord Review


    Friends Seminary student August ’25 has earned a remarkable distinction—his history research paper on the relationship between university research scientists and the U.S. military during World War II and the Cold War has been accepted for publication in The Concord Review. Founded in 1987, The Concord Review is the only quarterly journal dedicated to publishing exemplary historical research essays by high school students worldwide. Given its highly selective nature—accepting only about 6% of submissions—August’s accomplishment is truly outstanding. His work will be published in the March 2025 issue.

    August originally wrote his paper last year as part of his Advanced U.S. History class. Recognizing its potential, he dedicated time over the summer to expand and refine his research before submitting it to The Concord Review. His dedication to historical inquiry and commitment to rigorous scholarship have now earned him a place among the small percentage of students whose work is recognized by the journal.

    Susannah Walker, his history teacher, underscored the significance of this achievement, stating, "In my years of teaching, I’ve seen many impressive research papers, but August’s work truly stands out. His acceptance into The Concord Review is a testament to his intellectual curiosity, dedication, and the depth of his historical analysis. It’s an extraordinary achievement."

    August’s success highlights not only his individual perseverance but also the strength of Friends Seminary’s history program in fostering intellectual curiosity and academic excellence. His work contributes to a broader understanding of how scientific research and military needs intersected during critical moments in American history.



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  • Shaping Global Citizens: Friends Seminary's Commitment to Intercultural Education




    Global education cultivates the knowledge, skills, and empathy required to understand multiple perspectives and thrive in an increasingly interconnected world. A true global citizen actively works to promote the common good on local, national, and international levels. At Friends Seminary, students are embracing this responsibility through participation in global dialogues that foster meaningful connections and learning experiences with peers across the world.

    Friends Seminary students Jane ‘25, Bode ‘26, Meera ‘26, and Sebastien ‘28 have taken on leadership roles as moderators for these discussions both independently and through the GEBG Global Student Dialogues Program. Notably, Meera ‘26 also served last year on the GEBG Student Advisory Council, reinforcing Friends Seminary's commitment to student leadership in global education. This core group of students continues to carry this practice forward, selecting discussion topics, formulating queries, and facilitating breakout sessions. Their goal is to create a space where every student is heard and where they can learn from peers in different parts of the world about how these topics impact their lives. The experience of opening up to others and finding common ground, despite geographic and cultural differences, has been deeply rewarding for participants.

    Recognizing the importance of sustaining these dialogues, Friends Seminary has taken proactive steps to ensure their continuation. By inviting fellow Quaker schools—including Penn Charter, George School, Friends Academy, Mary McDowell Friends, and Brooklyn Friends—Friends Seminary has committed to keeping these discussions ongoing, even after the expiration of the E.E. Ford Foundation’s two-year grant. The collaborative efforts of these schools demonstrate a shared dedication to intercultural dialogue, reinforcing the belief that education should not only prepare students to engage in the world as it is but also empower them to shape the world as it ought to be.

    Earlier this academic year, Friends hosted a discussion titled “Processing the 2024 Election Through the Lens of our Quaker Values.” This session focused on key Quaker principles, such as recognizing the Light in everyone, active listening, and shared experiences. It provided a space for students to reflect on a pivotal political moment through a lens of peace and understanding.

    Furthering this commitment, Friends Seminary aligned with GEBG to launch Peace Week with an additional dialogue event, bringing in new facilitators to enrich the conversation. During Peace Week, in honor of the theme "Growing Together Through Silence and Dialogue," Friends Seminary and GEBG hosted an intercultural discussion titled "Navigating School Life: The Impact of Gender Identity on Opportunities and Experiences." This event was facilitated by student moderators alongside members of the DEB Committee, creating a meaningful platform for conversations around identity, equity, and inclusion.

    Looking ahead, Friends has set ambitious goals to expand these efforts. Plans are underway for Upper School students to host a GEBG Dialogue specifically for Middle School students, extending an invitation to other Quaker schools to join. By broadening the reach of these discussions, Friends Seminary is reinforcing its mission to nurture global citizens who are thoughtful, informed, and committed to justice.

    The Global Education Benchmark Group (GEBG) is a leading non-profit association of K-12 schools dedicated to researching and establishing best practices in global education. GEBG supports member schools in integrating global perspectives, issues, and competencies into their curricula, equipping students with the skills and tenacity to navigate a culturally diverse and interconnected world. Their approach to global citizenship encourages both faculty and students to take meaningful action toward justice at every level—locally, nationally, and internationally. As a community, they remain committed to fostering a more just and equitable world, both today and in the future.

    Kara Kutner, Director of the Center for Peace, Equity, and Justice, has served as a moderator, bringing her extensive experience as a former member of the Educator Advisory Council. This advisory group of leading educators has developed curricular materials designed to inspire students to become engaged global citizens.
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  • Lighting the Way: A New Era of Tech Theater at Friends Seminary



    This year, Friends Seminary Middle School students are stepping behind the scenes in an exciting new way. The recent renovation of the 15th Street Annex has transformed the McCray Theater into a state-of-the-art performance space, complete with cutting-edge lighting equipment that rivals Broadway theaters. This upgrade has not only enhanced the performance experience but also inspired the creation of a new Middle School Technical Theater class.

    The McCray Theater now boasts a computerized Ion lighting board, a tool used in professional productions. With its ability to adjust color, shape, and movement at the touch of a button, the board has opened new possibilities for students to learn lighting design in a hands-on, practical environment. Performing Arts Department Chair Steve Borowka highlights the significance of this change: "Before, our equipment was stuck in the '90s—toggle boards that were great for their time but couldn't keep up with the demands of modern theater. Now, we’re giving students the tools to not only conceptualize but execute their creative visions."

    In the new Middle School Tech Theater class, seventh and eighth graders are learning the fundamentals of lighting design, from angles and placement to color and intensity. This curriculum culminates in a collaborative project with the seventh and eighth grade Drama classes: a truncated production of High School Musical. While drama students will perform on stage, tech students will design and run the lighting, bringing the story to life through storytelling with light. Teaching acting and technical students in tandem has been a fun challenge for Middle School Drama Teacher Trent Williams. When talking with the class about what colors are associated with certain emotions, Trent says, “The gears start to turn. The tech students say, ‘Oh, it'll be cool if, when the character gets angry, the lights on stage turn red. Or maybe the light is focused bright red on their face to show that they're angry.’ And I'm like, exactly, exactly. Write that down!” 


    The class also aims to prepare students for deeper involvement in technical theater, and will extend beyond lighting design to other technical aspects like scenic and costume design. “If they start here and get excited in seventh grade, that excitement can grow,” says Borowka. “In high school, they might design our major productions, something we’ve never been able to do before because of limited equipment.”

    Currently, Friends relies on professionals to design and operate lighting for Upper School productions, but Borowka envisions a future where students fully manage these responsibilities. The skills students develop in the Middle School class will not only enrich their experience but also create a pipeline of capable tech students ready to take on leadership roles in high school productions.

    While the new Middle School Tech class is currently distinct from the Upper School’s program, collaboration between the two is a growing possibility. “We’re exploring opportunities for Upper School tech students to assist with Middle School productions,” says Borowka. This mentorship could create a seamless flow of knowledge and foster community across grade levels.



    The introduction of the new tech theater class also coincides with all Middle School plays now being staged in the McCray Theater, fully utilizing the advanced lighting equipment. The first of these productions was A Midsummer Night’s Dream, featuring seventh and eighth grade students, and performed Jan. 30 - Feb. 1, 2025. Moving these plays to the newly renovated McCray Theater will elevate the overall production quality and give students a professional-grade space to learn and experiment.



    The new Middle School Tech Theater class is just the beginning of a broader effort to engage students in all aspects of theatrical production, from acting to directing to technical design. With cutting-edge tools and expert guidance, Friends Seminary is equipping students to light up stages—and their imaginations—for years to come.

    Images of "A Midsummer Night's Dream" by Dane Manary. Click here for a full photo gallery from the production.
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  • Archiving Peace: Dr. Meredith Evans ’90 Inspires a Legacy of Reflection and Action



    “It’s a good time to be at Friends,” Dr. Meredith Evans ’90 declared during her address to the Upper School. “I learned to care about others in this institution,” she reflected. “You will learn more from this place than any other independent school.” With these powerful words, Dr. Evans captured the essence of her transformative experience at Friends Seminary—a foundation that has shaped her exceptional career and leadership journey. 

    Friends Seminary was thrilled to welcome back Dr. Evans as the keynote speaker during Peace Week, which this year embraced the theme of “Growing Together Through Silence and Dialogue.” Dr. Evans, an accomplished archivist and the Director of the Carter Presidential Library and Museum in Atlanta, has been a trailblazer in her field. Appointed in 2015, she oversees all operations for the library and museum, including the preservation of records and artifacts from President Jimmy Carter’s White House administration (1977–1981), his post-presidency, and his family. Her work emphasizes expanding public access to these materials, civic engagement, and the role of history in shaping public policy.

    In her keynote address, “Positive Peace: Belief and Brains Over Brawn,” Dr. Evans reflected on the influence of Friends Seminary, crediting it for instilling boldness and self-expression—qualities that have guided her career, including her interview with President Carter. She also shared her admiration for Rosalynn Carter, whose wisdom and encouragement as a model of patience and grace left a profound impact on her.

    Dr. Evans spoke about the power of peace as an active endeavor, rooted in honesty, trust, and empathy. “Peace starts with talking to your neighbors, being honest, gaining trust, and not thinking of yourself first,” she explained. “Peace is an action, not a verb. Be bold, speak up, share your thoughts. Don’t judge.”
    Her talk also explored the unique challenges archivists face in the digital age. Dr. Evans described the shift from traditional paper archives to digital systems, explaining the immense cost associated with software updates, version control, and creating tools for future preservation. “It’s not just about organizing paper anymore,” she explained. “It’s about managing hard drives, servers, and generations of digital files in a way that makes sense.” She noted that her role involves organizing materials from a variety of formats and ensuring they remain accessible and comprehensible for future generations. The deeply detailed nature of this work, she emphasized, reflects the complexity of preserving history in a world increasingly reliant on rapidly evolving technology.

    Dr. Evans also spoke about how her identity as an African American woman shapes her approach to archiving. “There are multiple ways to document history,” she said, explaining how her lived experiences influence her perspective and the way she collects and interprets information. She emphasized the importance of looking through the eyes of both the public and her own identity, which helps her ensure archives are inclusive and representative. “If an archive only reflects white men, how is history being told?” she asked, encouraging students to question whose stories are preserved and how they are shared.

    Her work on the Documenting Ferguson digital repository exemplified these principles. Dr. Evans described how the initiative collected anonymous community submissions following the death of Michael Brown, capturing the voices and actions of protesters and organizers. “The digital archive was a powerful moment,” she said, explaining how it sparked essential conversations, clarified conflicting reports, and provided a lasting record of the movement. However, she also highlighted the challenges of archiving data from platforms like Twitter, where policies and accessibility can change rapidly. “You do not own your own data. What you think is private is not,” she warned, citing TikTok as another example of how proprietary platforms complicate the preservation of digital history.

    At the Atlanta University Center, Dr. Evans collaborated on an Andrew W. Mellon Foundation grant to digitize materials in the Morehouse College Martin Luther King Jr. Collection. She emphasized the importance of “allowing the community to contribute to the archive,” empowering individuals to engage with and shape their own narratives. At the University of North Carolina at Charlotte, she acquired collections representing underrepresented groups in the Charlotte area and secured the Congressional papers of former U.S. Representative Sue Myrick. Her work at George Washington University expanded the scope of archives to include significant labor and education collections, ensuring a broader range of experiences and contributions to history.

    Earlier in the day, Dr. Evans engaged with students during a lunch discussion, encouraging them to document their lives and the world around them. “Write your thoughts down, document current and important events, print photos, and store everything well,” she advised, emphasizing that history is shaped by those who preserve it.

    Dr. Evans closed out her time during Peace Week, and with Upper Schoolers, by speaking to the importance of Meeting, reflection, and learning to truly hear one another—a theme that wove through all her talks. “We may have cut school, but we always came to Meeting,” she laughed.




    The 2025 Peace Week Lecture was made possible in part by the Isaac Rauch '08 Fund for Literature.
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Friends Seminary actively promotes diversity, equity, inclusion, and anti-racism in all its programs and operations, including admissions, financial aid, hiring, and all facets of the educational experience. To form a community which strives to reflect the world’s diversity, we do not discriminate on the basis of race or color, religion, nationality, ethnicity, economic background, physical ability, sex, gender identity or expression, or sexual orientation. Friends Seminary is an equal opportunity employer.
FRIENDS SEMINARY
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Friends Seminary — the oldest continuously operated, coeducational school in NYC — serves college-bound day students in Kindergarten-Grade 12.