"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

  • April

    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.
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Friends Seminary — the oldest continuously operated, coeducational school in NYC — serves college-bound day students in Kindergarten-Grade 12.