trevordayschool

3 8 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7 At Trevor, we often talk about community and how we, as a school, value our Trevor family. at value is demonstrated most palpably by our "legacy" families. In honor of the 20th anniversary of the renaming of Trevor Day School, we asked two of our legacy families to discuss what makes Trevor so special. By sending their children here, Mason Stark '84 and John Eisenberg '74 demonstrate their faith in the value of this community and in a Trevor education. ough Mason and John both attended what was then called e Day School, they see the similarities between their education and Trevor's current mission, curriculum, and culture. Common spaces, the focus on relationships between faculty and students, and the opportunity for their children to pursue their interests by taking initiative, asking questions, and not being afraid to take risks all parallel both their experiences and what Mason and John envision for their children. With this rich tradition, Trevor continuously commits to progressing and developing strong relationships. As an institution, we are connecting with our students, parents, and alumni. Having an alumnus or alumna choose to send his or her child to Trevor is the greatest possible endorsement of the value of a Trevor education. Mason Stark '84 and his son, Dante, a 2nd grader. Mason Stark '84 and John Eisenberg '74 discuss the importance of Trevor in their lives Mason Stark '84 Making Trevor a Family Tradition: What is your fondest memory of e Day School? I have a lot of great memories that span the gamut: the different disciplines I studied, class trips to the farm in Putney, Vermont, and the athletic teams that we participated in after school. ere was one soccer game that I remember especially fondly. We were a small school back then. (In fact, our soccer team was co- ed, because we couldn't find enough players to have separate gender-based teams.) One day, we played a team that, individually, considerably outmatched us. ey were bigger, faster, and older; we only went as far as 8th grade then, and this team had players with facial hair! Yet, we beat them, 1–0. We won that game because we played so well together as a team. I think it was representative of the school's unique approach to education. It fostered a level of community that I hadn't experienced elsewhere. Why did you choose to send your child to Trevor? To be honest, we never considered any other option. I fully expect my younger daughter will be attending Trevor in a few years as well. What do you hope Dante gains from his experience at Trevor? I hope he is able to explore and expand whatever field he is most interested in. So far, he's adamant about becoming a scientist—in particular, a marine biologist. I certainly can't help him start a career in that field—at Trevor, I know he will gain the knowledge and ability to pursue his love for nature in whichever direction he wants to go. Do you notice any similarities in the curriculum or teaching method compared to your experience here? My 2nd-grade class had an aquarium as part of the curriculum, just as Dante has this year. I won a lottery to take home one of the guppies. She turned out to be pregnant, so I had an aquarium filled with guppies for the rest of my grade- school years! Are any of your former teachers still at Trevor? Have any of them taught Dante? Yes, though as far as I know, Mr. Cavar, who teaches Physical Education, is the only one who has taught Dante. at is, so far….

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