Ted left his mark most indelibly in the sport of wrestling. A Big-Ten champion, Ted was able to teach by example and could still beat his wrestlers until he was well into his 40s. The way he did it was the measure of the man, for, as one wrestler put it, "Ted beat you gently." Ted was that sort of a man: tough but gentle. Remarkably calm during wrestling matches, Ted unwound when he came home by retelling each match in detail. It was this mastery of detail that made him a fine teacher-and also enabled him to tell such good stories.

Ted was a successful coach because he cared about his players as individuals, and they knew it. They respected Ted for teaching them how to win and, more important, for teaching them how to accept defeat. "Hold your head up," he would say; "don't let them see you with your head down." But there were few defeats: during Ted's 32 years as wrestling coach his teams compiled the legendary record of 24 wins and 8 losses against Andover.

-David D. Coffin, Donald B. Cole and Ralph J. Lovshin

Dick Day's 10 years at Phillips Exeter-like those 10 years throughout the country-were turbulent, exciting, a little breathtaking. At Exeter they were also immensely constructive. Dick quickly established an easy rapport with students. He listened well and students discovered they had influence, though change did not always occur with the speed they desired or precisely in the way they had suggested. Nevertheless, free and sometimes excited talk left the feeling that action would follow when the time was right. It was this confidence that carried the school, without major disruption, through the multiple traumas of assassination, war and protest.

Change in the larger society was reflected in the Exeter faculty, which after decades of stability began to shift. The Harkness generation passed, and it fell to Dick to replace it. When he departed, he had appointed almost 60 percent of the faculty and revamped the school's administration. Together with this new faculty and administration, he fostered innovation that shaped the school in his time and thereafter.

Coeducation, begun in 1970, was the most dramatic innovation. Others included School Year Abroad, the Washington Intern Program and the shift to semesters as the Academy unit, a change that required review of the content of courses and permitted semiannual graduation. Dick was pleased when enrollment increased in courses in music, religion and art. Without altering the faculty's authority, he drew students more and more into the operation of the school by encouraging their participation in the deliberations of many of the faculty's committees.

-Jackson B. Adkins, Henry F. Bedford, Robert M. Galt and Colin F.N. Irving

When Fred Tremallo arrived at Exeter, he exploded some traditional notions of the stereotypical New England boarding school teacher. One of his students remarks: "Fred Tremallo did not look like any of the staid teachers at Phillips Exeter Academy in 1964. He was an Italian, with a black mustache, round face and the fierce demeanor of a Garibaldi. His bald head was poised on a powerful pizza baker's body." Over the next 34 years, Fred went on to become one of our most innovative faculty members; he won many teaching awards and was appointed the Woodbridge Odlin Professor of English.

Fred often described the Academy as a pressure cooker and, as apt as that description may be, Fred Tremallo's pressure was happily self-imposed. Fred was excited by learning and driven to expand the knowledge base both for himself and his students. And his students loved him and honored him long after their departure from his classes. One of Fred's students remarks: "He was demanding, but I always felt his arm around me. . . . I never doubted that he knew best, that he believed in me and that I should run through walls to do what he asked."

-William H. Hagen Jr., John J. Kane and George H. Mangan

Bill Bolden arrived at Exeter in time to guide the Afro-Exonian Society through a critical decade. He established himself as a teacher of English who knew when to prod, when to pull and when just to wait. He loved literature, the teaching of it, the sharing of it. He introduced his students to multicultural themes and literature long before the term "multicultural" became the intellectual fashion.

Long-and increasingly-a mainstay in the Admissions Office, Bill was responsible for spotting, engaging and winning over many a promising young person. He endeared himself to all who worked with him because of his wise, thoughtful, forthright contributions to Admissions. It is a measure of that experience that every one he engaged in an interview was carefully inscribed in a notebook with the date and ranking of the interview precisely noted. Bill was determined that no student who had managed to come his way be forgotten.

- Harold Brown Jr., Charles E. Deardorff, Dolores T. Kendrick, Richard D. Schubart, Charles L. Terry and Robert H. Thompson

Anja championed those who needed a champion. She rejoiced in the opportunity to work with students whose greatest talents blossomed in disciplines other than her own. If a student was struggling in mathematics, he could find a patient, compassionate teacher in Anja Greer. As one student recalled, Anja "explained a mathematical concept in so many different ways that, in terms of probability, we had to understand some of them. . . . Before we could even protest that calculus is impossible, we understood it. She made it so easy. And when calculus begins to be easy, calculus can even begin to be fun."

Anja's influence also asserted itself in the adult community. She was often at her best in faculty meetings where her impassioned, extemporaneous speeches commanded absolute attention. While her fiery passion might arouse passionate response, she believed in the principles of inclusion and respect. Her tenacity and vision drew colleagues to her side as she became the chief architect for programs conceived ahead of their time. She willed into being the Sampler Program, diagnostic testing for students with special learning needs, Peer Tutoring and Math Help. Long before the Academy was eager to embrace summer programs for adults, Anja created the Mathematics and Technology Conference that was, in 1997, renamed in her honor, the Anja S. Greer Conference on Secondary School Mathematics and Technology.

-David H. Arnold, Eric S. Bergofsky, Barbara E. Eggers, Joyce C. Kemp and Douglas G. Rogers

A man of talent and enormous energy, Jim was an especially dedicated teacher, and it was this responsibility at Exeter that engaged his imagination most fully. Deeply committed to Harkness teaching, Jim, by his own modesty and a deft use of questions, stimulated discussion that anchored students to a text, yet allowed them to arrive at their own conclusions. He knew that it was the students' sense of ownership of the class that motivated them to sustain over a long period of time the interest that real intellectual inquiry demands.

No one was more committed than Jim to making full use of opportunities of the present, perhaps because he had a more explicit sense than most of us of how much we as teachers shape the future. Just before he died, Jim reminded a colleague of the words of one of their professors who had told his students while he was teaching them the Odyssey: "I am not just teaching you a book to be enjoyed, but I am giving you a book that will help you live your life."

-Peter C. Greer, Harvard V. Knowles, Douglas G. Rogers and Ethan W. Shapiro

Between 1989 and 1995, Bette was head of Williams House. For many of her charges, she was like a second mother. Bette always made time to listen to ballads of homesickness, odes to victories on the playing fields and epic poems about unrequited love. Her boys' birthdays were celebrations and their forever-hungry stomachs were challenges to fill with her delicious homemade fried rice and spicy chicken wings. Her home seemed to be always open to them. No wonder many of them called her "Mommy Ogami." No wonder they made her a thousand origami cranes.

-Linda C. Luca, Hal L. Lynch and Robert G. Richards

At the time of her death, Addie received tributes from surprisingly diverse quarters. Wendy Caceres '99 remembers: "Ms. Aquilino didn't do things because you wanted her to do them. She did them from a seemingly endless store of moral energy that is still a source of inspiration to me." The passion and dedication that her students saw in her were evident to her colleagues and friends as well, in the many, many times she went out of her way to extend a helping hand, to bring people together, to offer a quiet word of support, or to enliven a lunch or dinner table with her extraordinary wit. She was a teacher first-always involved in curricular planning, interested in pedagogy, researching documents for a course, creating new assignments and syllabi, involved in summer study. In that and many other ways she was a bright thread in the fabric of Phillips Exeter, one that turned up over and over again in new patterns and designs.

-Kathleen J. Brownback, Donald W. Foster, Susan M. Keeble, Michael J. Milligan and Nita G. Pettigrew