Derryfield Today - Summer 2025

Your School, Your Community | Summer 2025

'Giants in the Sky' Middle School Performance at the Nancy

S. Boetigger Theatre

Dear Derryfield Community,

As we conclude Derryfield’s 60th year, it’s a perfect moment to reflect on where we’ve been—and more importantly, where we’re going. This issue of Derryfield Today is filled with stories that illuminate the joy, kindness, and character of our collective community.

We’re proud to unveil the School’s next strategic plan—our North Star—as we chart a bold path for the years ahead. You’ll also find a joyful celebration of the Class of 2025, whose passion and perseverance inspire us all. This issue dives deep into our dynamic STEAM program, showcasing how Derryfield students are blending curiosity with innovation.

Our global community shines through in the “Global Perspectives” feature, where current students and alums share their experiences beyond our campus. And for a closer look at life at Derryfield today, don’t miss our “Student Voices” section—authentic, powerful reflections that give voice to the lived experiences and creativity of our student body. At Derryfield, we continue to welcome bright, motivated students in grades 6–12, fostering an environment where curiosity, character, and community thrive.

We hope this issue captures the spirit of Derryfield, and brings you closer to the heart of the school you call home.

Warm Regards,

Dawn Lohmann, Director of Marketing & Communications

Congratulations Class of 2025!

DERRYFIELD TODAY

The official magazine of The Derryfield School

Dawn Lohmann, Editor Andi Leary, Designer

Elaine Loft, Writer

The Derryfield School is a coeducational, non-sectarian, college-preparatory day school serving students in grades 6-12 from over 50 communities in New Hampshire and Massachusetts. If you note errors, please notify us at 603.669.4524, or send an email to dlohmann@derryfield.org.

For more information about the School, please visit derryfield.org.

Message from the Head of School

Desiring to create a “higher level art community,” Maggie Szal '26, Maddy Solso '27, Lilli Orkwis '25, and Grace Howe '28 worked for several months to establish a Derryfield chapter of the National Art Honor Society. In February, they held a “Bob Ross Night,” which drew enthusiastic painters from both inside and outside the Derryfield community, and raised $700 for My Turn, a Manchester organization that works with vulnerable youth populations. 2 The Power of Reflection

Student Voices Authentic Experiences

The Faces of Derryfield STEAM

Class of 2025 Hold Onto Compassion

National Art Honor Society

A New Chapter

The Power of Reflection

Message from the Head of School

As we conclude our 60th year, I find myself immersed in reflection on the remarkable journey we've shared together. Our community has flourished in countless ways—from the transformative learning that unfolded daily in our classrooms to captivating performances on the Boettiger Theater stage, from hard-fought victories on athletic fields to the numerous awards earned by members of our community. The Derryfield spirit is undeniably vibrant and thriving!

At the heart of this year's success stands our exceptional Class of 2025, whom we celebrated at Commencement in the adorned Athletic & Wellness Center gymnasium. Yet beyond the accolades and ceremonies lies something even more meaningful: witnessing each student's personal growth—newfound confidence emerging, resilience strengthening through challenges, and genuine kindness extending to peers.

These moments of "character," our elevated Core Value for the 2024-2025 school year, represent our most profound achievements.

Reflection stands central to both our daily practice and our long-term vision. Each trimester concludes with a community reflection where students, faculty, and staff collectively celebrate our experiences through shared images and stories. These gatherings—often filled with spontaneous cheers and meaningful reminiscence— create space where we feel seen and valued, learn from one another, and find inspiration for the journey ahead.

While celebrating these accomplishments, we simultaneously laid groundwork for Derryfield’s future through the development of our new Strategic Plan. This collaborative effort engaged every constituency through focus groups, one-on-one meetings, and presentations throughout the year. With the Board of Trustees' adoption of this new plan in May, and official launch this summer, we're already advancing our four Year One Initiatives: Peer Leadership, Professional Learning Communities, Digital Tools and AI Integration, and Financial Sustainability Roadmap. We look forward to sharing regular updates on our progress in the months ahead.

The same reflective approach guided our Strategic Plan development, balancing appreciation for our sixdecade legacy with clear-eyed assessment of future needs. Through conversations across Boston, New York City, Washington, D.C., and our Derryfield campus, one theme emerged consistently across all constituencies— the people of Derryfield must remain our focus for the decade ahead.

Two essential questions now guide our path forward: How do we ensure the most promising students in our region have access to a Derryfield education? And how do we continue to attract, support, and retain exceptional faculty and staff to teach, coach, mentor, and advise those students? This reflective process has yielded a comprehensive yet adaptable roadmap that preserves our School's essential character while positioning us to thrive amid rapid educational change.

Thank you, Derryfield community, for your unwavering belief in our mission, vision, and core values. As we look to the horizon, the future shines bright indeed. Have a great summer!

@derryfield_ headofschool

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CommunityEquity & Belonging

100% of the faculty and staff attended the Diversity and Cultural Competence Workshop.

97% of total students feel included and engaged.

Slam Poet Promotes Empathy in MLK Presentation

Andre Bradford, whose mission is to “create more empathetic and resilient communities and cultures using powerful poetry, relevant data, and captivating story,” presented to the Derryfield community on Tuesday, January 21. Bradford’s address was funded by the E. Charles Sanborn Visiting Fellows Fund.

Head of School Andy Chappell opened the program with some words about Dr. Martin Luther King, Jr., “Dr. King is well-known for his eloquent, persuasive, and passionate speeches, but he also understood that it would take more than words to improve lives; he knew that real change could only take place through action, including civil disobedience as well as changing laws and institutions. In this way, Dr. King was a man of character.”

100% 97% 28% 08 02 02 05 12

Chappell then reminded the audience that “character” was the elevated Core Value this year at Derryfield. “We actively cultivate respect, integrity, compassion, and perseverance in our community members.”

28% of students selfidentify as students of color.

Chappell then offered an introduction to Bradford and his work.

“Andre Bradford, whose stage name is S.C. Says, is an Austin-based slam poet. S.C. Says is a two-time Austin Poetry Slam Champion, a threetime Texas Grand Slam Finalist, and was a member of the 2015 National Championship Team.”

The program centered on the concept of “building with purposeful empathy,” S.C. Says explained, “Empathy is the most powerful tool we have to change the world around us. Empathy feels good. Empathy helps you heal. Empathy de-escalates conflict.” His poetry, which addresses the issue of resilience within family, self-love, mental health, and social justice ranges in tone from comedic to inspiring.

S.C. Says concluded his presentation by exhorting his audience to “lead with genuine empathy” and make an effort to connect with others by “seeking their story, sharing your story, and celebrating your differences.”

The poet spent the entirety of the day at Derryfield, attending classes, helping to judge the Poetry Out Loud competition, and leading a lunch-time workshop with nearly thirty students, who participated in an “iceberg” activity. Their responses ranged from amusing to poignant, and at the conclusion of the exercise many offered they had learned something new about both themselves and their classmates.

To view an excerpt of Bradford's performance, scan the QR code.

BIPOC & GLOW Group Fundraiser

On April 11 our Black, Indigenous, and People of Color (BIPOC) and Gay, Lesbian, or Whatever (GLOW) student groups came together to host a family game night fundraiser—an evening filled with games, laughter, and community building in support of inclusivity and connection. Highlights included students leading game stations, families joining in friendly dance competition, and the crowd-favorite moment: pies in Mr. Bonjorno's and Ms. Kruščica's faces, courtesy of raffle ticket winners. The proceeds benefited Building Communities of NH (BCNH), a local non-profit dedicated to fostering inclusivity and belonging.

We were also honored to have BCNH Executive Director Rick Minard attend the event. His presence added a special touch to the evening, highlighting the importance of these partnerships in creating lasting change.

This event was not simply focused on raising funds—it was a celebration of the skills our students are developing as they step into leadership roles, including empathy, collaboration, and a deep commitment to building a supportive community.

Creating art in The Matarese Commons at the Multicultural Student Union (MSU) potluck.

AISNE Students of Color Conference

Nine of our students attended the Association of Independent Schools in New England (AISNE) Students of Color Conference at Regis College, where they embraced the theme “Adventures in Authenticity.” The conference was a chance for students to celebrate themselves, explore their values, and build lasting connections. They returned inspired and empowered!

Equity and Belonging Collaborative (EBC)

Our Equity and Belonging Work Group (composed of DS faculty, staff, and students) has rebranded as the Equity and Belonging Collaborative (EBC), reflecting our shared commitment to belonging. In recent meetings, the group explored Kenji Yoshino’s and David Glasgow’s Empathy Triangle concept through role-playing activities focusing on real-life scenarios in which participants practiced active listening, offered support, and

created safe spaces. These exercises have proven to be incredibly valuable in enhancing our collective approach to empathy and understanding within the school community. The group also engaged in deep discussions around the TED Talk “What Does My Headscarf Mean to You?” by Yassmin Abdel-Magied, which prompted reflections on cultural identity and unconscious bias. These conversations help reinforce our ongoing efforts to foster an inclusive environment where all voices are heard.

Attended two NAIS and six AISNE conferences

05

Organized two combined BIPOC and GLOW fundraising events

12

Attended two job fairs as community engagement and outreach

08

Held five EBC (Equity and Belonging Collaborative) meetings for faculty and staff

02

Implemented 12 language accommodations (including interpretation, translation)

02

Over 30 students, representing 12 countries, participated in the annual MSU fashion show on January 13.

Authentic Experiences

A collection of perspectives

Word Problem - If 15 sixth grade students venture to Hannaford with a list of 19 ingredients, then travel 24 miles to Hopkinton, what will be the end result?

Answer - An amazing Mexican chicken casserole dinner bought, prepared and served to 50 seniors at the Slusser Center in Hopkinton.

Each year, math teacher Tori Lucas combines calculations with community service in a project that illustrates for students how quantitative skills can be applied to everyday life. During class time, students work together to decide upon a menu. After finding appropriate recipes, they make a list of components (think black beans), then put their math skills to work to ascertain the exact number of items they need to purchase in order to produce the desired quantity of food.

On the day of the field trip, the group heads over to the local grocery store to shop, splitting into groups to expedite the process. Then it is back on the bus for the trip north! Upon arrival, groceries are unloaded, and preparations begin in earnest. Every student has an opportunity to cut and mix, cook and stir, set tables, and serve. They then disperse themselves among the tables, to share both the meal they have planned and prepared, as well as stories about themselves and their life at Derryfield.

This year, the mathematicians opted for a menu of tossed salad, Mexican casserole, French bread, and vanilla cake with strawberry sauce and whipped cream. Also, because the trip took place in February, artfully constructed Valentine’s Day cards were presented to each guest.

Derryfield Today / Summer 2025

College Essays

“

Living With a Foot on Backwards

Kate Merkel McGee ’25

Scan the QR code, to hear Kate's College Essay video.

Between Worlds

Jerry Zhang ’25

With surgical precision, I layer one card atop another, perfectly alternating between the two decks. My younger cousins stare wide-eyed as the cards magically lace together with the slight bend of my palms, forming a bridge. These gatherings have not only honed my card skills but have also proven to be a lifeline between two cultures—between two worlds.

Moving from China to Canada at the age of five, I found myself in a relentless tug-of-war, struggling to balance the values of my family with those of my new environment. Sitting in the busy cafeteria on the first day of school, I nervously cracked my knuckles, hoping to find common ground with my classmates’ lunches. Hectically glancing around but only seeing simple ziplock bags with sandwiches, I reluctantly lugged out the giant red thermos with the chao fan my mother had packed, afraid to get pointed out. Never had I felt so out of place.

“

Defining My Beliefs

Alex Benson ’25

However, as time went on, I found myself slowly adapting to my new environment. Searching for a sense of belonging, I naturally gravitated towards the peanut butter and jelly sandwiches of my peers, abandoning the chao fan my parents packed. As I learned more and more English and stopped studying Mandarin, my mother tongue started to fade. The community I surrounded myself with changed my very thoughts.

Though I felt a stronger sense of belonging in my new environment, returning to China during breaks highlighted the distance I now felt from the place I used to call home. As my Mandarin depleted, conversations with even my grandparents were filled with awkward silences and forced smiles, giving pangs of guilt mixed with sadness as the cultural chasm widened. Desperately trying to restore these rusted connections, I proposed game nights with my relatives.

One evening, after a particularly animated game, my uncle pulled me aside. Sitting on the couch, he showed me a worn photo album, displaying pictures of relatives I could only faintly remember as he recounted stories and experiences of his childhood. He told stories of playing with friends, going to school, and his favorite foods and hobbies. Though living in a vastly different time and growing up in a country across the globe, I found myself unconsciously leaning in, connecting with his stories, and eager to hear

more. The childhood experiences he shared went far beyond culture and national boundaries but were instead universal.

Through the experiences shared by my cousins and uncle, I began to question the dichotomy I had constructed of my two upbringings. Why had I felt compelled to choose one over the other? And why did I feel that for me to fit in, it required abandoning my old culture? It was made clear to me that we shared and were connected by many universal themes and stories, reaching far beyond the reach of one’s culture. So why must I choose between this binary decision? I was only limiting another stream to my own identity.

Now, the different streams that make up my deck of values have achieved far better balance. In the past, values from my two upbringings were unevenly distributed, with one side often overpowering the other. Now, through embracing new experiences and welcoming new values, the two streams blend seamlessly together into the deck that is myself. I realize that I am nowhere near completing my full fifty-twocard deck, and I hope I never will.

to check-out Alex's College Essay video.

Through the Window

The air was hot. Thick and sticky, the type of oppressive heat that threatens to engulf you whole, a trademark of Adana in mid-July. I shifted uncomfortably in the back of the taxi, my head resting against the slightly open window, my mind blank, consumed only by the unshakable feeling of suffocation. It was 2013. I was six years old, and my parents had sent me to live with my family in the southeast of Turkey. That’s how I found myself sitting in the back of an old Renault Clio, my aunt and the driver engaged in some far off discussion about politics and war while the lyrics to an 80’s pop song emerged through the static.

The car moved slowly, grinding to a halt as the light in front of us turned red. It was then that I saw her— small, dirt-streaked, with sunburnt skin and dark hair that stuck to her forehead. She weaved in and out of the traffic, her sandals, if they could even be called that, slapping against the hot asphalt as she moved. I eyed her curiously, my attention drawn to the plastic bag hanging from her arm, filled with cigarette packets and tissues. She was three cars ahead of us. Then two. Then from the corner of my eye I watched as the driver slid his arm back and furiously began cranking the window handle, never once breaking in conversation, as if this was some unspoken but familiar protocol. Clearly mine was not the only attention she’d caught.

Though I’d been in the car for well over thirty minutes, largely detached from the adults' conversation, suddenly I found myself hanging on every word. “Syria.” “Crisis.” “Refugee.” Though I spoke the

Simeon Kass Award for Writing & Humanistic Inquiry

Established in 2007, this award is presented annually to a member of the senior class at Derryfield who demonstrates an interest to learn beyond what surfaces in day-to-day life. Through due-diligence, the recipient transforms discoveries and thoughts into writing. In earning this award, the recipient shows potential for publishing their work through one or more media. Honoring Simeon Kass, beloved mentor to two Derryfield alumni, Matt Boelig ’02 and Derek Boelig ’05, this award is presented in the fall to a senior who demonstrates outstanding writing skills, an appreciation of other cultures, a burning inquisitiveness, and the disposition to take a position and challenge received opinions.

language completely, the words felt entirely foreign. I felt their weight yet I could not then understand their burden.

My attention was broken by three, short taps on my window. Tap. Tap. Tap...

– Ipeksu Yucel ’25

Excerpt from Yucel's Simeon Kass essay

To read Ipeksu's full winning essay, scan the QR code.

Ipeksu Yucel ’25, with her father, Ergin Yucel (R), and Head of School Andy Chappell (L)

A Human Paradox

Creating Character “

“

Probability Carnival “

“Guess the Egg.” “The Gumball.” “Volcano of Chance.” And a pet hamster, pressed into maze duty. Who knew math could be so much fun?

As part of their Probability Unit, the seventh graders were challenged by their teacher, Mike Jenkins, to create “carnival” style games, where each participant had an equal chance of winning or losing. The winners were rewarded with tickets, which they exchanged with the cashier for an array of candy. The competition among the audience, Derryfield sixth and eighth graders, was fierce. The Matarese Commons was filled with shrieks of success and laments of loss.

Finding Grace

Scan the QR code, to check out Grace's Senior Moment video.

In case you have forgotten, here is p-value formula: divide the number of desired favorable outcomes by the total number of possible outcomes. In the hamster maze, there were two exit points, so you had a 50/50 chance of guessing the correct outcome.

When asked about the big take-away from this group project experience, Jenkins noted, “The kids came to the conclusion that at an actual carnival, the games are mathematically designed so that the participants lose more often than they win.” Definitely a valuable life lesson for the future.

Grace Laliberte ’25

Scan the QR code above, to listen to Awaab's impactful poem.

Awaab Mousa ’28

Scan the QR code above, to hear Thiago's reflection.

Thiago Butera ’27

“

Controlling a Nation 101: How Dehumanization Upholds Power

Jon Martinez ’26

Dehumanization is not just a tool for oppression. It is a calculated strategy to control and dominate entire nations, stripping away individuality to perpetuate power and maintain an unyielding grip on society. As exemplified in both world history and literature, dehumanization is synonymous with the control of a nation through the justification of inhumane actions. Systems and groups within society can attain and withhold power by stripping away all humanity and personality from a group perceived with “imagined otherness,” resulting in the victim group or civilization becoming subject to deep prejudice, violence, and servitude.

As defined by Dr. Salah Sharief in his presentation titled Wars Without Battlefields, The Dehumanization Of War, “Dehumanization is the act of removing the human element of a person. To negate their identity as a human being.” In world history, specifically Russia’s Red Terror of 1918 and the 5-Year Plan of 1928, systems in power utilize dehumanization as a means to justify otherwise cruel and unusual acts against a nation or group, gaining and withholding control by violating the natural rights of their enemy through intense violence. Aravind Adiga’s The White Tiger, George Orwell’s 1984, and Chinua Achebe’s Things Fall Apart, also exemplify how systems or groups regarded as being “superior” to other groups have used dehumanization through societal standards to attain and withhold power over their

NH Scholastic Writing Awards

nations. Whether it be by creating “untouchables” to perpetuate the social hierarchy, violating the basic rights of the people such as safety and intelligence, or through the colonization of a region to spread religion, dehumanization allows systems to justify inhumane actions by disregarding their humanity. Dehumanization is typically inflicted by a party that seeks to attain or withhold power and control over a group of people that is seen as inferior, animalistic, and disposable. It’s through the elimination of individuality, the lack of respect for individuals and their basic human rights, and the forced implementation of new cultural ideas and political reforms, that various systems throughout world history and literature have used dehumanization to perpetuate the caste system and, subsequently, control the power dynamics over a nation.

Though present as a recurring theme throughout all the books this year, dehumanization is important to understand as it applies to modernday societal conflicts as well. Whether it be a nationwide conflict such as war, or in day-to-day conflicts with other people, dehumanization serves as a steaming catalyst for violence, division, stigmatization, and prejudice, that otherwise leads to the perpetuation of power throughout a subconsciously ‘superior’ group.

Overall, dehumanization serves as a powerful mechanism for control and dominance within societies, stripping individuals of their basic rights and

humanity to perpetuate hierarchical power structures and inflict various levels of oppression, violence, and subservience across a nation. As seen in both historical events and literary works, such as Russia’s Red Terror, Stalin’s 5-Year-Plan, and novels like The White Tiger, 1984, and Things Fall Apart, the reduction of people to categories or roles enables the perpetuation of oppressive regimes. By dehumanizing those perceived to have imagined otherness, systems in power can justify inhumane actions, ensuring that they withhold continued dominance and subjugation of their people. Thus, it can be concluded that the desecration of individuality and rights throughout both world history and literature highlights the insidious nature of dehumanization and how prominent it is in maintaining societal control over a nation.

Jon Martinez, Gold Key, Critical Essay category

“ Is Golden Rice the Golden Soution?

Sophia Correnti ’25

Golden Rice is a genetically modified version of rice developed to address vitamin A deficiency (VAD), a widespread health issue affecting millions, particularly in South Asian or Sub-Saharan African countries. VAD is “the leading cause of preventable blindness in children, and increases the risk of disease and death from severe infections.”

Golden Rice, a promising solution to this matter, is fortified with levels of beta carotene within the grain, giving it that yellow or “golden” appearance. When consumed, beta carotene is converted by the body into Vitamin A—an essential nutrient for our vision, immune system, and overall health. This enhancement heightens the rice’s nutritional value, offering a viable solution to help this issue of VAD in developing countries.

Research has shown us that proper nutrition is most important for children within the first 1,000 days of their life, and for adolescent females before and after pregnancy. However, “VAD afflicts 250 million people worldwide, most of which are preschool children (190 million) and pregnant women (19 million).”

The high prevalence of VAD among the most vulnerable groups within our society calls upon the urgent need for more accessible nutritional solutions. It is important to note

that there are various methods to enhance Vitamin A intake such as: supplementation, food fortification, diet diversification, and promotion of optimal breastfeeding. While these practices have demonstrated effectiveness, they often struggle to reach target populations with limited financial resources. Since rice is already a staple food within many of the most affected countries, golden rice offers a culturally compatible solution to supplementing Vitamin A. By incorporating beta carotene into a commonly consumed food, golden rice offers a simpler way to increase Vitamin A intake without the need for supplements or expensive fortified crops. Also, golden rice is more cost-effective since it is “simply bred into rice varieties that farmers already plant.” Therefore, “the cost of Golden Rice is expected to be similar or comparable to other rice varieties.” This extremely accessible and cost-effective rice also will produce substantial health improvements within these target countries. Golden Rice is projected to reduce the mortality of children <5 years old in developing countries by 24-30%. Based on these indisputable facts, it is clear that Golden Rice offers numerous advantages tailored to the needs of the most affected populations and should be implemented immediately.

The controversy surrounding golden rice raises ethical and health concerns that warrant careful examination. For example, many anti-golden rice activists are concerned about the safety of consuming a genetically modified crop. They say that GMO promotes potential allergies or antibiotic resistance. However, these assumptions completely undermine and ignore the extensive scientific research that has consistently demonstrated the safety of consuming GMO crops. Even though

GMOs are engineered to create new proteins, allergenicity testing ensures that these new proteins will not create reactions in sensitive individuals and GMOs are safe for human consumption. This disproves the point that consuming GMO crops is detrimental to our overall health.

Golden Rice is the golden solution to VAD. Genetically modifying a staple food in countries where VAD is most present will save the lives of so many women, children, and malnutritioned people. Golden rice is more cost-effective and accessible than other Vitamin A supplements and yields promising results in helping many peoples’ lives. Specifically, young children and pregnant women in South Asian and Sub-Saharan African countries will greatly benefit from the addition of Golden Rice in their diets. If Golden Rice does become universally accepted, it is important that there is regular testing from the FDA that further proves the point that GMO crops are not a threat to humans. Also, large corporations such as the Bill and Melinda Gates foundation must act for the greater good. We cannot allow these companies to continue operating if they are no longer dedicated to their mission statement of saving lives. Even though the motives of these large corporations will always remain ambiguous, they do not matter as long as Golden Rice itself is benefiting the lives of millions.

Both NH Scholastic Writing Award essays featured here are excerpts from Jon Martinez and Sophia Correnti's essays respectively.

Footnotes are not included.

Sophia Correnti, Silver Key, Critical Essay category

Athletics Highlights & Shout-Outs

Fall 2024

Fantastic fall weather made for a beautiful start to the school year, which saw our middle school and upper school teams produce some equally brilliant results. Highlights from the Middle School include the boys' cross country team winning their third straight Tri-County Division III title along with the field hockey team who avenged last year's title game loss with a 2-0 win over Boynton to capture their first Division III title since 2015. Both the boys and girls soccer teams qualified for the playoffs, with the boys winning their first round game, while the girls advanced to the final four in Division III. Highlights from the Upper School include both our girls' and boys' soccer programs advancing to the

playoffs with young, but talented, rosters. Our field hockey program played every opponent within two goals, and made great progress towards a deep playoff run next year. The golf team had an incredibly strong season, and finished second overall at states. Four individuals qualified for the individual tournament and, each of them finished in the top 15 overall. Our crew program competed in four large regattas this fall, with some excellent results in a growing program. Cross country also found team and individual success at states, with freshman Anna Fazelat highlighting their efforts qualifying for the meet of champions and finishing top 50 overall as a freshman.

Winter 2025

A return to typical New England winter weather helped our middle school and upper school teams ice out the competition. Our Nordic and alpine teams were blessed with natural snow and great racing conditions for much of the winter which allowed for our teams to regularly practice and compete with the boys alpine team returning to the podium finishing as runnersup at the state championships. Our ice hockey team combined with Merrimack and Hollis for the first time as a tri-op and advanced to the state finals in Division II. Off the ice and snow our boys basketball team was young and built a core for seasons to come, while our girls program made a deep playoff run resulting in a semifinal berth in Division II. In the pool our swim program made waves with girls finishing fifth and the boys finishing 7th in Division II.

Spring 2025

A spring that saw rain almost every week didn’t dampen the spirits of our teams as many of our spring teams made deep playoff runs and found both individual and team successes. Varsity girls tennis made it back-toback championships with a perfect season defeating Bedford once again in the finals and saw senior Sophia Correnti win the first singles individual championship in school history. The boys program also made a deep run making the semifinals for the second straight year. Our baseball team did a fantastic job transitioning to Division III making the playoffs and winning an opening round playoff game. Our crew and track programs also excelled despite some less than ideal weather conditions to set many new school records, PR’s and qualify for states. The equestrian team was highlighted by Maddie Garceau who earned a state championship in dressage and was undefeated during the season. The girls lacrosse program went 11-3 and advanced to the quarterfinals for the second straight year with senior Brianna Murray earning Academic All American. Senior RJ Proulx joined Brianna earning Academic

All American while helping to guide the boys program to a 19-1 season and a second straight Division II championship game appearance.

Athletes in College

RJ PROULX

LACROSSE

Attack/Midfield

Sport Honors: Honorable Mention All State Freshman year, All Freshman Team, Scored in 46 out of 46 Games Played in Career, Second Team All State Sophomore year, State Champion Sophomore year, Honorable Mention All State Junior Year, All America Team

New England 2x Invitee, 1st Team All State, Offensive Player of the Year, USLA Academic All American.

Personal Statement: I first want to thank my family for their continued support and all of the opportunities they have given me. I also want to say thank you to Coaches Chris and Brian Cameron, and the whole Tomahawks staff for their help in this process and in my development as a player. I want to give another thank you to Coach Hettler for everything he has done for me for the past four years helping me to become the

Golf Boys' & Girls'

Tommy Rilee ʼ25

Lily Kfoury ʼ25

Soccer Boys' & Girls'

Fernando Sandoval ʼ25

Alex Benson ʼ25

XC Boys' & Girls'

Clark Cayer ʼ25

Kate McGee ʼ25

Crew Boys' & Girls'

Ben Truebe ʼ25

Ali Cole ʼ25

Field Hockey

BRIANNA MURRAY LACROSSE Defense

Sport Honors: First Team All State 2022-2023, Second Team All State 2023-2024

Varsity all four years, Team Captain for 2 years, 1st Team All State, USLA Academic All American

Personal Statement: Thank you to my family, teammates, and coaches for always pushing me to do my best and helping me improve. I would like to especially thank my parents for driving me to my games and watching all of my tournaments and Coach KK for helping take my game to the next level.

Laurie Best ʼ25

Chloe Bremberg ʼ25

WINTER 2025

Basketball Boys' & Girls'

Sammy Fazelat ʼ26

Katie McCormick ʼ25

Alpine Skiing Boys' & Girls'

Jake Oliviero ʼ26

Alex Benson ʼ25

Nordic Skiing Boys'

Ben Truebe ʼ25

Swimming Boys' & Girls'

Connor Bradley ʼ26

Izzy Mailloux ʼ26

Caleb May ʼ25

SPRING 2025

Baseball

Casey Peters ʼ26

Lacrosse Boys' & Girls'

Dylan Clyne ʼ25

Brady Doldo ʼ25

Brianna Murray ʼ25

Tennis Boys' & Girls'

Riley Hodges ʼ25

Sophia Correnti ʼ25

Lucy Yakola ʼ25

Track Boys' & Girls'

Ben LaFlamme ʼ26

Marvelous Alabi ʼ26

Crew Boys' & Girls'

Connor Keenan ʼ26

Izzy Christian ʼ25

Equestrian

Lucie Emond ʼ25

Coaches Award

Alex Benson ’25

RJ Proulx ’25

Arts

Performance & Visual Design

2025 Scholastic Art & Writing Award Winners

GOLD KEY AWARD WINNERS

Artwork

Kelsey Beekman ’27 | "Sisters in Light and Shadow"

Megan Chu ’27 | "Reflection"

Liesel Gregor ’26 (2) | "Golden Hour", "Nautical Bond"

Grace Howe ’28 (2) | "Time Travel", " This is What It's Like to Be 15"

Meredith MacWilliam ’25 | "Are You Paying Attention?"

Griffin Moore ’26 | "Hooked on the Horizon"

Julia Small ’27 | "Fever Dream"

SILVER KEY AWARD WINNERS

Artwork

Dina Adhikari ’26 | "Strolling Through Camden"

Audrey Barger ’26 | "Sunday Morning"

Kelsey Beekman ’27 (2) | "On the Other Side, "Sisterhood"

Megan Chu ’27 | "Harmon in Blue"

Liesel Gregor ’26 | "Field of Pink"

Griffin Moore ’26 | "Soul's Reflection"

Philip Moore ’26 (2) | "Beneath the Surface", "Ferrari"

Lilliana Orkwis ’25 (2) | "Cafe", "Duo of Fire"

Madelyn Paolino ’27 | "Evocation"

Julia Small ’27 | "Connection"

Maggie Szal ’26 | "Critical"

The Scholastic Art and Writing Awards have hosted the national ceremony at Carnegie Hall in New York City for over 20+ years. After students get a gold key in their regional area they are advanced to either a national silver or gold medal.

Writing

Jon Martinez ’26 | "Controlling a Nation 101: How Dehumanition Upholds Power"

Writing

Crow Bonnema ’25 | " The Modern Prison Industrial Complex"

Sophia Correnti ’25 | "Is Golden Rice the Golden Solution?"

Jackie Fanburg ’25 | "Rural Health vs. Urban Health"

Ashwini Gurung ’25 | " The Benefits of Burning Banana Bread"

Megan Lautieri ’25 | " The Test of Reality"

Maddy Paolino ’27 (2) | "A Streak of Good Luck", "Breaking Wax Cages"

Myles Rozen ’26 | "Redefining Failure"

Sawyer Robbins ’26 | "Frederick Douglass Essay"

Ipeksu Yucel ’25 (3) | "Two Languages, Iki DÜnya", "Through the Window", "I Will Always Have Summer"

"Time Travel" by Grace Howe ’28, shown below, won a gold medal for the 2025 Scholastic Art Awards. The black and white photographs were taken while on a trip to Europe.

Howe ’28 (L) at Carnegie Hall accepting her gold medal in June 2025.

Grace

More than anything, presenting a piece of theater as emotionally demanding and challenging as The Laramie Project takes phenomenal courage and commitment from many constituents, including the performers, the administration, the Board, and the audience. Fortunately for The Derryfield School community, we exhibited that courage in a powerful, thought-provoking, and successful production. As the director, I cannot express enough gratitude for the opportunity to stage this remarkable piece of theater. But, more than anything, I cannot express the admiration I have for the sixteen student

took the journey in telling this profoundly important story.

And a journey it was indeed. The demands on the actors in The Laramie Project were prodigious. Not only did they have to learn up to eight wildly different parts apiece, but they needed to go places emotionally that required an immense amount of maturity and grace. Each and every actor not only met the challenge but soared above it. Some of the text was inflammatory, and challenged their own world views and personal sets of beliefs. They handled it like seasoned professionals, understanding the larger picture of the tragedy of Matthew Shepard’s murder and its ultimate message of hope.

After the performance, the cast and crew had the honor to speak with Dennis Shepard, the father of Matthew, via a Zoom meeting. It was a powerful experience for all. I sent a video of our production to Dennis and later he reached out to me expressing how profoundly affected he was by it. He shared that he plans to mention Derryfield's production in future meetings— highlighting its quality—as well as the courage it took the school to produce it. I agree with his assessment and couldn’t be more proud of our School.

Bill Westenberg

The Derryfield Theatre Company, Director

Cast members celebrate during the finale in the upper school musical, Footloose.

Cecilia Gregor ʼ29 as Dorothy and Arvin Vaidya ʼ31 as Toto, encounter Maisie Kurtz ʼ29 as The Scarecrow in the middle school musical The Wizard of Oz: Youth Edition.

actors that

Lyceum Gallery

As the entire Derryfield community embraced the core value of “character” in the 2025-2026 school year, and dove into the book Spare Parts by Joshua Davis—a community read which teased out not only themes related to character, but to storytelling, immigration, STEAM education, robotics, grit, and resilience—the Arts & Design team got excited about weaving these themes into the Lyceum Gallery art shows.

Derryfield began the year with a fun exhibition called Designing Character that showcased the intricate process of character creation, from initial sketches and concept art to finished illustrations, books, and sculptures. This exhibition paired with The Derryfield School’s 2024 elevated core value of “character,” aimed to deepen the viewer’s understanding of how emotional traits and qualities are portrayed in illustration. This was

a playful and metaphoric take on the core value, highlighting the process of designing characters illustratively as an invitation for students to think about how one might design their own personal character. Featured artists include Christina Kelly, Jason May, Laura Harper Lake, Rich Pellegrino, Ryan O’Rourke, and each brought a unique perspective to the theme of character design. Jason May was intentionally included for his robot illustration work to touch on the robotics theme.

The following two shows were organized around the theme of immigration, starting with our first show Finding Home: Images and Memories of New Hampshire’s Immigrants, an exhibition by awardwinning photographer Becky Field. Becky Field’s photography project began in response to acts of hate. In 2011 and 2012, hateful graffiti targeted the homes of four refugee families in Concord, NH, families who had fled violence and sought safety in New Hampshire. Moved to take action, Field used her camera to document the

strength, resilience, and diversity of immigrant communities in New Hampshire, honoring their contributions while encouraging greater understanding and empathy.

The exhibit showcased a carefully curated selection of images, paired with transcripts and recorded voices of the subjects themselves. These audio elements, alongside the images, further immersed viewers in the lives and experiences of these immigrant families, creating a deeper connection to their stories. In a state with a predominantly white population, Field’s work provides a critical window into New Hampshire’s rich cultural, ethnic, and religious diversity. The images reveal that, despite differences, we share common dreams for our families and our futures.

Finding Home set the stage for the final show, Connecting Cultures

Through Art and Words, a moving exhibition that brought together an array of visual art, written works, and performances that illuminated the rich tapestry of immigrant and refugee experiences in New Hampshire. The show featured work by Boyan Moskov, paintings by Jozimar Matimano and Segun Olorunfemi, poetry by “Antony,” and recorded performances by Sindy Chown and Shyam Nepali. This exhibition

went beyond traditional art displays by emphasizing the power of storytelling and personal narrative. Each piece served as a window into the artists’ lives, showcasing their journeys, challenges, and triumphs. By presenting these stories through various artistic mediums, the exhibition created an immersive experience that fostered empathy, understanding, and appreciation for the diverse cultural backgrounds that enrich our state.

Together, these exhibitions reflect the Arts & Design Department’s commitment to engaging with our School’s core values in meaningful, imaginative ways. Through the lens of character, we explored identity, resilience, creativity, and the many narratives that shape who we are, whether through illustrated characters or real-life stories of immigration and cultural fusion. The Lyceum Gallery became a space not just for viewing art, but for thinking deeply about how we design our inner selves and connect with others. By weaving together themes from Spare Parts, personal storytelling, and artistic expression, we invited our community to consider the powerful intersections of empathy, grit, and imagination.

THE FACES OF DERRYFIELD

STEAM

Science, Technology, Engineering, Art, and Mathematics

When you emphasize the 'A' in STEAM, as we do at Derryfield, you make the material accessible to all students.

– Kevin Van Dam, STEAM, science department

For years, the concept of STEM education has been at the forefront of curriculum development across the country. Careers in STEM fields were plentiful. As a result, students were encouraged to specialize early, and take as many technical courses as possible. However, the high school students who didn’t traditionally thrive in a math/ science classroom were seemingly left behind.

At Derryfield, STEAM (science, technology, engineering, arts, mathematics) teacher Kevin Van Dam’s new courses go beyond the traditional technical focus on solving problems using equations and formulae. His curriculum encourages students to design solutions to complex, realworld problems, and to analyze the solutions to gain a deeper understanding of the scientific and engineering concepts behind them. According to Van Dam, “When you emphasize the ‘A’ in STEAM, as we do at Derryfield, you make the material accessible to all students.”

The classes challenge students from a variety of backgrounds to tackle challenging engineering problems, and to use design thinking to reach solutions. Students are guided by Derryfield’s Portrait Standards, including Critical Thinking, Problem Solving, Collaboration, Communication, and Creativity, as they work through projects that cover a wide swath of engineering disciplines.

“Regardless of math or science backgrounds, students interact with concepts of force, aerodynamics, rocketry, computer modeling, manufacturing, material sciences, and so much more,” notes Van Dam. “The most creative solutions, in which the students demonstrate the highest level of critical thinking, are inevitably the most successful.”

(Continued on page 24)

STEAM students test their bottle rockets on The Matarese Commons courtyard.

After taking my courses, I hope that students see themselves as skilled and resilient problem solvers.

– Thomas Eng, STEAM, Science Department

In Tom Eng’s STEAM courses, the emphasis is on learning through hands-on experience. From day one, students tackle a series of unstructured—but manageable—real-world problems that help them acquire technical knowledge and develop practical skills in an engaging and accessible way.

“The challenges motivate them to learn, and the projects they complete foster a strong sense of achievement.” says Eng.

Students in Eng’s courses learn to develop mobile applications for the Android platform, create web-based applications, and build electronic gadgets using the Arduino microcontroller.

In addition to teaching, Tom mentors the School’s Robotics Club, which features two competitive teams that participate in the FIRST Tech Challenge. The club also serves as a creative space where students can design and build whimsical inventions, such as a boxing Shakespeare robot, a 5-degree of freedom articulated arm, or a “Hot to Go!” dancing robot.

“Robotics is a fun, low-stakes way for students to explore STEAM topics,” Eng explains. “Just like in our STEAM courses, the competitions and challenges inspire students to apply science, technology, engineering, art, and math to solve complex and compelling problems.”

Below: Inventor and FIRST founder Dean Kamen visits a STEAM class following his all-school presentation as part of the Isakovich-Critz Family Fund for Community Enrichment.

Scan the QR code to watch the Kamen interview, led by the DS BinaryBots FIRST Tech Challenge Team members

Daphne Stewart '27 and Maddy Solso '27

Service in the Community

Student volunteers on Derryfield’s Day of Service: 326

Hours of service from GIVE Club members: 2,041

Dancing with the Stars funds raised for Waypoint: $2,000+

Derryfield tutors for refugee students at Center for New Americans: 27 Thanksgiving baskets: 62 complete meal kits with turkeys

Flag Football Canned food drive: 166 food items

Giving Tree holiday gifts for Manchester Head Start: 61 children, 125 gifts given

Derryfield has a long commitment to the community, and to the cultivation of kindness, compassion, and empathy. This work has been built into the fabric of the school from day one, and each student builds these characteristics through a myriad of volunteer opportunities.

Bridging Passion

and Purpose:

Derryfield’s New Partnership with Project Happy

This year we embarked on a new partnership with Project Happy, an innovative nonprofit tech start-up founded by recent graduates of the University of New Hampshire. This collaboration is designed to make community service more accessible, engaging, and rewarding for our students.

Project Happy was created with a mission to inspire young people to make a difference, while also fostering happier and more connected lives. The app acts as a bridge between eager student volunteers and local nonprofits in need of support. By partnering with Project Happy, Derryfield students can easily browse service opportunities, sign up directly through the platform, and track their volunteer hours for National Honor Society requirements, student clubs, scholarships, and college applications.

This initiative was introduced to students in the junior LEAD program, through the guidance of Project Happy founder Jack Potvin. The LEAD curriculum, centered around the concept of ikigai—a Japanese term meaning “reason for being”—aligns seamlessly with Project Happy’s philosophy. Using the platform and other resources for networking, students conducted informational interviews and completed at least two hours of community service or job shadowing, deepening their understanding of purposeful engagement.

Jane Levesque ʼ28

socializes with a rescue puppy at Darbster Dog.

Juniors work at an Easter Seals supportive residence on Derryfield's Day of Service.

Derryfield’s participation is now part of a broader Manchester-wide initiative launched by Mayor Ruais, who challenged every local high school to complete 500-1,000 hours of service between March and the end of the school year. Each school selects 2-5 students to serve as Project Happy Ambassadors, who help lead the charge in engaging their peers and tracking collective progress.

Derryfield’s own Jessica Avalon ’25 recently became one of the first students in the city to complete the Mayor’s 75-hour individual service challenge, earning the opportunity to enjoy coffee with NBA player Duncan Robinson—a special recognition of her dedication to helping others.

Meanwhile, Class President Deepsun Adhikari ’28 has been instrumental in building excitement around the app, and creating recurring service opportunities. “During one of our class meetings, I made everyone download the Project Happy app and helped them sign up,” Deepsun shared. “I know a bunch of kids have gotten more involved with community service because of it, so it’s going successfully.”

Some popular service projects for Derryfield students include Darbster Rescue, where students care for animals awaiting adoption, as well as volunteering at the Bedford Lions Food Pantry, Manchester food drives, and The Salvation Army soup kitchen.

With momentum building, we’re eager to see how Project Happy will continue to inspire students to take action, build meaningful community connections, and develop a lifelong commitment to service. As Derryfield’s Project Happy Ambassadors—Megan Chu ’27, Ana Perez ’27, Pratham Gurung ’27, Sofia Koshy ’26, Audrey Barger ’26, and Samhi Maradapu ’27—step into their new leadership roles, the stage is set for a powerful new chapter of youthled impact in Manchester.

Dancing with the Stars Fundraiser

In an evening filled with sequins, suits, satin, and only a few stubbed toes, myriad members of the Derryfield community shuffled and shimmied across the auditorium stage in the first-ever Dancing With the Stars: Derryfield Style. The competition was fierce as the dance “professionals” paired up with “stars” from the athletic fields to the classrooms. Co-sponsored by the GIVE and Equity Clubs, the highenergy event raised over $2,000 for Waypoint's Sleep-Out, with the goal of ending youth homelessness in NH.

Additional Service Events

2024-2025

• Service Day in October for grades 6-11

• Tutoring at Center for New Americans (fall and spring)

• National Honor Society (NHS) to Food Bank distribution at JFK coliseum

• Special Olympics Winter Games

• Girls at Work

• Community dinner and craft night at the Families in Transition (FIT) family shelter

Dina Adhikari ʼ26 and Jon Martinez ʼ26 perform at the Dancing with the Stars fundraiser to benefit Waypoint.

• Walk Against Hunger: setting up, face painting, and walking

• Freshman class ongoing Saturday volunteering at Darbster Animal Rescue

• Prom flower sale to benefit Save the Children, a charity organization committed to the health of children around the world.

(Continued on page 28)

Juniors help harvest the last of the crop at NH Food Bank's production garden.

(Continued from page 27)

Sleep in Heavenly Peace Service Project

At the end of October, the Derryfield community poured its collective energy into the annual Day of Service. Students in grades 6 through 11 took on a wide range of projects, both on and off campus. Among other things, they built furniture, harvested vegetables, bowled with Special Olympic athletes, cleaned a beach, and exercised rescued dogs. Louisa Burdette, Director of Research and Opportunity, explains the rationale behind the choice of service projects.

“I look for projects that can be connected to the curriculum, if possible. The beach cleanup work with Blue Ocean Society tied into the middle school science curriculum. The programming at Camp Allen and through the Special Olympics connected to the 9th grade English courses' disability rights unit and their reading of activist Judy Heumann's memoir. Other assignments brought awareness of housing insecurity and the foster care system.”

Thanks to funding from the Isakovich-Critz Family Fund for Community Enrichment, the Sophomore Class turned the upper school parking lot into a construction site for a large-scale bunk bedbuilding project orchestrated by a flotilla of adult volunteers from Sleep in Heavenly Peace (SHP). SHP is a non-profit dedicated to providing beds to children in need, ensuring

they have safe and comfortable sleeping conditions.

Utilizing lumber donated by Benson Lumber and Hardware (Brad Benson ʼ78), the students learned how to use woodworking tools, including saws, drills, and sanders. They also had lessons in taking exact measurements, using a level, and making true wood cuts. The task they set out to accomplish was building 20 complete bunk beds. The parking lot was a flurry of activity, with billows of sawdust covering all participants and bystanders. Daphne Stewart ’27 observed, “It was a really fun handson experience that felt even better when you knew that you were giving back to the community. I sanded down boards of wood and even though I was covered in sawdust by the end of it, I was still incredibly grateful to have the opportunity to learn new skills and help out!”

Student volunteers to Special Olympics Winter Games: 39

Money raised for FIT: $995

Walkers and Volunteers in the Walk Against Hunger: 15

Camille Garcia ʼ26 and Newton Kershaw ʼ26 sort donations at Outfitters Thrift Shop.

Ninth graders freshen up the paint at Camp Allen in Bedford, NH.

Juniors pack bags of food at Fueled By Kids.

Global

LONDON

Twenty-two intrepid middle school travelers, accompanied by Ms. Ryzewski, Ms. Murphy and Mr. Fitzgerald, experienced both the rich history and chilly winds of London. They ventured from Trafalgar Square to the Tower of London, clambered aboard the Cutty Sark, viewed a 1225 copy of the Magna Carta, toured the recreation of the Globe Theater, and ate plenty of fish and chips.

“

Maisie Kurtz '29

I have always wanted to travel, and visiting London gave me a new perspective on history. I also built new friendships, after rooming with people I didn’t really know. Those friendships have continued and grown since we returned.

Global Alumni

Phil Melanson ’10 graduated from the Tisch School of the Arts at NYU. He then went on to have a career as a digital marketer for Hollywood film studios, working on campaigns for movies such as Little Women, Mamma Mia! Here We Go Again and Once Upon a Time…In Hollywood. Wishing to further his writing career, he pursued a master’s degree in creative writing at the University of Warwick (Coventry, England). His debut novel, Florenzer, was published on June 10, 2025, and his next novel is in the works. Melanson is also a lecturer in film and television with Boston University in London.

Florenzer was released on June 10, 2025. Phil Melanson is on tour!

Derryfield Today (DT):

How did you go about living abroad?

Phil Melanson (PM):

I have lived in London for four years. I moved to England to attend the creative writing program at the University of Warwick. But my fascination with London started much earlier. I first visited with my father during my senior year at Derryfield. Then I studied here, through an NYU program, my junior year of college. There was something about the atmosphere, the history, that drew me to London.

DT: What advice would you give to someone who is seeking to do the same?

PM: Get abroad as soon as you can! Find a college that has a strong study abroad program. That was definitely one of the top criteria for me when I was looking at colleges. Also, you can follow the path I chose—go abroad for your master’s degree. Most European universities offer a oneyear degree program.

DT: What were your career aspirations when you were a student at DS?

PM: I had no career goals when I left Derryfield! I chose to go to NYU because I loved film and television—I had an overall interest in both mediums. It wasn’t until my third year there that I discovered what I really loved was the writing of scripts, the telling of stories. While at DS I took as many English classes as possible. I couldn’t even be convinced to take a class in physics my senior year because there were other English classes I wanted to take. I guess the throughline is that I have always loved stories.

DT: What DS experiences or classes or teachers stand out to you now?

PM: At the time, I didn’t realize the foundational knowledge that I was gaining. Derryfield encouraged me to follow my natural curiosities. Dick Anthony really taught me how to read a book. More than anyone else at DS, he helped me to develop my writing skills, and my appreciation of literature. When I got to college, I took for granted my confidence in essay writing.

DT: You have just published your first book— congratulations—tell us more!

PM: I had the idea for Florenzer in my head—I had written about 100 pages—before I entered the program at Warwick. I went there intending to produce a piece of historical fiction; they are known for their work in this genre. I began querying agents in the summer of 2022. Miraculously, my agent pulled my manuscript out of a slush pile. Although I have just started my author tour for Florenzer, I am simultaneously working on my next book, which is a contemporary novel. Each day I wake up not knowing what I am going to write; it is very gratifying.

Upper School–HABITAT FOR HUMANITY

WINSTON-SALEM, NC

Derryfield celebrated its 19th year of partnership with Habitat for Humanity, as 22 student volunteers and three chaperones traveling to Winston-Salem, NC to spend a week building homes alongside construction staff and local volunteers. Aside from working hard and learning new skills, students came home with a sense of satisfaction and appreciation for the need for affordable housing.

A moment on the trip that had a personal effect on me was seeing the reaction of the manager at the Restore. We built at least twelve cabinets for the store, and realizing we had even a small impact on someone's life was so meaningful.

“

Bre McCabe '27

Upper School–NEPAL

As a result of this trip I had a massive shift in my perspective on other cultures. Visiting Nepal allowed me to live my life back home with a deeper sense of gratitude for the small things which we sometimes lose a sense of appreciation for throughout our life—such as clean water, our favorite foods, accustomed amenities, and so much more.

NEPAL

The “greatest distance traveled” award goes to the seventeen students and three chaperones who journeyed 34 hours, door to door, one way, to reach Kathmandu from the Derryfield parking lot. All agreed it was worth the jet lag for an “experience of a lifetime.” They learned Nepali in Kathmandu and toured Bhaktapur Durbar Square, a UNESCO heritage site, as well as other sacred sites in the Nepali capital. After day hikes in the foothills of the Himalayas, they flew to Pokhara, and experienced a fourday rural home stay with families from the Magar community. The program culminated with a 25-mile hike through the Himalayas.

“Brennan Ziegler '26

Rosalind KennyBirch ’13 moved to London in 2017, directly after graduating from Rhodes College with a dual major of international studies and history. She has worked in both the private and public sectors, with positions ranging from research and communications to policy. After serving as a Transport Committee Specialist (House of Commons), and as an International Policy Advisor (Department for Science, Innovation & Technology), in July of 2024 KennyBirch was appointed diplomat for the UK Mission to the EU. She is currently posted to Brussels, Belgium as Second Secretary for Research and Innovation.

Derryfield Today (DT): How did you go about living and working abroad?

Rosalind KennyBirch (RKB):

As an Irish/American dual citizen, I did not require a visa to move to the UK, and was able to head straight there after graduating from Rhodes College. I had saved enough money through summer and student jobs to sustain myself for about six months in London, and in that time, I was able to land my first job as a researcher at a London based think tank.

DT: When did you decide you wanted to live outside the U.S.?

RKB: The opportunity to immerse myself in a new culture always appealed to me, as it’s an opportunity to constantly gain new perspectives and experiences—even learning what constitutes ‘having fun’ in different cultures (I never knew watching people throwing logs around at the Highland Games could be so thrilling!). I fell in love with London when I first visited, around age 11. Through various international experiences, such as studying abroad at college, but also through the Rome student trip and Semester at Sea experiences provided by Derryfield, I gained the confidence to move abroad once finishing college. I recently moved from London to Brussels, and have been lucky enough to enjoy the experience of moving abroad all over again.

DT: What advice would you give to someone who is seeking to do the same?

RKB: One way to get a toehold in another country, if you have the means, is to consider pursuing your bachelor or master’s degree at a university abroad. From there you can build a network of contacts and connections which can help you secure a permanent job offer. Alternatively, you could look at a short-term internship abroad, or teach English in another country, and use this time to build your network to achieve a more permanent offer. Once you arrive, things might not be exactly how you imagined them, so be patient—it will take a year or two to fully settle in. There are a lot of logistics to take care of (opening bank accounts and navigating a new healthcare service, for example), it takes time to build strong relationships, and living somewhere new can be a lot different to visiting it on a short vacation. You will definitely gain confidence in yourself by moving to a new place, and this is the greatest reward of all.

DT: What were your career aspirations when you were a student at DS?

RKB: I didn't have a specific 'dream job' in mind, but I knew I was interested in working in a career which would have an international dimension. I volunteered on a political campaign during my time at Derryfield, and loved the experience of campaigning,

as well as analyzing the pros and cons of different policy proposals. I always loved studying other cultures, and this curiosity has been a great asset to me as a diplomat—you are constantly learning and adapting on the job!

DT: What DS experiences or classes or teachers stand out to you now?

RKB: I always appreciated the passion of Derryfield’s teachers, specifically their willingness to share their passion for their academic area of interest with their students. I also look back upon all of the activities that were on offer, from the newspaper to sports to theater–taking part in those activities helped to develop my skills in teamwork and creative problem-solving.

DT: Any parting words of life advice for Derryfield students?

RKB: College is the first individual adult decision that you make. Approach this decision with an open mind—gather input from family, friends, and teachers, but ensure it is a decision you make independently. I looked for a college that was similar, in some ways, to Derryfield—a liberal arts school with a multidisciplinary course of study. Choosing to attend Rhodes, in a part of the US I was unfamiliar with, gave me the confidence to take more strategic risks in the future.

Upper School–AMADEUS ARTS TOUR

TOUR OF VENICE, SALZBURG, VIENNA, PRAGUE

The “Amadeus and the Arts” tour of Venice, Salzburg, Vienna and Prague gave 25 students the opportunity to experience the extraordinary cultural and artistic history of Central Europe. They learned about glassblowing in northern Italy, visited the birthplace of Mozart in Austria, and viewed the setting of The Sound of Music outside of Salzburg. Also on the whirlwind itinerary was the Vienna Opera House, and a lesson in how to make Mozartkug: a type of chocolate ball filled with marzipan.

One particularly impactful aspect of the experience was the way that art transcended all academic disciplines and all parts of life in the cities we visited...I was able to see the ways science and math intertwine with art, history, and culture...maybe, I too could be a fusion of all of those in my own work on robotics.

“

Helen

Saunders '26

BreakthroughManchester

Breakthrough’s Growing Community Exemplifies the Staying Power of Breakthrough

2024-25 BOLD Women's Leadership Network Fellow

Alycia Ashby is one of many Breakthrough Manchester success stories as a Breakthrough Scholar, Teaching Fellow, and Mentor Alumna. We were delighted to have her continue her Breakthrough journey as a BOLD Women’s Leadership Network (WLN) Fellow this year. The BOLD Fellowship was established in the spirit and legacy of Helen Gurley Brown, legendary editor-in-chief of Cosmopolitan magazine. The pioneering program cultivates leadership in young scholars by facilitating opportunities for women’s leadership programming, career development, and networking. BOLD introduces young people to a network of powerful women leaders and provides a platform for personal and professional development to facilitate meaningful career launches once they graduate from college.

Alycia joined our team as a program coordinator, and is focused on capacity building. She has been working on family engagement and also re-engaging our Scholar and Teaching Fellow alumni, building a purposeful BTM alumni mentor network. In partnership with Beau Spillane, an Americorps VISTA Volunteer at Breakthrough College-Bound at Southern New Hampshire University, they are striving to launch a pilot program for a Breakthrough Nashua program.

Breakthrough’s Grade Level Challenge Tradition

As the mantra goes, “Once a Breakthrough student, always a Breakthrough student.”

Each summer kicks off with Grade Level Challenges providing many first time adventures for our Scholars and giving each class a bonding experience as they explore New Hampshire. The ninth graders love

taking the ferry to Star Island on the Isles of Shoals to learn about the island’s history, sustainability initiatives, and marine life. Eighth graders head north for a boarding school tour followed by a rewarding hike up Rattlesnake Mountain. Our new seventh graders explore Derryfield’s campus with a scavenger hunt and fun team-building activities. Our scholars are so grateful for these opportunities. Thank you to all our community partners who help make them happen!

Alycia (left) celebrating success with her 8th grade chemistry students last summer.

Model UN: a Breakthrough and Derryfield Collaboration for Breakthrough’s final Super Saturday

Breakthrough scholars embraced their roles as United Nations delegates representing the People’s Republic of China, Federal Republic of Germany, Japan, Russian Federation, and United States of America. The topic of discussion focused on minimizing the impact of single-use plastics, which was chosen out of student concern that this pressing issue affects every creature. It was inspiring to see our students tackle research, and debate from their country's perspective to negotiate and come to a consensus on proposed resolutions. Some of the debates and negotiations got quite animated along the way! Scholars and Teaching Interns were truly engaged in the process—it was a wonderful way to wrap up Breakthrough’s Super Saturday school year program.

Breakthrough’s 8th Annual Are You Smarter Than a Breakthrough Student? Sets Us Up for Another Impactful Summer

Kicking off with Breakthrough’s high-energy Attitude Check cheer,

Breakthrough friends and community partners fielded 25 trivia teams to compete in this year’s annual trivia competition. Last year, we heard the trivia was a bit too easy, so our seventh and eighth-grade Breakthrough students came up with some more challenging questions for our guests this year. One or two Breakthrough students joined each team to collaborate on the trivia and compete for the coveted AYS trophy. Flight Coffee took the win for the second time, with a team comprised of both DS and BTM students and alumni. As we always say, Breakthrough and Derryfield are better together.

In his remarks, Manchester Mayor Ruais shared, “A vision without funding is a hallucination.” We are so grateful to all for supporting our vision of educational equity. The evening raised over $70,000 to support Breakthrough’s 34th summer of students-teaching-students! Please visit us this summer to see Breakthrough in action.

The Delegates from Japan formulate their case for a solution.

AYS 2025 Cruising Cougars.

CLASS OF 2025

Hold Onto Compassion

"Wherever you go next, in whatever you choose to pursue, carry that Derryfield spirit with you".

– Alex Benson ’25

"Remember that your direction matters more than your pace. And when the road seems uncertain, may compassion be your compass and integrity your guide".

– Ipeksu Yucel ’25, All School President Opening Speech

Awards

FOUNDERS' DAY AWARD–PETER S. FREEDMAN

NOTEWORTHY On River Road

FOUNDERS' SCHOLAR

Milo Linn-Boggs ’26

HEAD OF SCHOOL AWARDS

The R. Philip Hugny Award

Chloe Bremberg ’25

The Ralph J. Scozzafava Award

RJ Proulx ’25

The William B. Pfeifer Award

Avi Ullal ’25

The Marcus D. Hurlbut Award

Ipeksu Yucel ’25

ACADEMIC AWARDS

Dr. Barbara J. Stahl, Ph.D.

Life Science

Megan Lautieri ’25

Physical Science

Jerry Zhang ’25

English

Kate McGee ’25

Latin

Kim Amendah ’25

Spanish

Ipeksu Yucel ’25

Dennis F. Holland

Mathematics Award

Avi Ullal ’25

History

Clark Cayer ’25

STEAM

Adam Henderson ’25

SENIOR CLASS AWARDS

The David G. and Barbara J. Stahl Award

Alex Benson ’25

Clifford R. Nyquist

Memorial Scholarship

Jess Avalon ’25

Alumni Award

Andy Dell’Orfano ’25

Class of 1994 Award

Lydia Taylor ’25

Mayor's Award

Caroline Barrett ’25

SENIOR SERVICE AWARD

Sparda Gurung ’25

ARTS AWARDS

Visual Art

Lilliana Orkwis ’25

Drama

Jackie Fanburg ’25

Instrumental Music

Crow Bonnema ’25

Vocal Music

Gracie Laliberte ’25

ATHLETIC AWARDS

Ken Piatt Memorial Scholarship

Brianna Murray ’25

2025 Lamplighter

Caleb May ’25

Chloe Bremberg ’25

2025 Scholar Athlete

Fernando Sandoval ’25

Sophia Correnti ’25

JUNIOR CLASS AWARDS

Derryfield Community

Scholar

Jahja Ibrakovic ’26

Mary Halpin Carter

Classroom Innovator

Teagan Peabody ’26

Rensselaer Medal

Sawyer Robbins ’26

Matthew Lawrence Young '88 Memorial Scholarship

Connor Bradley ’26

Richard Crafts Memorial Music Scholarship

Casey Peters ’26

Henrietta Mesches

Memorial Scholarship

Camille Garcia ’26

– Alex Benson ’25 Commencement Address

"As we commence and continue our journeys toward becoming the scholars and citizens we will be, but more importantly, as we decide the people we want to become, I urge us all to practice compassion and seek to understand others in all of our future endeavors".

"I

encourage you to reflect upon who in the Derryfield community has helped you feel seen and understood…I then challenge you to find some time to share how their actions have deeply impacted you".

– Lydia Taylor ’25 Farewell Address 

Senior Profiles

Avi Ullal ʼ

25

Hollis, NH Brown University Applied Mathematics

In the beginning stages of the college process, I knew I wanted a school that wasn’t too big, had great course rigor, diversity, research opportunities, and extracurricular activities. In the end, I chose Brown because I wanted to leave the door open to explore engineering.

The college fair was a helpful practice in college communication, and I knew I had people to talk to about decisions every step of the way. I was consistently encouraged to push myself in academics to set myself up for the college app process.

Derryfield is truly a special community in several senses. Compassion as part of the academic experience represents more than kindness and empathy, it relates to our capacity and willingness to use educational opportunities for the benefit of the greater community. Derryfield has encouraged me to explore for the sake of finding my passions, and I could not be more grateful for the breadth of knowledge and experiences I have acquired.

Class of 2025 Matriculation

Auburn University

Bentley University (2)

Boston College (2)

Boston University (3)

Brown University

Bryant University

Carnegie Mellon University

Case Western Reserve University

Clark University

Jessica Avalon ʼ25 Manchester, NH Boston College Nursing

Lawrence, MA

Davidson College Political Science

Boston College wasn’t my original Early Decision school, but I came to realize that the college’s mission aligns closely with the values I was raised with: service, reflection, and using knowledge to help others.

At Derryfield I felt incredibly supported during my college search — from teachers helping with essays to counselors keeping me grounded. That guidance helped me stay focused on finding the right fit, and I’m grateful for how the process ultimately brought me to a school that feels like the right match.

Derryfield has prepared me by challenging me academically and encouraging me to lead both inside and outside the classroom. Through clubs, athletics, and service work, I’ve developed time management, resilience, and a sense of purpose. The strong community here has taught me the value of meaningful relationships, something I’ll carry with me into my next chapter at BC.

Clemson University

College of Charleston

Colorado State University Fort Collins

Cornell University (2)

Davidson College

Denison University

Elon University (2)

Florida Gulf Coast University

Florida State University

Gannon University

As a student who hopes to pursue a career in law, I was attracted to Davidson because it offers many internship opportunities in places like Washington D.C., where I can further my education in politics. Davidson’s emphasis on experiential learning and the small size of the classes are also a good fit for me.

During my college search I had many meetings with Ms. Kosakowski where I spoke about what I was looking for in a college, and small goals I needed to achieve as a Derryfield student to be successful throughout this process. I was afraid I would have to sacrifice a school I loved because of the cost of attendance and affordability. Ms. Kosakowski always listened attentively and gave me insight into what university would be best for my needs.

Thanks to the supportive culture at Derryfield, I am never afraid to ask for help, knowing that all my mentors want to see me succeed. I can attend Davidson knowing I can advocate for myself with confidence and ease.

Georgetown University

Haverford College

MCPHS

Miami University

Northeastern University (5)

Oregon State University

Quinnipiac University

Rochester Institute of Technology (2)

Salve Regina University

Skidmore College

Southern New Hampshire University

Brianna Sanchez ʼ25

Caroline Barrett ʼ

Bedford, NH

Tufts University Psychology and

Political Science

25

Andy Dell'Orfano ʼ25

Bedford, NH

University of Michigan Engineering

Ben Truebe ʼ25

Candia, NH

Carnegie Mellon University International Relations and Political Science

During my visit, I knew immediately that Tufts was a community I wanted to be part of! Among other things, I look forward to the educational opportunities afforded to me by a liberal arts curriculum, while having access to all the resources of a Tier-1 research university.

While applying to college is an inherently stressful event, the logistical component of it felt seamless under the guidance of the college counseling department. From curating a list of schools, to providing objective yet constructive insight, and reviewing essays, their support enabled me to focus my energy on what mattered most: selecting the school that was the right fit for me.

Derryfield has redefined the lens through which I view education. Studying under faculty members who are truly passionate about their work, I now approach every subject with a genuine desire to understand the heart of every discipline, motivated not by grades but by a desire to learn.

Suffolk University

Trinity College Dublin

Tufts University

Tulane University

UCLA (2)

University of California San Diego

UNC at Chapel Hill

Union College

University of Colorado Boulder

University of Connecticut

University of Delaware

I chose the University of Michigan because of the elite programs they have in my area of interest, engineering. Moreover, they have a very strong campus culture that I am excited to participate in over the next four years.

At Derryfield, we receive a lot of help throughout the application process. The college counseling office is incredible, and all of the counselors are very nice people who want what you want. I received a lot of help throughout the process, and sincerely appreciate all of the resources Derryfield offered me throughout the process.

Derryfield has strengthened my academic habits with the intense workload and time management skills necessary to navigate the school. Overall, the school has really helped prepare me academically for college.

Carnegie Mellon was not one of my initial choices, as it is primarily known as a STEM school, and I was planning on studying humanities. However when I visited I learned more about the International Relations Program. I really liked Carnegie Mellon's data-centered approach to humanities.

I was initially overwhelmed by the thought of applying to college. I had no idea what I was even going to write about in my common app essay! Fortunately, the college counseling department made this process easier through breaking it down into smaller pieces.

University of Massachusetts Lowell

University of Miami

University of Michigan

University of New England

University of New Hampshire (2)

University of Rhode Island

University of South Carolina

Vanderbilt University

Wheaton College

Derryfield has helped me become a much better writer. Before I came to Derryfield in sixth grade, I could barely write paragraphs. Additionally, juggling sports practices, homework, and other extracurriculars has made me much better at time management. Lastly, and most importantly, Derryfield has made me more open to new experiences. In ninth grade, I joined both the Crew and Nordic teams, never having tried either sport. I have made new friends through them, and they are often the highlight of my day.

PHILANTHROPY & ENGAGEMENT

November 2024

The Experimentalist, Gerard Senehi, “evoked a sense of wonder and imagination as people witnessed things that even some of the world’s top scientists cannot explain.”

October 2024

An immigration panel was held with four local experts and moderated by Scott Spradling, former reporter, anchor and political director for WMUR-TV in Manchester, NH.

February

2025

Dean Kamen, inventor and engineer, was interviewed by Derryfield science teacher, Jason Barreto, about his life and career, and visited with the Derryfield robotics team.

December 2024

Dr. Kristina Isakovich shared her immigration story and career in healthcare, life sciences, and high technology industries.

The Isakovich-Critz Family Fund for Community Enrichment

creates a temporarily restricted fund to bring distinguished lecturers, scholars, scientists, mathematicians, writers, and performers to visit Derryfield for All-School community meetings and classroom visits in order to engage the community with a broad range of perspectives, backgrounds, identities, professions, passions, and expertise.

The themes for the 2024-2025 school year were Storytelling, Immigration, Character, and STEAM.

The Lyceum Gallery hosted a number of shows throughout the year to reflect these themes, which you can read about on page 21.

September 2024

The entire student body read Spare Parts, and welcomed the author, Joshua Davis, to campus to speak to the community and visit classrooms.

April 2025

Jamie Ducharme ʼ11, journalist and author shared how she finds, tells, and follows big stories.

Thank you to Dr. Kristina Isakovich, Richard Critz, and their children Patrick ’15 and Tyler ’20 for making this possible!

May 2025

Jennifer Militello P ʼ25, ʼ28 NH Poet Laureate spoke about her craft and encouraged students to write their own lines of verse.

Planning for the Future: Cultivating

Academic Excellence, Character Development, Connection, and Possibility.

Over the past year, the Derryfield community embarked on a comprehensive strategic planning process that has been both reflective and forward-thinking. This plan represents the collective vision, wisdom, and aspirations of our entire community—students, families, faculty, staff, alumni, and friends who share our commitment to educational excellence.

Led by our Board of Trustees and guided by a dedicated strategic planning working group, this process was designed to be inclusive and thorough. We conducted extensive focus groups that brought together diverse voices from across our community, ensuring that every perspective was heard and valued. Through listening sessions and collaborative workshops, we gathered insights about our strengths, opportunities, and the evolving needs of our students and families.

The result is a bold strategic plan that is more than a document—it is our roadmap for the next chapter of our school's story. It builds upon our strong foundation while positioning us to meet the challenges and opportunities of a rapidly changing world. The priorities and initiatives outlined here reflect our shared commitment to academic excellence, character development, and financial sustainability.

We are grateful to everyone who contributed their time, energy, and insights to this process. The plan you see on the next page is truly a community effort, one that will guide our decisions and investments as we work together to fulfill our mission and realize our vision for the future.

MISSION

The Derryfield School inspires bright, motivated young people to be their best and provides them with the skills and experiences needed to be valued, dynamic, confident, and purposeful members of any community.

VISION

Over the next decade, guided by our exceptional educators, we will strengthen Derryfield's core commitments to academic excellence, human connection, and an inclusive community while embracing new possibilities in learning. Through the thoughtful integration of time-tested educational practices, innovative approaches, and emerging technologies, our faculty and staff will create dynamic learning experiences that nurture well-being, achievement, and belonging, preparing our students to approach challenges with confidence, engage difference with curiosity, and participate in the world with ethical clarity.

COMMITMENTS

A Community of Intellectual Growth and Character Development A Community with Strong and Resilient Financial Foundations

A Community of Care, Compassion, and Courage

A Community of Flourishing, Collaborative, and Innovative Educators

A Community of Dynamic and Sustainable Systems and Facilities

BASIC ENABLER

A Community of Trust

All in the Family

FAMILY is a core value of The Derryfield School and, as such, many alumni and employees choose to trust their children’s education to the School, and many families send multiple children to DS. Here are a few Derryfield families celebrating the 2025 Commencement Exercises.

Avalon/Sheppard Family

Benson Family

Barrett Family

(Not Pictured: Nate Barrett ʼ24)

Best Family

Kfoury Family

Jukes/Huegel Family

Lautieri Family

Schroeder Family

Fanburg Family

Christian Family

Islamovic Family

Murray Family

Zhang Family

Alumni Profiles

SDr. Christine Murphy ’01

Alumni Author

ince graduating from Derryfield in 2001, Christine Murphy has studied in Scotland, France, England, Nepal, and California, and matriculated at St. Andrews (MA French & German), St. Anthony’s College at Oxford (MPHIL Modern South Asian Studies), and UC Santa Barbara (PhD Buddhist studies). In between her academic pursuits, she backpacked across the African continent, starting in Gibraltar and ending in Egypt, spending a total of 11 months in a tent. Also, there was a year spent in a Tibetan Buddhist nunnery in Dharamsala, India, and two summers of fieldwork in Ulaanbaatar, Mongolia with the Tsataan people. In February 2025, she published her first book, Notes on Surviving the Fire (Knopf). Now residing in Portland, Maine, Murphy took some time to talk about her peripatetic life, and the impetus for her novel.

Derryfield Today (DT): Describe yourself when you were a student at Derryfield.

Christine Murphy (CM): I was a big nerd! Not surprisingly, English classes were my favorite. I was strongly encouraged to take science–which I resisted. I took every literature class I could fit into my schedule. Not that I knew everything. I remember when the only Lit class that fit into my schedule was a Faulkner seminar. I was like, “Who is Faulkner?” It was an amazing class; The Sound and The Fury is one of the best books I have ever read. Mr. Anthony was wonderful. He really challenged his students.

DT: Any academic regrets?

CM: I can’t believe I only took French (as a language). I have turned into a polyglot—I am now familiar with about 11 languages. I don’t know why I didn’t recognize this interest in high school.

DT: What set you on the path of international study and travel?

CM: When I was young, probably starting in middle school, I knew I wanted to travel extensively and “see the world.” When I started to think about college, I knew I would definitely do the junior year abroad thing. But then, somewhere along the way, I learned that I could actually go to college in another country—I had no idea that was a thing. So I applied to several colleges, and ended up at St. Andrews, in Scotland. Then I still did a year abroad, in France.

DT: What led you from the world of academia to writing?

CM: I spent about a decade of my life pursuing my PhD, which I thought would allow me to have summers off to pursue my real dream of writing novels. But I came to learn there aren’t actually a bunch of these kinds of tenure track jobs. So I was back to my original dream of being a writer. Also, and this isn’t a spoiler, I needed to process what had happened to me—I was raped by a colleague during the first year at UCSB. My comfort place is the world of logic and rational thinking, so I just started writing down everything that had happened to me. It took me about a decade to wrap my head around it—there was a long period of cognitive dissonance.

DT: Is this your first attempt at writing a novel?

CM: Definitely not! Like many writers, there are many other projects that never saw the light of day. But this time around I took a different approach. I enrolled in the Novel Incubator program at Grub Street, a well-known center for creative writing in Boston. There were many drafts. A lot of editing. The manuscript started at 105k words, then steadily dropped to about 98k. Finally, I cut another 14,000. It was a long process.

DT: The short synopsis of Notes on Surviving the Fire states: “This a story about vengeance, the insidious nature of rape culture, and ultimately, a woman’s journey to come back to herself.” Can you elaborate?

CM: This book is very much a literary thriller. Growing up, I loved old school action movies, like Rambo, Diehard, and Alien. I wanted to create a female Rambo, someone who is comfortable with their anger. The challenge with writing anger is that it’s really so off-putting. I think anger, and difficult situations, can be tempered with humor. Humor is a lens through which I see everything.

DDr. James Richardson ’90

Alumni Author

r. James F. Richardson is many things. He is a trained cultural anthropologist. He is a strategy consultant, specializing in premium consumer packaged goods. He has a podcast and a new book, Our Worst Strength: American Individualism and Its Hidden Discontents. He is also neurodivergent, which he heralds and emphasizes on all his platforms.

After graduating from Derryfield, Richardson headed to Harvard to study anthropology. His career aspiration was to be an academic. Post-Harvard, Richardson matriculated at the University of Wisconsin (Madison), where he continued his study of cultural anthropology. He spent three years in Southern India, where he studied Tamil.

In the introduction to his book, Richardson says, “Looking back, my interest in studying cultural anthropology and foreign cultures probably stemmed from being a misfit in my own Northern New England cultural home. I was loud, I was weird, I talked for far too long. Yet hardly anyone confronted me when I was growing up. Not in high school, not in college. Most everyone tolerated my many quirks. The most comfortable I ever felt in my twenties was doing my dissertation work in Southern India, not because I fit in there so well, but because Indians I met seemed to know how to deal with socially awkward people much better than Americans.”

Richardson has been “chewing” on a topic since he returned from India in 1999—the idea that although America is a “hyper-individualistic society,” it is not an inevitable way of life. In 2022 he embarked on a two-year research project— exploring how individualistic thinking permeates the five major domains of everyday life that comprise 80% of our waking time as Americans—work, fun, food, friendship, and family.

The second to last chapter of Richardson’s book relays an anecdote about his Derryfield experience:

“In my senior year of high school, I delivered a speech at a student awards ceremony on what I now feel is the central problem of American individualism as a cultural ideology. My talk pointed to our loud American focus on individual rights and our conspicuous silence on individual obligations to the communities in which we live.”

He then concludes, “We have to strengthen the social safety net. We need to re-learn how to intervene.” He suggests in his epilogue that one solution might be a gap year after high school, in which all eighteen year olds participate in a year of community service.

Derryfield has always embraced the idea of service to others. The Statement of Philosophy reads, “Recognizing that academic achievement without compassion and concern for others is meaningless, we are committed to purposeful involvement in the world outside our school in both the local and the global community.”

Jonathan Foster ’79

Jonathan Foster ʼ79 has been on more than 50 boards, including those at Fortune 500 companies, and companies involved in restructuring. His first book, On Board: The Modern Playbook for Corporate Governance was released on June 24. A reviewer noted, “Good governance is the foundation of a great company. This playbook flushes out the essence of good governance.”

Scan the QR code above, to read about Foster's first book entitled, On Board: 'The Modern Playbook for Corporate Governance.'

Alumni Author

Events

It was great to see so many alumni throughout the year! From gatherings in various cities, to continuing our tradition of alumni games with various teams, having the chance to connect with former Derryfield students is always a highlight.

Over Thanksgiving break, our Derryfield alumni lacrosse players gathered at the Hooksett Sports Dome to play in the annual alumni lacrosse games. Following the games, we had a great gathering of Derryfield alumni at the Puritan Backroom for dinner and drinks. The spirited evening connected local alumni with those visiting for the holiday break.

In December, we welcomed back some of our more recent graduates to join us for lunch in The Matarese Commons. We also held alumni basketball games in December in the Athletic & Wellness Center. The turnout was impressive and the evening was made extra special with the unveiling of the new 1,000 point banner and the 2024 girls tennis state championship banner.

In addition to our alumni games and campus visits, we’ve been on the road visiting with alumni at regional events. In February and March, Head of School, Andy Chappell and Director of Philanthropy & Engagement, Anna Moskov traveled to Washington, DC and New York City (respectively) to visit with alumni and share all that is new and exciting at Derryfield. In June, Head of School, Andy Chappell and Events and Engagement Manager, Greg Lange, gathered with Alumni in San Francisco, CA for a Giants vs. Red Sox game. Be on the lookout for events next year and come out and see us!

(Continued on page 56)

ALUMNI GAMES

San Francisco, CA–Red Sox vs. Giants June 2025

Alumni Lacrosse

In Memoriam

Alumni

Michael B. Ekman ’69 passed away unexpectedly on December 2, 2024, in Wilton Manors, Florida, at the age of 73. While a student at Derryfield, Michael was known for his leadership and creative spirit. He served on the student council, performed with the drama club, and ran cross country. After graduating, he earned a bachelor’s degree from Northeastern University and went on to pursue advanced studies, obtaining master’s degrees from both Babson and Bentley Colleges. Michael began his professional journey in Boston, where he built a successful real estate portfolio in the metro area. Later, he transitioned to the corporate world in New York City, fully embracing the city’s energy, culture, and

especially its vibrant theater scene. Michael is remembered for his intelligence, wit, and love of the arts. He is survived by his twin sister, Nancy Ekman Dorner ’69, of Bristol, NH.

Christopher "Chris" Davitt

Meyer ’70 passed away peacefully at home on February 5, 2025, with his family by his side. Chris spent his early childhood in the Bronx before his family relocated to Manchester, New Hampshire, in 1961. At Derryfield, he was a dedicated member of the soccer team and is remembered fondly by classmates for his easygoing nature and team spirit. He went on to earn his bachelor’s degree from Plymouth State in 1975, where he was an active and proud member of the Tau Kappa Epsilon fraternity. Chris built a career in sales, bringing integrity and warmth to his professional life. He is survived by his wife, Nancy Cunio, and his brother, Peter Meyer ’74

Adair Kathleen O'Reilly ’70, passed away peacefully on November 30, 2024, in Portland, Maine, at the age of 72. A passionate environmentalist and lifelong advocate for the natural world, Adair earned a Bachelor of Science in environmental science from the University of New Hampshire, where she was inducted into the National Honor Society. Early in her career, she was deeply involved in politics, serving as a delegate to the Democratic National Convention for both Ted Kennedy and Jesse Jackson—work that reflected her deep commitment

to social and environmental causes. Adair eventually returned to her first love: the outdoors. She joined Maine Audubon, where she founded Habitat magazine, and became a registered Maine Guide, leading nature excursions that combined her expertise with her deep reverence for the land. An avid birdwatcher, hiker, skier, sailor, and canoeist, Adair found joy and purpose in the forests and waterways of Maine and eastern Canada. Most recently, she brought her environmental ethic to the world of sustainable energy, working with Biasi and QHT to introduce ecofriendly heating products.

Former Board Members

Former Derryfield board member Douglas Allan McIninch passed away at age 79 on April 19, 2024, while on a fly-fishing trip in Canada. Just ten months later, on February 19, 2025, his beloved wife of 49 years, Nancy Meehan-McIninch, died unexpectedly. A lifelong resident of Manchester, Doug McIninch dedicated himself to service— whether through his military duty, his legal career, or his deep involvement in the local community. He graduated from the New Hampton School, Tufts University, and Suffolk University Law School, and served two tours in the Pacific during the Vietnam War, achieving the rank of lieutenant. Professionally, Doug worked in the Hillsborough County Attorney’s office before becoming a partner at the law firm Eaton, Solms, Mills and McIninch, later known as Eaton and McIninch. Doug’s commitment to Derryfield was lasting and generous. A former trustee, he helped support the

school in meaningful ways—perhaps most visibly through the McIninch Room, a central space in the Middle School that bears his family’s name. He loved the outdoors, particularly sailing and fly-fishing, passions he shared with Nancy. Nancy MeehanMcIninch brought warmth, energy, and dedication to everything she touched. A lifelong educator, she was also a strong supporter of the arts, serving on the board of the Palace Theatre in Manchester. Her legacy reflects her enduring love for teaching and for nurturing the creative spirit of her community. Doug and Nancy are survived by their daughters, Laura McIninch Paryl ’95 and Erica McIninch ’97, and their grandchildren, Eddy Paryl ’31 and Benjamin Comey ’31 .

A former Derryfield trustee (2005–2010) and proud Manchester native, Constantinos "Deno" Mokas passed away on December 11, 2024, after a period of declining health. Deno graduated as valedictorian of his class at Manchester Central High School before earning a BA in economics from Dartmouth College in 1983. He later returned to Dartmouth to complete his MBA at the Amos Tuck School of Business in 1990. Over the course of a distinguished career in banking and investment management, Deno was known for his intellect, insight, and quiet generosity. He brought these same qualities to his service on the Derryfield Board of Trustees, where his leadership and dedication helped shape the school’s growth. Beyond Derryfield, Deno generously gave his time and expertise to a wide range of organizations, including the Kiwanis Club of Boston, Camp Allen, the New Hampshire Humanities Council, the Kurn Hattin Homes for Children,

and the Rudman Center at the UNH School of Law in Concord. His legacy is one of thoughtful service, civic engagement, and unwavering commitment to the people and institutions he believed in. He is survived by Drew ʼ09, Anna ʼ11, and Eli who attended DS in middle school.

Former Derryfield trustee and pioneering leader in higher education, Edward M. Shapiro passed away early on the morning of January 7, 2025, at the age of 91. A former trustee of Derryfield, during his long career he was vice president and then president of Southern New Hampshire University, where he led the transformation of the school from less than 96 students and no degree granting status, to a 10,000+ student university with multiple campuses. Shapiro is credited with building one of the first handicapped accessible campuses in the U.S., and recruiting students of color. He is survived by his children, including Harry Shapiro ’80.

Beloved former Derryfield teacher, athletic director, lacrosse coach, and longtime substitute teacher, Douglas "Mac" MacKenzie passed away on January 7, 2025, at the age of 88. He was predeceased by his wife, Nancy, on October 18, 2024. Mac joined the Derryfield community in 1986 after many years working in his family’s business, MacKenzie Motors of Manchester, NH. Over nearly two decades at the school, he became a fixture in

classrooms, on athletic fields, and in the lives of countless students. Known for his warm presence and unwavering support, he served as athletic director and head lacrosse coach, sharing his deep love for the game and inspiring student-athletes with his passion and character. Mac was the proud grandfather of three Derryfield graduates: Doug ’05, Lydia ’09, and the late Jackson MacKenzie ’07. His legacy lives on in the many students, athletes, and family members whose lives he touched with his strength, humility, and care.

Laura M. Lemire, lovingly known as “Coach Laura,” passed away peacefully in her sleep on May 6, 2025, after a lifelong battle with Propionic Acidemia. Born and raised in Manchester, NH, Laura's life was a testament to joy, resilience, and deep community connection. Though a graduate of Manchester Memorial High School in 2010, Laura found a second home at Derryfield, where she spent countless hours alongside her father, longtime coach Ed Lemire, supporting the girls’ basketball program. From the sidelines, she became a beloved presence—offering encouragement, high-fives, and a spirit that uplifted athletes, coaches, and fans alike. Her impact on Derryfield athletics and the broader school community was both profound and enduring. The Derryfield family mourns her passing and celebrates the beautiful life she shared with so many. derryfield.org

Former Faculty/Staff

(Continued from page 52)

REUNION

Celebrating those who graduated in the years 0's and 5's.

Over 100 Derryfield alumni returned to campus in May to celebrate reunions with classmates, friends, and family.

What do you do when the wisest person in the room leaves?

This spring, after 42 years educating students from across our region, Jodie Leen is retiring from teaching. For the past seven years, Jodie has been an integral leader “from the middle” at Derryfield, shepherding our youngest 6th and 7th grade students on the first, crucial steps in their Derryfield education. A longtime teacher of English, Jodie brought a wealth of curricular and pedagogical knowledge to Derryfield during a time of consolidation and change, and helped solidify the groundwork upon which the success of all our learners is based. Particularly, Jodie was instrumental in integrating components of reading workshop into the middle school English curriculum during the past few years, a move meant to highlight the wealth of different stories available in the literary world, as well as to grow individual student passion for and engagement with reading.

In addition to her work in the classroom and as an advisor, Jodie strengthened the Academic Power program during her years at Derryfield, and worked as an advocate and partner for students and parents looking for additional learning supports. Her work helping students to turn struggle into gains has empowered many in our community.

While Jodie has achieved a level of professionalism that makes her the expert in the room, her impact comes from her inviting, caring, and no-nonsense approach to working with others. A proud Mainer, Jodie possesses the quick wit and independent resilience of her upbringing, and it is the twinkle in her eye and the smile that lurks just behind her lips that create a positive introduction. Students, parents, and faculty all know that with Jodie Leen you are in capable and inviting hands. But also, just as surely, the folks around her also recognize that with Jodie you bring your A-game. Perseverance, criticality, and humility are all qualities that Jodie exudes and models for the world, and she demands that those around her hold themselves to those high standards, as well.

So, what do you do when the wisest person in the room leaves? I have struggled with this question for months—how do I learn what I can from this incredible mentor, model, and colleague, and how do I ensure that those qualities of passionate excellence, genuine understanding and concern for the individual, and an unwavering commitment to high personal and community standards continue into the future? Ultimately, it is for those of us who remain in the Derryfield community to uplift these values that Jodie has championed throughout her career so that they echo into the future.

BINGO SPONSOR THANK YOU!

Thank you to this year’s spring celebration sponsors! We are so grateful for your support. With your help, we raised over $25,000 to support the Derryfield Fund! This year's spring celebration hosted by the PFA was held on Saturday, April 5 in The Matarese Commons. It was an amazing evening filled with games of Music Bingo, laughter and singing, delicious food and connecting with one another

Save the Date: Founders' and Grand Friends' Day May 8, 2026