THE BULLETIN OF ST. GEORGE’S SCHOOL // SUMMER 2026
LIVING OUR MISSION
Eighteen students. Countless unique paths. Hear how today’s Dragons are discovering their gifts and building community at SG.
At SG, students are challenged “to discover and develop their intellectual, spiritual, and physical gifts” and that is exactly what Zoe Chen ’26 did during her time on the Hilltop.
Zoe, shown here spray painting a project for her Advanced 3-D Design class, won three prizes on Prize Day including the Phelps Montgomery Frissell Prize, which is awarded to the member of the sixth-form who, in the opinion of the faculty, has made the best use of his or her talents.
ST. GEORGE’S
6 E.E. Ford Foundation awards
Building Bridges program $250,000 matching grant
An endorsement for connecting independent schools and HBCUs
8 Pinpointing our purpose:
St. George’s School unveils updated mission statement
9 Behind the scenes at Newport’s nonprofits
A new Connected Learning opportunity give students an inside look at some of Aquidneck Island’s most dynamic charitable organizations
16 Solar energy deal supercharges SG’s sustainability mission
The deal significantly reduces the school’s net cost of electricity
20 Where we belong
Hear how today’s Dragons are discovering their gifts and building community at SG
37 Forging a new path
As a fifth-former, a St. George’s student traded summer vacation for basic training and a commitment to service
THE COVER A compilation of photos from the 2025-26 school year.
The Bulletin of ST. GEORGE’S SCHOOL
Michael C. Wirtz Head of School
Jedd Whitlock Director of Advancement
Suzanne McGrady Director of Communications
Jeremy Moreau Web Manager
From the Hilltop
As I sit to write this letter, the Hilltop is quiet. Too quiet, in fact. We are several weeks past Prize Day and our celebration of the Class of 2026. Our students are once again back home, and while our seaside campus is exceptionally beautiful at this time of year, we aren’t a school without our students.
It was with that quiet landscape as my backdrop that I read the student profiles anchoring this edition of The St. George’s Bulletin. These pages serve as a reminder of how much our students gain from — and give to — our school. From the dorms and the playing fields to clubs and classrooms, our students are constantly exposed to new people, new ideas, and new challenges. In every arena, they show up, step up, and support one another, living out the spirit of what we have come to call “One Dragon.”
This past spring, as part of our current strategic planning process, the Board of Trustees adopted the refreshed mission statement below, which focuses our daily work with and on behalf of students, yet preserves our school’s timeless aspirational goals:
St. George’s School challenges students to discover and develop their intellectual, spiritual, and physical gifts within a vibrant and joyful community, inspiring them to lead lives of constructive service to the world and to God.
The resonance between the student experiences highlighted in this issue and this newly adopted language demonstrates the centrality of the mission to the daily life of school. Beyond these student voices, you will
also find stories that demonstrate the full expression of our mission, including a recap of our dynamic Connected Learning trips and athletic achievements this year.
Of course, none of these transformative moments and programs are possible without the tireless commitment of the St. George’s faculty. This year, we honored three talented educators with endowed faculty chairs, while also honoring Kim Bullock’s 30 years of service to SG by creating the Dr. Kim W. Bullock Legacy Fund for Student Experience. You can read more about these remarkable educators, models excellence represented across the SG faculty.
Within the larger world of independent school education, St. George’s continues to take a leadership role. This spring, the school received a prestigious Educational Leadership Grant from the Edward E. Ford Foundation to support Building Bridges, our initiative that links aspiring educators from historically Black colleges and universities with independent schools across the nation.
Finally, the 2025–2026 academic year marked the successful completion of the Our Horizon strategic plan and campaign. Over the last eight years, our community provided an awe-inspiring $102 million in philanthropic support, creating the literal and figurative foundation on which all the stories in this Bulletin are built.
In the quiet of a student-less campus, I am grateful for the countless ways the SG community comes together to elevate the student experience and make our mission visible. It all has me eager for the fall and next school year … but I best not rush the beauty of summer on Aquidneck Island.
Last fall, we celebrated the historic renovation of Arden, Diman, and Eccles Halls with a ribbon-cutting ceremony. This renovation project, the largest in school history, further elevated this natural social and residential hub into a comfortable space for our students to thrive and feel at home. Arden and Eccles Halls now operate as separate residential wings for both boys and girls while Diman was reimagined into new community spaces, including the day student lounge.
At the ceremony, Charlie Linz ’26 and Reese Starling ’26 spoke about the importance of this renovation to the community. Head of School Michael Wirtz also spoke, emphasizing how the generosity of our community continues to benefit today’s students. “Our community has, really since its founding, paid it forward and helped impact the experience of our students,” he said.
Wrapping up “Our Horizon”
“Our Horizon: The Campaign for St. George’s” began in 2017 with an ambitious goal — raising $100 million — to help the school evolve and support the next steps forward for our students here on the Hilltop. Thanks to the overwhelming generosity of our Dragon community, we reached that goal, ushering in key changes that will benefit generations of Dragons to come.
Here’s a look at what we achieved together:
1. The installation of Crocker and Montgomery turf fields.
2. The restoration of Memorial Schoolhouse
3. The restoration of our iconic Main Drive Allée through the relocation of all-new Wood-Blazer Tennis Courts to Lower Road and the planting of 60 healthy new trees
4. The creation of a new strategic plan for equity and inclusion and the establishment of the Building Bridges program
5. The construction of two new buildings on Lower Road, Porter House and West Village, to create more on-campus faculty residences
6. The opening of our new fitness facility, the Schmaltz Family Wellness Center
7. The renovation of Arden-Diman-Eccles
8. The bolstering of our financial aid endowment
9. Strengthening our financial model through solar and other renewable energy sources to ensure long-term financial and environmental sustainability
E.E. Ford Foundation awards Building Bridges program $250,000 matching grant
ST. GEORGE’S SCHOOL’S BUILDING BRIDGES PROGRAM was awarded a prestigious $250,000 Educational Leadership matching grant by the Edward E. Ford Foundation.
The grant will be used “to create a financially sustainable approach to connecting independent schools nationwide with aspiring educators at HBCUs.”
St. George’s School must now raise $250,000 to release the matching funds from the foundation.
Building Bridges, established in 2022 on the heels of the school’s 2020 Equity and Inclusion Strategic Plan, was created to amplify the academic excellence that comes from people of diverse experiences and backgrounds sharing their perspectives within a vibrant residential academic community.
Comprising a Summer Teaching and Learning Institute, Fall Career Exploration Program, and on-site teaching practicums, Building Bridges provides aspiring educators from HBCUs with immersive programming, offering access and opportunities in independent schools. In addition, the program positively impacts students at participating schools by providing exposure to the excellence of HBCUs.
“On behalf of Building Bridges, I’m grateful for this recognition and honored to be awarded an Educational Leadership Grant from the E.E. Ford Foundation,” said Building Bridges Program Director Dwayne Pina. “It means a great deal to our entire community.”
Since the program’s inception, almost 90 HBCU students have taken part, along with many HBCU administrators and independent school educators. Satellite events with partner schools of the Building Bridges program have also taken place at independent schools in California and throughout New England. Program representatives have also participated in networking events at Claflin University, Howard University, and Morehouse College.
“This matching grant is an important step forward as we continue to build an impactful program that is sustainable for the long term,” Mr. Pina added.
Mr. Pina, who is also a member of the St. George’s School admission team and the boys’ varsity basketball coach, said he was grateful to the advisory board of the foundation for their philanthropy and belief in the work of the Building Bridges program. “I also would like to recognize and thank the many people who have helped
shape Building Bridges along the way: the students, participants, educators, and partner institutions, whose commitment continues to move the program forward,” he said.
St. George’s Head of School Michael Wirtz said that since its inception, the Building Bridges program has shown how bold ideas from devoted and caring educators can truly advance independent school education.
“We are incredibly proud of Building Bridges and the work of Dwayne Pina and his team, and we are grateful for the meaningful support of the Edward E. Ford Foundation. St. George’s has long been a leader in independent schools, and Building Bridges is one of the most recent examples. One of the many things I love about this program is that it is mission-driven; Building Bridges, at its essence, is about ‘constructive service,’ whether that be for SG students, students at other independent schools, or aspiring educators from our partner HBCUs.”
The Edward E. Ford Foundation seeks to improve secondary education by supporting U.S. independent schools and encouraging promising practices. It provides traditional grants to eligible schools and associations to help them grow and develop in pursuit of their own missions, and Educational Leadership Grants, which are larger awards presented to fewer recipients, given to eligible schools or groups of schools. n
Should you be interested in further supporting the Building Bridges program, please contact:
Jedd Whitlock Director of Advancement
401-842-6711
jedd_whitlock@stgeorges.edu
Scan the QR code to learn more about the Building Bridges program.
Pinpointing our purpose: St. George’s School unveils updated mission statement
THE ST. GEORGE’S SCHOOL BOARD OF TRUSTEES voted unanimously on May 15, 2026, to approve an updated school mission statement that speaks more directly to our core purpose and guiding principles.
Reflecting on the school’s historical, 160-plus-word mission statement, the Board of Trustees worked over the past year to hone the paragraphs to create a declaration of purpose that is more focused and memorable:
“St. George’s School challenges students to discover and develop their intellectual, spiritual, and physical gifts within a vibrant and joyful community, inspiring them to lead lives of constructive service to the world and to God.”
“The Board thought carefully about the school as it exists, our mission statement, and their hopes for SG,” Head of School Michael Wirtz said. “The updated mission statement captures the essence of who we are now and concisely speaks to the vision and aspirations that we tirelessly pursue.”
He noted that the move also fulfills a recommendation from the Association of Independent Schools in New England, which conducted our successful 10-year reaccreditation process in 2025. A more concise statement, they advised, would be more effective in guiding institutional decisions and direction while also being more inspirational and more easily remembered.
The refreshed mission statement also sets the stage for our new strategic plan, to be unveiled this fall. The plan will outline a defined course for the school over the next five years and usher in a bold trajectory for St. George’s. n
Behind the scenes at Newport’s nonprofits
A new Connected Learning opportunity give students an inside look at some of Aquidneck Island’s most dynamic charitable organizations
FOR TRUSTEE PATRICK WOOD PRINCE ’88, creating St. George’s newest Connected Learning opportunity was a chance to bring the school’s unique location to the forefront and give students an insider perspective on donor-supported organizations close to the Hilltop.
It was an idea that Mr. Wood Prince has been harboring for a while and was excited to see come to fruition this past spring when eight students took part in the new Island Impact Initiative. The program, which took place over two and a half days in April, teaches students about philanthropic giving and community engagement by connecting them with directors of local nonprofit organizations.
As director of his family’s Prince Charitable Trust, Mr. Wood Prince often visits with leaders of the nonprofit organizations the trust supports, interactions he said he always finds inspiring.
“I was always so taken aback by their passion and their commitment and their knowledge and the mission
that they really stick to: ‘Let’s do something for the community. Let’s give back,’” he said. “It wasn’t a feel-good thing. It was a genuine conviction of these leaders that this is what we should be doing.”
They were moments that Mr. Wood Prince says he often thought of when the St. George’s Board of Trustees discussed developing more opportunities to get the school involved in the local community.
“I knew that the executive directors of the nonprofits [could] pull back the curtain — as much as they did for me,” he said. “They could show students ‘We’re sophisticated organizations. We have budgets, we have revenue, we have operations. We have to pay employees. We have health care. We operate very much like a for-profit company, but we’re nonprofit because our mission is different. We’re not trying to earn more value per share for our shareholders. We’re trying to give back to the community — those are our shareholders.’”
At the Aquidneck Island Land Trust, for instance, students learned about property law.
“The trust has to try to preserve and buy a piece of land that might be going public or against the developer,” he said. “So how do you get the legal team? And what goes into trying to do something at a quick pace and to get money and the legal aspects aligned? The business aspect but, again, from a nonprofit angle.”
At Save the Bay, there were discussions about the health of the ocean — and even wind power. “We did get to touch on some aspects of that and how we’ve got two of what we call ‘green groups’ looking at it from different angles: the ocean side and the energy side.” Students discussed how the two groups are passionate about their own missions while having different objectives.
Finance, budgets, and operational aspects came up at the Newport Tree Conservancy, an organization dedicated to fostering a healthy, equitable urban forest in the City of Newport through permanent tree management, planting programs, and environmental education.
And just down the road from SG, at the Norman Bird
Sanctuary, a 300-acre wildlife refuge and environmental education center, students learned about volunteerism and the responsibility of maintaining a large tract of land from the organization’s chair of the board, St. George’s alumnus Clay Rives ’93.
In that meeting, Mr. Wood Prince said Mr. Rives told the students, “Wow, I truly wish I was able to have these opportunities when I was your age.”
It was affirmation for Mr. Wood Prince’s vision.
“That was obviously a really fun and great moment for me, and something that I felt as well,” he said. “We know now and have a real understanding of what experiential learning does for young learners. [Today] I’m passionate enough to try to help [students] see something that I didn’t and wish I had.”
Student participants also raved about the program. “I’m glad I participated in the Island Impact Initiative because it opened my eyes to the important work that nonprofits do on Aquidneck Island and more broadly how nonprofits run,” said Caroline Whitlock ’29. “I came away feeling inspired to get involved and strongly consider a future career in the nonprofit sector.” n
DRAGONS FOR CIVIC ACTION
DRAGONS IN HOLLYWOOD
CONNECTED LEARNING
Along with our 51-year-old Geronimo school-at-sea program, Connected Learning opportunities like Dragons in Hollywood, the Rogers Scholars program, and Dragons for Civic Action offer students a chance to explore career options and deepen their understanding of the issues and industries that inspire them most.
ROGERS SCHOLARS
CHAMPIONS CORNER
GIRLS’ VARSITY SOCCER
For the first time in program history, our girls’ varsity soccer team has won a NEPSAC Championship! The girls went 10-3-3 over the regular season, earning themselves the No. 6 seed in the NEPSAC Tournament. In their first playoff game, the Dragons went on the road and upset No. 3 Lawrence Academy, winning in penalty kicks. Their semifinal game took place here on the Hilltop where they also won in penalties, knocking off No. 7 Brooks School. In the championship, the girls defeated No. 5 Williston Northampton School 1-0 to claim the Class B title on Sunday, Nov. 16 at Deerfield Academy. Late in the second half, co-captain midfielder Sofia Ramos Neves ’26 fired a corner kick into the box and forward Gianna Nichols ’26 scored on a header for the only goal of the game. Co-captain goalie Catalina
Gomez-Velez ’26 delivered a shutout in net, capping off a stellar season in which she was named NEPSAC Class B Player of the Year.
GIRLS’ CROSS COUNTRY
Congratulations to our girls’ cross country team on winning the New England Preparatory School Track and Field Association Division III Championship on Saturday, Nov. 8! This is just the second New England title for the team in program history. Aggie Dursi ’27 won the race, finishing with a time of 19:51.61 to beat 147 other runners! Eleanor Lial ’28 also secured a top 5 finish, coming in fourth with a time of 20:21.87. SG had three other runners in the top 20: Claire Hackel ’27 in 12th, Somers Estwanik ’27 in 18th, and Lucy Walker ’28 in 19th, while Ella Cuccia ’29 and Gillian Griffin ’28 rounded out the scoring. The average time for the seven SG runners was nearly 42 seconds
better than the second place school, Portsmouth Abbey. Congratulations on a historic season!
BOYS’ VARSITY BASKETBALL
For the second year in a row, our boys’ varsity basketball team won the Independent School League (ISL) Championship! The boys went an undefeated 15-0 in league play, defeating every team once. They clinched the ISL in the last game of the regular season with a 77-63 win over Middlesex School, and ended with a 25-3 overall regular season record before falling in the semifinal of the Class AA NEPSAC Tournament.
Wane Chess ’26 was named ISL MVP and was one of two Dragons to receive All-ISL honors, along with Kenny Benedict ’27. Five other Dragons were also recognized for their stellar play this season, earning All-ISL Honorable Mention: Casey Bazzano ’26, Adriel Cantave ’28,
Chance Finlayson ’29, Jelani Middleton ’27, and Ethan Njenga ’27.
SWIM AND DIVE
Zoe Chen ’26 has ascended to swim-team glory! On Wednesday, Feb. 11, Zoe set the Hoyt Pool record for the 50 freestyle with a time of 24:62 — breaking the record previously held by two-time Olympic medal winner Elizabeth Beisel, 24:65, who competed at SG in December of 2009. Zoe holds two records in the Hoyt Pool, which opened in 2004. She also holds five school records, giving her seven total modern-era records — making her the most decorated SG swimmer of the 21st century.
1. 50 freestyle — 00:24.00, school record
2. 50 freestyle — 00:24.62, pool record
3. 200 medley relay — 01:53.50, school record
4. 200 medley relay — 01:55.11, pool record
5. 100 butterfly — 1:00.16, school record
6. 100 breaststroke — 01:05.16, school record
7. 200 individual medley — 2:14.24, school record
This year, Zoe was a co-winner of the 1950 Swimming Bowl at the SG Winter Sports Awards. She earned All-NEPSAC in the 50 freestyle, 100 breaststroke, and the 200 medley relay; and was an All-NEPSAC Honorable Mention in the 4x100 freestyle relay.
Zoe is committed to swim at Carnegie Mellon University in the fall.
GIRLS’ TRACK AND FIELD
Congratulations to our girls’ track and field team on winning the New England Preparatory School Track and Field Association Division III
Championship this spring!
St. George’s scored 76 total points to top a field of 27 total schools. At the meet, Jules Patterson ’26 became a New England Champion in the discus and the shot put. She also was ISL discus champion — recording the farthest throw at an ISL meet in 26 years.
SAILING
The St. George’s sailing team capped off an incredible season with two top-three finishes at national championships! SG took home a third place finish at the Baker Team Racing National Championship in Virginia. The Dragons then followed up that performance with a second place finish at the Mallory National Championship in New Orleans — the best result for SG in 12 years. The sailing team claimed their third consecutive New England Team Racing Championship. Hats off to a phenomenal year, Dragons!
Coaching with champions
Members of the SG varsity soccer teams had the opportunity to coach alongside Olympic gold medalists and FIFA World Cup winners Mia Hamm, Kristine Lilly, Tisha Venturini Hoch at a charity soccer clinic here on the Hilltop. The trio was here on campus with Team First Academy, hosting the clinic to benefit Red Sneakers for Oakley, a nonprofit that educates and advocates for food allergy awareness.
Teachers honored for instructional excellence
Endowed teaching chairs formally acknowledge and reward SG faculty members’ outstanding contributions to the academic program
STEM TEACHER ABBIE ISOM, humanities teacher Derry Mason, and art teacher Ted Sturtevant ’96 were granted prestigious teaching chairs last fall.
Ms. Isom became the new holder of the Joan and Craig Watjen ’54 Technology Chair. “Abbie has been a leader at St. George’s in the development and enhancement of teaching and learning in the STEM fields, aligning practice with the future landscape students will face,” Associate Head of School for Faculty and School Affairs Elizabeth Bickford read from Ms. Isom’s award citation at the “Celebration of Teaching” ceremony. “In every aspect of her role, Abbie models systematic thinking, organization and efficiency, great energy and sense of purpose.”
Mr. Mason was honored with the Independence Foundation Teaching Chair, which was created in 1982 to celebrate the art of teaching in its own right. “In Derry’s world, relentless pursuit of mastery is a way of living life to the fullest. He generously shares his own story of challenges and successes, emphasizing the patience and persistence needed to build skills and self-discipline,” Ms. Bickford read. “With humor, compassion, and boundless energy, Derry has spent his professional life helping people.”
Mr. Sturtevant was named the J. Vaughan Merrick III Chair in Architecture, Art History, and Painting. “Ted Sturtevant ’96 has long championed the essential importance of art education at St. George’s,” Ms. Bickford read. “Under Ted’s leadership, the arts department now includes music and theater, and created a foundational multidisciplinary arts course for all third-formers. Outside of the classroom, he knows the value of keeping history and tradition alive and relevant; he is still the one who lights the incense for the annual Christmas Festival.”
This fall, two more faculty members will be granted teaching chairs, receiving the honor after faculty retirements in June. n
Announcing the Bullock Legacy Fund for Student Experience
WE ARE THRILLED TO ANNOUNCE the establishment of the Dr. Kim W. Bullock Legacy Fund for Student Experience, in honor of our longtime faculty member and director of equity and inclusion, who retired in June. The fund is designed to provide financial assistance for initiatives and opportunities that extend beyond the classroom and that are considered core to the St. George’s School experience, such as Connected Learning travel, Geronimo excursions, and athletic training trips. Funds are available exclusively to the families of current students who qualify for need-based financial aid through the school’s established criteria.
The Dr. Kim W. Bullock Legacy Fund for Student Experience honors Dr. Bullock’s enduring commitment to equity, belonging, and the holistic well-being of all students. Established to ensure that financial barriers never limit a student’s full participation in school life, the fund supports core nontuition expenses for those experiences and opportunities that foster connection, confidence, and growth. Rooted in Dr. Bullock’s decades of dedication, scholarship, care, and leadership, the fund extends her legacy of nurturing students to thrive and contribute academically, socially, and personally within a community that sees and celebrates them fully.
Across her three decades on the Hilltop, Dr. Bullock championed the promise and potential of every student, ensuring that care and belonging are at the heart of education. The Bullock Legacy Fund continues that work by supporting students with resources beyond those expenses covered by tuition, ensuring that Dr. Bullock’s legacy lives on in every student who is seen, supported, and empowered to thrive.
If you would like to support the fund, please contact:
Jedd Whitlock
Director of Advancement
401-842-6711
jedd_whitlock@stgeorges.edu
Solar energy deal supercharges
SG’s sustainability mission
When an 18-acre solar farm in Coventry, R.I., became fully operational in January, St. George’s School had good reason to celebrate. Years in development and construction, the farm, which is built atop a long-closed landfill, feeds much-needed clean energy into the state’s power grid — and St. George’s helped make it happen.
Because of its 501(c)(3) nonprofit status, St. George’s was able to take part in a net metering credit purchase agreement with the project’s developer, Ameresco Inc., an energy equipment and solutions provider in Framingham, Mass. Along with East Greenwich Public Schools and the Town of East Greenwich, St. George’s became one of the required so-called “off-takers” of the energy produced at the site. And while the energy isn’t fed directly to the St. George’s campus, the school can now confidently say that the equivalent amount of energy the school uses
is nearly all coming from renewable energy.
“It is fantastic that St. George’s has gone solar to provide roughly 85 percent of the school’s electricity,” said Chair of the St. George’s School Board of Trustees Dana Schmaltz ’85, P’17, ’20.
“At a time of global warming and increasing electricity prices, this project dramatically reduces our carbon footprint while lowering our costs. It’s a true win-win for the school, our community, and our planet.”
The school’s participation in the project was critical. Off-takers are needed to get these types of projects built because they help the state’s electric company prove its commitment to providing increasingly more clean energy to the grid. Like many states, Rhode Island endorses net metering agreements because they “provide an opportunity for municipalities, hospitals and nonprofits to support renewable energy projects while saving money — but without the
obligation of building and owning a solar array on site,” Ameresco wrote in its proposal to St. George’s.
The Coventry project is a 5,740 MW AC (megawatts of alternating current) solar photovoltaic array, estimated to generate approximately 7.7 million kilowatt-hours annually, built on land that was otherwise unusable. In fact, the landfill was one of the first in the United States to be capped with the purpose of optimizing it for solar energy. The capping, a multimillion-dollar effort, was completed in 2019.
“The Coventry Landfill Solar Project can be a source of pride for all its stakeholders,” wrote Ameresco Senior Director of Solar and Battery Development Paul Raducha. “The project’s benefits extend beyond the off-takers, reaching other stakeholders, such as the Town of Coventry and the Rhode Island community. Utilizing a landfill with limited alternative uses and avoiding controversial siting issues, the project is [beneficial] for all involved.”
For St. George’s, the project underlines our commitment to a double bottom line. It has both financial and environmental benefits — essentially not just payoff but payoff plus purpose. Ameresco estimates the environmental impact of St. George’s net metering agreement will be 67,000 fewer tons of CO2 emissions being released into the atmosphere, or more than 13,000 gasoline-powered cars taken off the roads.
Coupled with St. George’s many other sustainability initiatives, the solar deal helps the school take major strides in caring for our campus and our planet. All of our recent building projects incorporate the latest in energy-saving technology, and some, like the Academic Center, go above and beyond average standards. The home of our STEM labs, the Academic Center has geothermal wells, a small wind turbine, solar hot water, photovoltaic panels, and a rainwater recapture system. And currently students on the Sustainability Board and adults launched an effort to eliminate plastic water bottles from campus and replace them with aluminum cans. In financial terms, Ameresco estimates energy cost savings to the school will be well over $250,000 per year, or $5 million over the life of the 20-year agreement. St. George’s Chief Financial Officer Ed Griffin says that is an approximately 25 to 30 percent reduction in the school’s net cost of electricity.
SG CARES
We doubled down on our commitment to sustainability this year with a campuswide effort to reduce plastic waste. Starting in January, we offered water to visitors in aluminum cans rather than plastic bottles. The Grill and Campus Store now sell only aluminum cans of water as well. Sustainability Board advisor and STEM teacher Sarah Matarese outlined the new policy, explaining that among other benefits, aluminum can be recycled endlessly without losing quality, unlike plastic, which often gets downcycled. Members of the SG Sustainability Board announced the initiative to students in Assembly and in a campuswide email. “By switching to aluminum bottles after break, we are all taking a step closer to reducing plastic waste, saving the environment, and making the future a better place for us all,” wrote George Huang ’26.
Afternoon programs like Sustainability and Gardening allow students to explore practices that center a healthy environment.
“We are proud to be associated with this important project in our state, doing our part to build a more sustainable future for our neighbors and all those who come after us,” Head of School Michael Wirtz said. n
WORKING ON HOMEWORK IN great study spots, cheering on your fellow Dragons in the Van Beuren Gymnasium, sharing a laugh with your friends in King Hall, a day in the life at St. George’s School in 2026 certainly has it all — and we want you to experience it too.
This year, we followed two students, Celia Schaper ’26 and Chance Finlayson ’29, and got to see them live out “A Day in My Life at St. George’s School.”
Scan the QR codes to see Celia and Chance invite us into their worlds on the Hilltop! n
Eighteen students. Countless unique
paths.
Hear how today’s Dragons are discovering their gifts and building community at SG.
IN HIS 1939 AUTOBIOGRAPHY, Pulitzer Prize-winning poet Leonard Bacon, Class of 1905, wrote that St. George’s School was where he expanded his intellectual world, and where he found a community that encouraged inquiry and insight.
“At St. George’s,” he said, “I began to look at the world not as a collection of objects to be feared or avoided but as something to be understood and, if possible, mastered ... The Hilltop was a place where it was not considered a crime to have an intellect.”
More than 120 years after Bacon roamed the halls of Old School, today’s students are navigating similar paths of growth and enlightenment.
To learn what life has really been like for them, we asked students how they’ve discovered and developed their gifts and found their community on the Hilltop.
Here’s what today’s Dragons had to say about living out the St. George’s School mission.
Joseph Silvera ’27
found a welcoming place at a table in King Hall and on the Madeira Hall stage
“ One of the ways I found my community at SG was through King Hall. It’s a small space, so it’s hard to hide from your peers, especially during short lunch periods when everyone is rushing to get food. Since I’ve been at SG, I’ve always found myself sitting at the same table in the back, the short one where most of the students of color gather. For me, that table represents more than just a place to eat; it’s where I feel most at home on the Hilltop, surrounded by people who understand and share similar experiences.
“One of the parts of the school mission statement — ‘to discover and develop [our] gifts’ really reflects what this school is about. There are so many different leadership and creative opportunities that make it easy to discover what you love, even things you didn’t know you liked. For example, last winter I was part of the stage crew, and Ms. Lawrence encouraged me to take on a small role in the play. It ended up being one of the most fun and memorable experiences I’ve had at SG.”
Emma Levi ’26
found home in the dorm — and in the Differential Equations and Linear Algebra class
“ One place I found a community was in my dorm, which was Auchincloss. The Auch girls were so welcoming and I loved how big it was because I was able to bond with many people across grade levels. My closest friends at SG were in Auch with me, and I’m so grateful that everyone was so inclusive to new students like me. … It was, without a doubt, the warmest and most genuine home I could have asked for.
“SG also has helped me discover how deeply I enjoy exploring math beyond
the textbook. … Upon my arrival, I was encouraged to take Multivariable Calculus, which I didn’t even know was an option since my previous school didn’t offer math beyond Calculus BC. Mr. Williams, my teacher, made a huge impact on me. His teaching style and constant encouragement deepened both my love for and confidence in math. My classmates and I were able to actively engage with the material rather than just being lectured, and I came to understand real-world applications of the concepts we studied.”
“ When I first got to St. George’s I was immediately welcomed. … One group in particular was the hockey team. From the first day to the last day of the season, that team supported me through my highs and lows on and off the ice. … They always brought positive energy, and could bring a smile to my face. That sense of community showed me what St. George’s was all about, and gave me something to look forward to every day.
“Before St. George’s, I always found it hard to stay focused and interested in science class. … Then, when I got to St. George’s, that all changed. I began
to learn in a hands-on environment and could apply what I was learning in class to the real world. That shift in perspective made me much more engaged in class and made me want to show up to class and learn. I was able to bring energy to the discussions and that shift in learning style allowed me to find a new interest in science an interest that I would not have found elsewhere.”
Cole Longfield ’27
likes hockey and now, science
Audrey Vachon ’27
developed close friendships at the first day-student picnic and in the music program
“ This school offers many great opportunities, but if I had to choose the most influential one that has impacted my SG career, it would be participating in the musical groups on campus. For my first two years on the Hilltop, I participated in orchestra and met some great people. They had similar goals and similar shared experiences with me. By participating in orchestra, I was very fortunate to be nominated to have a leadership position within our school’s Tri-M Music Honor Society. It’s been a great way to meet some of the other dedicated musicians and help promote fun music events for our community.”
The Student Experience
Onna McCarty ’27 found, and helps create, a feeling of family in the dorm
““When I first came to SG I instantly found my community within the dorm and hockey team. Living in the West dorm was like living in a home away from home. From late-night karaoke to birthday celebrations, there was always something fun going on. Being a member of the girls’ hockey team has also been a great way to meet new people. Spending time together during workouts, fun bus rides, and team dinners has created bonds that will last a lifetime.
“During my time at SG, I have also been very fortunate to be a prefect in Buell dorm, which houses third-form students. Being able to help incoming students acclimate to dorm life while also creating events to help foster an inclusive and fun environment has been a wonderful experience and helped me to develop my leadership skills.”
Kaisei Korytoski ’27
cares about his off-the-field integrity
“ Boys’ varsity soccer coach Shay Quintin has had a huge impact on helping me discover my strengths and passions. Through training, he pushed me to go beyond what I thought I could do and taught me the importance of discipline and consistency. He didn’t just focus on skills or technique; he helped me build confidence and mental toughness. After practices, he always has a quote or phrase that we all listen to as he reads. He wants us to have good character on and off the field, and that attitude can change everything. Because of him, I found a deeper love for the sport and a passion for improving myself every day, both on and off the field.”
The Student Experience
Angel Yu ’26 unearthed her vocal and acting chops
“
I was encouraged by seniors during my freshman year to sign up for the vocal ensemble on the first day of school. Not really knowing what it was, I put my name down and so went to the rehearsal. I stepped in as a freshman who wasn’t taught to sing professionally, but I’ve been a part of every music ensemble since then and I found some of my best friends in that group. It’s such a special group because
we bonded over the same passion, and every week we meet and have fun.
“Not really knowing what to do for my afternoon activity in the fall, I just signed up to audition for the cast of the fall play because I’ve always loved theater but never had the chance to actually do it. Ms. Lawrence was so encouraging and welcoming at my first audition, and that’s how I fell in love with theatre and decided to go to college for that.”
Samantha Phillips ’27
joined a club that understands her, and developed a writing habit that helps her express herself
“
One of the ways that I have found community at SG is through the DEI clubs. My freshman year I felt isolated and found it hard to bond with people in my dorm about being a woman of color. It wasn’t until I was encouraged to be a part of the Young Women of Color Club that I was able to not only feel like I belonged but also to feel completely understood. Three years
later, I am one of three heads, and now I focus on giving other students a safe place and group of people to rely on.
“SG has also helped me explore many new things, some that I might have never even considered. One subject that has recently become a passion is English. … Writing has become an outlet for me throughout all of the new aspects in my life.”
Agustina
Dursi
’27 says she probably wouldn’t become the person she is without St. George’s
“ Coming to St. George’s was a big change in my life, so it took some time to find my identity within the community. … Over the past two years, I’ve been on five different sports teams and even had the opportunity to try two new sports, so participating in preseason helped me find a group of friends quickly and feel immediately connected to the community. I’ve also been a member of the orchestra since the beginning
of my freshman year, which has allowed me to meet new people while deepening my passion for music.
“I’ve also joined many clubs, including Ladies Who Lift, Baking Club, Creative Writing Club, Women in Leadership, Handbells, and Sustainability Club. Wanting to share that same experience with others, two friends and I started the Astronomy Club to explore our interest in space.”
Gabe McFadden ’27
discovered inclusion, belonging — and a passion for playing music
“ One way I found my community at St. George’s was Insight, an Inclusion and Belonging Coalition group on campus for all students of color. Insight has connected me with so many people from different backgrounds and has allowed me to hear about their experiences and grow new friendships. Whether it’s through a game of kickball, a movie night, or a pool party, Insight has allowed me to form strong bonds with so many.
“An opportunity … that helped me find a new passion was the music program. I’ve always had an interest in listening to music but never really thought about making it myself until the beginning of my sophomore year. With limited experience, having only played the saxophone in middle school, I had no idea where to start, until one day in the Arts Center when I decided to pick up a guitar and learn a song.
It was simple and only required two chords, but it allowed me to slowly start learning technique. Every day, I learned more and more about playing music, and I had almost every resource I needed handy in the Arts Center. As my interest grew, my opportunities did too. In the weeks leading up to Spring Dance Weekend, the band Bailen came to our campus and gave the music students opportunities to learn how to write songs, and they helped me make a song of my own. From that point on, I’ve been playing guitar and singing in chapel, and my love for playing and making music grows every day.”
“ My father and my grandfather served in the military, and for most of my life I have aspired to follow their example. Applying to the Rogers Scholars Program was something I couldn’t miss. Upon being selected to go, I learned about a lot of things I had always wished to be part of. It has been my personal objective to use military service as a means to pursue a cause much larger than myself. Rogers Scholars allowed me to gain insight on the various opportunities that exist within the government sphere, but it also strengthened my ambition to serve in the military. It was actively engaging with government officials and active servicemen on the trip that made the experience special to me.”
Katherine
AJ Lontoc ’26
found affirmation in a Connected Learning program
Clovis ’26 says SG has intensified her love of learning each year
“ Coming to SG as a timid and apathetic 14-yearold, I ventured to throw myself in every corner of student life. My favorite corner over the years, to no one’s surprise, has been the storied archives of SG: Working on the school yearbook and newspaper has enabled me to work with a group of highly motivated students, ignited a love of writing I didn’t know I possessed, and instilled in me a passion for contributing to the community through storytelling.”
Wane Chess
’26 found he’s more than a basketball player
“ Theater was something that I always had a thought of doing, but I never had the confidence and the courage to get up on the stage, you know? So, as I got out of that shell and finally joined the theater team in 2024, I met the people who were already doing it. They were all nice and they had the same goal [as the basketball players] of just wanting to succeed in their activity. I was all for it. I like stuff like that. It just showed me that I could do more than just
play basketball. Obviously, basketball is something that I want to do, but theater is something that I would love to do too.
“It wasn’t easy at first because you have to remember your lines and practicing might seem a little discouraging because everybody else remembers their lines and you’re, like, stuck on line two. But as I kept practicing them, it got easier, and I was just happy overall that I got the chance to experience that.”
Sofia Ramos Neves ’26
strengthened her leadership skills as both a varsity captain and a dorm prefect
“ I found my community by continuing my athletic journey as a soccer player. When I was a freshman, it wasn’t easy to make friends in my grade, but being on a team definitely helped me create a family [so that I] didn’t feel so isolated or different. I was welcomed with open arms by the seniors, who graduated four years ago, and they
taught me all I needed to know. As a freshman, my transition into the winter sports season became easier since I joined the varsity basketball team, filled with some girls I knew and others that I didn’t. I wasn’t the best at the sport, but it was still enjoyable, especially being around people who loved to work hard and make the best of every moment.”
Lauren Magaletta ’27
discovered aboard Geronimo that shared challenges made friendships real
“ I’ve learned that SG isn’t just about doing well in classes but also about finding what makes you excited to learn and grow as a person. Going on Geronimo is something that I never thought I’d get to do, but SG makes those kinds of experiences possible. To me, Geronimo represents everything I love about SG. It’s about adventure, learning, and connection. The school gives you so many chances to grow, whether it’s through sports, classes, or amazing opportunities like Geronimo. I’ve realized that SG doesn’t just help you find what you love, it teaches you to be your own person.”
The
Daphne Walsh ’27
says her afternoon activity helped her achieve new skills she’s proud of
“ Before coming to St. George’s, I already knew I enjoyed handson work from doing random boat projects on my sailboat. However, through the Surfing and Leadership afternoon activity, I’ve been able to explore that passion more deeply. I’ve learned so much more about woodworking and craftsmanship,
from making a making a skateboard at IYRS [School of Technology & Trades] to building two surfboards of my own — a 7-foot wooden funboard and a 5-foot-6-inch fishtail board. As a freshman, I knew very little about woodworking, but now, as a junior, I can nearly build a wooden surfboard from scratch with minimal help.”
Antonio
Mattera ’26 expanded his desired career options
“ In my sophomore-year English class with Mrs. Richards, we had a mock trial that altered my view on what my future college major would be. Before that, I saw myself primarily in the realm of finance and economics. However, after exploring the realm of law in the classroom, I decided that I want to incorporate some form of legal or philosophical studies into my
learning at university and, eventually, into my future job. … To build off of my newfound interest in law, I decided to take Rev. Kirby’s Freedom, Decisions, and Ethics class, as well as Evil and Justice with Dr. Taradash. My classes this year covered a wide scope of learning, which is ideal because I am constantly taking in new information and questioning things.”
Catalina Gomez-Velez ’26
fortified her interest in biomedical engineering
“ Since seventh grade, I wanted to do something with biomedical engineering. At SG, there are so many courses that follow the path of STEM I want to go into. At my old school, my science courses were limited. I had taken basic physics and chemistry before coming to SG. My limited courses led me to believe that I wasn’t going to be able to learn more about biomedical studies or get into the nitty-gritty of the human body
and biology overall. During my junior year, I was able to take DNA Science with Ms. Williams. That course, to me, was eye-opening. It established what I had already known about myself; it reestablished my love for science. I have been able to use that course, along with Robotics and Advanced Biology, to dig deeper into science and what biomedical engineering might look like for me in my college years.”
Forging a new path
As a fifth-former, a St. George’s student traded summer vacation for basic training and a commitment to service
C.J. BRIERE ’26 SPENT A GOOD PART OF last summer getting yelled at. Loudly.
That’s because while most of his classmates were working odd jobs like busing restaurant tables and scooping ice cream, C.J. chose to enter the Army Reserves’ Split Training Option Program.
The program allows high school juniors to attend basic training over two summers before and after their senior year — shaved head and shouting included.
While a few St. George’s students typically enter a service academy or the National Guard every few years, subjecting themselves to the challenges of basic training the summer after Prize Day, coming back for sixth-form year knowing the ins and outs of a gas mask isn’t a typical choice.
For C.J., the decision had to do with family tradition — and finding purpose.
“All I wanted to do for a very long time was play lacrosse at a highlevel program,” he said.
Injuries, however, forced him to reexamine his future.
“After the second major surgery on my arm, I’m like, you know what, maybe lacrosse isn’t the thing for me right now. And I was thinking about what I should do, because I want purpose and I want to be at the top
of what I’m doing. I want to do great things with my life.
“So I decided, you know what, I want to join the military, just challenge myself in that way.”
Growing up, C.J. was surrounded by examples of valor and sacrifice: His father, grandfather, great-grandfather, and great-great-grandfather were all in the U.S. military.
“My dad was in the Connecticut Army National Guard for a little over 20 years, and every time he’d go off for a drill weekend, I’d see him put on the uniform, and I thought it would be really cool,” he said.
C.J. can smile now about what he went through last summer at the U.S. Army Fort Leonard Wood, in Missouri, one of the primary Basic Combat Training sites in the United States. “But it was stressful,” he said.
“Their whole goal is to yell as much as possible, make sure you have as little sleep as possible. You’re getting smoked, doing push-ups, air squats, or sit-ups, because someone made a little mistake, like your button was undone or something.”
Still, he never questioned his decision. “I kind of, to be honest, I didn’t mind it that much,” he said. “Even though you’re getting yelled
at, at a certain point it’s just going in one ear, out the other.”
C.J. will attend the College of the Holy Cross this fall. He’ll train with the National Guard one weekend each month, and by graduation he’ll have served out his military commitment, a huge bonus of the Split Training Option Program.
As he heads into the second half of basic training this summer, he is happy about how things have turned out. After scoring well on his military test, he was able to choose which area of service he wanted to pursue: a six-week program to receive his truck-driving-certification so that he can help with community relief efforts after crises such as natural disasters.
“Being in a giant truck, bringing aid to the community, feels like an honorable thing,” he said. “Like when people are out there at their most vulnerable, you would be the one they’d be looking at saying, ‘Thank God you’re here.’” n
Longtime faculty depart the Hilltop for their next chapters
THE RETIREMENTS OF THREE LONG-SERVING FACULTY MEMBERS were cause for a series of celebrations at the end of the school year.
Science teacher Dr. Kim W. Bullock and math teachers Ed McGinnis and Roy Williams were honored at Alumni Weekend for their nearly 90 years of combined service to SG. And on the final day of classes, the three received a heartfelt communitywide “clap out.”
Scan the QR to watch the celebration.
Ed McGinnis, Dr. Kim W. Bullock, and Roy Williams were honored as retiring faculty at the 2026 Alumni Weekend celebration. Combined, their service totals nearly 90 years.
Alumni News
ANNA MOLINARI ’16 ON ‘PROJECT RUNWAY’
This summer, we’ll be watching Anna Anna Molinari ’16 take her next-level creative talents to the national stage as a contestant on season 22 of the fashion-design competition show “Project Runway”!
In the 10 years since her Prize Day on the Hilltop, Ms. Molinari has been widely celebrated for her innovative 3D sculpture and avant-garde clothes crafted entirely from trash, discarded textiles, and unconventional upcycled materials.
And her passion for eco-conscious design actually took root during her time at St. George’s: The dress she made here entirely of recycled plastic straws won a Gold Key in the 2016 Rhode Island Scholastic Art and Writing Awards contest — and, she says, sparked her commitment to climate justice.
Since then, she founded streetwear brand, Instinct Brand, and has amassed a dedicated digital following of more than 300,000 followers. She’s had to stay mum on the results of the show, of course, though she recently showed off her new Brooklyn design studio on TikTok.
“Project Runway” Season 22 will air through early September on cable network Freeform, with episodes available to stream on Hulu and Disney+.
Recalling a season for the record books Recalling a season for the record books
Ten years ago this past fall, the 2015 St. George’s football team capped off the greatest season in school history. The Dragons went undefeated and won the NEPSAC Kevin Flemming Bowl championship game against Pingree 40-12, capping off a perfect 9-0 season.
One of the players on that team, running back Isaac McCray, Class of 2017, now works at St. George’s as an associate director in the Admission Office so we thought we’d surprise him with a gift for his new office: a photo print of the team following the first ever NEPSAC
wore off, he was ecstatic to reminisce and talk about the team that means so much to him.
“It was special to reach that point with my brothers, these kids I still consider my brothers to this day and doing something that hasn’t been done in school history,” Mr. McCray said. “I can’t even begin to describe the feeling of joy I was feeling this day.”
Mr. McCray scored three touchdowns in the historic win. He also currently serves as an assistant coach for the SG football team.
Scan the QR code to see the smile on his face when he opens the gift
Associate Director of Admission Isaac McCray ’17 displays the 2015 NEPSAC championship team print.
Ogden Nash Society Profile: Olaf (Olie) Thorp ’59
What inspired you to include St. George’s in your estate plans?
I’ve been very lucky in my life, and that good fortune includes the opportunity I had to attend St. George’s for five years beginning in 1954 (as a day student in the second form) at the ripe old age of 12. SG provided the foundation for my subsequent educational experiences (in the classroom and elsewhere), and it solidified the values that have carried me through life. Giving back to St. George’s is the least I can do to honor what the School made possible for me, and to support
similar opportunities for future generations.
What are some of your fondest memories from your days as a student?
Playing one-on-one basketball for hours at a time with Bob MacCameron, a 6-foot-3 classmate, genuine basketball star, and one of the nicest people I’ve ever known— at the time, I was 4-foot-10, so the chance to shoot and sink left-hand hook shots over his outstretched arms gave me much-needed confidence that I could do almost
anything if I tried hard enough. In the classroom, Norris Hoyt is at the top of the list—a brilliant English teacher, he loved telling (tall) stories in a way that made them sound credible. On one occasion, he said he drove from Newport to California and never paid for gas, because he stopped at stations along the way and filled his tank with gas that was left in the hose by the prior buyer; I spent a long time trying to figure out how he did that! Going to Whetstone and enjoying bacon cooked by Headmaster Buell, whose Christian values were reflected in everything he said and did — both in the School’s magnificent chapel, and everywhere else.
What’s the most valuable thing you learned or experienced on the Hilltop?
The mentorship, support, and patience provided by the School’s faculty in the classroom and on the field.
What has helped you stay connected to St. George’s long after Prize Day?
Lifelong friendships with classmates who’ve stayed in touch for more than 65 years despite, in many cases, living on different continents and thousands of miles away.
For additional information, please contact: Ryan W. Kirk Director of Leadership Giving 401-842-6729 ryan_kirk@stgeorges.edu www.stgeorges.edu/ONS
Olie Thorp ’59 and his wife, Margot.
The CLASS NOTES section has been removed from this digital copy of the Bulletin to respect our alums’ privacy.
Class notes are only available in the print edition.
The CLASS NOTES section has been removed from this digital copy of the Bulletin to respect our alums’ privacy.
Class notes are only available in the print edition.
Rule Number Six
BY KATHERINE CLOVIS ’26
It began with a list of rules. My father sat beside me at the kitchen table, tapping his pen against the faux-marble countertop. “Five rules for writing, dear Katherine,” he declared. I watched him, rapt, as he scribbled the commandments on a torn sheet of yellow legal paper. Show, don’t tell. Murder your darlings. Character over plot. Write a lot. Read even more. He leaned back with a spark behind his roguish grin. “Actually,” he added, “there’s a sixth. Rule number six: There are no rules to writing.”
I was never really supposed to fall in love with English. My introduction to the language was nothing short of unconventional: I was 5 years old, perched in a doctor’s office as my audiologist activated my cochlear implant for the first time. Mother’s voice crackled through the static: “Can you hear me, Katie?” Consumed by a vortex of disorientation, neither my hands nor my mouth could respond with the “yes” my overwrought parents were expecting; instead, I screamed, bawled, and ripped my processors from the metal lodged in my skull.
That first burst of sound changed everything: Just a year later, I shifted from a classroom where language lived in the hands — fluid, visible, instinctive — to a world of murmured vowels and darting eyes, where meaning had to be parsed from the flicker of a lip or the tilt of a jaw. I was suspended between two languages, two ways of being — fluent in neither yet expected to conduct both with ease. The transition to a public school made me viscerally aware of the liminal space in which my identity existed: I was too deaf to be hearing, too hearing to be Deaf.
developed an unfortunate habit of quarreling with my speech therapists; by sixth, I trudged my way through dismantling my IEP, the very legal document that claimed my autonomy in the classroom; by eighth, I ventured to apply to and attend a boarding school several states away. I read voraciously to fix my broken English and left my implants firmly placed on my head at all times — all in full belief that if I had just followed the rules perfectly, I could surgically excise every trace of difference from my identity.
For a long time, I had treated the English language as nothing more than a glistening gateway to acceptance in the hearing world; yet the deeper I waded into books, the more clearly I saw the language for what it truly was: tortuous, unruly, and filled with contradictions — just like me. I began to find kinship in the writers who flooded my ken of literature and language with color: Cormac McCarthy, who stripped his prose to its biblical bones and abandoned punctuation; James Joyce, whose “Ulysses” sprawled with eruptions of streamof-consciousness that bordered on self-indulgent; Alexandre Dumas, who wrote at breakneck speed and prioritized riveting plot over stylistic polish. These writers inverted my father’s first five rules with gut and gall — they told instead of showed, spared each darling, let plot swallow style whole — and their work blazed with the same heat that I had spent years trying to extinguish in myself.
This newfound confrontation with my otherness was the second inflection point of my life; after years of hurling my implants out of moving car windows, I chose the other side. By third grade, I had already
Today, I let the fire in me roar on: I wear my implants and sign with my hands. I write not as Deaf nor hearing, Ohioan nor prep schooler, the girl who refused accommodations nor the one who needed them. Indeed, my love affair with English began with a list of rules, but it culminated in something much greater than either my father or I could ever have anticipated: the realization that, just as there are no rules to writing, there are no rules to life, to identity, or to the space I occupy between worlds.
This was Katherine’s college essay. She will be attending Columbia University this fall.
c. 1978
On Feb. 22-23, 2026, St. George’s received a whopping 34 inches of snow, blanketing the Hilltop in white. Following this historic snowstorm, there was plenty of reminiscing about the famed “Blizzard of ’78.” During that storm, nearly 50 years ago, campus received 18 inches of snow and students made the most of the weather, engaging in all sorts of outdoor activities.
“One of the most popular activities of the day was volleyball, which took place on the edge of South Field,” said the April 20 edition of the Red and White.
“Participation remained heavy for the entire afternoon, and all those who played left a little happier and a little redder than they had been at the beginning.”
Our current students made the most of this storm, surfing down the snow on Cliff Field!
