Eagle Hill School Compendium 2024-2025 by Eagle Hill School

DEPARTMENTS

Living Small, Thinking Big

The impact of intention at Eagle Hill.

By Molly Gray, Associate Director of Enrollment

When I moved to central Massachusetts in the summer of 2021, I got acquainted with “small.” I’d just accepted a teaching position at Eagle Hill and was settling into my new apartment, which faces the town common, shares a street with the post office (which also shares the building with the ever-popular Mimi’s Coffee Shop), and overlooks literal history by way of the town’s pre-revolutionary cemetery. While I was staring at a door frame and wondering how to shove a mattress through it, a small truck parked outside. The truck’s bed was loaded with hay, and a goat sat happily in the passenger’s seat. This was, I thought, small town living.

Every student’s approach to education is different—it’s influenced by a variety of motivational, cognitive, and emotional factors.

that served two thousand students, so stepping onto a college preparatory campus of just over two hundred was an altogether different experience. Everything felt scaled down: the student population, the class sizes, the daily rhythm. It seemed like everybody knew each other, and who could be found where, and which building was which. It seemed this way because it is this way at Eagle Hill–and it is so by design.

That impression followed me into my first days at Eagle Hill. I graduated with a class of four hundred from a public school

Through my experiences in the English department, I learned how intention shapes this campus. For example, constraint applied to the classroom conjures freedom within the classroom: small class sizes allowed me to personalize instruction, vary pace, and challenge students on an individual basis. If one student needed more time on an assignment, I could meet them where they were to help them move forward with purpose.

Every student’s approach to education is different—it’s influenced by a variety of motivational, cognitive, and emotional factors. In a school of two thousand, how could one teacher get to know each learner? How could a student discover their learning style?

My own approach to learning used to be “more is more.” I took as many Advanced Placement and honors courses as my schedule would allow, because I thought “advanced” and “honors” seemed impressive, and I wanted to outwork my older sister. I never stopped to ask if my motivation was sound (it wasn’t), if these courses aligned with my interests (they didn’t), or if I had the foundations I needed to succeed in them (surprise—I didn’t). No teacher pulled me aside to ask why I was doing so much, or to suggest that I could actually excel by doing a little less—with more intention.

impact. Four consecutive championships in the EIL, a top ten ranking among all New England preparatory school wrestling teams, EHS wrestlers qualifying for Nationals: wrestling at Eagle Hill reaches far beyond the mats in the Baglio Center. Eagle Hill consistently retains more wrestlers and boasts longer team rosters than other schools with larger student populations. When asked how he and Coach Ian Kelly maintain such a strong program, Coach Francoeur says, “We talk to students individually. When they first come to Eagle Hill, we tell them, ‘This is the place to try and stick something out. Why not try wrestling?’”

It wasn’t until I came to Eagle Hill that I understood what a more rewarding and intentional high school experience could look like. The faculty know not only our students but also our various teaching styles—they are a resource for each other. If a student needs a new approach in a particular subject, teachers collaborate (often across departments) to find fresh strategies that suit that learner best. This school works as a team to guide each student toward confidence, competence, and creativity in outlets that matter most to them.

For some students, that outlet is wrestling. As a member school of the Eastern Independent League (EIL), which consists of eleven New England preparatory schools, Eagle Hill has a demonstrable

“If you want to be great, you have to put in the work that it takes to be great. It teaches you a lot of grit.”

ETHAN STARR ’26

Their high but clear expectations for sportsmanship, athleticism, and discipline help students like Ethan S. ’26 meet his potential. This winter will mark Ethan’s fourth year on the team. He says, “I wrestle for both myself and for the team. I wanted to try it to see how good I could be, and I decided to make it my own thing. If you want to be great, you have to put in the work that it takes to be great. It teaches you a lot of grit.” His results reflect that grit— Ethan’s a national qualifier, a New England placer, and a champion six times across several notable wrestling tournaments.

That same grit is found in departments outside of athletics. Robotics may not make Dr. Rogelio Palomera-Arias sweat, but his team knows how to put in the work. “We put so much time into perfecting these bots,” says Sam R. ’26, who joined robotics in the eighth grade. “I’ve worked from the morning until the minute the STEM closes to get a bot just right. It’s probably one of the most rewarding options on campus.”

Sam is a self-described maker. His preference for project-based learning reflects a growing educational movement toward active,

The Pioneer Wrestling team has won the EIL Tournament for four consecutive years.

Putting in the hard work and training pays off.

hands-on creation. The Maker Movement’s focus on designing, building, and problem-solving allows children to construct knowledge as they build physical artifacts with real-world value (Martinez & Stager, 2021). This “learning by doing” helps students retain more information, gain tangible skills, and improve their creativity.

Proponents of educational robotics argue that this learning by doing (more formally known as constructivism and constructionism) is a benefit of robotics for all learners, not just those naturally drawn to science and tech—therefore, robotics programs have a place for all students in every educational setting (Alimisis, 2013).

a first for Eagle Hill. At regionals, the team ranked fifteenth, just one placement shy of qualifying for the World Robotics Competition. Sam puts a good spin on it: “We got knocked out by the top-ranked team at Worlds—not the worst team to lose to.”

As Sam puts it, “Eighty percent of our teammates aren’t builders. We have drivers, and people who contribute through their notes on other schools. Even if you just want to smash things together, you can work with us if you’re willing to put in the effort.” Sam’s efforts are proof that a small school can spark global goals—after placing second out of thirty-one teams at the VEX V5 Robotics Competition in February, the team qualified for the Massachusetts Regional Robotics competition. This was

Just as robotics gives students like Sam the opportunity to design and experiment, the performing arts department at Eagle Hill is a conduit for expression without judgment. For some students, the stage is a space to try something new; for others, it’s where they feel seen. Students are asked to take creative risks, to explore vulnerability in front of audiences, and to collaborate with their peers.

“Every line matters, even if you only have a few,” says Will Gelinas, head of theatre. “We teach that every role is important—and they can be proud of anything they put on stage.”

That pride is visible in the program’s reach. Despite the small size of Eagle Hill School, the performing arts department’s productions draw consistent support from the local community. Shows average about 100 audience members a night, which is notable for a small theatre program. Last winter, students performed to a sold-out house during the final show of A Charlie Brown Christmas. “It was a true ensemble production,” Gelinas says. “Even though we had a student playing Charlie Brown, it never felt like any one person needed to stand out. The camaraderie felt throughout that production continues to motivate us today.”

The momentum continues into the 2025-2026 productions. Students have already chosen to stage rising senior Griffin K.’s ’26 original one-act play, which was inspired by his own experience in the performing arts program. As one of 112 theatre programs participating in the Massachusetts High School Drama Festival, Eagle Hill’s cast and crew will bring that production to a wide audience.

EHS has found success at the festival before. The performing arts one-act team advanced to the 2022 Massachusetts Educational Theatre Guild High School Festival State Finals. Though he recognizes the respect that other, larger programs lend Eagle

Pioneer "Flamingos" Robotics (4898A) took 2nd at the VEX V5 Robotics Competition.

Sam R. ’26 preps the bot for the VEX V5 competition.

Hill, for Gelinas, what matters most is not where the play ranks, but how students collaborate: “That matters more than any of the accomplishments and successes achieved on stage.”

Achievements aren’t the only unifier among our athletics, theatre, and STEM programming. They represent Eagle Hill—a purposefully curated community. I am part of this community, and I participate in it—I know that programming like robotics, wrestling, and theatre deliver meaning to students who might have, at their former schools, stayed on the bench, been placed in the back row of the ensemble, or been excluded from tinkering with technology. At my own high school, I did a lot. However, I didn’t know why I did what I did—I just did it because I thought that would make me successful. When writing this article, I found myself asking Eagle Hill students and faculty: “Why do you do what you do?” Each person I asked had a meaningful and unique answer.

Backstage during hair and makeup prep before the show.

REFERENCES

Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63–71. https://files.eric.ed.gov/fulltext/EJ1130924.pdf

ABOUT MOLLY GRAY

I am happy to write that I finally have my own answer to that question, too. It’s an answer that’s multifaceted, as I’ve recently transitioned to the admission team from teaching in the English department. I learned last week that my new office used to overlook the entire campus, back when there was no Trustee House, Cultural Center, Harmsworth Hall, Baglio Center, or outdoor pool.

The school is a little bit larger now than it was in 1967, but it’s kept its intentions focused and its impact far-reaching. Small school living has become my way of life. I choose to work at Eagle Hill every day because I see the difference it makes in the lives of our students. Do note that I said small school living, not small town—I have yet to invite any farm animals into my car. Perhaps by the 2030 Compendium, however, I will have changed my mind.

Martinez, S., & Stager, G. (2021, May 10). The Maker Movement: A learning revolution. International Society for Technology in Education (ISTE). https://iste.org/blog/the-maker-movement-a-learning-revolution

Molly Gray joined Eagle Hill School as a member of the English department, where she taught writing, literature, and IB Language and Literature. She has worked with young learners, college-bound adolescents, and nontraditional students at universities and programs across the United States.

In addition to her role as Associate Director of Enrollment, Molly serves as head coach for Eagle Hill Crew. She rowed for Purdue Crew as a Boilermaker, which was one of her best college decisions. Whether she’s meeting with families or coaching on Lake Wickaboag, Molly hopes to help students find their personal connection to the Eagle Hill community.

While Molly is a Hoosier at heart and often visits her family in the Midwest, she has found her home in New England. She lives with her Labrador, Wally, in the faculty village adjacent to campus.

The cast of Eagle Hill's production of A Charlie Brown Christmas

How Are We To Eat?

By Zach Turner, English Teacher

A philosophical look at food and nourishment in a complicated world.

Behold, the lowly saltine. Crystalline salt glistening upon golden wheat, ready to meet you in sickness or in health, alone or in your soup.

Paying Attention to Food

When Dr. Lisa Heldke, co-author of Philosophers at Table, arrived on campus from Gustavus Adolphus College, she was welcomed to the trustee house by a small group of students and faculty, and immediately launched into her first workshop. From her carry-on, she pulled out grocery bags packed with sleeves of crackers, each labeled one through four.

We joined her at tables, each place set with a two-sided worksheet. One side listed adjectives to describe how food interacts with the senses; the other contained a series of boxes meant to capture our observations during each step of the eating process (and yes, according to Dr. Heldke, there are multiple steps to eating a cracker).

She had us arrange the crackers on our plates, making sure we noted which number was which. First, we examined them visually and jotted down adjectives. Then came the sniff test. Finally, once we were allowed to eat, she asked us to let each cracker rest on our tongues, chew thoughtfully, observe, compare, and connect.

And somehow, under what felt like a spell of carbohydrate hypnosis, we all began to notice fundamental differences. What began as four seemingly identical saltines revealed subtle but distinct textures, scents, flavors, and associations. Each cracker was from a different brand. And each sparked a different memory: memories of illness, celebration, childhood snacks, or quiet comfort. We agreed, almost in disbelief, that they were wildly different from one another.

What Dr. Heldke revealed in that simple exercise was how much can be uncovered when we pay real attention to food. Each bite is its own moment, its own potential entry point into memory, meaning, and experience.

Big Questions

To ask the question, “How are we to eat?” is, as the authors suggest, “in part, to admit that we’re having trouble feeding ourselves.” How are we to eat in an ecologically damaged world? When the choices available to us are nutritionally poor or contaminated? When others, human and non-human, are harmed in the production of our food? When we’re overwhelmed by endless options, conflicting health advice,

shifting expert opinions, or the relentless pressure to eat “right” according to some external standard?

Our students are inundated with questions like these every day. We all are. To live in the United States is to move through a minefield of concepts—religious, nutritional, environmental, economic, cultural, and emotional. And the mess one student is trying to navigate might be entirely different from a classmate’s, a teacher’s, or a friend’s. As the authors put it, “to live (and thus to eat) in the contemporary world is to negotiate a treacherous set of conceptual sinkholes, some of which threaten to drown you, while others risk only damp feet.” But the goal of this course was never to “fix” those messes.

Instead, students and faculty were invited to take on three philosophical tasks the authors describe as essential:

1. To look for conceptual and terminological commonalities among the messes that confront us.

Where do we see the same words cropping up across different food movements? Do they lead us back to shared generative ideas? What can we learn by noticing where language overlaps?

2. To identify the underlying, often unstated assumptions within our conceptual systems.

What assumptions shape the way we think about food? How might these assumptions contribute to the very messes we’re trying to make sense of?

3. To ask “questions of reorientation.”

What happens when we bring those hidden assumptions into focus? What changes if we shift our starting point? What if we began philosophical inquiry by acknowledging that we are hungry beings—and that food and our relationships to it are not side notes, but central to the human experience and, therefore, to philosophy itself?

Throughout the book, Dr. Heldke and Dr. Raymond Boisvert ask us to take on these tasks to engage with four major philosophical questions:

What do we owe one another?

What is art?

How do we know what we know? What does it mean to be interconnected?

Big questions. And, as we discovered, food is at the center of all of them.

Tasting and experiencing four different saltine crackers.

A Conversation about Ethics

The morning after our saltine revelations, Dr. Heldke walked down the hill and opened the lecture hall to our IB students for a conversation about ethics. In a workshop that usually focuses on the research process, she took a different path—dividing students into four groups and posing a shared, generative question:

How would you create a hospitable environment?

My group was given a scenario: plan an end-of-school party for a group of students, one of whom had religious dietary restrictions, one who was secretly unhoused, and another who had a phobia of eating in front of others. Hezzy B. ’26 suggested making the event

Like our faculty, Dr. Heldke invited students to discover what they truly believed, how they’d come to those beliefs, and where they might need to dig deeper.

a potluck so the student with dietary needs could prepare food she felt comfortable eating. Teddy H. ’26 proposed an Excel sheet where students could sign up to bring food, or, if unable, sign up to help set up or clean up, making space for the unhoused student to participate without financial burden. Zach D. ’26 suggested centering the event around games and activities, so the student with the eating phobia could step away to eat privately without feeling singled out. Each group worked in similar ways to meet different needs.

When we wrapped up the planning portion, Dr. Heldke turned to the whiteboard and wrote, “A good life is open and hospitable.”

Then she opened the floor.

As each group presented ideas, asked questions, and engaged with one another, Dr. Heldke met every student at their level. She challenged assumptions, drew out deeper thinking, and continued the work our teachers had begun throughout the year: encouraging students to explore big questions with curiosity, generosity, and intellectual rigor.

What stood out most was how seriously she took students' ideas. She didn’t shy away from their comments or simplify their concerns. She engaged with their beliefs and their reasoning directly, asking them to explain, defend, and reconsider. Like our

Dr. Heldke encouraged students to explore big questions with curiosity.

A discussion on “A good life is open and hospitable”..

faculty, Dr. Heldke invited students to discover what they truly believed, how they’d come to those beliefs, and where they might need to dig deeper.

These are important lessons: lessons, that equip students to navigate social, academic, and personal challenges with clarity

“We should start, not from the extremes of our beliefs, but by making some soil together. Then maybe, when it’s deep enough, we can plant and try to grow something.”

and conviction. Lessons in self-awareness, autonomy, and dialogue. Lessons we strive to teach every day, and which Dr. Heldke helped bring home.

Practice Radical Thinking

That afternoon, following the morning’s workshop, the whole school gathered in the Abby Theatre for Dr. Heldke’s talk, hosted by Ms. Gray. But instead of delivering a traditional lecture, Dr. Heldke chose conversation. Drawing from questions submitted by students and faculty in the weeks prior, she spoke candidly about how she found her way into philosophy and then food, about the politics of the table, and even about her favorite dish.

Through her responses, she offered students fresh perspectives on social contracts, philosophical inquiry, and sustainability, distilling the ideas from her book into tangible, everyday realities.

But perhaps her most powerful message was this:

“The most important thing we can do right now is practice radical listening, that is, listening to the edge of what we

ABOUT ZACH TURNER

can stand and searching desperately for all the common ground we can find.”

She offered an image to carry that idea forward:

“We should start, not from the extremes of our beliefs, but by making some soil together. Then maybe, when it’s deep enough, we can plant and try to grow something.”

W.Z. “Zach” Turner holds an MFA in creative writing from Boston University as well as a triple BA in English ( magna cum laude ), history, and creative writing and three minors in Spanish, Medieval and Renaissance studies, and gender studies from the University of Arkansas. Zach’s research and writing interests center on memory, nature, and the dissonances of identity.

As a teacher, Zach focuses on building his students’ abilities in reading, critiquing, and writing through reading, writing, and Socratic dialogue. His methods earned him the “Outstanding Teaching Fellow in Creative Writing” award from Boston University for his work with high school and undergraduate writing students.

Outside of the classroom, Zach is a writer whose work has been published in various literary magazines and earned him a Robert Pinsky Global Fellowship. He is also a published photographer, a PADI Dive Master, and an avid lover of bad jokes.

After that, Ms. Gray opened the floor for more questions. Students asked about everything from the strangest food Dr. Heldke had ever eaten to her recipe for a “good life.” Faculty inquired about how to incorporate food studies into their courses. No matter the question, Dr. Heldke answered with thoughtfulness and generosity, never rushing, always inviting further reflection.

When our time together came to a close, Dr. Heldke—Lisa, as we’d come to know her—gathered her things, waved goodbye, and stepped into a car bound for the airport.

Crackers and Conversation

The following week, she sent us this note:

Thank you for the wonderful opportunity you provided me this week to interact with your students and with you!

It was awe-inspiring to witness your school "at work," and I come away with a fistful of ideas about my own pedagogy with our students, many of whom also address learning challenges.

I had a LOT of fun, and each of you contributed to that: from recommending my coauthored book to organizing meetings to cooking for us to interviewing me to playing along with my classroom activities, to driving me to the airport.

Thank you.

No, Lisa, thank you.

What began as a simple question, How are we to eat?, became a lens through which we explored ethics, identity, memory, and care. Through crackers and conversation, lectures and laughter, we discovered that philosophy isn’t something that happens in isolation.

It happens at the table, among people, in moments we often overlook. And if we keep listening—to our food, to each other, and to the questions that connect us—we just might grow something meaningful.

Now, I need a saltine.

Dr. Lisa Heldke, the co-author of Philosophers at Table, is joined by students and faculty at the Waller Trustee House.

Hola Madrid: Where Spanish Comes Alive

An unforgettable immersion into language, culture, and life in the heart of Spain.

By Ruben Hidalgo Marey, Spanish Teacher

oaking up

sun at La Malvarrosa Beach, Valencia.

The goal is full immersion: speaking the language, learning about the country’s history, experiencing its vibrant culture, and enjoying its incredible food.

Summer is something to look forward to, and our students are always eager to enjoy warm weather, exciting activities, sunny beaches, and outdoor fun. While many places around the world could offer all this, there’s one destination that truly stands out: a country known for its healthy lifestyle, relaxed pace, and friendly people. I’m talking about Spain, the second most visited country in the world and one of Europe’s most diverse nations, where visitors can explore a wide range of landscapes, cities, cultural traditions, and world-renowned cuisine.

Modern Spain is the result of a rich blend of civilizations that have shaped the Iberian Peninsula throughout history. These cultures left behind a priceless mosaic of traditions, languages, and heritage passed down through generations. And Spain’s influence extends far beyond its borders. Today, it’s deeply woven into the fabric of many countries that share not only customs but also one of its most enduring legacies: the Spanish language.

Bringing Culture to the Classroom

As a Spanish teacher at Eagle Hill, I see it as both a responsibility and a joy to share this cultural heritage with my students, and there’s no better way to do that than through language. Spanish has a strong presence in the United States. According to the U.S. Census Bureau, 63.7 million people identify as Hispanic or Latino, making the U.S. the second-largest Spanish-speaking country after Mexico.

With all this in mind, Hola Madrid was born: a three-week Spanish language and cultural immersion program based in Spain’s capital. The program is carefully designed to help our students improve their communication skills while exploring everything Madrid and other parts of Spain offer. The goal is full immersion: speaking the language, learning about the country’s history, experiencing its vibrant culture, and enjoying its incredible food. EHS already offers a strong Spanish program with multiple levels and the International Baccalaureate track. Hola Madrid serves as an ideal academic enrichment opportunity and a chance for our students to broaden their horizons while discovering the wonders of Spain.

The Journey Begins

It all began last summer with three students, ready to go and full of energy. As group leaders, Mr. González, a fellow Spanish teacher at Eagle Hill, and I committed to making this an unforgettable experience. Our welcome dinner at La Negra Tomasa, a Cuban restaurant with live music and delicious food, kicked off a countdown that ran straight through to our farewell dinner three weeks later. Time flew, as it always does when you’re enjoying every minute.

Expanish: The Heart of Our Experience

At the core of Hola Madrid is learning the Spanish language, and for that, we partnered with Expanish, one of the top Spanish

Time flew, as it always does when you’re enjoying every minute.

language schools in Madrid. It offers a lively, international atmosphere and a team of exceptional teachers who provide high-quality instruction and a warm, welcoming environment. Our students studied alongside classmates from around the world, worked hard, and earned their certificates upon completion. Most importantly, they built their confidence in Spanish and returned better prepared to continue their studies at Eagle Hill.

Exploring a City That Never Stops

Before the trip, we reminded students again and again to bring comfortable shoes. In Madrid, you walk a lot. The city invites you to explore its neighborhoods, visit its shops, admire its architecture, and discover its museums and historical sites. Madrid is young, energetic, and full of life; there’s always something happening.

Our students had the chance to visit Madrid’s most

important museums, including the Prado, the Reina Sofía, the ThyssenBornemisza, the Royal Collections Gallery, and the Sorolla Museum. They saw iconic works like Picasso’s Guernica, Velázquez’s Las Meninas, Goya’s The Nude Maja, and Sorolla’s Walk on the Beach. We toured

the Royal Palace, admired historic churches, and visited the newly renovated Real Madrid stadium. We also took in the sunset from the Debod Temple overlook, were moved by the intensity of live flamenco, and enjoyed top-tier performances like The Lion King musical, not to mention Madrid’s amazing food scene.

We explored areas beyond the city, including the Royal Monastery of El Escorial, the Palace

Exploring the Royal Palace of Aranjuez, Madrid.

Paella tasting at El Coso Restaurant, Valencia.

Royal Monastery of San Lorenzo de El Escorial, Madrid. Visiting the Royal Alcázar in the imperial city of Toledo.

of Aranjuez, and Alcalá de Henares, the world’s first planned university town and the birthplace of Miguel de Cervantes, one of Spain’s greatest literary figures. We packed in a lot and still left plenty for our next trip!

Beyond the Capital

But our journey didn’t end in Madrid. We crossed the mountains of the Sierra de Guadarrama to visit the medieval city of Segovia, where we toured the castle, cathedral, and the spectacular Roman aqueduct that flows right into the city center. We also sampled two of the region’s most traditional dishes: roast lamb and cochinillo (suckling pig).

Next came the imperial city of Toledo, also known as the “City of Three Cultures” for its Jewish, Muslim, and Christian heritage. Toledo is a place to get lost, and that’s exactly what we did, wandering its narrow streets, admiring its architecture, ziplining across the Tagus River, and tasting its famous marzipan made from the finest almonds in Spain.

No trip to Spain would be complete without seeing the sea. Our final stop was Valencia, the country’s third-largest city, located on the Mediterranean coast. There, we visited the City of Arts and Sciences and Europe’s largest aquarium, the Oceanogràfic. We spent time at the beach, ate paella, strolled through the old town, and soaked up the easygoing Mediterranean lifestyle together.

One Last Night and Lasting Memories

We spent our final day at Madrid’s amusement park, trying to forget that we’d be flying home the next morning. Our farewell dinner was at Casa Mingo, the city’s oldest cider house, a beloved local spot known for its roast chicken and classic Spanish dishes. We laughed, shared memories, scrolled through photos, ate too much, and promised to return to the city that stole our hearts.

Hola Madrid is more than just a chance to learn Spanish and connect with Spanish culture and history. It’s a meaningful opportunity to form friendships, expand perspectives, and realize that the world is

ABOUT RUBEN HIDALGO MAREY

much bigger and more diverse than we often imagine, full of stories, cultures, and experiences waiting to be discovered.

Looking Ahead

We’re getting ready to launch our next adventure. Hola Madrid 2025 comes with fresh energy and an exciting mix of activities for our students. This year, we’ll spend more time by the sea, soaking up the sun and Mediterranean vibes. Our students will learn to cook traditional Spanish dishes, visit renowned museums and monuments, dance to flamenco rhythms, and build their Spanish language skills alongside international peers. Spanish is the greatest gift I can offer my students: a growing global language spoken in twenty-one countries and recognized as one of the most important languages in the world. We’re counting the days until we can finally say again: Hola, Madrid, we’re back.

Born in a small town in the east of Cuba, Ruben was immersed in a blend of Cuban and Spanish traditions, with part of his family having immigrated to Cuba from Spain in the early 1940s. He studied philosophy and humanities at the San Carlos and San Ambrosio Seminary in Havana, Cuba, before traveling to Spain to pursue a degree in journalism at the Complutense University of Madrid. Ruben also obtained a Professional Photography and Lighting certificate from the International Center for Photography and Cinema (EFTI) in Madrid.

After several years working as a journalist and photographer for various Spanish magazines, he gradually transitioned to teaching Spanish, beginning his journey at La Idiomería language school and the Chapuzón socio-educational project at the María Auxiliadora School, both located in Madrid.

He completed a master’s degree in teaching Spanish as a foreign language at the International University of Valencia (VIU) in 2021, followed by a University Expert title in learning disabilities from the International University of La Rioja (Spain) in 2023.

Enjoying the view of the Egyptian Temple of Debod, set against the backdrop of Madrid.

Immersing in art at Madrid’s Museo Nacional Centro de Arte Reina Sofía.

Making a Difference

How community engagement creates positive change.

Our community engagement program is built on the foundation of four simple but powerful values: honesty, respect, kindness, and purpose.

At its best, community engagement isn’t just about helping others—it’s about finding purpose in everyday actions and recognizing that meaningful change often begins with straightforward and intentional acts. At Eagle Hill, service is not limited to a single class or program; it’s integrated into the everyday experiences of our students, faculty, and staff. Whether it's walking dogs at a shelter, mentoring younger students, or sharing a cultural tradition, these moments of connection help shape who we become.

Our community engagement opportunities are built on the foundation of four simple but powerful values: honesty, respect,

Paws with Purpose

By Karen Goudey, College Counselor

For more than fifteen years, Eagle Hill School students, faculty, and staff have made weekly visits to Second Chance Animal Services adoption center. Over the years, we've dedicated thousands of hours to caring for dogs, puppies, cats, kittens, guinea pigs, hamsters, and rabbits. Our work includes cleaning kennels, walking dogs, socializing shy animals, scooping litter boxes, and, during the pandemic, when we couldn’t visit the shelter, preparing donated bedding materials. One year, we even helped run kids’ games at a community fundraising event for the shelter.

These visits offer far more than just volunteer experience. Students not only calm nervous animals but also often find a sense of calm themselves after a busy school day. Despite the noise, smells, and occasional chaos that come with caring for animals, our students consistently show compassion, resilience, and joy. Many arrive at the shelter tired and leave uplifted— often plotting how to persuade their parents or dorm parents to adopt a new furry friend.

kindness, and purpose. These aren’t just words we talk about; rather they are the compass that guides us to how we treat one another and the world around us. When students begin to live by these values, they grow into their fullest selves and begin to build lives of decency, consequence, and pride.

The stories that follow highlight the many ways our students bring these values to life. From small acts of kindness to ongoing, purposeful partnerships and community outreach, each effort is a reminder that making a difference often begins by creating positive change within ourselves.

This work nurtures responsibility, empathy, and a shared love of animals, and our van rides back to campus are filled with laughter, stories, and the unmistakable energy that comes from meaningful service.

Volunteering and caring for animals at the Second Chance Animal Shelter.

Making Connections

By Cherylann Skrocki, Dorm Parent

While the Eagle Hill community is small on a map, in reality, it stretches far beyond the borders of its campus. It’s a constellation of stories, talents, and passions that reach around the globe and reflect a truly dynamic student body. Students arrive from all over the world, and the range of their experiences, identities, and interests is just as wide. They come with a purpose; some are already immersed in athletics or theater, and others are still seeking that one thing that will light them up. That’s what makes community service here so thrilling: it becomes a space of discovery, ownership, and transformation.

When students joins the community service activity group, they’re not just volunteering, they're designing. They lead. They dream, then build. I’ve had the privilege of running this group for the past two years, and each season brings a new wave of creativity and passion. The range of projects is astonishing: students mentoring at an afterschool program for elementary schoolers, organizing food drives for the local pantry, raking and restoring our campus grounds, assisting staff in the gym, sewing costumes backstage, running an RPG club, hosting campus events, teaching yoga to their peers and staff, and the list goes on. No two experiences look the same. The program is entirely student-driven, and that autonomy is where the magic happens.

with pride, gently groomed horses with focus and care, planted vegetables with patient hands, and moved rocks and cleared brush with purpose. They trimmed and cared for the wooded trails, walked injured horses, watched training sessions in quiet awe, and traded stories with the equestrians who called the farm home.

One of my favorite memories is from our first spring trip to the farm, when we planted pumpkins and wildflowers. We were still hesitant around the gentle, giant horses—just getting to know them, as curious about them as they were about us. Working together there was laughter and a quiet sense of shared purpose. It felt almost like a ceremony.

Making connections at a local horse farm.

When we returned that fall with a new group, we were greeted by bright orange pumpkins tangled in vines and wildflowers still clinging to summer. The students harvested the pumpkins and gifted them to school administrators, who used them as autumn decorations throughout the hallways. That small, symbolic gesture sparked something. The incoming students saw it, felt it—and took up the mantle. Soon, the program was alive again, fueled by their fresh energy.

But what happens at the horse farm isn’t just manual labor. It’s healing work. It’s a connection. In the quiet rhythm of sweeping hay or brushing a mane, students find calm. In walking beside a horse, they find balance. In helping a farm thrive, they come to recognize their own strength and reliability. They form relationships—not just with the animals and the land, but also with each other and with themselves.

So, when a small group of students approached me last year with a dream to work at a nearby horse farm, I didn’t hesitate. I knew something special was about to unfold.

Every Wednesday after school, we’d load into the van and make our way down winding roads that led to a quiet, snow-dusted farm in the winter—fields glinting under the pale sun like something out of a storybook. Come spring, those same fields shimmered green and hummed with life. The transformation in the landscape mirrored the transformation in the students. What began as curiosity quickly turned into devotion. Students mucked stalls

Many of our students come to Eagle Hill seeking something grounding, something to focus their energy on and relate to their purpose. The horse farm gives them that. It's not glamorous work, but it’s meaningful. And in a world that so often prizes speed and noise, the farm offers stillness, purpose, and belonging. Like all of our service projects, it proves a simple but powerful truth: when students are trusted to lead, they rise. And when they rise, they often bring others with them.

Now, don’t ask about the muck boots. Let’s just say, dorm life doesn’t favor them.

Girls Leadership Shapes a Community

By Isabella Gentleman, Music Teacher and Academic Advisor

Together with our female students, Ms. Finleigh Riendeau and I have just completed our fifth active year leading Girls Leadership. Girls Leadership has existed as a community organization at Eagle Hill since the early 2000s. Our mission is to help Eagle Hill students build community, accept themselves and their peers, and serve those around them while embracing the core values of Eagle Hill School—honesty, respect, kindness, and purpose.

events and partnering with other organizations we have fostered confidence in our female students as they find their voices, whether holding conversations or asking hard questions.

Understanding our purpose in this life is challenging for everyone. We wonder what we are supposed to do with our lives, where we are supposed to do it, with whom we are supposed to do it, and why we are doing anything at all. Teenagers especially wonder (and more often worry) about these things.

Through community outings, service, and relationships, Girls Leadership helps our students find purpose in their community, this home away from home at Eagle Hill.

Through community outings, service, and relationships, Girls Leadership helps our students find purpose in this home away from home at Eagle Hill.

Girls are given the extra challenge of finding purpose and place in spaces (perhaps, to name a few, in their hometowns, their desired vocations, or in sports) that might not always have been inclusive. At Eagle Hill, Girls Leadership is not a required activity or club for our female students. Any student is welcome to participate in our events*.

Girls Leadership builds community by helping our students face the challenges they experience as teenagers while living at boarding school in Hardwick, MA with access to the world at their fingertips. Ms. Riendeau and I have worked hard to create a space that is safe enough for our students to be brave, and to have conversations about social and political concerns with those similar to and different from them. By opening our

When our female students are empowered, all our students are empowered. Our school is aware of the work Girls Leadership is doing on and off campus. Students know that it is a space primarily for female students, and yet everyone is empowered to ask questions about honesty, respect, kindness, and purpose because they hear these questions being asked around them in their community. Anyone is empowered to ask to join in on service opportunities or “forced family fun” (as we lovingly call our activities) on and off campus during the weekends. Our campus body is empowered to impact our community positively. Girls Leadership is about supporting our students to engage in the community purposefully, respectfully, kindly, and honestly. Girls Leadership is about building community.

This year we served with WHEAT in Clinton, MA, helping to organize the food pantry and thrift store. We ran and walked in the Hot Chocolate Run, a favorite annual event supporting Safe Passage of Northampton, MA, an organization that provides survivors of domestic abuse with advocates and resources. We adventured to New Hampshire on our annual retreat, learning to cook together, working together as a team, and developing more community service opportunities with one another.

We look forward to seeing how the Girls Leadership community continues to empower Eagle Hill Students for the next five years and beyond.

* Overnight activities are only open to residents of Prescott and Harmsworth First Floor.

An overnight retreat in New Hampshire was a special bonding experience.

Building Community with Hardwick Elementary

By Liza Elkin, Dean of Students

Since March of 2022, a group of our dedicated Eagle Hill Proctors have been volunteering their time each month at Hardwick Elementary School, creating meaningful connections with fifth grade students. These visits are part of a community outreach initiative designed to foster mentorship, promote kindness, and encourage positive role models.

During these visits, the proctors plan large group games, small group activities, and supportive group conversations to help elementary students build confidence and practice the social skills necessary to foster positive peer relationships. This consistent monthly interaction allows strong relationships to form, making the younger students feel supported and inspired.

For our proctors, volunteering provides a valuable opportunity to develop leadership skills, empathy, and a deeper sense of community responsibility. Many of them find fulfillment in guiding and encouraging elementary students, often reflecting on how mentorship shaped their own early education.

The program not only benefits the proctors with social and leadership development but also instills a lasting sense of purpose and civic engagement. It’s a win-win initiative that strengthens bonds across age groups and contributes to a more connected and supportive school community. The proctors often note that visits with their elementary school buddies are the highlight of their month!

Giving Back, Changing Lives

Giving back is more than a tradition at Eagle Hill; it’s a way for students to lead with kindness and purpose. While there were many acts of generosity across campus this year, the school community came together for three important service initiatives: one supporting local families, another helping those affected by the California wildfires, and an ongoing sneaker drive benefiting children in the village of Kuruwita, Sri Lanka.

David Ford ’26, led a successful food drive on campus to support the Hardwick Area Food Pantry. Donation boxes were placed across campus, and students worked together to collect, sort, and deliver more than 500 items for local families in need. The effort not only provided critical supplies during the holidays but also brought the school community together in the spirit of giving.

Eagle Hill’s CORE ran a campaign to support the Los Angeles Mission and victims of the California wildfires. Thanks to generous donations and fundraising, students assembled seventy toiletry kits with essentials like toothbrushes, razors, toothpaste, and over three hundred diapers.

And what began in 2020 as a simple sneaker drive has grown into an annual tradition. Each year, students and families donate gently used sneakers to children in the village of Kuruwita, Sri Lanka—many of whom play sports in shared sneakers or without any footwear at all. This year, nearly a hundred pairs were collected, along with much-needed school supplies. A small group from Eagle Hill visited the school in Kuruwita for the second year in a row, personally meeting the children and seeing the impact of giving firsthand.

These initiatives reflect the heart of Eagle Hill School’s core values—honesty, respect, kindness, and purpose—by encouraging students to take meaningful action, build empathy, and make a lasting difference in the lives of others.

Toiletry essentials are packed into kits by the CORE group.

Proctor volunteers made connections with students at the Hardwick Elementary School.

Celebrating Community across Traditions

By Jane Alwis, History Teacher and Academic Advisor

Every community has a culture. We talk about the culture of a place as being that set of values, beliefs and practices, or traditions shared within a space or within a community that makes it unique. Eagle Hill has always been a campus of tradition. Some traditions, like Baccalaureate, have been around since the school's inception. Others are newer, like students ringing the bell on enrollment and graduation, signifying the beginning and end of their Eagle Hill education. Other campus traditions are not centered around school, but rather on the community members within, and are just as important.

It marks the beginning of the new year according to the lunar calendar and is a time for family reunions, feasting, and celebrating traditions. With students hailing from China, Hong Kong, and Thailand, it was important to add this celebration to our calendar.

Interfaith interactions live out the core values shared by all religions—values like compassion, respect, love, hope, and peace, which are necessary for sustaining life in all communities.

The thirty days of Ramadan began on February 28th, and Eid al-Fitr concluded it with a special dinner on March 29th. Ramadan is a time of fasting, prayer, and reflection for Muslims worldwide. It's considered the holiest month in Islam, and Muslims abstain from food and drink from dawn until sunset. It's also a time to focus on strengthening faith, reading sacred works, and doing good deeds.

There is more diversity on the Eagle Hill campus than I sometimes think we remember. We are a homogeneous group of diverse learners, but we come from a surprisingly wide range of backgrounds, traditions, and faiths. Being part of a community is about understanding our significant differences, recognizing our similarities, and working together for peace, justice, and healing in our world. This year we tried to honor some of those various backgrounds with some meaningful celebrations.

Passover is celebrated in April, and this year, a group of twenty-five students gathered and took part in a Seder blending both the traditional and the new. This commemoration of the Exodus of the Jewish people from Egypt is celebrated by a coming together to reflect, tell stories, and share the special meal.

Being part of a community that celebrates each other's traditions

For the second year in a row, we celebrated Diwali in November. Known as the Festival of Lights, Diwali is a five-day festival once celebrated only by Hindus, Sikhs, and Jains and is now one of the largest celebrations by many of Asian heritage. It marks the new year in the Hindu calendar and celebrates the triumph of good over evil and light over darkness. Diwali is a time for celebrating family, friends, and new beginnings.

On February 1st, we welcomed the Year of the Snake at Lunar New Year, a major cultural holiday celebrated by people of Chinese descent and many other East and Southeast Asian cultures.

through interfaith activities is a privilege. It is not about renouncing religions or combining all faiths into one; it is about constructive and positive interaction between people of different religious traditions and or spiritual or humanistic beliefs coming together. Many find that their understanding and respect for their own traditions is strengthened through friendship with people in other traditions, and that is our goal at Eagle Hill. Interfaith friendships reach out across the stereotypes and misunderstandings that lead to religiously motivated violence. They reinforce the idea that, regardless of religion or belief, every human deserves respect.

Interfaith interactions live out the core values shared by all religions—values like compassion, respect, love, hope, and peace, which are necessary for sustaining life in all communities. They also reflect Eagle Hill's core values of kindness and respect.

Celebrating Passover with traditional Seder blessings.

The Lunar New Year rang in the Year of the Snake.

Travel That Teaches

A journey into Sri Lanka through culture, community, and service.

By Jane Alwis, History Teacher and Academic Advisor

The imposing monolith of Sigiriya rises two hundred feet above the jungle, showcasing ancient master engineering with intricate architecture and fortifications carved into its rock face, all accessible via a challenging ascent of 1,200 stone and steel stairs.

This selfless desire to support and help where we can, in a way that we can, demonstrates the commitment of our community to the community of Kuruwita.

In 2020, I introduced the Eagle Hill community to the plight of children in the village of Kuruwita in Sri Lanka who were playing sports in shared sneakers or without sneakers. We, as a community, decided to help in a way that made sense to us—sending gently used sneakers from one student to another. Five years on, we are still sending sneakers, with just under a hundred pairs collected this year, along with some school supplies.

This selfless desire to support and help where we can, in a way that we can, demonstrates the commitment of our community to the community of Kuruwita. This commitment was also demonstrated by a small group from Eagle Hill visiting the school in Kuruwita for the second consecutive year.

Eagle

The visit to the school in a village nestled in the hills around Ratnapura occurred as part of a larger cultural exchange trip to the island nation of Sri Lanka during the February vacation. This year the group (consisting of five students ages fourteen to eighteen) and two parents spent ten days traveling from Boston, through Abu Dhabi, Negombo, Habarana, Sigiriya, Polonnaruwa, Kandy, Ratnapura, Galle, and Colombo before making the return journey. It was a roundtrip of just under 18,000 miles was filled with adventure and humbling experiences.

The Journey Begins

A Warm Welcome

When we arrived at the school around 9:30 a.m., we discovered that the entire school population had stopped their classes to welcome us with a traditional ceremony of flowers, dance, and herbal tea. Chairs had been arranged for us to sit whilst the students flanked us and stood to watch the dancing.

We then toured the school, chatted with the faculty and the children, and thought about their learning environment in comparison to our own. Whilst sitting in the desks of the sixth grade class, I know Miss Kat left a small message in a notebook for the owner of the desk to find. In a country with a rapidly growing IT sector with considerable investment from foreign companies, we were walking through a school with no computers and no access to the internet but so many smiles. David F. ’26 was enthralled. But I am getting ahead of myself here. This was several days into our trip.

On our arrival at Bandaranaike International Airport, we were met by the familiar face of our guide, George. George and I met last year when he was our trusted travel guide for our inaugural Eagle Hill trip to Sri Lanka. He greeted me like a long-lost friend and welcomed the rest of the group warmly. A twenty-minute bus ride

Students at the Kuruwita School show off their new sneakers.

Hill received a warm welcome from the students.

to our hotel in Negombo quickly deposited our tired bodies for the night.

The next morning, we woke to the sound of waves. Our hotel was on the beach! A few minutes later, it seemed like the entire tour group had telepathically signaled the common wish to feel the sand between our toes as we found each other wandering on the beach. With new bead and shell trinkets from an early morning vendor, we went to breakfast to experience a true Sri Lankan buffet spread. Pol roti, kiribath, seeni sambal, dhal, and curry were tasted by most for the first time whilst the less adventurous opted for eggs and bacon and breads and spreads.

Cultural Destinations

Soon we were on the bus to our first destination: the ancient cave temples of Dambulla. It was our first time on this trip learning of the expected requirements for temple attire, and we giggled as everyone learned how to wear a sarong. Mohamed M. ’28 took this in stride, but Zach L. ’27 was concerned that his would come loose.

stands as a testament to the master engineers of ancient times, boasting detailed architecture, fortifications cut out on the rock face, and a network of ponds and bathing pools on top.

A series of 1,200 stone and steel stairs ascend to the top, a workout for even the fittest.

We stopped often for Chloe Z. ’27 to take photos of every dog and monkey that crossed our path.

The famous paintings of the Sigiriya Damsels can be found along the way, as well as an enormous set of lion's paws carved out of the rock, the remains of the ancient gateway. Sitting on top of the world and watching the sun rise was breathtaking. A challenge was issued to capture the rising sun and the waning moon in a single photo frame.

The ancient kings of Sri Lanka turned these rock caves into a temple complex and monastery almost 2,000 years ago. The climb to the top of the rock offers sweeping vistas of the surrounding landscape and a sneak peek of the next day’s morning climb.

Starting day two in the dark, walking by the soft glow of lamps and iPhone light, encouraged the conversation to be limited to hushed tones, something of a first for a couple of our group. The iconic monolith of Sigiriya loomed ahead, rising two hundred feet from the surrounding jungles of an otherwise flat terrain. The rock fortress

The day had officially begun. A village visit was next, with traditional lunch and a cooking lesson. Lucia W. ’27 did a wonderful job adding ingredients and mixing the cooking curry. We learned how to scrape coconut and hull rice. We watched a demonstration on how to weave the coconut palm fronds for the roof.

A boat ride, and a tuk-tuk ride were squeezed in before visiting the ruins of the ancient capital of Polonnaruwa, where we wandered the ruins of the city. It was impossible not to think about what life would have been like, to think about the relationships between the buildings and those who dwelt in each. We laughed at the groups of monkeys who informed us with their actions; that, since lunch was done, it was grooming time.

Leaving the ancient cities behind, we traveled to the hill capital of Kandy: a picturesque city nestled in the hills on the banks of a lake constructed for no other reason except aesthetics. King Sri

Five students, two parents, and two faculty set forth on an adventure of a lifetime.

Lucia tries her hand at cooking.

Learning to weave coconut palm fronds.

Vikrama Rajasinha thought his palace would look better beside a lake! Today, Kandy is a vibrant melting pot of Sinhalese and Tamil artisans, known for their work in batik, wood carving, jewelry, and the ancient art of using spices in Ayurvedic medicine.

The Peradeniya Botanic Gardens may not sound like the destination of teenagers, but it was here that everyone found something of wonder. It was in Kandy also that we were entertained with the rhythm and movement of traditional music and dance, culminating in fire-dancing, something incomprehensible if not experienced firsthand.

Pooja the Cheeky Elephant

The following day was the day that Zach had been waiting for! From the moment that he signed up, he told me that he couldn’t wait to see the elephants. It is not a hidden fact, but not widely known, that Eagle Hill School is the adopted parent of a cheeky elephant by the name of Pooja. This came about at our visit to Millennium Elephant Foundation where we met Pooja, fed her some of her favorite snacks, walked through the park with her, and then bathed her in the creek. She responded to the bathing by giving elephant showers, arching her trunk back and jettisoning water over the person on her back.

ABOUT JANE ALWIS

Pooja is the mischievous member of the park, known for stealing the toys of other elephants and poking them as they walk past her. She has been known to rifle through the pockets of tourists and carry off bags. Having met her on several trips over the past ten years, I’ve watched Pooja grow, and she now holds a special place in my heart.

From the very large to the small: our next stop was a turtle hatchery, where we learned about the five species of turtles that swim in the waters around Sri Lanka. We heard about the dangers that the turtles face from fishing nets and trash in the ocean, then released day-old turtles into the waves. It is a sobering fact that only one in a thousand of those released will survive.

There were far too many experiences to cover in one article, unless the entire Compendium were to be dedicated to this trip. We had time swimming in the waves, walking on the beaches, and soaking up the sun at hotel pools. We wandered the streets of colonial forts and bustling cities and shouldered our way through a market. We had time for Zach to go sneaker shopping and for Lucia to try on dresses. We admired artwork in a street market and listened to the rain pelt down in a plantation. I am sure that each one of those on the trip will be disappointed because I left “that one thing” out.

Although there is much to see in Sri Lanka as a tourist, the act of being involved in community initiatives to sustain and advance those in need, is integral to this trip. Our visit to Kuruwita School, Millennium Park, and the turtle hatchery, are all aimed at having students and adults return to Eagle Hill committed to working toward being better, more aware members of a global community. International travel is a wonderful learning experience, but when that travel incorporates service, then it becomes more meaningful. If it is an opportunity to see ourselves as stewards of this wonderful world in which we live.

Jane, a frequent contributor to Compendium , hails from a small town in regional Victoria, Australia. She holds an arts degree with majors in history and philosophy, along with a minor in literature, and a Graduate Diploma in Secondary Teaching from a regional campus of LaTrobe University. After moving to the United States, she earned a Master of Education in Learning, Teaching, and Education Transformation from the University of Massachusetts, Boston.

Jane joined the Eagle Hill faculty in 2011 and has since become a core member of the teaching team, leading classes in world history, IB history, social justice, and writing. Her seventeen years of teaching in Australian public schools, focused on history and English—along with a memorable year at a small Catholic school teaching everything from math to cake decorating laid the groundwork for her teaching approach. After relocating to Massachusetts in 2005, she continued to build her expertise in public schools before bringing her experience and passion to Eagle Hill. Jane lives in Clinton with her husband and enjoys reading, cooking, gardening, and importing specialty teas.

Eagle Hill School is the adopted parent of a cheeky elephant by the name of Pooja.

A Place to Weave Rediscovering the art of weaving—from warp to weft.

By David Leahy, Science Teacher and Academic Advisor

Aformer art teacher at Eagle Hill, Nancy Skamarycz, possessed the rare skill of weaving. She taught our kids how to weave right here on campus using table-top tapestry looms, an art still taught today by Ms. Finleigh Riendeau.

Nancy also had a Norwood jack floor loom. Each year, she would prepare the loom for weaving, and throughout the year, our kids would weave many small projects. At the conclusion of the year, Nancy would cut these projects out from the loom and distribute the art to their creators.

Years later, Dottie Bachtold, longtime administrator and math teacher, gifted her jack loom to the school when she retired in 2018.

At that time, no one else at Eagle Hill knew how to weave or prepare a loom (called “warping”), so it was placed into storage in our new PJM STEM Center, where it remained for a few years. A little over two years ago, I stumbled upon the loom. Seeing such a nice, unused instrument, I began a search to find a good home for it.

While simply looking for a place to donate the loom, I stumbled across “A Place to Weave” a studio dedicated to weavers designing and creating art. The studio is owned by Beth Guertin and located in the town of Leominster, a forty-five-minute drive from campus.

Beth was willing to accept the loom, but she also offered to fix it so that our kids could enjoy weaving themselves. When I mentioned to Beth that I knew as much about weaving as I do about reading ancient Sanskrit, she offered a discounted rate for our kids to learn from her.

I then began a different search: to see if I could find students interested in learning how to weave. I had often noticed several students knitting and crocheting on campus, and I began by asking them. Thus, Eagle Hill’s inaugural weaving club began.

We started by creating scarves during our first year, which ran during the 2024 spring season. There was a lot of learning, a good deal of frustration, and perhaps more than the occasional trip to McDonalds on the way back to campus.

The club was a decided success, with Jessye K. ’26, Kellie J. ’25, and Liba V. all creating the most wonderful handwoven scarves from bamboo yarn. Liba even entered her scarf into a regional fair and won first prize!

We have just completed our second year of weaving, now a year long club. Our weavers have expanded their creations to include scarves, towels, journal covers, placemats, rugs, and more.

Weaving also now takes place on campus, with weaving club students completing projects on Dottie’s jack loom. Even Assistant Head of School for Academic Affairs, Dr. Michael Riendeau, has become involved, returning the school’s previously refinished antique, counter-balance loom that sat idle in his cellar for twenty-five years. The loom is now completely restored to working condition, thanks to the masterful support of Jeff Myra, our woodworking instructor.

To share a bit more of our experience with you, I humbly offer my nascent knowledge of the processes of weaving:

Step 1: Our kids select several yarn colors for the warp of their project, showing a tremendous amount of creativity while designing their own unique projects.

Selecting a variety of colors and fabrics to create their own unique art.

Step 2: Our weavers calculate the length and width of their projects with allowances for loom waste and garment shrinkage. They are then able to determine how much yarn is required for their warp.

Step 3: Our weavers began to wind their warp, a process of looping their warp threads around pegs to achieve the correct length, while removing any imperfections found in the yarn.

Step 4: Our weavers now chain their warp, securing it for the next step in the process.

Step 5: Our weavers next sley the loom reed. Sleying ensures that their warp yarn remains spaced out properly as they weave.

Step 6: There are many patterns with which you can weave

Blue Ribbon—Turnbridge World’s Faire.

The warp is the set of threads that is strung over the loom, holding tension as you weave. Here, Olivia J. demonstrates the process of winding the warp.

Dottie’s jack loom, back in action!

J.L. Hammett, Model #401-4 “Riendeau”—originally created for weaving rugs.

a garment. “Plain weave” is the most common textile pattern in use today. Our kids selected several different patterns, including “broken twill” and “horizontal stripes.” To achieve these different effects, our kids thread their heddles, following specific patterns so that their loom shafts will operate correctly.

Step 7: Next, our kids lash-on their warp to apron bars at the front

and back of the loom. This creates the tension necessary to weave. Step 8: WEAVING TIME! Our kids spent many hours carefully passing a shuttle through their warp sheds. This portion of the garment is called the weft, which our weavers beat into place to create their finished garments.

ABOUT DAVID M. LEAHY, Ph.D.

David, a native of Framingham, Massachusetts, is a career educator and was recently named a faculty fellow at Eagle Hill (see announcement in the School News - Top Stories). He has served as an educational instructor and administrator in New York, California, and Florida before returning to his home state to raise his son, Lincoln Bernard, around his family.

David is an alumnus of Cornell University, where he earned his bachelor’s degree in chemistry and his master’s degree in teaching. After years of teaching science, he pursued a PhD in educational administration and policy at the University of Michigan in Ann Arbor.

Joining the Eagle Hill family in the fall of 2019, as a science instructor. David teaches courses in physical science, chemistry, and physics. He has significantly contributed to expanding our science department’s offerings, including introducing the unique experience of beekeeping for students.

A “heddle” is a looped wire with an eye in the center, through which individual strands of warp yarn are passed. The heddles are attached to shafts, the moving frames of a loom that raise portions of the warp yarn at different times, allowing for the creation of different weaving patterns.

Olivia J. ’28 lashing on to her apron bar.

Merrin A. ’28 carefully sleying her warp through the reed.

Kellie J. ’25 creating her finished fabric by adding her weft.

A Breakdown of the Four Main Loom Styles

Looms come in various styles, each offering unique weaving capabilities and techniques. Here’s a quick overview of the main types:

Counterbalance Looms:

Looms Available at Eagle Hill School

J.L. Hammett #401-4 “Restored EHS”

Counterbalance looms use pulleys or horses to balance shafts, providing smooth treadling control. They typically feature two to ten shafts, often tied up with four for simplicity.

Countermarch Looms:

Countermarch looms, popular in Scandinavia and Europe, offer independent shaft control for perfect sheds and versatile weaving. They utilize a dual set of lamms for comprehensive shaft tie-up.

Jack Looms:

Jack looms have shafts that work independently, positioned below the warp path. They rely on heavier shafts for tension resistance, requiring looser warp tension and benefiting from temple usage.

Drawlooms:

Drawlooms expand pattern capabilities with two harnesses: one for ground weave and another for intricate patterns. They offer flexibility in design but require careful planning and additional loom depth, especially with more shafts.

This four treadle, counter-balance loom dates to the late 1800s. Rescued by Assistant Head of School of Academics, Dr. Michael Riendeau, this loom was modified by a previous owner to use only two harnesses. With the help of our master woodworker, Jeff Myra, the loom has been rebuilt to its original four-harness state.

J.L. Hammett #401-6 “Cambridge”

This six treadle, counter-balance loom dates to around the early 1900s. The additional two treadles allow for easier “plain weaving.” Prior to its arrival at Eagle Hill School, this loom resided at the Cambridge School of Weston, where it was used for many decades until their weaving instructor retired.

Norwood Loom “Dottie”

“Cambridge” loom.

Dottie’s four-treadle jack loom dates to around the 1980s. There are no model markings, but it most closely resembles the current Schacht loom model: “Wolf Pup.” This loom was donated to Eagle Hill School by our former math teacher and administrator, Dottie Bachtold.

Left: Jessye K. scarf. Top: Merrin A. table placemats.

Left: Isla M. scarf. Top: Olivia J. scarf.

Left: Kellie J. journal covers and purse. Top: Liba V. journal cover and purse.

Beyond the Photograph

Experiences that opened our eyes to Costa Rica and Panama.

By Andrew Ward, Science Teacher, Academic Advisor, and EF Tours Trip Coordinator

Capturing the moment outside the Museo Nacional de Costa Rica.

Growing up in the 1980s, I can vividly remember a time when most memories weren’t so easily supported by photographic evidence. To obtain a picture of your experiences required a camera and film and eventually a little booth in the grocery store parking lot to develop your photographs. A week or more later, you would receive the highly anticipated pack of a couple of dozen glossy photos of whatever event was so important that it involved photography. The invention of the disposable camera certainly made for more events to be filmed. But the value of each shot was still meaningful, as you got about three dozen opportunities to take your best photos before the inevitable disappointment of the continuous winding of the wheel indicated that you were out of film.

When we started our annual international spring trip tradition in 2003, with a trip to the Galapagos Islands, the event seemed so worth capturing on film that I brought along a camcorder as well. Digital cameras had recently replaced film, and the delayed gratification of waiting to see what you captured was dead. I didn’t fully realize the power of this technology until the next year, when we traveled to South Africa and visited an orphanage in an informal settlement in Cape Town.

The children there had never seen their own image in such a way, and the EHS students couldn’t get enough of sharing pictures of the kids as piles of laughing, gleeful faces crowded around the tiny camera screens to see themselves on film for the first time. Even today, twenty-two years later, none of those students would need a picture to remember that experience, and no picture would do justice to the memory. These events shape the worldview of the students, parents, and faculty who take the opportunity to see the world where it is.

This year, we endeavored to travel somewhere warmer than Iceland, our 2024 excursion. Central America seemed a safe bet to escape the waning New England winter and transport our group into full summer mode. While Costa Rica is a relatively small country, the number of places to go and experience seems endless. Despite this being our third trip to

Costa Rica, the only place that was familiar to me was the airport.

After a brief tour of San Jose, Costa Rica’s capital, we ventured south to the original capital city of Cartago. On the way, we stopped at the Santiago Apóstol ruins, an unfinished church from the early 1900s. The church had been converted to an outdoor garden with paths that circled ponds and fountains, all surrounded by meticulously kept local flora.

If you could design a miniature version of the Garden of Eden, this would be it. This place was so photogenic, that a younger version of myself would have burned through all of my disposable cameras in this one location before our trip even started. Despite now having the technology of a modern phone that allows for unlimited photos to be saved in the cloud, the thought of making my pictures count is still ingrained in my Gen X brain.

Cartago also boasts the country’s largest Catholic church, Basílica de los Ángeles, which hosts “La Negrita,” the national patron of Costa Rica. This was our next stop, and arriving here on Good Friday added an even deeper experience for many on the tour.

the ocean behind allowed for some additional relief.

We didn’t have to walk far before we spotted monkeys, sloths, iguanas, crocodiles, and the star of the show, a juvenile eyelash viper that was as vibrantly yellow as it was venomous. The monkeys in the canopy seemed to be as much entertained by us as we were by them. Watching them effortlessly navigate the canopy, many with babies clutching tightly to their mothers, was a joy to witness in the wild. As the heat increased, the group ventured out to the beach where everyone was keen to enjoy the warm Caribbean sea with waves just big enough to body surf. Upon our return to the headquarters of the park, our guides had fresh fruit and cookies to share with the group.

Things would heat up that afternoon as we traveled further south to Puerto Viejo, where we met our dance instructors and broke a serious sweat learning traditional steps from the natives. While the kids picked up on the dance moves with little effort, it was here I became convinced that I prefer salsa on a chip.

The next day, we headed further inland from the coast to one of Costa

From there, our group traveled east to the Caribbean coast in a region just south of Limón, known as Cahuita. Our hotel was a stone’s throw from Cahuita National Park. The park is situated on a peninsula where the jungle meets the sea. Our local guides brought us along well-kept paths to seek out unusual animals hiding in the trees that surrounded us. We were protected from the heat as the paths were well-shaded by the canopy above, and

Rica’s most expansive rainforests at Veragua. Despite the forest being several miles inland, this would be the first place you could see the ocean from the mainland if you were traveling east through the country, hence the name Veragua, which translates to “see water.” This was likely the most three-dimensional rainforest I’ve ever witnessed in the world, to the point where we needed to take a cable car from the headquarters to the river bottom.

Here we had the chance to hike along boardwalks that wound

An inside look at the Basilica de los Ángeles in Cartago.

The beautiful gardens at the Santiago Ruins, an unfinished church from the early 1900s.

around what would otherwise be an impenetrable jungle. The research facility at the top hosted a snake exhibit where we could see several native species and an amazing frog exhibit with an indoor section that replicated night so that viewers could see the many nocturnal species that would otherwise hide in the daylight. The butterfly garden ironically had fewer butterflies in it than if we had just stepped outside into the actual jungle where it was located.

would just be a forest, and that would be boring.”

The irony of replicating a rainforest within a rainforest was not lost on the group. While we lucked out time and again with the weather throughout the trip, here in the rainforest, we had our first significant downpours, which nobody seemed bothered by. One of the students remarked, “If it didn’t rain here, it

This particular group of students seemed keen to volunteer for everything on this tour.

Having students so willing to step out of their comfort zones and fully immerse themselves in the local culture through dancing, cooking, drumming, singing, or even trying to shoot

a coconut with an arrow makes these tours so enjoyable for everyone involved.

Later that evening, we headed into a local neighborhood to Doria’s house. Doria had us all put on aprons and taught us how to make Afro-Caribbean-style rice and beans and fried plantains, among other things. Immediately recognizing her audience, Doria cranked some tunes, and the group seamlessly shifted between cooking in the outdoor kitchen and practicing our new moves on the dance floor. The food was delicious, the mood was high, and Doria was pure joy.

Above: A venomous vibrant yellow juvenile eyelash viper.

Below: Max H. ’27 and Carter C. ’26 fry plantains at Doria’s dinner.

The group shows off their dance moves while visiting Puerto Viejo.

It wouldn’t be a rainforest without a little rain!

The group had some time to relax on the bus the next morning as we traveled to the Bri Bri indigenous village south of Cahuita. While the village seemed set up for tourists, there existed a great deal of authenticity in the people who lived there. This was evident in how they shared their language and customs with the group. Here, students had the opportunity to make chocolate by participating in every process from collecting and roasting the seeds to grinding them into a paste of pure cocoa.

We learned that there were several varieties of bananas, and that it was a bad idea to eat the “wild ones” unless you wanted to spend the rest of your vacation on a toilet. The students were served chicken, rice, and beans wrapped in banana leaf bowls for lunch and had an opportunity to try their hand at shooting coconuts with a bow and arrow. I think the latter was to entertain the locals running the show. One student managed to save face for the whole group, being one of the first tourists in the history of the village to actually hit the coconut. Way to represent EHS, Nick!

As the day heated up, the group was keen on getting back to the beach to cool off in the ocean. Our afternoon would be spent at Punta Uva, which boasts more postcard-like scenes than any beach I’ve ever visited. I’m guessing several more disposable cameras’ worth of footage was taken at this one beach alone.

A narrow freshwater river penetrated the jungle here, which flowed gently to the sea. The kids hopped into kayaks to paddle merrily down the stream. If you have a song in your head right now, that was intentional. The kid’s kayaking skills were questionable as they paddled in every direction except straight ahead. While some groups fared better than others, it was

a memorable experience for everyone. Punta Uva will go down as one of my favorite beaches in the world.

Crossing into Panama the next day, the students welcomed a long bus ride across the country to the Pacific side as they recovered from all the activities in Costa Rica. This was a new country to EHS, and it certainly didn’t disappoint. Our first full day in Panama was spent at the Chiriquí Viejo River, where we donned helmets, life jackets, and paddles to take on the rapids in our somewhat miniature-sized paddle rafts.

I’m not sure we arrived in the peak season for this excursion, as the river was quite shallow and the rapids less exciting than finding the occasional snake basking in the trees hanging just over the river. The students didn’t seem to mind much and enjoyed swimming in the river, perhaps even more than the “rapids.”

The sun seemed to get the best of us that day, and we welcomed a cooler venue the next day as we traveled to Boquete, a fabulous town in central Panama, where the altitude, coupled with the latitude, makes the temperature rather perfect all year round. Many in the group were actually chilly with the cool breeze and low humidity that seemed so unusual for the tropics.

We spent the first half of the day at Tree Trek, a park that hosted some of the most epic ziplines I’ve ever seen. While one group was zipping across valleys along nearly three miles of cable strung among the twelve stations, another group was hiking across the valley on a series of hanging bridges that offered epic views of the surrounding region. This day proved to be a highlight for many on the tour.

In the afternoon, we had time to explore the town with its quaint

Students made chocolate by roasting and grinding cacao seeds into paste.

Nick St. L. ’27 aims for a bullseye by hitting a coconut.

flower gardens and local shops. Boquete is a hidden gem in Central America and a place I would seriously consider revisiting.

To end our tour, we took a flight south to Panama City, where we had the opportunity to head out on Lake Gatun, a man-made lake that serves as the primary passage for ships to navigate across the country from one ocean to another. The lake is essentially the Panama Canal, connecting the locks between each coast. The lake hosts a series of islands rich with local flora and fauna. It was here that students had the opportunity to get very close to several species of primate indigenous to Panama. The group also saw firsthand how the canal was built and could see the locks working in real time as we witnessed a cruise ship moving through the system.

Our last evening in Panama City was spent in Panamá Viejo and Casco Viejo, which looked very much like a cleaner version of the

2026 Trip to Vietnam

Next year’s overseas trip will take us to Vietnam, where we’ll travel from Ho Chi Minh City in the south all the way to Hanoi in the north.

Scan the QR code to learn more.

ABOUT ANDREW WARD

French Quarter in New Orleans. This was another area where the group wanted to spend more time. We saved our best outfits for the final dinner, where the hosts put on a show for students who were eager to join.

This particular group of students seemed keen to volunteer for everything on this tour. Having students so willing to step out of their comfort zones and fully immerse themselves in the local culture through dancing, cooking, drumming, singing, or even trying to shoot a coconut with an arrow makes these tours so enjoyable for everyone involved. This includes all the wonderful locals who opened their homes and communities to us. I’m always proud to travel with our students who serve as ambassadors for our school community and our nation more broadly.

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While a younger version of me would’ve run out of film before we even left the Garden of Eden at the Santiago Apóstol ruins, we’re lucky to have hundreds of photos from the entire trip saved on SmugMug.

Scan the QR code to see more!

Andrew grew up in Sterling, Massachusetts, and his family has been a part of the Eagle Hill community since 1984, when his older brother first attended the school. Andrew studied anatomy, microbiology, and social sciences at the University of Florida and earned his master’s in education and curriculum development from Fitchburg State University. Andrew has taught courses in biology, anatomy & physiology, and many others at Eagle Hill School since 1999 and has been the school’s international trip coordinator since 2003. He also serves as an IB faculty member, academic advisor, and head coach of the varsity golf team. Andrew lives in Hardwick with his wife, two daughters, and son Aiden, who is a member of the Eagle Hill class of 2028.

Kayaking the Chiriquí Viejo River in Panama.

Dressed to impress for a night out in Panama City’s historic districts.

Baccalaureate 2025

Beyond the Bell: Lessons in the Long Game

A transcript of the faculty address.

By Mr. Thomas Hopper, English Teacher and Academic Advisor

Good evening, families, friends, fellow faculty, loved ones, members of the Board of Trustees, and other distinguished guests. It’s great to have you here to celebrate and honor the Class of 2025.

Tomorrow you’re going to ring the bell. As you ring it, I want you to think about the person you were the last time you pulled its cord. Think about your hopes and fears, your weaknesses, your strengths, and how you have grown into a better version of yourself in your time here. The last time you rang the bell, you announced your presence on our campus. Tomorrow, that bell is your shout into the wind, a statement that you are on your way and the world had better look out.

You’ve proven to us that you’re ready. After all:

• You got up at 4:00 a.m. to row at regattas.

• You got up at 5:00 a.m. to make pastries.

• You hit the gym at 6:00 a.m.

• Between 8:40 and 3:15, you did a bit of. . . what was it?

• You studied until 10:00 p.m.

• You rehearsed until 11:00 p.m.

• The midnight hour often found you returning from a trip.

• You sacrificed eight consecutive Saturdays for wrestling tournaments.

• You killed, spiked, pancaked, and six-packed in volleyball.

• You ran up the gate one hill, “Killer Kelly,” at Cross Country meets.

• You ran the Hot Chocolate 5K with Girls Leadership.

• You ran that snack bar.

• You ran for Student Council.

• You depleted the art room of its supplies.

• You depleted Carmen of her milkshakes.

• And you depleted my beard of its non-gray hairs.

You should be proud of yourselves. But if you think that our time together was aimed only at creating a solid resume, you are sorely mistaken.

Instead, our time here was centered around creating an environment where ideas flowed freely, where we could share our stories and selves without judgment, and where we could engage together in a flourishing life.

As you emerge into your adulthood in the coming years, I want you to know there are two games in life. There’s the short game, and there’s the long game. The short game has winners and losers, right and wrong. You have competition in the form of other people, and you succeed or fail according to a set of outside rules that you didn’t make yourself. Playing the short game is helpful. It helps you perform under pressure, and it promotes a little competition that gets the blood pumping. On the other hand, there is the long game. The long game has no clear winners or losers. Rarely does it have a clear right or wrong. And your competition is yourself, because the purpose of the long game is growth over time. Playing the long game promotes cooperation, trust, and risk-taking. In this game, you achieve success in the way that you define it.

losing the relationship. And it’s time to start thinking about which one of those is more important.

“As you emerge into your adulthood in the coming years, I want you to know there are two games in life. There’s the short game, and there’s the long game.”

It’s far better for me, in fact, to have a long-game conversation. I would pull the student aside for a one-on-one talk that might go something like this: “Have you considered that you might have disrespected your classmates by flouting the rules? Has it occurred to you that you were disrespecting me and my intellectual work? That you caused yourself to miss out on improving your focus, or that you rejected the opportunity to gain a fuller perspective of the world?

My life is no stranger to the tension between the short game and the long game. Let me tell you about one of those times. My first grade in college was thirty-eight out of one hundred points, and it felt like getting punched in the stomach.

It was on a quiz in Ancient Greek 101, which is just as hard as you think it was, only I didn’t see it at the time. I thought, “I had Latin as a sophomore. I got this whole classics thing. So what if it’s a new alphabet? I’ll just figure it out.”

Plot twist: I did not have it figured out. And I got a thirty-eight out of one hundred. But on that quiz, under the pool of red ink, my professor wrote the following: “This is a beginning.” This is a beginning. Short game, meet long game.

We at Eagle Hill have been playing the long game with you. “We” being teaching faculty, dorm parents, advisors, coaches, the staff of the health center, of dining services, of maintenance and facilities, housekeeping staff, the main house staff, college counseling, admission, even the faculty dogs. All of the dogs. We’ve been playing the long game with you.

Unfortunately, the long game and the short game can come into tension. Imagine a student who leaves class for fifteen minutes and comes back with a smoothie from Carmen’s. As a teacher, I have a choice. I can have a short-game, right-wrong, win-lose conversation. Have no doubt, I’m going to win that one, and in some cases, it would be important to do that.

However, if you find yourself in an argument with a person and you’re trying to win rather than trying to listen, I want you to know that while you could probably win the argument, you risk

It was game on, and I had to step it up. I would copy down everything I needed to memorize on index cards. And then, on the half-mile walk from my dorm to classes, I would chant that information to the rhythm of my footfalls and memorize it.

My parameter for success in classics was doubling that score to roughly an eighty. I was finally hitting that goal in my junior year classics courses. As a senior, I wrote an honors thesis about Homer’s Odyssey. I was thrilled to have done that. It’s one of the biggest achievements of my life. From that dedication to the classics, and with the support of our school leaders, I started the Classics Certificate at Eagle Hill. Our program here has grown and has now awarded the Classics Certificate to thirty-three students over the last nine years. If I had given up with that thirty-eight, their lives would be significantly less enriched and my life less purposeful. In fact, just about everything good in my life came from that

thirty-eight. I attended graduate school, met my wife, started a fulfilling career, co-edited a book on Shakespeare, and had three children. Along the way, I’ve had people in my life to keep me in the long game. My parents. My friends. My mentors. My wife. And you, my students.

Likewise, find people who have your best interest at heart, whom you regard highly for their character, and cling to them. Their opinions should matter to you more than anyone else’s.

When challenges arise, ask yourself if you’re playing the short game or the long game. One path enlarges your opportunities in life, and the other shrinks them.

Tomorrow, after you ring that bell, you’ll have something not many people have: an Eagle Hill diploma. That’s a sign that you’re already playing the long game. I know this because among you are:

• Athletes of the year

• IB Diploma Programme candidates

• Conference champions

• Honor roll streakers

• Club leaders

• World-travelers

• Language enthusiasts

• Musicians

ABOUT THOMAS HOPPER

• Stage performers

• Artists

• Fashion designers

• Accomplished equestrians

• Game fishermen

• Simmers

• Star Wars experts

• Bodybuilders

• Park rangers

• Roboticists

• Interns at non-profits

• Small business owners

• Fundraisers for cancer research

• Future nurses, teachers, and doctors

If, in any way, our labor has made your path smoother or has complicated and enriched your perspective, then our effort has been worth it. Eagle Hill will always be your home. We will continue to be your mentors. But we are what you grow beyond. Stand on our shoulders as you look to the horizon. Tell us what you see, and lead us there.

We need you.

Thomas studied English and Classics at the University of North Carolina at Chapel Hill. Afterward, he relocated to the Pioneer Valley and earned his Master of Arts in English from the University of Massachusetts Amherst. During his time at UMass, he contributed to the editing of the academic journal English Literary Renaissance . Alongside Arthur F. Kinney, he co-edited A New Companion to Renaissance Drama (Wiley, 2017).

At Eagle Hill School, Thomas teaches IB Language and Literature and established the Classics Certificate program. This program offers annual courses designed to introduce students to classical literature.

Watch Mr. Hopper deliver the faculty address.

Mr. Hopper shares a lesson on the long game with the Class of 2025.

COMMENCEMENT 2025 - End of Year Awards

NBS Outstanding Faculty Award:

Mr. Tim Shaughnessey

The Norma B. Shields Outstanding Faculty Award is named for one of the founding members of the Eagle Hill School community and is given each year to the faculty member who best exemplifies Mrs. Shields’s unyielding, heartfelt dedication to the students of Eagle Hill School.

Kneeland Distinguished Service Award:

Mrs. Carol Lorion

The Thomas A. Kneeland Distinguished Service Award is awarded annually to a member of the faculty or staff who consistently goes above and beyond the call of duty and who continually strengthens the EHS community in a quiet, dignified, and unassuming way.

Student Council Faculty Appreciation Award:

Dr. Eric Stone

The Student Council Faculty Appreciation Award is presented to a faculty member who has built a mutually respectful relationship with students, challenges them as individuals, and has taken the time to stop and pick them up when they needed it.

STUDENT ACHIEVEMENT AWARDS

Arts Department: Griffin Krombach ’26

Computer Science Department: Gordon Humber ’26

Diversity and Social Justice Department: Ethan Starr ’26

English Department: Kaitlyn Gregory ’25

History Department: Andrew Beatrice ’26

Achievements in Makerspace: Zack Davis ’26

Mathematics Department: Reese Cohen ’25

Physical Education Department: Julian Kaufelt ’25

Reading Department: Colin Mannheim ’28

Science Department: Sam Ruggles ’26

Social Emotional Wellbeing Department: Eva Goodrich ’28

World Languages Department: Kai Gottsegen ’25

Our Core Values:

Life at Eagle Hill is driven by the observance of our four key values: honesty, respect, kindness, and purpose. Whether it be in the classroom, on the athletic field, or socially among friends, our belief is that decisions and growth are best navigated with strong underlying ethics. These core values are the foundation on which our students build lives of decency, consequence, and pride. We are pleased to recognize these students for their embodiment of these values.

KEEPERS OF CORE VALUES

Honesty Respect

Gordon Humber ’26

Kindness

Maidee Brown ’26

Zack Davis ’26

Maeve Kerins ’2 6

Jackson Waryas ’26

Purpose

Jessye Kramer ’26

Sam Ruggles ’26

STUDENT COMMENCEMENT AWARDS

Ronald M. Baglio Student Life Leadership Awards: Daniella Martin-Moreno ’25 and Evan Turcotte ’25

Head of School’s Cup Award: Reese Cohen ’25

Thomas A. Schneider Entrepreneurial Award: Harrison Barker ’25

Egenberg Character Award: Sam Ruggles ’26

Be Like Brit Award: David Ford ’26

Citizenship Award: Bri Wood ’25 and Bea de Montfort Walker ’25

Commencement 2025

Guided by Our Core Values

A transcript of the senior class address.

By Harrison Barker, Class of 2025

With great gratitude, I am here to welcome all of the friends, family, faculty, staff, and trustees to the graduation of the class of 2025. But most importantly, I am here to welcome my fellow graduates as we take this monumental step forward in our lives. As eager as some might be to embrace and look forward to what the future holds, taking the time to look back at what got us here is just as important. Today, we are sitting here because, over time, we have come to embody Eagle Hill's four core values: honesty, respect, kindness, and purpose.

Talking about the class of 2025 is a special privilege, one that you might imagine is typically given to the most accomplished students. Despite not having the highest ACT score, the best math grades, or the greatest number of athletic awards, I think I can represent the senior class here today.

I feel as if Eagle Hill isn't about any single achievement or performance. Eagle Hill is about us becoming the best we can be,

personally. And for me, I've come far in reaching this finish line. First day of freshman orientation: I was as nervous as any new kid would be at a new school. Looking around, it didn't help to think that other kids may have already made friend groups as they knew each other from the summer program. I didn't know if this was going to set me back or not, but as the day progressed and I met more people, I was welcomed with open arms and continually reassured. For example, talking to Mr. Koczur and Mr. Rick Macdonald, whom I initially thought were the security guards standing side by side, I immediately understood that they talked to me and my parents as if we weren't strangers at all.

Fast forward, I was standing in line ready to ring the bell to officialize my status as a student. Vividly, I remember a couple of us were asked who wanted to be the first to ring the bell, and I volunteered. I was as surprised as I would have been by winning the lottery. There I walked up and shook hands with Dr. McDonald while ringing the bell, and to this day I'll always

remember the words, “Just look around and smile.” That has always stuck with me, reminding me of the connection he had with the students at Eagle Hill, as well as one of the core values Dr. McDonald always encouraged: purpose In high school, finding your purpose is something that will eventually come to mind, yet it may seem that everyone around you already has it figured out. For me, mid-way through junior year, during the trials of Dr. B’s chemistry class, I finally found that perseverance, the kind that allowed me to learn from my mistakes and seize the opportunities that were given to me. I managed to navigate my way through all the work piled up on me, prioritizing what needed to be done and meeting the goal. Finding that purpose didn't just happen by myself, but it was partly due to my very own classmates around me, who were all in the same position. It wasn't a sense of competition or comparison. It was the thought of my own peers who were just like me, being able to overcome these challenges that motivated me. Along with my teachers, the class of 2025 helped me discover the purpose that I needed.

Another core value is honesty. In ninth grade, I'm sure it had a different meaning to me than it does now. Back then, I had a harder time being honest with myself. Was I wrong for playing music loudly, going on the intercom at night, or hanging out of the windows of Dana Hall? I probably was, but

honesty had a lot less value to the freshman Harrison.

I quickly learned honesty had a deeper meaning, applying to everyday obstacles such as whether I tried my best with homework, took responsibility for my actions, and made amends with others. Honesty is something that has driven me and our class to keep pushing forward and take ownership in order to achieve success. Similar to another one of our core values, kindness.

Kindness is easily one of the most overlooked core values, yet it's actually the foundation of our community, allowing for the growth of students over the years. Showing kindness to all our differences, whether it is how someone learns or socializes, or if it is about their heritage, we show kindness when we show acceptance of each other.

During my first year here, I was able to experience this kindness,

and not just from teachers or roommates, but also from the upperclassmen who, regardless of my age or background, showed acceptance towards me.

During the first week of wrestling practice, I remember slapping our captain, Aiden H. on the back, mistaking him for my friend as we were in line to check weight. And while any freshman would expect to be scolded by a senior, to my surprise, he turned around and laughed while assuring me it was fine as I frantically apologized.

To this day, I remember this because of the sense of acceptance it gave me, allowing me to feel more welcome throughout the season. The same kindness Aiden gave me, I was fortunate enough to be able to return to other freshmen this year—Henry H. ’28 and Kit J. ’28, for example. I was in their shoes four years ago. Together, this is how the class of 2025 has learned to show kindness and pass it

down to the next generation.

Even in more recent times, as we finished up the 2024-2025 academic year, we relied on kindness as much as we did on the first day of school.

Kindness may not always be shown in a positive, affectionate way, but can also be shown through a stern talking-to from someone who is looking out for you. For me, one of these times was when my advisor, Mr. Kanozek, was yelling at me across the dining hall, telling me to leave, trying to prevent me from getting involved in a confrontation. Fast forward a week, and I was crying on his shoulder due to the unexpected passing of my uncle that morning.

Times like these make you turn to the people around you, seeking comfort, reassurance, and knowing that kindness will follow. That is guaranteed for everyone here at Eagle Hill.

Congratulations to the class of 2025!

Respect—another of our core values—is something that begins with yourself and then makes its way to everything and everyone around you. Once you learn how to accept yourself, that’s when you can find self-respect.

At Eagle Hill, plenty of students come here not knowing how to express themselves, or how to find that acceptance, but soon enough, it comes. For me, it started with finishing up ninth grade, which helped me immensely. That success and confidence I gained helped me over my next three years here. Realizing the progress and impact I had made here gave me that self-respect.

“ We are here today not despite our different styles of learning and our different ways of expressing ourselves, but because we acknowledged and embraced those differences.”

After that, I wanted to pass the respect around, the same way it was given to me. The same thing occurred with the class of 2025; we gave each other the respect that we had benefited from during our first years here at EHS.

Before I conclude my speech, I would like to thank the Eagle Hill community for shaping our experience and preparing us for what's next.

We are here today not despite our different styles of learning and our different ways of expressing ourselves, but because we acknowledged and embraced those differences.

Most importantly, thank you to the class of 2025 for pushing yourselves and me to be where we are today. Every student graduating goes forward with the knowledge of our core values: honesty, respect, kindness, and purpose. Over our lifetime, we will reach our goals with the support of these values. Whether we find ourselves in the middle of a struggle or coming close to tasting success, our values will always be in our hearts, guiding us through the journey of our lives.

Thank you, class of 2025.

Watch Harrison deliver the senior address.

COMMENCEMENT 2025 - Graduating Class

Amy Almonte

North Shore Community College

Owen Anderson

Bryant University

Harrison Barker

College of Charleston

James Behenna

Landmark College

Blue Betancourt-Poor

Wheaton College - MA

Matthew Boova

Marist University

Emma Bullock

Assumption University

Giorgia Capobianco University of Oregon

Reese Cohen

Tulane University of Louisiana

Griffin Connolly College of Charleston

Beatrice de Montfort Walker

American University

Justin Dowdell

Syracuse University

Booker Erskine

Rochester Institute of Technology

Danielle Friedman

Syracuse University

Kaitlin Gottsegen

Champlain College

Kaitlyn Gregory

Denison University

Liam Hennessy

Hampshire College

Ethan Highfield

Butler University

Ciara Jamieson

Clark University

Courtland Jones

Glion Institute of Higher Education

Kellie Jones

Alfred University

Julian Kaufelt

Elon University

Eli Kern

The Ohio State University

Brielle Korros

The University of Tampa

Thaddeus Krimendahl

George Washington University

Morgan Levy

Lynn University

Allegra Lipman

University of Denver

Owen Lucht

Westfield State University

Daniella Martin-Moreno

Le Cordon Bleu

Alexander McGee

Syracuse University

Lexi Milne-Pott

American University

Jack Moreland

Mt. Wachusett Community College

Oliver Myers-Elkins

American University

Allison Racine

Western Colorado University

Henry Riley

University of California (Berkeley)

Charles Ringewald

Syracuse University

Victoria Rooney

Dean College

Leo Schuman

Lynn University

Jeremy Shapiro

Marquette University

Adeline Silva

Morehead State University

Noah Slotnick

Gap Year

Isabelle Thompson

Skidmore College

Evan Turcotte

Clarkson University

Daniel Wasserman

Massachusetts College of Liberal Arts

Asher Weber-Shute

Champlain College

Gabriel Wheeler

Ohio Wesleyan University

Brianna Wood

Lynn University

Callie Ryan Yancey

University of Michigan (Dearborn)

Scan QR code to view baccalaureate and graduation photos.

to

It starts with a spark. It lasts a lifetime.

The faculty of Eagle Hill do more than teach subjects. They reframe learning, instill optimism, and unearth potential. It’s not just about what ours students learn; it’s about who they become. Your participation in the Annual Giving Fund makes this possible.

By supporting faculty and staff compensation and benefi ts, you empower Eagle Hill to attract and retain a faculty of excellence.

Commencement 2025

Don’t Let the World Decide Who You Are

A

transcript of the commencement address.

By Mr. Rich Gelfond, Chief Executive Officer of IMAX Corporation

Thank you, Chair Waller, and thank you to the distinguished faculty, alumni, and the class of 2025 for having me here today. It's an honor. I'm Rich Gelfond, and as you can see, I'm a star basketball player. No, it's true. I was the starting center for a team called The Delusionals, a collection, at the time, of fifty-something desk jockey weekend warrior executives trying to relive the glory days on the hardwood. Not in the NBA, just a rec league in Eastern Long Island. We might have been called The Delusionals, but we had very high hopes. Sadly, our first game was a very tough draw. We played a team of employees from Sports Illustrated. Can't win them all. Which apparently only hires former Division 1 college hoopers who were over six foot, five inches. In a word, it was ugly. They ran us out of the gym. I had a few shots blocked into the next zip code. We didn't have a chance in hell of beating these guys. But that certainly didn't stop us from trying. If I'm being honest, nothing ever stops me from trying.

When I'm not shooting hoops badly, I'm the CEO of IMAX Corporation, a company that builds and sells the biggest and best movie theaters in the world and works with filmmakers to shoot and produce blockbuster movies in pristine quality.

Fortunately, I'm better at shooting movies than shooting baskets. We regularly do business with folks like Chris Nolan, Greta Gerwig, Michael B. Jordan, Zendaya, and everyone from Marvel to Minecraft. Oppenheimer, Avengers Endgame, and Top Gun Maverick were all shot with IMAX cameras. If you allow me a shameless plug, all this summer's biggest blockbusters, Mission Impossible, How to Train Your Dragon, F1, Fantastic Four, to name a few, will be on IMAX screens, shot with IMAX cameras.

The same approach that made me the starting center for The Delusionals is what helped me build all these theaters across 90 countries worldwide. I never let anybody tell me what I can't do, ever. And neither should any of you. I was pumped to come to talk to you all today. I may not know you personally, but I

admire you. High school is hard. Your classes are tough. Your teachers are demanding. Your extracurricular activities are intense. Your friendships are complicated, but you overcame all of that while adopting different learning styles and turning what a lot of the world sees as challenges into strengths. That's a hell of an accomplishment. One of my oldest friends in Hollywood was diagnosed with dyslexia as a child. His name is Tom Cruise. His movies have made twelve billion dollars worldwide, and he's probably the most famous actor in the world. Do you think he lets anybody tell him what he can't do?

“I never let anybody tell me what I can’t do, ever. And neither should any of you.”

The most successful people I know in Hollywood are kind, loyal, and filled with gratitude. But at the same time, they're relentless, and they absolutely won't take no, ever, for an answer.

You may remember last summer, Tom Cruise jumped off the top of a stadium as part of the closing ceremony for the Paris Olympics. At home watching on TV, I texted him to tell him that I thought the stunt was beyond awesome. I only half expected a reply. In fairness, the man had just jumped off a building with a billion people around the world watching. But he texted me back within a minute saying, "We're going to crush it next summer with Mission Impossible." Like I said, relentless.

that in reality never ends. You're learning what you're good at, what work motivates you, what really excites you, and what gets you out of bed in the morning. Not an easy task for a teenager. I still wonder every day. But you're also socially aware enough to worry about what other people think of you. The world is constantly trying to tell you who it thinks you are. Your family, your friends, your teachers, the algorithms generating your social media feeds. But ultimately, the only person who can decide who you are is you. There is an incredible amount of noise and distraction out there, but the signal you need to be sure to isolate and listen to is your own sense of self.

I may be standing up here today, but I've been told no, and I've had more doors slammed in my face than I could possibly count. From day one, the world was telling me what I couldn't do.

“ There is an incredible amount of noise and distraction out there, but the signal you need to be sure to isolate and listen to is your own sense of self.”

I grew up lower middle class on Long Island. My father used to yell at me when I went to the doctor to say, "Did you really need to do that?" My dad sewed pelts for fur coats on a sewing machine for eight hours a day and came home looking like an animal himself. He was so covered with fur. Out of season, when people weren't buying fur coats, he was unemployed for six months a year.

Next Thanksgiving, IMAX will be the only way you can see Greta Gerwig's next movie, Narnia, in theaters before it's released that Christmas on Netflix. Netflix never leaves movies in theaters that long before streaming them. They don't like to release their movies in theaters if they can avoid it. They hate it. But Greta was determined to see the film get an IMAX release. She called me every day for a month to help put together a plan and convince Netflix to make it a reality. And thanks to her efforts, our partnership could end up changing the way the movie business works. Like I said, never take no for an answer.

You're at a stage of your life where you're beginning to cultivate your sense of self. You're beginning to figure out who you are, a process

I remember visiting him in the shop when I was eight years old and his boss standing next to him and snapping, “Leo, get back to work.” I remember saying, "Nope. That's never going to be me, and no one's ever going to talk to me like that." I remember it like it was this morning. And so I hustled every day, fifty years before hustle culture was even a thing. When I was eight, I started a shoe-shining business. When I was twelve, I had three kids working for me at my lawn mowing business.

When I was fifteen, I started a sports newspaper called New York Ball that was sold at Madison Square Garden, the Nassau Coliseum, and in newsstands all over Manhattan. I walked up and down Madison Avenue, and I sold ads. You get the idea. I was a psycho.

I had all the old-timey jobs that kids could have in the days before you could just become a YouTuber. By the way, I'm jealous of that. I bet that's a lot better career.

That ethos—never let anybody tell you what you can't do—still guides me and everyone at IMAX today.

When I bought the company as part of a group in 1994, it was pretty much broke. Our entire business back then was creating IMAX documentaries about whales, seals, and bears for science museums. I remember we were competing with Air Force One on the next screen. Really bright idea, wasn't it?

the big, powerful Hollywood studios line up at our door to get their movies shown in IMAX.

We like to say we punch above our weight. I think there's a lesson in that for everyone. We all have our limitations. We all experience self-doubt, and imposter syndrome. I can't tell you how many times in my career I've looked around a meeting and thought, “What the hell am I doing here?”

I'd always thought IMAX was awesome. If people want to watch nature documentaries in IMAX, why wouldn't they watch Star Wars in IMAX? So we begged for a meeting with Steven Spielberg, the biggest director at that point in time, and asked him if he wanted to make a movie for IMAX.

“

He said to me, "Come back to me when you have a thousand theaters." We had fifty at the time. Well, today we have two thousand theaters, but we still hold on to that underdog challenger mentality. When people tell us what we can't do, that only makes us want to do it more.

But a little self-belief and a dose of fearlessness go a long way in the world. And I promise you, every time the world tells you you can't do something and you prove it wrong, it makes it a little easier to stand up for yourself. Take time to identify the things you love to do, to understand what motivates you and what excites you, to know what you're good at, and then put in the work to get even better at it.

Take time to identify the things you love to do, to understand what motivates you, and what excites you, to know what you’re good at, and then put in the work to get even better at it. ”

IMAX is a global company. We have about seven hundred employees worldwide. We're tiny compared to the companies we do business with, like Disney, Warner Brothers, Netflix, all of which have tens of thousands of people. But we know who we are, and we focus on what we do well. We create the best canvases, the best cameras, and the best projection and sound systems for movies on the planet. And so, filmmakers really like working with us. They like their movies shown in IMAX. And as a result, all

You'll be surprised how effectively you can make the world what you want it to be. Of course, it won't always be easy. Actually, that's a lie. It's never easy. IMAX will probably have the best year in our history in 2025. Just last week, the New York Times ran a splashy piece calling IMAX a ray of light for the movie industry. Noting that our relationships with filmmakers position us better than even the biggest studios in Hollywood.

And yet I still have a sign on my desk when you come in, it says, "Welcome to the Shit Show." Because all the things that are required for success in today's world—managing change, understanding and influencing people, building and maintaining relationships—all that stuff can get messy, really messy.

But I have a favorite saying that all IMAX employees can recite by

heart, and I hope you remember it: “It's never as good as it looks or as bad as it seems.” It's a very moderating principle in your life, and it helps you maintain a lot of balance. I'll admit it's much easier to have that perspective when you're seventy years old than when you're seventeen years old. But I've seen plenty of ups and downs in my day. And when everyone thought streaming at Netflix was going to kill movie theaters, that wasn't a great narrative.

When COVID closed down every IMAX theater in the world and every studio for the better part of a year, I didn't love that. And when Christopher Nolan and his wife, Emma Thomas, thanked me and IMAX for supporting Oppenheimer from the stage of the Best Picture Awards at the Oscars last year, I really loved that. But I've learned over the course of my career to keep it all in perspective, to never get too high or too low and to never let anyone tell you what you can or can't do.

Next to IMAX, I dedicate a great deal of my time to my college alma mater, Stony Brook University in Long Island. I do that because I think education and opportunity are so important. And

ABOUT RICH GELFOND

I've been chairman of the school's board of trustees for over twenty years. It's a school known for creating opportunity and fostering social mobility for students from working-class backgrounds. I believe deeply in the power of education as an opportunity to help young people overcome any challenge they face in their future. I believe that all of you, the 2025 graduating class of Eagle Hill School, know that better than most and better than perhaps you even realize today, and I think, over time, you'll realize it even more. You have all adapted to learning differences to complete your education in an elite institution. You haven't let the way you process and retain information define you. You've taken an active role in identifying your strengths, building your identity, and influencing and shaping the world around you. You made a very strong statement to the world about who you are.

If you continue to do those things and tackle everything in life with the passion and dedication you've shown at Eagle Hill, never let anyone tell you what you can't do, I promise you that you will succeed in life. And I'll be rooting for you.

Rich Gelfond is the Chief Executive Officer of IMAX Corporation, one of the entertainment industry’s longest-serving executives. He joined IMAX in 1994 as co-chairman after leading the investment group that acquired the company. Under his leadership, IMAX has transformed from a niche documentary brand into a global powerhouse in blockbuster film making and exhibition.

Gelfond has driven the company’s expansion to over 1,800 theaters across ninety countries, including China, where IMAX is now deeply embedded in movie going culture. He plays a central role in connecting IMAX with top filmmakers, studios, and exhibitors, helping shape the cinematic experience worldwide. Before IMAX, Gelfond worked in mergers and acquisitions at Drexel Burnham Lambert.

He holds a BA from Stony Brook University and a JD from Northwestern. He is a member of the Academy of Motion Picture Arts and Sciences and has received numerous honors, including an Academy Award and the Sid Grauman Award.

FACULTY MILESTONES OF SERVICE

5 Years

Amanda Damon

Emily McCutchen

Michael Doldo

Matthew McCann

Andrew Merrill

Rogelio Palomera-Arias

Finleigh Riendeau

10 Years

Thomas Hopper

Rick MacDonald

Tony McCaffrey

15 Years

Tyler Blais

Germaine Koczur

Will Gelinas

Casey Kane

20 Years

Mike Begin

Jessica Geary

Colleen Groner

25 Years

Jenna Hubacz

Ken Leyva

Jason Przypek

35 Years

Carol Lorion

Karen Nastasi

THE CLASSICS CERTIFICATE RECOGNITION

The Classics Certificate lets students explore the languages and literature of the ancient Mediterranean. Students can earn the language track by taking Latin courses with a B+ average or the literature track by completing three classics literature courses with a B+ average. The Classics certificate is noted on the student’s official transcripts.

Language Track

Bea de Montfort-Walker ’25

Ally Racine ’25

Huck Riley ’25

Gabe Wheeler ’25

Literature Track

Kai Gottsegen ’25

Language and Literature Track

Booker Erskine ’25

Watch Mr. Gelfond deliver the commencement address.

THE VISION CONTINUES

Progress Marches On

The home@eaglehill campaign was launched in October of 2022 to enhance faculty housing options, create a new senior class dormitory complex, and continue to increase endowment for scholarship and permanent financial support.

Community, Adjacency, and Sustainability.

Expanded and improved faculty housing addresses a persistent, critical need for Eagle Hill: the attraction and retention of talented and mission-driven educators.

The first project completed was the Village in the Woods, a collection of eight cape-style homes sited off the loop road on the northeast corner of campus. The adjacency of these homes and the presence of additional faculty and staff members on site has made an immediate impact. Whether it’s attending games or plays, walking dogs on campus, or hosting events for both students and colleagues, the residents of this village are highly engaged in the day-to-day life of the school.

Currently under construction (as of spring 2025) are four more homes, dubbed the Village in the Field. These homes are located in the open land off Charity Hill Road, visible on the left-hand side after entering gate four. These homes, custom designed and stick-built, will be varied in their aesthetic and the goal is occupancy in the early winter of 2025.

Additional faculty housing options are being explored for 2026 and beyond, with consideration for housing style, size, and placement to determine how the next installations can be both a life-changing benefit for faculty and positively affect campus life.

Independence, Accomplishment, and Pride

As excited as faculty are to see the villages develop, that excitement pales in comparison to the energy and anticipation surrounding the planned senior class dormitory complex. Saxon Hall, named in honor of a family member of the incredibly generous lead donor, will be constructed next to Jordan Field, alongside the Baglio Sports and Fitness Center. Groundbreaking is scheduled for January of 2026, with the class of 2028 planned as the first residents.

At Village in the Woods, the residents are settled in and enjoying their new homes.

Village in the Field construction is well underway with occupancy expected by late 2025.

Saxon Hall will have a boys’ wing and a girls’ wing comprised of single occupancy rooms and breakout spaces, as well as a central, co-ed, social hub. Community spaces will serve as conduits for conversation and relaxation, or group-study and collaboration. A kitchenette, common dining space, and laundry facilities will provide opportunities for developing independent living skills and will more closely replicate what will be encountered in college and beyond. All this will be enjoyed at a picturesque location near the top of campus with Jordan Field to the east and stunning views of the valley to the west.

While relative independence and selfgovernance are among the objectives aligned with Saxon Hall, it will nevertheless also include four faculty/ staff housing units. These units provide generous square footage, private entrances, and modern designs, making these townhome-style dwellings desirable and feasible for long-term occupancy, including for families.

For all the residents, students and faculty alike, this will be a home they are proud to call their own. This facility will be the highly anticipated finale of a student’s boarding journey at Eagle Hill.

Access, Growth, and Permanence

The brick-and-mortar developments in a campaign understandably often get top billing and recognition. However, Eagle Hill also endeavors to increase endowment, the school’s financial bedrock. The past decade has seen newly created funds supporting scholarship and financial aid, faculty professional development and continuing education, and program support.

Endowed scholarships benefit the recipient students and families immeasurably and enrich the community by opening the doors of the school to deserving candidates who otherwise could not attend. Endowed chairs and designated funds improve the

school’s financial position with permanent additional support behind salaries and activities, inviting creativity and exploration while moderating the growth of tuition.

Investment, Kindness, and Gratitude

Eagle Hill owes a tremendous debt of gratitude to the wonderful community of parents, alumni/ae, and friends who have made all the school’s developments possible—past, present, and future. Today’s students and families enjoy a campus, facilities, and the presence of a leading faculty thanks to the far-sighted investments made before they arrived. Today’s current families and recent alumni/ae continue that tradition of selflessly providing for future generations at Eagle Hill, committing over twenty-four million dollars to the campaign to date, approaching halfway to the goal of fifty million. We often find ourselves reflecting on how fortunate we are.

On behalf of today’s Eagle Hill community members, and in advance of those yet to come, please accept our gratitude.

Scan to view campaign details.

Saxon Hall will begin construction in January 2026.

An inside look at Saxon Hall–balancing independence and social connections.

SCHOOL NEWS - Top Stories

Unearthing the Past

This spring, students in English teacher Jessica Geary’s Writing Popular Culture class found a creative way to connect with the past—by stepping into it. As part of a unique project that blended history, writing, and visual storytelling, students explored Hardwick’s Colonial roots through a mix of ghost stories, digital tools, and costume design.

The project kicked off with a visit to the Old Hardwick Cemetery, located in the center of town. With support from the Hardwick Historical Society, students studied gravestones and learned about the lives of early residents—including Bathsheba Ruggles and her daughter Bathsheba Spooner, two figures tied to some of Massachusetts' more dramatic historical moments.

From there, each student selected a historical figure to research and portray. The goal? To imagine how that person might share their story with an audience today. The result was a series of “ghost walk” presentations—part research, part performance—designed to help modern listeners see history in a new way. Luca E. ’29, for example, took on the voice of Paul Mandell and added a modern twist:

“There is one fact I want you to know about where my land is... You can search ‘Mandell Hill’ with whatever advanced technology you have now.”

Mandell Hill is currently owned by the East Quabbin Land Trust and is open to the public.

To bring the characters to life visually, students teamed up with local theater director and costume designer Linda Tomasi. She helped them create historically inspired looks and poses, which were then photographed and transformed using AI filters to mimic classic oil paintings.

The final presentations paired student voiceovers with slideshows of gravestones, visuals, and key facts—turning their research into something both personal and shareable. These presentations were featured at Arts on the Hill this spring during Family Weekend and also shared with the Hardwick Historical Society.

Through this project, students conducted research, writing, and presentation skills while gaining a new perspective on how stories from the past still speak to us today.

Competing with Empathy

Student-athletes at Eagle Hill participated in Competing with Empathy, a workshop led by Dave Allen, head coach of Mount Holyoke’s swimming and diving teams. Offered in partnership with the Positive Coaching Alliance (PCA), the interactive session focused on how empathy can strengthen team dynamics and elevate individual performance in sports.

Coach Allen introduced the “PACT” framework— Purpose, Attitude, Communication, and Teamwork—to help athletes apply empathy in their daily lives. The program emphasizes that sports are about building connections, trust, and mutual respect to create a thriving team environment. By embracing these principles, athletes can become better competitors and more compassionate teammates.

As the workshop concluded, Coach Allen reminded students that the most successful teams aren’t necessarily the most talented—but the most connected. Workshops like Competing with Empathy help facilitate a positive culture within our athletic program and our teams.

The class brought local history to life through storytelling and reenactments.

Coach Allen introduces the PACT framework.

Holocaust Survivor Visits Eagle Hill

In January, Janet Singer Applefield—Holocaust survivor, activist, and author of the memoir Becoming Janet—visited Eagle Hill to share her remarkable story of survival and resilience.

Born in Kraków, Poland, Janet recounted poignant memories of her childhood during the Holocaust, highlighting the compassion and courage that helped her endure unimaginable adversity.

During her visit, Janet engaged students in thoughtful discussions about her experiences, emphasizing the importance of resilience, identity, and standing up against hatred. Her powerful narrative not only brought history to life but also inspired deep reflection on the enduring relevance of the Holocaust in today’s world.

Janet Singer Applefield tells her remarkable story.

Following her emotional presentation, students participated in a Q&A session, asking insightful questions about her journey, her writing process, and her perspectives on contemporary issues.

Empathy in Action

When Dr. Chris Thurber visited the Eagle Hill campus in March, his presence marked a meaningful opportunity for both students and faculty to reflect on the role of empathy in personal growth and decision-making. A psychologist, educator, and author with deep expertise in youth development, Dr. Thurber led a series of sessions on campus focused on the constructive role of reflection and support in adolescent learning.

We are grateful for Janet Singer Applefield’s visit, which left an indelible mark on the Eagle Hill community and reaffirmed the school’s commitment to building empathy, courage, and social responsibility among its students.

He began the day with the student life team, emphasizing that students’ mistakes should be viewed not as character flaws but as opportunities to learn. He underscored the importance of responding to these challenges with empathy—an approach that strengthens trust and encourages lasting personal development.

Dr. Thurber met with both students and faculty to discuss empathy and decision making.

At an all-school meeting, Dr. Thurber shared a personal story of a poor decision he made as a teenager. The story served

as a reminder that poor choices are a experienced by everyone and that meaningful growth comes not from perfection but from honest self-assessment and accountability.

His core message centered on creating a school environment where both students and faculty are encouraged to learn from their mistakes without unnecessary judgment. By framing these actions as opportunities, Dr. Thurber reinforced the value of creating a culture of empathy and growth.

Dr. Thurber’s visit left a lasting impression on the Eagle Hill community, serving as a reminder of the school’s broader mission to support the development of responsible, reflective, and compassionate individuals.

Dr. Thurber emphasized learning from mistakes without judgment.

Students and faculty pose with Mrs. Applefield, who shared her story.

SCHOOL NEWS - Top Stories

Athletics Recap: A Year of Growth, Grit, and Glory

Eagle Hill’s 2024–25 athletes showcased an inspiring mix of perseverance, sportsmanship, and achievement. Across fields, courts, mats, and water, Pioneers gave their all—capturing championships, breaking records, and scoring unforgettable memories!

Fall Championship Highlights

Girls’ Varsity Volleyball

The volleyball team delivered a nail-biting season, ending with five victories and so many unforgettable moments, including a come-from-behind Family Weekend win over Marie Philipps. Down 0-2, the team rallied to take the match in the fifth set 19-17, cheered on by a packed crowd. Addie S. ’25 led the charge, earning SENE 1st Team honors, with Olivia J. ’28 and Gabby C. ’27 recognized on the SENE 2nd Team. Gabriella U. ’27 and Gabriella C. ’27 earned Most Improved honors.

Varsity Fall Rowing

record, their best in years! Despite a heartbreaking penalty-kick loss in the RVAL Finals and an early SENE exit, the team’s growth and cohesion stood out. Every player showed progress, with Merrin A. ’28 named Outstanding Team Contributor and Maeve K. ’26 earning the Wrecking Ball Award for her defensive strength.

Varsity Boys’ Soccer

With a 4-6-3 record and a second straight SENE Playoff berth, the boys’ varsity team showed resilience. Key moments included a last-minute comeback to tie Bancroft and back-to-back 3-1 wins over Dublin. Reese C. ’25 earned SENE 1st Team honors, leading the team with both leadership and skill. Carter C. ’26 was named Most Improved

Boys’ JV Soccer

The JV boys showed tremendous development, capped by a win over Valley View. Jacob B. ’29 led in scoring, and Michael M. ’27 stepped up as an untrained goalkeeper. Coaches Awards went to Grant W. ’27 and Josh C. ’27, who anchored defense and midfield, respectively, in a season of foundational growth. Watch out next year!

Winter Pioneers Dominate

The rowing team competed in four regattas, improving steadily throughout the season. Despite a short window, the team showed growth in both doubles and fours, highlighted by novice rowers. At the Northampton Regatta, multiple boats placed. All athletes raced at least once, which was particularly impressive considering that ten of the twenty-four team members were novice rowers. Leo E. ’27 earned the Novice Award and a weekly honor, exemplifying the rising talent on the team.

Cross Country

The cross country program had a standout fall, with the boys’ team sweeping both the RVAL and SENE titles. Cole C. ’27 led the boys, placing first for EHS in every meet, while Blue B. ’25 anchored the girls’ squad, earning Outstanding Team Contributor alongside Cole. Nine runners qualified for the NEPSTA Championship, capping a season defined by grit and endurance.

Girls’ Varsity Soccer

The girls’ soccer team posted an impressive 11-6-1 regular season

Wrestling

Dominating from start to finish, the wrestling team captured their fourth consecutive Eastern Independent League Championship and defended their Northern New England Tournament title. With twenty-nine wrestlers competing and twenty medaling, they showcased incredible depth. Ten wrestlers qualified for the New England Prep Tournament, where the team placed eighth out of fifty schools. Evan G. ’27, who finished fourth, and Bri W. ’25 qualified for nationals, underscoring Eagle Hill’s elite standing in the region.

Swimming

The swim team had a record-breaking season, with twenty-four athletes competing and eleven qualifying for the NEPSAC Championship. The boys’ 200-yard freestyle relay team set a new school record, and Gabby L. ’26 broke the fifty-yard freestyle record. Almost every swimmer earned personal bests, and Coach Rick Raymond praised the team’s dedication and spirit. Gordon H. ’26 was named Most Improved Swimmer, while Allegra L. ’25 earned the Coaches Award

The wrestling team captured their fourth consecutive EIL Championship

Girls’ Varsity Basketball

The girls’ basketball team finished with a winning record in league play, advancing to the RVAL Semifinals. They narrowly lost to last year’s champion, Stoneleigh Burnham, and handed this year’s champion, Putney, their only loss. Ryan Y. ’25 was named to the SENE 1st Team and Outstanding Team Contributor. Coaches also recognized the leadership of Claire L. ’26 and Addie S. ’25.

Boys’ Varsity Basketball

The varsity boys faced early struggles but steadily improved, bonded through late practices, team dinners, and shared grit. Eli K. ’25 earned Outstanding Team Contributor, and Coach Jeff Myra praised the growth of players like Jack M. ’25 (Most Improved) and Noah S. ’25 (Coaches Award), emphasizing the team’s character as much as their hustle.

Boys’ JV Basketball

The JV team kicked off with a three-game win streak and finished strong, going 7-2 in their last nine games. Jack S. ’28 was a sharpshooting star with thirty-nine three-pointers! Midseason challenges included close losses, but the team rebounded with teamwork and determination. Danny D. ’27 was named Outstanding Team Contributor, and James P. ’28 was Most Improved.

Spring Athletes Triumph

Varsity Tennis

Spring weather created early obstacles for the tennis team, including snow squalls and frequent rainouts. Despite the disruptions, the team pushed forward with focus and resilience. Finishing with a 7-5 record and a third-place SENE finish, the season saw excellent individual and doubles play. Anderson B. ’27 placed second overall in the SENE Tournament, while Hezzy B. ’26 advanced through several competitive rounds. Lauren C. ’27 and Evan G. ’27 also made notable contributions in doubles.

Rowing

The crew team had a strong season, highlighted by consistent momentous finishes. At Dublin School, they earned two firsts in the Boys Novice 4+ and Mixed 8+ events. They went on to win more races against Marianapolis Prep, Bancroft, and others. The season concluded with victories over Lenox Memorial, showcasing the team’s continued growth. Looking ahead, the focus is on building momentum. Plans are underway to recruit new rowers and coxswains, and the team will compete at major fall regattas, such as the Head of the Riverfront and the New Hampshire Championships.

Boys’ Varsity Lacrosse

Despite a slow start, the boys’ lacrosse team found their rhythm mid-season. Cole C. ’27 led the team with standout performances, including a ten-goal game in a 20-12 win over Dublin. He was supported by strong efforts from Griffin O. ’26 and Henry H. ’28. The team closed the season with grit, finishing with wins over

Dublin and Cushing, the latter marked by an impressive comeback from a 6-1 deficit to an 11-8 victory.

Varsity Golf

EHS golf continued its strong tradition, ending the season 9-5 and placing second in the SENE league. A highlight came with a win over reigning champs CATS Academy. Top players Teddy H. ’26 and Jackson W. ’26 placed second and third respectively in the SENE Tournament. With young talent and returning leadership, the team is well-positioned for a title run next year.

Varsity Ultimate Frisbee

The “No Horns” ultimate team had their best season yet, finishing 11-4 and winning their fourth consecutive SENE title! Veteran leadership helped them develop strong offensive and defensive strategies. Standouts included Reese C. ’25 (Defensive Player of the Year) and Patrick M. ’27 (Rookie of the Year). Their fourthplace finish in the RVAL marked the team’s highest placement in recent memory.

JV Ultimate Frisbee

The JV ultimate team went undefeated in three official games and performed admirably in scrimmages against varsity squads. Their season was defined by positivity, growth, and strong mentorship from veteran players, culminating in a universe point win over Putney that showcased their competitive spirit and teamwork.

Across all seasons, Eagle Hill athletes exemplified what it means to be Pioneers—showing passion, resilience, teamwork, and heart. Whether setting new records, achieving personal breakthroughs, or simply growing through practice, each student-athlete contributed to an extraordinary year.

We thank our coaches, families, fans, and, most importantly, our students for making 2024-25 a year to remember in Eagle Hill sports. Go Pioneers! The “No Horns” won their fourth consecutive SENE Championship!

SCHOOL NEWS - Top Stories

New Faculty Arrivals at Eagle Hill School

Eagle Hill School announced several new faculty members for the 2024-2025 academic year, each bringing different skills and perspectives to support our academic programs and food services.

First, we welcomed Chef Lee Masten to Eagle Hill School. As our new head chef and director of dining services, he brings over thirty years of experience and a passion for fresh, flavorful food. Since joining in September, Chef Lee has been serving delicious, healthy meals while making dining a fun and welcoming experience for everyone. Students quickly started enjoying new flavors and exciting food experiences at the Chapman Dining Commons!

Faculty Recognition and Achievements

Jane Alwis , history and International Baccalaureate teacher, presented “Puzzle Pieces That Fit” at the IB Global Conference in New Orleans. Her workshop highlighted how Eagle Hill School makes the IB accessible to all motivated learners by emphasizing student strengths, mastery learning, and a supportive environment that builds confidence and lifelong skills. Eagle Hill is recognized as the only school specifically designed for high school students with diverse learning profiles offering the IB Diploma Programme.

New reading teacher, Tracy Jaskot joins Eagle Hill with nineteen years of experience as a classroom teacher and reading specialist. Tracy is passionate about helping students grow in literacy. Inspired by her own family’s experience with dyslexia, she focuses on personalized instruction and building strong relationships. Tracy holds an M.Ed. from Boston College and looks forward to supporting students’ academic and personal growth at Eagle Hill.

The mathematics department welcomed Kimberly Toner as a seasoned teacher with eighteen years of experience. She holds a degree in Liberal Studies with minors in anthropology, mathematics, and education from the University of Central Florida. With her background, Kim is dedicated to helping students build confidence in math through personalized, flexible teaching methods focused on individual needs. As a former cheerleading coach, she brought a lot of energy and school spirit to both the campus and the community this past year.

Robotics coach and physics teacher, Dr. Rogelio Palomera Arias, was named “Coach of the Year” for his contributions leading the Pioneer Flamingos to an EHS historic first by qualifying for the Massachusetts Regional Robotics competition. The Robotics team secured second place in the VEX V5 Robotics Competition at Walsh Middle School, Framingham, Massachusetts. Congratulations to Coach Dr. Palomera Arias and the Pioneer Flamingos!

Dr. Erin Johnson, dean of support services, successfully defended her dissertation this year on Measuring the Effects of Attachment on Resilience and Academic Outcomes of Adolescents with Learning Differences. She earned her Doctor of Education (Ed.D.) in School Psychology from American International College. Before pursuing her doctorate, Dr. Johnson completed her practicum and pre-doctoral internship at Eagle Hill School from 2017 to 2019.

English teacher Matthew McCann graduated this May from UMass Boston with an MFA in Critical and Creative Thinking. He co-presented at the 2024 NCTE Conference in Boston with Dr. Katharine Convino, leading a session on “Using Resonance Practice in English Classrooms.” Their presentation explored fostering empathy, community, and deeper learning by connecting coursework to students’ emotions through reflection and anonymous peer feedback.

Watch "Puzzle Pieces that Fit."

Congratulations to Nohea Reveley-Mahan for obtaining a new certification: Educational Consultant from HECA (Higher Education Consultants Association).

Chief Financial Officer David Annunziata earned his Master of Business Administration from Bryant University.

Theater director and performing arts teacher, Will Gelinas received his Master of Art: Theatre from the University of Houston.

Graduating in December from Fitchburg State University, Finleigh Riendeau, visual arts teacher, earned a Master of Education.

College Counselor Karen Goudey completed her Certificate Program in College Admission and Career Planning at the University of California, Berkeley Extension.

Finally, we bid a fond farewell to two long-time employees who retired. Carol Lorion has been a cornerstone of Eagle Hill School for thirty-five years, serving in various roles including administrative assistant and in development as the database manager. Her ability to wear multiple hats has made her indispensable, and she will be greatly missed. Mike Myra has been the go-to for maintenance and facility management for fourteen years, ensuring the smooth operation of our facilities. We wish Carol and Mike all the best in their retirement, and they will be deeply missed.

Elm & Quill Student Literary Magazine

The Writing for Publication class is proud to present this year’s Elm & Quill literary magazine, a collection of student creativity guided by the English faculty. Students have collaborated to curate stories, essays, poems, and art, showcasing both individual and collective talents. The students take charge of every aspect of the production of the magazine, from gathering submissions to editing and preparing for publication, making it a testament to their skills and teamwork.

This year, the magazine features two editions: the 2023-24 edition and 2024-25 version. Last year’s publication was initiated by Hezzy B. ’26, Matthew B. ’25, Liam H. ’25, and Eli K. ’25, with final editing by this year’s team including Andrew B. ’26, Alex B. ’27, Kai G. ’25, Kellie J. ’25, Ally R. ’25, and William S. ’26.

David Leahy Named Faculty Fellow

Eagle Hill School is pleased to announce that Dr. David Leahy has been named a faculty fellow, recognizing his dedication and contributions to the community.

In the classroom, David’s teaching spans from introducing foundational science concepts to eighth graders to guiding upperclassmen through advanced chemistry topics. His approachable nature and willingness to help extend beyond his own students, as he often provides extra support to those from other course selection.

David has also introduced new learning opportunities through the beekeeper program, where students gain hands-on experience in animal care alongside scientific study. His commitment to faculty development is evident in the series of informational slideshows he created for new advisors, with plans to expand these efforts further.

Beyond academics, David has contributed to student life by founding the weaving club (see article on page 26), which draws regular participation, and organizing a memorable eclipse viewing trip to Niagara Falls. Head of School Erin Wynne highlighted David’s positive impact on the community and the student experience.

“I think we can all agree that David is a wonderful asset to our school community and quite deserving of this honor,” praised Head of School Erin Wynne. “We appreciate all David has done to enhance the student experience and enrich our community.”

David joins current faculty fellows Jane Alwis, Kim Bonica, Matthew Kim, and Jason Przypek in receiving this honor.

2023-2024 Elm & Quill. 2024-2025 Elm & Quill.

SCHOOL NEWS - Top Stories

Three Shows, One Incredible Year

Eagle Hill’s Performing Arts Department lit up the stage this year with three dynamic productions that highlighted the enormous talent and dedication of its student performers and technical crew. Audiences were treated to A Charlie Brown Christmas, The Waiting Room, and Lucky Stiff—each show offering its own unique charm and theatrical flair.

The season began in December with A Charlie Brown Christmas, a nostalgic and heartwarming adaptation of the beloved television special. The cast captured the simple joys and deeper message of the holiday season, reminding audiences

of the importance of friendship and discovering the true meaning of the holidays beyond the commercial rush.

Scan to watch The Waiting Room.

In March, Eagle Hill students performed an EHS adaptation on The Waiting Room as their one-act competition play. This contemporary drama explored one woman’s reflection on her past and the choices that could shape her future. The ensemble delivered a

powerful performance—marked by emotional depth, complex relationships, and thought-provoking decisions—at the METG Massachusetts High School Drama Festival preliminary round.

Rounding out the year, the Theater Department presented Lucky Stiff during Spring Family Weekend. This fast-paced musical farce follows a shy English shoe salesman who must take the embalmed body of his recently murdered uncle on a vacation to Monte Carlo in order to claim a fortune. Featuring a deceased late uncle, slapstick comedy, catchy songs, and a romantic twist, Lucky Stiff delivered a laugh-out-loud experience for the entire Eagle Hill community.

A Conversation Across Continents

Recently, Eagle Hill students had the opportunity to engage in meaningful dialogue with individuals who have witnessed the effects of war and natural disasters firsthand. This conversation, held over Zoom, connected students with former Eagle Hill student Amory Flint Wood and his mother, India Hicks. Both are involved in humanitarian efforts on the front lines of the war in Ukraine, as well as in disaster relief in the Bahamas following Hurricane Dorian in 2019.

Students performing in the holiday classic, A Charlie Brown Christmas

The Waiting Room offered a powerful and moving performance.

The audience roared with laughter at the cast’s misadventures in Lucky Stiff

Students met virtually with Amory Flint Wood and his mother, India Hicks, to gain insight into geopolitical conflicts and environmental disasters through firsthand stories.

During the virtual event, students interviewed Amory and India about their work with G.E.M. (Global Empowerment Mission), a humanitarian organization dedicated to providing direct relief to communities affected by disasters worldwide. They asked questions about identity, motivation, values, and the role of individuals in their local communities and during global crises.

India and Amory offered personal reflections on their experiences, emphasizing how a deep understanding of one’s values and a commitment to service can help communities survive and grow stronger through adversity. Their insights shed light on geopolitical conflict, environmental disasters, and global awareness.

Opportunities like this remind us that learning extends far beyond the classroom walls—and that our community, past and present, can be a powerful source of insight and inspiration.

Prom Rolls the Dice with Casino Night

Eagle Hill School’s seniors and juniors went all in for a night of glitz, games, and celebration at this year’s prom!

Held at Hardwick Crossing, the “Casino Night” themed event welcomed juniors and seniors to the prom. Back on campus, underclassmen had their own semiformal dance.

Hardwick Crossing was transformed into a glamorous Vegas-inspired venue, complete with tables adorned with flower arrangements featuring playing

cards. Branded poker chips and EHS-decorated playing cards were scattered on tables, inviting students to try their hand at poker and other casino games. Each chip was a keepsake, etched with “Prom 2025” to mark the occasion.

The DJ duo Isabella Gentleman and Matt McCann kept the dance floor alive, spinning crowd favorites throughout the night. A picturesque gazebo on the venue’s grounds offered students a chance to take memorable prom photos.

In a highlight of the evening, the Prom Court was announced, featuring Victoria R. ’25 and Asher W-S. ’25 The crown went to Addie S. ’25 as Prom Queen and Matthew B. ’25 as Prom King. When Matthew’s name was called, a roar of cheers erupted as all the boys stood in support, celebrating the moment together.

Casino Night was a huge success! Eagle Hill’s 2025 Prom gave students a chance to celebrate the end of the school year with their classmates during a night of unforgettable memories.

See more prom photos by scanning this QR code.

Collecting all the poker chips after a big win!

A lucky hand brings smiles all around the table!

Ready to take on Casino Night in style.

ALUMNI/AE SPOTLIGHT - Daniel Joseph Berman ’10

Daniel Berman, a member of Eagle Hill’s Class of 2010, is an architectural photographer whose work has appeared in Boston Home Magazine, New England Home, Boston Design Guide, and Wellesley Weston Magazine. With back-to-back “Best of Boston Home” awards in 2023 and 2024, Daniel has carved out a unique career at the intersection of storytelling, design, and visual strategy.

Today, Daniel helps designers, architects, and artisans capture their work through highly detailed visual content that drives brand growth and client engagement. His ability to blend artistic vision with commercial strategy has made him a soughtafter creative across New England’s architecture and landscape design scene. But this professional success came through perseverance, reinvention, and an education that helped him find confidence and direction when he needed it most.

between his set-building class and his role as a stage manager for The Abby Theatre. Being able to design and construct the sets, then seeing them come to life during live performances, was both exciting and formative. “It felt like a professional production,” he recalls. “I was learning real-world skills and immediately applying them.” That hands-on blend of creativity and execution made a lasting impact—and foreshadowed the kind of career Daniel would eventually pursue, where visual storytelling and technical precision are key.

“I love telling stories through images. My job is to help translate that work into visual content that grows their business.”

Daniel came to Eagle Hill after struggling in middle school. Where the traditional academic structure didn’t match his learning style, Eagle Hill provided the necessary change—and more. “Eagle Hill School gave me structure, encouragement, and opportunities I hadn’t experienced before,” Daniel recalls. “From the start, I felt like I belonged.” He quickly became an active and respected member of the community. Over his time at EHS, he served as a peer mentor, stage manager for the Abby Theatre, tour guide, and assistant in the dorms. He captained the JV soccer team and, in recognition of his leadership, was awarded the title of school prefect.

One experience that stood out for Daniel was the connection

After graduation, Daniel enrolled at Loyola University New Orleans, studying marketing. He later transferred to Suffolk University to pursue entrepreneurship, where he thrived. His work at Suffolk led him to a Boston-based events startup. There, he was named Director of Promotions, building sales and marketing operations.

For six years, he produced and operated events featuring artists like 2-Chainz and The Chainsmokers, hosted at venues including Fenway Park and the Dunkin’ Donuts Center. It was fast-paced, high-stakes work—and he excelled.

He enrolled at Emerson College, eager to pursue his passion, but unexpectedly, an injury forced him to step away from school and events. During his long recovery, he found solace in photography and graphic design, using them as creative outlets. When the COVID-19 pandemic hit, Daniel faced a difficult but clarifying choice. “Live events shut down completely. I realized I needed a new plan—and I wanted to build something that would last.” Daniel pivoted hard. He

Daniel Berman, a photographer and entrepreneur, is a member of the class of 2010.

began working as a laborer for Cuccio Masonry, learning the craft of stonework from the ground up. While on job sites, he continued developing his skills in architectural photography — capturing the materials, structures, and artistry he was helping build. This combination of hands-on construction experience and creative vision sets his work apart. When he transitioned to the MacDowell Company and Zen Associates, he brought

his camera with him; his creative outlet quickly evolved into a marketing tool for the companies. What began as editing existing print ads eventually led to his photography being used by The MacDowell Company and published in major magazines, such as Boston Home, and featured in retail stores across Massachusetts.

Today, Daniel’s work in photography and advertising regularly showcases luxury outdoor spaces, bespoke stonework, and

modern architectural design. He works with designers and artisans to create portfolios that not only capture their craftsmanship but also generate new business. “I love telling stories through images. These artisans work incredibly hard. My job is to help translate that work into visual content that grows their business.”

Daniel’s time at Eagle Hill laid the groundwork for his professional mindset. “At Eagle Hill, I learned how to lead, how to contribute, and how to be self-directed. That stayed with me.” He also credits the school’s focus on experiential learning and student leadership. “I was trusted with real responsibility—whether it was managing a play or helping new students settle into dorm life. That kind of confidence-building doesn’t happen everywhere.”

Daniel continues to build his photography practice. He’s exploring the possibility of launching his own business and expanding into creative direction and brand strategy for design firms. He’s also deeply committed to maintaining the integrity of his work. “What I do has to align with the story I’m trying to tell.”

Daniel’s path hasn’t been linear, but it has been intentional. He exemplifies what it means to be an Eagle Hill alumnus— resilient, creative, and driven to find his own path to success. He has transformed challenges into opportunities, and his journey from student leader to award-winning photographer reflects the values at the core of an Eagle Hill education.

We are incredibly proud of Daniel, inspired by his accomplishments, and grateful for the many ways he represents the best of the Eagle Hill community.

Daniel’s camera is a valuable marketing tool, capturing the MacDowell Company and Zen Associates team hard at work.

Daniel’s architectural photography is regularly featured in major home and lifestyle magazines.

Daniel’s camera beautifully captures stonewall designs at a private residence.

ALUMNI/AE NEWS - Class Notes

1983

Jason Richardson shared his story. He began his Eagle Hill journey in 1980 when Charles McDonald was headmaster. Since then, he’s built a fulfilling career as a chef—first in the school’s kitchen and later at numerous hotels and restaurants. In 2005, Jason enrolled in the Culinary Arts program at Camosun College in his hometown of Victoria, BC. Today, he prepares over three hundred meals daily for Victoria’s homeless community. Forty-five years after leaving EHS, Jason still values Charles McDonald’s guidance and credits him with helping uncover his true calling in the kitchen. ’83

1988

Harold Kahl reached out to Eagle Hill and its alumni/ae to say hello. He has stayed in touch with former students like Lara Deaton , now married to George Mittelholzer and doing well. He has also communicated with Rebecca Collins , who is married with a family, and recently heard from Angie Mower , who lives with her family in Illinois and is doing well. Harold hopes to reconnect with other alumni/ae from the classes of ’86 to ’88. He has been married for twenty-four years, lives in Ohio, and works as an inside sales representative for a local HP dealer, and his son recently started college at Miami University in Ohio, majoring in sports management.

2001

Matt Giambo reached out to say he graduated from Lynn University in 2007 with a B.A. in Golf Management. After working for several years as a golf professional, he transitioned into the staffing industry and now excels in business development at a leading staffing firm. Matt has also earned a Top Sales Certification from the industry’s premier training program.

2009

Melissa Lundquist shares the exciting news that she now owns her own condo, has a new job at a daycare, and is a proud dog owner. She’s also looking forward to serving as the maid of honor at her sister’s upcoming wedding.

’88

2008

Julia “JJ” Raysman reached out to say that she relocated to upstate New York in 2021. She’s about to begin her second year as a pre-k teacher’s assistant and has been working with children ages four to fifteen since her arrival—a role she finds incredibly rewarding. JJ spent an amazing three weeks exploring Italy, Malta, and Greece, and she spends nearly every weekend hiking the local trails.

’09

2011

Ramani Kapur and Lindsey Gartner recently visited Mrs. Shanks on campus. Ramani just welcomed her second child, and Lindsey is actively working as an EMT, saving lives every day. What’s especially meaningful is that their friendship, which began at EHS, has stood the test of time. Lindsey was even part of Ramani’s wedding and traveled across the world to attend—a wonderful example of the lifelong connections formed at Eagle Hill.

’11

2012

Robert McCaslin is making a difference in the field of mental health and recovery. As Chief Development Officer at Alta Loma Transformational Services, a leading treatment program for men and women, Robert plays a key role in driving strategic growth and increasing access to highquality care. He’s also the co-founder of Sunlight Sober Living. Drawing from his own journey to sobriety, Sunlight Sober Living offers structured, supportive housing for those in recovery. ’12

Congratulations to Emma Brecher for successfully completing the NYC Marathon!

2014

Congratulations to Rose Haseltine for passing the Connecticut Bar Examination!

Ryan O’Leary recently successfully defended his PhD dissertation at Brandeis University in cognitive science. He will be pursuing a postdoctoral position at Northeastern University, where he is currently teaching. In addition, Ryan has been honored with the 2025 Verna Regan Award for Outstanding Graduate Teaching in Psychology.

2015

’13

Marissa Perez is in her second year as a pre-doctoral fellow at Yale and will begin her Ph.D. in the history of art in 2026. Her research brings together art, history, and biology to explore how natural materials shaped ancient art in Peru and French Polynesia from 600 to 1890 AD.

Recently, Yale supported her trip to Hawai‘i to study Tahitian dolphin-tooth headdresses— long mislabeled as porpoise teeth. Complementing her research, Marissa is interested in the provenance and trafficking of art from regions impacted by conflict. Marissa still credits Mr. Ward for sparking her love of science and inspiring her interdisciplinary path.

Congratulations to Danielle Dupont (née Leppert-Simenauer) who married Dylan Dupont on May 3rd, 2025.

2016

Sammy Leighton reached out to share her journey: after graduating from Eagle Hill, she attended Endicott College, earning degrees in Hospitality Management and Studio Art. Unwilling to endure cold winters, Sammy moved to Fort Lauderdale, Florida, with little savings and a sales job lined up—which she quickly realized wasn’t for her.

To make ends meet, she began walking and sitting dogs in her apartment building. Within months, she built a roster of forty clients and went full time.

Two years later, Sammy is the CEO of a six figure business with six employees, an assistant, over 300 clients, and care for more than 500 pets. She invites everyone to follow @thedogwalkerfl on Instagram and visit her self built website, thedogwalkerfl.com

2016

Congratulations to Isa Greenberg for being named to the Dean’s list at Cape Cod Community College

Hannah Rust is working as a preschool special education teacher in the Chicago public school system.

2017

Michelle Czuber was named to Dean's List at Holyoke Community College

Elisha Levy reached out to share that she graduated with a Doctor of Pharmacy (PharmD) degree—a lifelong dream realized. As a third generation pharmacist and the first in her family to earn a doctoral degree, she feels honored to continue her family’s legacy. Elisha will begin her career at her family’s independent pharmacy in Wellesley, MA, with the long-term goal of taking over the business. She expressed her gratitude to EHS for instilling in the values of self-advocacy and perseverance.

2018

Ademide (Mide) Ogunwuyi is attending the University of Florida pursuing his Master of Science in Management. He also is working at Boeing Software as an Engineering HR intern.

’15

’19

’17

Julia Mahoney completed the Boston Marathon this spring—her sixth World Marathon Major and her second of the year, following Tokyo in March. ’18

2019

In May, Hannah Katz graduated from Muhlenberg College with a Bachelor of Arts degree, majoring in public health and minoring in Jewish studies. While at Muhlenberg, she was actively involved in Best Buddies, Alpha Phi Omega, Mental Health Peer Advocates, and Hillel, and earned a spot on the Spring 2024 Dean’s List.

’19

After graduation, Hannah returned home to Chicago and began working at Action Behavior Centers—ABA Therapy for Autism. In August, she passed her Registered Behavior Technician exam. Since July, she has also served as a Young Alumni Ambassador for Muhlenberg, helping promote opportunities for fellow graduates

’19

Jack Ferrara, co-owner of Mike and Lenny's Pizza—recently rated 7.7 by Barstool’s One Bite Pizza Reviews—served up delicious pies during the seniors’ Illumination Night in May.

Deirdre Meagher recently wrapped up a season coaching girls' basketball at EHS while also assisting Athletic Director Coach Coughlin. This spring, she earned her Master of Business Administration from Anna Maria College, where she also completed her Bachelor of Science in Sport and Fitness Administration/Management. You may have seen her work behind the scenes on the engaging Instagram posts from @EHSPioneers!

Chris Malley graduated with a Bachelor of Science in Finance and Marketing from the College of Charleston

Hannah Kolsky recently graduated from Adelphi University with a degree in art therapy/ clinical counseling. She was also named to the Dean’s List, a distinction awarded to a select group of students recognized by the deans of Arts and Sciences, Education and Health Sciences, Business, Nursing and Public Health, Social Work, and Psychology for superior academic performance.

A member of the graduating Class of 2025, Amin Lotfi earned a Bachelor of Science in Journalism from Emerson College and was named to the Dean’s List this spring.

Sasha Brown was named to the Champlain College Dean’s List for the Fall 2024 semester.

2023

New York Weekly featured André Lazarus in the fall, which highlighted his creative work in storytelling, comedy, culture, and event production. His outgoing personality continue to shape everything he does.

Harrison D. Stern successfully defended his Master of Science thesis, titled Investigating Biomass-Dependent DNA Shedding and the Squishy Crunchy Hypothesis in Green Sea Urchins (Strongylocentrotus droebachiensis), at the University of New England . His research explored the relationship between an organism’s external morphology and its environmental DNA (eDNA) shedding rates, proposing that species with softer (squishy) bodies shed more eDNA than those with harder (crunchy) bodies.

’20

2021

’20

Angus Lodge recently completed all required coursework and final exams through ISSA to become a certified fitness trainer.

Joey Raskin-Lantos graduated from Hobart and William Smith Colleges this May. As a member of the Hobart Statesmen squash team, Joey received the All-Liberty League recognition this season and ended his career with an impressive overall record of 44-25.

Cully Carson recently graduated from Endicott College. He’s excited to continue his education by pursuing an MBA at Endicott to gain advanced business expertise.

’21

Nathan Rosenlev was awarded a Bachelor of Arts degree from Clark University, graduating magna cum laude

2022

Congratulations to Tyler Tang, who was awarded the Patricia G. Young Award in recognition for his outstanding leadership in service to children and youth. Tyler is a rising senior at Ohio Wesleyan University and earned Dean’s List recognition this spring.

The article highlights the passion and purpose behind his work—qualities that have defined him since his time at Eagle Hill School. André’s outgoing personality continues to shape his creative journey today.

’23

Max Zimmer is a sophomore at Ithaca College, majoring in screenwriting and acting. He recently filmed his first feature, appearing in a supporting on-screen role. He credits Mr. Gelinas and Mr. Mercier for their mentorship, considering this milestone as much theirs as his own. His message to current students is simple: if you can dream the impossible, you can make it happen. Believe in yourself and speak your goals into existence.

Schuyler Palmer was named to the Champlain College Dean’s List for the 2025 Spring semester.

McDaniel College recognized Spencer Charrington for outstanding academic achievement with placement on the Spring 2025 Dean’s List with Honors. Spencer was also inducted into Phi Alpha Theta, the national honor society for history, a professional organization dedicated to promoting the study of history.

2024

Bridget Wallace is attending The University of Alabama , where she is studying criminal justice and public policy. She is enrolled in the accelerated master’s program for public administration and public policy, and plans to attend law school after graduating in 2028. Bridget is also a member of Delta Gamma, where she currently serves as Director of Family Events.

Jack Reeves is excelling in his first year as a cadet at the Massachusetts Maritime Academy

’22

’24

Congratulations to Alec Schwartz on earning a place on the Dean’s List at Marist College. This recognition reflects Alec’s hard work achieving a 3.850 GPA. Alec is also the Philanthropy chairperson at Zeta Psi Fraternity, Inc.

Audrey Wallace and Myah Johnson have both transferred to The University of Alabama. They join Bridget Wallace to form a new Roll Tide trio!

Lucia Calvert recently transferred to Lynn University She’s now on the Fighting Knights rowing team!

Liam Holgate had a terrific first year at New England Institute of Technology. He passed his National Institute for Metalworking Skills (NIMS) certification exam in machining standards, scored 100% on his fifty-question CAD final, and completed his last exam—passing every class! Here he is with fellow alumna Tori Nootbar!

Kaitlyn Poldosky snapped a selfie with Mrs. Mahan after completing her first year at Westfield State University

Whether you have a new job, big announcement, wedding, outstanding achievement, fun photos, or just want to say hi, we want to know!

Email alumni@eaglehill.school or scan the QR code to tell your story!

ALUMNI/AE BREAKFAST

Alumni/ae around the world and from different classes returned to campus to celebrate with the class of 2025 during their baccalaureate ceremony and graduation day.

The following attend the alumni/ae breakfast.

Angelia LaMagna ‘24

Maddy Adorney ‘24

Danny Feinblatt ‘14

Sabrina Feinblatt ‘21

Harrison Soep ‘23

Kate Higgins ‘24

Sam Panzeri ‘24

Griffin Veazey ‘20

Sam Jones ‘24

Schuyler Palmer ‘23

Yoni Bernstein ‘24

Ryan Borski ‘24

Alex Hickey ‘24

Myah Johnson ‘24

Emi Glass ‘24

Audrey Wallace ‘24

Bridget Wallace ‘24

Ayden Bhagwati ‘24

Sofia Lopez ‘24

Otto Morlock ‘24

Jack Valentino ‘24

Mengi Eisenberg ‘24

Lucy Gilsdorf ‘24

Jack Reeves ‘24

Anthony Toscano ‘24

Mackenzie Woolf ‘23

Max Kosmider ‘23

Liam Farhangi ‘24

Velvet Chestnut ’14, Kate Higgins ’24, Angelia LaMagna ’24, and Sofia Lopez ’24.

Sam Jones ’24 and Harrison Soep ’ 23. Dr. Stone and Yoni Bernstein ’ 24.

Liam Farhangi ’24 and Dr. Bacigalupi.

Sabrina Feinblatt ’21, Danny Feinblatt ’ 14, and Mrs. Groner.

The FundAnnual Giving

Thank you for your 2024-2025 contribution.

Eagle Hill School Loyalty Club

The Loyalty Club recognizes our most dedicated donors. Membership is granted to donors who make gifts of any amount to support the annual giving campaigns in three or more consecutive years, including the current year.

Founder’s Circle

($50,000 and up )

Mr. and Mrs. Christopher J. Boova P ’25

Mr. Trevor Burgess and Mr. Gary Hess P ’28

Mr. and Mrs. Dan Fireman P ’28

Ms. Julie Swartz P ’29

Head of School’s Circle - Gold Leader

($25,000 - $49,999)

Mr. and Mrs. Matt Andresen P ’19

Mr. and Mrs. Thomas A. Archipley II P ’19

Elizabeth and Simon de Montfort Walker P ’25

Mr. and Mrs. Tully M. Friedman P ’08

Mr. and Mrs. David A. Hoyt P ’15

Mr. and Mrs. Mark Korros P ’25

Mr. and Mrs. Peter R. Merriam P ’15

Mr. and Mrs. Kyle Owens P ’26

Mr. and Mrs. John O. Wynne Jr. P ’28

Head of School’s Circle - Silver Leader

($15,000 - $24,999 )

Mr. Raymond Chan and Ms. Katherine Yang P ’27

Mr. and Mrs. Evan Damast P ’27

Mr. and Mrs. Brian Friedman P ’25

Rob and Nina Kaufelt P ’25

Mr. and Mrs. Joshua Lipman P ’25

Mr. and Mrs. Mark Morein P ’20

Head of School’s Circle - Bronze Leader

($10,000 - $14,999)

Ms. Candace Alsop P ’00

Mr. and Mrs. Andrew H. Berman P ’27

Dr. Jason L. Charnley and Dr. Erin M. P. Charnley P ’25, P ’27

Sarah Lambert and John Dolan P ’26—The Longview Foundation

Mr. and Mrs. Christopher P. Halpin P ’26

Mr. and Mrs. John Hernandez P ’27

Ms. Paige Koudijs P ’27

Dr. Elizabeth K. Krimendahl P ’25

Mr. and Mrs. Benson Kutrieb P ’26

Ms. Camille Samuels P ’27

Mr. and Mrs. Benjamin H. Saunders P ’26

Mrs. Qian Yu P ’28

Ms. Catherine C. Fisher P ’26

Mr. and Mrs. Jeffrey Gerson P ’22

The Springcreek Foundation

The Howard Bayne Fund

Ira M. Resnick Foundation, Inc.

Mr. Christopher R. Larson P ’14

Mr. and Mrs. Michael Conway

Oa k Society

($7,500 - $9,999 )

Steve and Sharon Judge P’07, P’10

Mr. Medhat B. Shafei and Mrs. Enas M. Ebid P ’28

Pion eer Society

($5,000 - $7,499 )

Anonymous

Mr. Robert Andrews and Mr. Keith Largay P ’28

Bank of America Charitable Foundation Matching Gifts Program

Mr. and Mrs. Scott Bashaw P ’23

Mr. and Mrs. Thomas Behenna P ’25

Mr. and Mrs. Timbre Bernard P ’28

Sarah L. Boles and Family P’15

Mr. and Mrs. Christian Chute P ’26

Mr. Alexander T. Dike and Ms. Siobhan S. Flynn P ’22

Mr. and Mrs. Jason W. Dreisbach

Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek P ’10

Mr. and Mrs. Patrick Flanagan P ’27

Fleming Family Foundation

Mr. and Mrs. John Gambs GP ’26, ’28

Mr. and Mrs. Allen Grubman GP ’27

Mr. Charlie Humber P ’26

Mr. Charlie Ike and Ms. Elizabeth J. Fedele P ’25

John & Weezie Gates Charitable Trust

Mr. and Mrs. Grant Jones P ’25

Mr. and Mrs. Peter S. Joseph P ’13

Mark and Christa Lopez P’24

Mr. and Mrs. Donaldson C. Pillsbury Jr.

Mr. James Richardson

Mr. and Mrs. Michael Roffler P ’22

Mr. and Mrs. Kent Stryker P ’23

Ms. Marilyn A. Waller and Mr. Doron Weinberg P ’07, P ’10

Mr. Keith Waryas and Mrs. Amy Waryas P ’26

Mr. and Mrs. David Wood P ’27

Ben efactor’s Society

($2,500 - $4,999 )

Anonymous

Mr. and Mrs. Joseph J. Bafaro Jr.

Mr. Ayden T. M. Bhagwati ’24

Mr. Alden J. Bianchi and Ms. Mary Kett

Mr. and Mrs. Howard A. Brecher P ’13

Mrs. Heather Campbell P ’21

Mr. and Mrs. Terry Cordell P’28

Dell Giving

Ms. Kimberly Dreier P ’21

Fidelity Giving Marketplace

Mr. and Mrs. Scott Fiore

Mr. and Mrs. Kristopher Goodrich P ’28

Mr. William Intner and Dr. TJ Intner P ’27

Mr. George Joseph

Mr. Aron Knickerbocker P ’26, P ’28

Mr. and Mrs. Alessandro Lanaro P ’22

Dr. and Mrs. Samuel Louie P ’00

Mr. Scott Mataya P ’27

Mr. and Mrs. Andy C. McDermott P ’27

Ms. Janet Mullinax GP ’25

Mrs. Deb Odom Stern P’20

Mr. and Mrs. Andrew Racine P ’25

Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau

Rollstone Bank and Trust

Mr. and Mrs. Hamburg Tang Jr. P ’22

The Baupost Group

The Losam Fund

The Wynne Baglio Family

Mrs. Susan Wynne GP ’28

Hardwick Society

($1,000 - $2,499)

Anonymous

American International Group, Inc.

Ameriprise Financial

Ms. Jennifer Anderson P ’25

Mr. Bruce W. Baber P ’08

Mr. and Mrs. Alexander J. Barrera

Mr. Nick Benson and Mrs. Lili Dyer P ’26

Mr. and Mrs. Greer Brown P ’26

Mr. and Mrs. Cameron J. Cohen P ’27

Mr. and Mrs. David Cranford P ’22

Rich and Erin Cummings P ’19

E&R Cleaners

Mr. Ali Farahnakian and Ms. Beth Saunders P ’27

Mr. and Mrs. David Feinblatt P ’14, P ’21

Fox Corporation

Mrs. Stephanie Frost P ’21

Mr. William Garner P ’28

Dr. Stanley A. Goldman and Cantor Frances Goldman GP ’25

Ms. Jennifer Gooch P ’27

Mr. Alexander M. Gregory and Ms. Jessica K. Scott P ’24, P ’25

Mr. and Mrs. William G. Harley GP ’22

Ms. Donna Hart

Molly and Steve Hoyt P ’28

Mr. Ying Hu and Mrs. Qin Wang P ’24

Nancy and Wade Judge P ’06

Ms. Heath Koch and Mr. Dod Wales P ’26

Mr. Mohamed S. Lotfi and Mrs. Wassila J. Guiga-Lotfi P ’20

Rick and Jessica Macdonald

Mr. and Mrs. Daniel F. Mahoney III P ’20

Mr. William McCartney and Ms. Patricia Bachmann P ’16

Ms. Abby Mintz P ’04, P ’05

Mr. and Mrs. James W. Moody P ’23

Mr. and Mrs. Terrence W. Olson P ’18

Mr. Stephen Pope and Ms. Maria Higuera P ’28

Mrs. Katherine G. Rabbe P ’26, P ’28

Mr. Andrew C. Right and Ms. Isabel Brewster P ’26

Ms. Jennifer S. Ringewald P ’25

Mr. and Mrs. Charles Sanford P ’22

Mr. and Mrs. David Spath P ’99

Ms. Kathy Stevens

Dr. Eric and Dr. Teresa Stone

Mr. Mark Tally and Ms. Teresa Andre P ’18

Mr. Vance I. Thurston and Ms. Karen B. Loewenstern P ’27

Zacharie and Louis Vinios P ’07

Mr. and Mrs. Richard Waddell GP ’28

Dr. Douglas C. Waite and Dr. Martha B. Waite P ’17

Mrs. Deborah Weise GP ’23

Dr. Eugene Zappi and Dr. Laura Buccheri Zappi P ’22

Green and White Club

($500 - $999)

Anonymous

Ms. Elizabeth W. Alsop ’00

Mr. John P. Amershadian and Ms. Denise Hanlon P ’06

Mr. and Mrs. Anthony J. Aronica P ’12

Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner P ’07

Mr. Mark Brophy

Chevron Humankind Program

Ms. Trudy DiGiorgio GP of Miss Katherine L. Orphanos ’26

Dube Construction Management

Mr. and Mrs. Thomas Flanagan GP ’27

Mr. Jed Geary and Mrs. Jessica Geary

Ms. Jeanne Goldberg and Ms. Deborah N. Gottesman P ’18

Mr. and Mrs. Robert L. Goldman P ’06

Mr. and Mrs. Jonathan P. Gottsegen P ’25

Ms. Karen Goudey and Mr. Kurt Staven

Dr. and Mrs. Lonnie Hanauer

Mr. Dana Harbert

Mr. and Mrs. Adam Howarth P ’27

Mr. and Mrs. Michael P. Haseltine P ’14

Mr. Max Herrnstein and Ms. Danielle Curi P ’24

Ms. Lori A. Hurley P ’28

Mr. Robert Isabella

Mr. and Mrs. Scott H. Kenig

Mr. Arthur Kesselman GP ’28

Mrs. Angela C. Kitzmiller

Mr. and Mrs. John LaMagna P ’24

Lamoureux Ford, Inc.

Dr. Nikolajs Lapins and Mrs. Denise Lapins

Mr. and Mrs. Francis F. Leaf P ’16, in memory of Nathan Leaf

Mr. Gustave Lipman

Mr. and Mrs. Richard B. Lorion

Mr. and Mrs. Christopher Lynch P ’25

Dr. and Mrs. James A. Marvin P ’22

Mr. Andrew B. McGee P ’25

Mr. and Mrs. Mike J. Melville Jr. P ’27

The Bertram Group

Mr. and Mrs. Frank O’Brien III P ’21

Mr. and Mrs. Dennis M. O’Leary P ’14

Mr. David A. Passafaro P ’14

R. J. McDonald, Inc.

Mr. Jason L. Richardson ’83

Mr. and Mrs. Nick Riloff P ’28

Rich Rosen and Millie Zweir P ’18

Mr. Harold Schwartz and Ms. Elisa Pollack P ’24

Mr. and Mrs. Alan Stein P ’27

Mr. Marc Van Der Hout and Ms. Jody LeWitter

Mr. and Mrs. Timothy J. Wallace P ’24

Andrew and Tesha Ward P ’28

Mr. and Mrs. Didier Weizman P ’24

Mr. Andrew Wingate and Dr. Tanya Bilchik P ’16

Mr. Matthew Wulfstat and Dr. Amanda A. Wulfstat P ’26

Friendship Club

($1 - $499 )

Anonymous

Mr. Alessandro H. Abys ’12

Ms. Heather Adams-Mannheim P ’28

Mr. and Mrs. William F. Aldrich P ’04

Mr. and Mrs. Peter A. Allen P ’15

Mrs. Jane Alwis

Dottie Bachtold

Mr. Jonathan G. Baker

Mr. James Barkus

Mr. and Mrs. George M. Bartlett GP ’27

Mr. Patrick A. Beers P ’23

Mr. and Mrs. Michael Begin

Mr. and Mrs. Robert Begin

Ms. Carol Belliveau

Dr. Catherine Bishop P ’28

Ms. Pat Bock

Mrs. Kimberlee Bonica

Ms. Helane Z. Brachfeld-Colvin P ’24

Braman Termite and Pest Elimination

Mrs. Kacie L. Breeds

Mr. Christopher Buelow and Ms. Jenna Garvey P ’27

Miss Emma G. Bullock ’25

Mr. and Mrs. Thomas Burke GP ’26

Mrs. Wendy Bush GP ’26

Ms. Susan A. Casey and Peter Calkins P ’08

Ms. Noreen Cassidy

Mr. Gonzalo Chavez ’13

Ms. Velvet Chestnut ’14

Mr. and Mrs. David S. Christie P ’07

Mr. and Mrs. Peter J. Condakes P ’14

Ms. Jennifer Cronin

Dr. E. Jane Cronin

Ms. JoAnn Cuddeback

Mr. Chanceller C. Curd ’20

Mr. and Mrs. Arthur Curry GP ’24

Ms. Caroline G. Curtis ’14

Mrs. Jeanne M. Cutrona P ’11

Ms. Michelle K. Czuber ’17

Ms. Amanda Damon

Mr. Adam R. Davidowitz ’03

Mr. Frank Diliddo

Ms. Suzanne Dockery P ’24

Mr. and Mrs. Brad Doherty

Ms. Kiarra Dorman

Mr. Cameron Dupuis

Ms. Linda C. Eason P ’14

Mr. and Mrs. Henry Eberhardt GP ’28

Dr. Steven D. Eppinger and Ms. Julie L. Laukkanen P ’08

Mr. Daniel J. Feinblatt ’14

Ms. Sabrina D. Feinblatt ’21

Mr. and Mrs. George M. Fenton P ’15

Shane and Becca Francoeur

Ms. Morgan M. Frost ’21

Mrs. Elaine P. Gauthier

Mr. Emerson M. Gomes and Mrs. Caren A. Oberg

Dr. John M. Grammer and Dr. Elizabeth E. Grammer P ’13

Ms. Molly Gray

Mr. and Mrs. Dennis R. Grimes P ’12

Mr. and Mrs. Robert C. Groman P ’04, P ’07, P ’09

Dr. and Mrs. Thomas Halpin GP ’26

Mr. and Mrs. Sheldon Hamburger

Mr. Christopher J. Hancock

Ms. Rosemond M. Haseltine ’14

Mr. David A. Haynes II P ’11

Garry and Sharon Hennessy GP ’27

Mr. and Mrs. Jason Holden P ’21

Mr. and Mrs. Thomas Hopper

Mrs. Brittany Horne

Mrs. Jenna Hubacz

Mr. and Mrs. Paul R. Jackson Jr.

Mr. and Mrs. Richard M. Jacobsmeyer P ’12

Mr. and Mrs. Donal Jamieson P ’25

Mr. Matthew H. Joseph ’13

Mr. and Mrs. Alan Joubert

Mr. David Kaplan and Ms. Christine Brown P ’02

Mr. Cole Callahan and Mrs. Sara Callahan ’02 P’27

Ms. Ann C. Kauffman GP ’20

Mr. and Ms. Richard Kearns GP ’16

Mr. Scott T. Kelley

Mr. Richard D. Kendrick ’23

Dr. and Mrs. Christopher M. Kenney P’22

Ms. Stacey A. Kinnamon P ’16

Rich Kmiec and Mary Elizabeth Messier

Mr. and Mrs. Douglas R. Koczur P ’16

Ms. Chris Komenda

Mr. and Mrs. Gary C. LaCoste

Dr. Stephen Lantos P ’21

Dr. David M. Leahy

Ms. Danielle M. Leppert-Simenauer ’15

Mr. and Mrs. Van D. Lessig P ’03

Mr. Kenneth Leyva

Mr. Scott M. Lincoln and Mrs. Amy A. Auman-Lincoln P ’15

Ms. Molly E. Lonergan ’08

Mr. Jeffrey Y. Louie ’00

Olivia Lovelace

Mr. Daniel H. Mackinson ’08

Mr. Claude Maechling and Ms. Carrie McNally P ’22

Mr. Peter M. Mahoney ’20

Mr. and Mrs. Richard A. Mahony P ’18

Mr. Samuel J. Marabella ’23

Mr. and Mrs. Peter Marabella P ’23

Mr. and Mrs. Steven R. Markoff P ’04

Mr. James F. Marrs

Ms. Elizabeth May P ’26

Dr. and Mrs. Anthony McCaffrey

Mr. Matthew McCann

Mr. Griffin W. McDonald ’18

Todd C. and Julie L. McDonald

Ms. Wendy L. McFaul

Mr. Brian McGill ’94

Mr. Bryant McInnis and Ms. Rochelle Jordan-McInnis P ’22

Ms. Catharine S. Mehl P ’16

Mr. and Mrs. Paul F. Mickey Jr. P ’23

Mr. John Miller and Dr. Rebecca Foley Miller

Christopher, Gina and Christiana Mosca

Mr. and Mrs. George P. Munsey IV P ’10

Mr. Jeffrey E. Myra

Ms. Laurel Nahorniak

Ms. Carol Novick P ’03

Mr. and Mrs. Peter Orphanos P ’26

Mr. and Mrs. David F. Oury P ’14

Mr. Lucius Palmer and Ms. Sloane Lederer P ’23

Ms. Karen B. Pride P ’10

Mr. Jason Przypek P ’18

Mrs. Alicia J. Quigley and Mr. Ryan Merrill

Ms. Julia N. Raysman ’08

Mr. Jack W. Reeves ’24

Mr. Michael K. Reif P ’08

Ms. Caryl Rice P ’28

Mr. Wesley A. Richardson

Mr. Stephen Riendeau

Mr. Marshall Robinson ’03

Mr. Jack M. T. Roffler ’22

Mr. Richard A. Rosenlev and Ms. Larni S. Rosenlev P ’21

Dr. James A. Roth

Mr. and Mrs. Alan G. Rubenstein P ’12

Mr. and Mrs. David Sabini P ’03

Ms. Elizabeth Sawyer

Mr. Alec P. Schwartz ’24

Mr. and Mrs. Richard Shanks

Ms. Nancy J. Skamarycz

Mr. and Mrs. D. V. Smith Jr. P ’13

Mr. and Mrs. Brian Sodano P ’28

Mr. and Mrs. Eric Sorkin P ’22

Mrs. Cheryl A. Southwick

Mr. and Mrs. Anthony Staiti

Mr. Harrison Stern ’20

Mr. and Mrs. David and Lea Sylvestro

Dr. Ellen Telzer GP ’25

Ms. Katherine Thompson

Mr. and Mrs. Richard M. Tocci P ’06

Mr. and Mrs. Karl J. Turcotte P ’25

Ms. Patty Upshaw

Mr. Zachary M. van Luling ’04

Mr. Serge Vassil

Mr. John Wallace P ’26

Ms. Marilyn Wasserman GP ’25

Mr. and Mrs. Barrett Weiss P ’99

Ms. Carla H. Westcott P ’12

Ms. Stephanie Whitaker

Mr. E. J. White and Rev. Kathryn White

Mr.Tyler S. Whitman ’20

Mr. and Mrs. Robert Witt

Ms. Sheri A. Young P ’19

Mr. and Mrs. Jason M. Zorfas P ’12

Organizations and Matching Gift Companies

Ira M. Resnick Foundation, Inc.

Bank of America Charitable Foundation Matching Gifts Program

Dell Giving

Fidelity Giving Marketplace

Rollstone Bank and Trust

The Baupost Group

American International Group, Inc.

Ameriprise Financial

E&R Cleaners

Fox Corporation

Chevron Humankind Program

Dube Construction Management

Lamoureux Ford, Inc.

The Bertram Group

Braman Termite and Pest Elimination

Marcia Brady Trucker Foundation

The 1967 Society

The 1967 Society harkens back to the year of Eagle Hill School’s founding and recognizes those generous and farsighted friends who have made the school’s future a part of their personal legacy. Whether made by will, annuity, trust, or another fashion, planned gifts are often a school’s most significant means of support and can have a profound impact.

Ms. Candace Alsop P ’00

Mr. and Mrs. Thomas A. Archipley II P ’19

Mary Ruth Beaumont P ’11

Mr. Alden J. Bianchi and Ms. Mary Kett

Mr. and Mrs. James Bustamante P ’18

Ms. Suzanne M. Chapman P ’09

Mr. and Mrs. John M. Cobb P ’13

Mr. Ricardo Escobar ’81 and Mrs. Ingrid Escobar P’19

Mr. and Mrs. Kevin B. Fish P ’21

Ms. Maura FitzGerald and Mr. Allen Carney P ’08

Mr. Erik Fleming and Ms. Torrance Watkins

Mr. and Mrs. Thomas M. Fortin P ’16

Mr. and Mrs. John S. Gee P ’11

Mr. and Mrs. Michael E. Haskett P ’22

The David and Janyce Hoyt Family Foundation

Mr. and Mrs. Peter S. Joseph P ’13

Mr. and Mrs. J. S. Judge P ’07, P ’10

Mr. Arthur N. Langhaus and Mrs. Kathy Marlin-Langhaus P ’14

Dr. and Mrs. PJ McDonald P ’18

Mr. and Mrs. David Merjan P ’16

Mr. and Mrs. Mark Morein P ’20

Mr. and Mrs. Rodney Reynolds P ’01

Mr. James B. Richardson

Mr. Jason L. Richardson ’83

Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau

Mr. Dave Roach

Mr. and Mrs. Robert B. Rogers GP ’04

1967 Society Gift of Distinction

Alumnus Commits to Legacy.

To say that Jason Richardson ’83 is fond of Eagle Hill would be a massive understatement. During a recent visit to Eagle Hill from his home in British Columbia, Jason talked about his memories and friendships with the enthusiasm and clarity of someone who had just left campus, belying that he departed over forty years ago.

Jason is a regular supporter of Eagle Hill and recently made the decision to include a charitable gift to the school in his estate plans, thereby joining the 1967 Society*. Named for the year of the school’s founding, the 1967 Society recognizes those far-sighted benefactors who make similar provisions in their plans. To be chosen for an estate gift is a massive honor, and Eagle Hill cannot overstate its gratitude for Jason and others who have done so for us.

“There isn’t enough ink in the world for me to fully describe my time at Eagle Hill. It was phenomenal and helped me find my life’s calling. I wanted to play a part in making sure that future students have the same experience I did.”

While Jason, like many others, marvels at the campus and the growth of Eagle Hill, he is most enamored with what hasn’t changed—the spirit of the school, its commitment to every student, and the dedication of the faculty. In his own words, he “could write a book about how much he loves this place.” In fact, that’s just what he did. He’s promised to share a copy with us, and we can’t wait to read it.

Thank you, Jason, for being a part of Eagle Hill’s history and future.

*For information on the 1967 Society or other philanthropic opportunities at Eagle Hill, please contact the development office.

Mr. and Mrs. Robert L. Smith P ’05

Mr. Thomas G. Stemberg P ’09

Mr. Fred Van Lennep

Mr. and Mrs. Ryan Van Pelt P ’17

Ms. Marilyn A. Waller and Mr. Doron Weinberg P ’07, P ’10

Campaign Gifts—home@eaglehill

Anonymous

Mr. Matt and Mrs. Teri Andresen P ’19

Mr. Thomas R. Banks and Ms. Candace Banks P ’24

Mary Ruth Beaumont P ’11

Mr. and Mrs. Thomas Behenna P ’25

Mr. and Mrs. Jonathan Beinner P ’24

Mr. and Mrs. Andrew H. Berman P ’27

Mr. and Mrs. Michael S. Bernstein P ’21, P ’24

Mr. Trevor Burgess and Mr. Gary Hess P ’28

Mr. and Mrs. Christian Chute P ’26

Mr. Evan and Mrs. Allison Damast

Ms. Suzanne Dockery P ’24

Mr. and Mrs. David W. Donahower P ’24

Dube Constructions Management

Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek P ’10

Mrs. Kristin Farmer P ’26

Mr. and Mrs. Scott Fiore

Ms. Catherine C. Fisher P ’26

Mr. and Mrs. Brian Friedman P ’25

Mr. John and Mrs. Weezie Gates P ’17

Mr. and Mrs. Jeffrey Gerson P ’22

Mr. and Mrs. Matthew S. Gilsdorf P ’24

Mr. and Mrs. Antonio J. Gracias P ’23

The Gracias Family Foundation

Mr. Chris and Rebecca Halpin P ’26

Mr. Max Herrnstein and Ms. Danielle Curi P ’24

Mr. and Mrs. Adam Howarth P ’27

Ray and Anne Hyer P ’23

David and Janyce Hoyt P’15

Mr. and Mrs. Peter S. Joseph P ’13

Rob and Nina Kaufelt P ’25

Mr. Aron Knickerbocker P ’26, P ’28

Mr. and Mrs. Joshua Lipman P ’25

Ms. Ali Long P ’23, P ’26

Mark and Christa Lopez P’24

Mr. Claude Maechling and Ms. Carrie McNally P ’22

Mr. Stephen E. Maharam and Ms. Camila Pastor P ’23

Marcia Brady Tucker Foundation

Karen McCulley

Elizabeth and Simon de Montfort Walker P ’25

The Moriah Fund

Ms. Janet Mullinax GP ’25

Zibby and Kyle Owens P ’26

Mr. Par-Jorgen Parson and Ms. Annika B. Sten Parson P ’23

Mr. Rodney and Mrs. Janice Reynolds

Mr. James B. Richardson

Mr. Huck Riley ’25

Mr. Dave Roach

Mr. and Mrs. Frederick Smith GP ’22

The Springcreek Foundation

Mr. and Mrs. Gideon J. Stein P ’22

Mr. and Mrs. Kent Stryker P ’23

Mr. Hamburg and Mrs. Kelly Tang ’22

Mr. Joost and Mrs. Maureen Thesseling P ’23

Mr. Christopher Turner P ’24

Mr. Fred Van Lennep

Zacharie and Louis Vinios P ’07

Mr. John and Mrs. Katherin Wynne P ’28

Endowments

Endowments are the financial bedrock of an institution. Permanent funds, they speak to the donors’ unwavering belief in Eagle Hill School. With income providing leading support for scholarship, student life, faculty development, and more, these funds and the families and foundations behind them are forever a part of our school’s journey and growth.

The Moriah Fund Endowed Scholarship

The Larson Endowed Fund

The 1434 Endowed Scholarship Fund

The Hadley Family Endowed Scholarship

The Rodney and Janice Reynolds Endowed Fund for Financial Aid

The Janice and Rodney Reynolds Endowed Fund for Faculty

The Beinner Family Scholarship Fund

The Lynyak Family Fund

The PJM Endowed Scholarship Fund

The Michael Riendeau Endowed Fund for Excellence

The Joseph Family Endowed Scholarship Fund

The Otto-Bernstein Endowed Scholarship

The Marilyn Waller Endowed Scholarship Fund

The Merriam Family Endowed Scholarship Fund

Welcome our Newest Trustee Members

Mark Lopez and Trevor Burgess join the board of trustees.

Eagle Hill is proud to welcome the newest members of the board of trustees, Trevor Burgess and Mark Lopez. While much of the board’s work is behind the scenes, its impact is at the forefront of Eagle Hill’s mission, growth, and stability.

No doubt these latest additions will add to the legacy of Eagle Hill’s leadership and be major contributors to the future of our school.

Mark Lopez P ’24 is a leader in financial services and wealth management strategy, having held senior management roles at LPL Financial Services, Global Portfolio Advisers, and FSC Securities.

In addition to his professional career, Mark has served on the boards of several prominent nonprofit organizations, including Mount Tamalpais School, Maine Adoption Placement Services, and the San Francisco Ballet.

He and his wife, Christa, previously served as co-chairs of the Eagle Hill School Parent Advisory Board and are the proud parents of Sofia Lopez, Class of 2024.

They currently reside in Scottsdale, Arizona and Nantucket, Massachusetts.

Community, In-Kind, and Special Contributions

Support for Eagle Hill comes in many forms. Whether it is hosting a reception for EHS families at their home (or virtually), welcoming Eagle Hill School staff and friend to their country club, volunteering on or away from campus, or any number of things in between, the Eagle Hill family is generous beyond measure. For the year 2024-2025 a special thanks to:

Anonymous

Ms. Deborah Armstrong

Brown Electric Company

Mr. Trevor Burgess and Mr. Gary Hess P ’28

Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek P ’10

Trevor Burgess P ’28 is the President & CEO of Neptune Flood, the largest private flood insurance provider in the U.S., using AI-driven solutions to protect homes and businesses from catastrophic risks. Neptune manages hundreds of thousands of policies across the US backed by top-rated carriers.

In 2024, Neptune acquired Charles River Data, forming Neptune Data Science. A fintech innovator with four patents and nine more pending, Trevor developed Triton, Neptune’s AI underwriting engine.

He also chairs TRB Development, a real estate company, and produces documentaries, including the Emmy-nominated Beirut Dreams in Color

Previously, Trevor was CEO of C1 Bank, earning accolades like American Banker’s Community Banker of the Year and EY Entrepreneur of the Year. He became the first openly gay CEO of a publicly traded bank in 2014 when C1 went public on the NYSE, later selling it to Bank OZK.

Trevor began his career at Morgan Stanley, leading IPOs and raising over $50 billion. A Dartmouth graduate, he is widely recognized as a top global LGBTQ+ business leader, with honors from NBC News, The Financial Times, and OUTstanding.

E&R Cleaners

Mr. Ali Farahnakian and Ms. Beth Saunders P ’27

Mr. and Mrs. Allen Grubman GP ’27

Melissa and Alex Milne-Pott P ’25

Mr. Matthew C. Waite ’17

Mr. Keith Waryas and Mrs. Amy Waryas P ’26

Celebrating a Legacy — A New Chapter Begins

The end of the 2025 academic year has come and gone, and with it, a meaningful transition in the life and leadership of Eagle Hill has occurred. Our longtime leader, advocate, and friend, Marilyn Waller, has finished her term as a member and chair of the board of trustees.

When I think back to my first days as head of school, I remember how invaluable it was to have Marilyn’s calm confidence as a guide. Her presence reassured me—as it did so many faculty, staff, and parents—that no challenge was insurmountable if approached with compassion and clarity. Generations of families have their own stories of a reassuring phone call or an impromptu conversation in the admissions office when Marilyn happened to be on campus or of the incredible communities she built through “Mom’s Lunches” across the country.

Throughout the spring, we celebrated and reflected on Marilyn’s extraordinary tenure, two decades marked by vision, steadfastness, and deep humanity. From San Francisco to New York, and finally here in Hardwick, send-offs and gatherings unfolded in her honor—each a testament to the countless lives she touched.

Today, a new plaque in her honor hangs in the house that bears her name—a bittersweet reminder of both her lasting imprint and her absence. We all look forward to those moments when new families stop to read it, and we’re sure her ears will be burning as we bring them up to speed on the legacy.

Mr. Steve Judge.

As we look forward, we do so with confidence, thanks to the thoughtful transition Marilyn helped shape. Steve Judge has now assumed the role of board chair. As a parent of Taylor ’07 and Charlie ’10, and a finance, private equity, and international affairs expert, Steve brings a remarkable blend of both professional experience and personal commitment to Eagle Hill. While no one can truly fill Marilyn’s shoes, Steve has already demonstrated the purposeful leadership and dedication that will guide us into this next chapter.

With gratitude for all that has been and optimism for what is ahead, we invite you to join us in celebrating this moment of continuity and change—honoring Marilyn’s legacy and welcoming Steve’s stewardship of our community. Eagle Hill is also proud to welcome the newest members of the board of trustees, Trevor Burgess and Mark Lopez. While much of the board’s work is behind the scenes, its impact is at the forefront of Eagle Hill’s mission, growth, and stability.

No doubt these latest additions will add to the legacy of Eagle Hill’s leadership and be major contributors to the future of our school.

Marilyn Waller’s chapter may be closing, but her legacy endures.