Spirit of the Dragon Magazine (Winter 2020)

winter 2020

CELEBRATING 65 YEARS OF EXCELLENCE

MISSION Glenelg Country School cultivates a COMMUNITY that stimulates our students to realize their highest potential. Outstanding academic and enrichment opportunities nurture a PASSION for lifelong learning, personal INTEGRITY , and RESPECT for others.

By embracing DIVERSITY of background, culture, and thought, our students are prepared to become RESPONSIBLE and CONTRIBUTING members of our GLOBAL society.

ACCREDITATION

ART DIRECTOR

Glenelg Country School is accredited, age two through

David Hodgson

twelfth grade, by the Association of Independent Maryland & DC Schools (AIMS) and by the Middle States Association of Schools and Colleges (MSA).

The School is affiliated with the Association of

CONTRIBUTING WRITERS Lindsay Frost-Bhasin, Kirsten Mahoney, Denise Rosson, Brita Stewart, Aaron Tolentino, and Paul Weir

Independent Maryland & DC Schools (AIMS), the

PHOTOGRAPHY

National Association of Independent Schools (NAIS),

Classic Photography, Memi Pluznik,

and the Educational Records Bureau (ERB).

Danielle Peterson, and GCS faculty and staff

HEAD OF SCHOOL Greg Ventre DIRECTOR OF MARKETING AND COMMUNICATIONS Danielle Peterson COMMUNICATIONS COORDINATOR Shay Kathuria

© 2020 Glenelg Country School Please direct questions and comments to communications@glenelg.org.

12793 Folly Quarter Road Ellicott City, Maryland 21042 glenelg.org 410.531.8600

Cover: Glenelg Country School’s historic Manor House

The sun rises above the Upper School.

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VOLUME 4

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NUMBER 1

CONTENTS 2

FROM THE HEAD OF SCHOOL

4

LOWER SCHOOL

16

MIDDLE SCHOOL

20

UPPER SCHOOL

26 ATHLETICS 30

THE ARTS

38 DEVELOPMENT 39 ALUMNI

GCS AT 65 OLDER, WISER, BIGGER, BETTER? In my 13th year as Head of School, I certainly do not pretend to be an expert on the history of Glenelg Country School, but I can tell you something about being older.

There was a time when 65 years old was considered a

at the time was the Ghosts—perhaps a nod to “GiGi”

bit long in the tooth and certainly old enough to “retire.”

the Manor House ghost–but it is difficult to imagine fans

Clearly, as a society, we have blown by that concept. As far

cheering “Let’s Go Ghosts!”

as independent schools go, however, 65 is still relatively young. There are independent schools that are older than the nation.

Another quirk: if we are in Glenelg, why is our mailing address Ellicott City? The idiosyncrasies of the United States Postal Service made it so. Early on, our mail had

As we know, Glenelg is a palindrome—a fact that implies a

to be picked up daily at the Glenelg Post Office, but as

sense of balance, but also, is slightly quirky. Indeed, there

the school grew, and we needed the “luxury” of having

are some enigmatic qualities to our character that continue

our mail delivered to campus, the USPS required us

to define GCS. For example, the colonial estate our school

to change the address to Ellicott City.

occupies, the school itself, and the nearby town are all named after a parish in Scotland. Yet, we choose the Welsh dragon as our beloved symbol. I see this as representing two singularly proud and independent traditions that gave us a fierce foundation for our own personality. The dragon was an inspired choice; the other option considered

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MIDDLE SCHOOL

Another progressive fact about GCS is that the first two Heads of School, Marjorie Dunn and Beatrice Pfefferkorn, were women—at a time when this was uncommon. I am the ninth Head of GCS, and the last four Heads (Fred Rheinlander, Charlie Miller, Rye Chapman, and I, all men and all happily still kicking) represent almost 55 of the school’s 65 years. That stability in leadership is becoming rare in school circles, and is, I think—perhaps somewhat selfishly—a considerable asset.

Our diversity is another unique asset that sets us apart from many other schools. Coupled with our integrated programs and active learning models, which we featured from our inception and other schools are only now catching up to, we always represented a unique option. The “country day school” concept of a school with a campus that valued outdoor activity, but was not residential, was new in the 1920s and is still unique. Our bucolic setting sets us apart.

I could go on about the singular qualities of our school, but older also implies some acquired wisdom, and hopefully, attendant growth and maturity. A look at our Alumni Wall is enough to show our physical growth, with graduating classes now often featuring more than 80 students. Large for GCS, but in the “real world,” still small.

Over time, we have also grown to appreciate and understand more about who we are. The banners that currently fly from the light posts around campus boldly state the values that have become synonymous with GCS: community, civility, creativity, diversity, and integrity. We all could add others, or perhaps declare them differently. But, especially in the current environment, they loudly ring as counter-cultural, and that is what we have always been.

Finally, while many schools were founded by visionary people, our Founding Families, and in particular Kingdon and Mary Gould, imparted a singular attitude that continues to energize our daily life as Dragons. While we always intend to be academically and culturally rich and outwardlooking and worldly, we also expect to be a family, to support each other, and to ensure the wellbeing of the students in our care. As our alumni base grows and we hear of the accomplishments and exploits of our extended Dragon family, it is clear that these values have stood us in good stead over the decades.

So indeed, we are older but still young. And I submit not only bigger, but also wiser and better. These are the signs of a life well-lived, of vitality, innovation, and dynamism. The characteristics that have always made GCS unique still carry our school forward.

Happy 65th, Dragons!

Greg Ventre

From top: GCS lightpole banners; Theresa Mello ’32, Griffin Leipold ’32, and Kaveri Bernstein ’32; Jianan “Alex” Yu ’20, Nicole Diaz-Mackey 20, Emily Kavic ’22, and Xiang “Alex” Lyu ’22; Eva Ntiege ’25 and Victoria Richardson ’25

By Kirsten Mahoney DIRECTOR OF LITTLE DRAGONS AND YOUTH AND MEMBERSHIP PROGRAMS

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LOWER SCHOOL

“ What the best and wisest parent wants for his own child, that must the community want for all its children.”

John Dewey U.S. PHILOSOPHER AND EDUCATOR

In 2012, I had a vision. A spark. An idea. I was a new parent

My background in education includes degrees in

of a one-year-old who wanted something more for my child.

elementary education and leadership with specializations

I looked around the Glenelg Country School (GCS) campus

in early childhood development and leadership in school,

and thought, “I want this for my child. I want a community

family, and community collaboration. During my time

for him. I want a place of true learning for him. I want him

in college and my teaching experience, I studied and

to be here with me.” Then, I met another teacher, Scott

experienced a variety of philosophies and approaches

Proffitt, Upper School Latin teacher, who also had a vision.

to education. The one I believe in and matched with the

He wanted the same thing for his child too. We came

GCS mission was the Reggio Emilia approach, a pedagogy

together to create something not only for our children but

that is student-centered and constructivist that uses

for our whole community. We were given this opportunity

self-directed, experiential learning in relationship-driven

through a Professional Development Day called “FedEx

environments. I shared this approach with Mr. Proffitt as

Day.” These are “one-day bursts of autonomy that allow

an idea for our program. I handed him a lengthy book

people to work on anything they want, as long as it is not

to read, The Hundred Languages of Children: The Reggio

part of their regular job, provided they show what they’ve

Emilia Experience in Transformation. From that point,

created to their colleagues 24 hours later.”

the foundation of the program began to take shape.

In 2013, Mr. Proffitt and I spent time working on developing our vision of a possible early education center on campus.

We sent a survey to the GCS faculty and staff to see if others

Facing page: Lily Clark ’35, Sophia Marotta ’35, and Jack Gong ’35 Below: Hazel Weeks ’35, Thomas Dolan ’35, and Parker Nelson ’35

shared in our idea of offering something for our young children on the campus. The response was overwhelming.

More than half the employees completed the survey on the first day, affirming support of our vision. After researching independent schools in the area that offered early childhood education programs, we honed in on what made an excellent early education program at an independent school like GCS, and our vision to include something that matched the school’s mission was made more clear.

If GCS had an early education center, would you be interested in having your child enrolled here?

YES

NO

SURVEY RESULTS FROM 2013 SURVEY OF GCS FACULTY AND STAFF

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The Hundred Languages of Children No way. The hundred is there.

The child is made of one hundred.

The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. a hundred, always a hundred ways of listening of marveling, of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream.

The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine.

The school and the culture separate the head from the body.

They tell the child to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas.

They tell the child to discover the world already there and of the hundred they steal ninety-nine.

They tell the child that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together.

And thus they tell the child that the hundred is not there.

The child says “No way – The hundred is there.�

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-Loris Malaguzzi (translated by Lella Gandini)

By the fall of 2014, we received approval to move forward with the program, starting with the addition of a two-yearold program and incorporating the current three-year-old program. With guidance and support from Greg Ventre, head of school; Jhan Tangires, chief financial officer; the Office of Admission; and the newly formed Lower School administrative team comprised of Anne Wooleyhand, Hilary McCarthy, and myself, we immediately began working on finalizing details. We also finally had the name of our program: The Little Dragons.

At the time, I had never been to Italy to study the Reggio Emilia schools. I had read books and attended local workshops and conferences. I reached out to my contacts who had journeyed to the world-renowned schools and decided to participate in a weekend conference about the Reggio Emilia approach in West Virginia. Laurie Shapiro, the Primary Building Art Studio teacher, also attended. It was during this conference that she and I started making plans to see the method ourselves in Italy.

“I want this for my child. I want a community for him. I want a place of true learning for him.

I want him to be here with me.”

In the spring of 2015, Mrs. Shapiro and I found ourselves in Reggio Emilia, Italy, and Pistoia, Italy, to study their approach to early childhood education. Our motto for that trip was “Nothing Without Joy,” which is a quote taken from Loris Malaguzzi, founder of the Reggio schools. We returned to GCS inspired and joyful, ready to open the doors of Little Dragons. Reading “The Hundred Languages of Children” poem by Loris Malaguzzi, inspired our work as we looked for ways to bring the poem to life. That summer, we offered teacher workshops focused on the elements of the Reggio Emilia approach, designed classroom spaces, worked on student documentation, and truly began our journey of transforming our methodology in working with the youngest learners on campus, a journey that continues to this day.

A few years into the program, demand had grown, and we added another section of the three-year-old class, giving us a total of five homerooms. As the program grew, we continued to identify professional development opportunities for teachers. We traveled to Washington, D.C., Cambridge, MA, and Richmond, VA to learn all we Facing page, from top: Alyce Kendall ’30, Sophie Moise ’30, and Chelsea Adkinson ’30; Andrew Nam ’30; Jack Gong ’35, Hazel Weeks ’35, and Kiera Woulfe ’35; Sophia Tucker ’34, Max Nadler ’34, and Noor Awan ’34 From top: A newsstand in the plaza of Reggio Emilia, Italy; A historic building in Reggio Emilia; Clay works on display; Children play outside of a church in Italy.

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LOWER SCHOOL

could about Reggio-inspired work. We became members of

regularly, in addition to their time in the Art Studio with

the D.C. Reggio Emilia Alliance. In 2017, two more teachers

Mrs. Shapiro.

approached me about studying in Italy. The following spring, Lisa Gaenslen and Jillian Kell joined me on another study tour to Reggio Emilia, Italy, with colleagues from West Virginia University and Marshall University. Again, we came back ready to share what we had experienced with the rest of our learning community. I realized at this point that there was no limit to the number of times one could visit Italy and its schools. Every time we came back with more. Some of my colleagues have visited Italy 14 or 15 times, and say they learn more and grow each time. It truly is a lifelong journey.

As time passed, the Little Dragons program added many unique features. The Little Dragons have regularly scheduled time with the co-curricular teachers—Art Studio, Tinker Lab and Library, Physical Education, Music, and World Languages—which is unusual in programs for

Since opening, Little Dragons has also added a digital portfolio program called See Saw, now used in many other grades in the Lower School. This program allows for documentation and sharing with families. It also provides an avenue for student reflection. Visitors are immersed in the work of the children as they walk through the hallways and classrooms of the Primary Building. Teachers have grown in their approach to documentation and continue to look for better ways to make the learning visible.

It has been five years since that first day in September 2015 when we welcomed 45 two- and three-year-old children into the Glenelg Country School community. Since that day, the Little Dragons program has thrived. I know we have made a difference in the lives of the children and families who have joined us on this journey.

students of this age. We developed an outdoor classroom

We are looking forward to seeing where we are in another

and playspace just for our two-year-olds. We also often

five years!

found ourselves pioneers for the rest of our division, willing to take a chance on trying new and innovative ideas. We added regularly occurring on-campus exploration time, forest time, gardening, mini-atelier experiences, and individual class field trips. With the leadership of Mrs. Shapiro and Karen Dodge, the Tinker Lab and Library teacher, we started a mini-creative recycling center, inspired by the community “Remidas” in Reggio Emilia. We even host chickens on campus each spring! During the last two summers, we were the first at GCS to offer American Sign Language classes. This year, we are starting a composting program for the Primary Building. These opportunities create real-world experiences for the children that help in them becoming invested as a partner in their learning, expanding on their knowledge base, and teaching them to work in collaboration. Teachers have learned to take the time to observe and listen to the children and help them seek out answers to their questions through their project work.

This year, the Little Dragon teachers have been working in closer collaboration with Mrs. Shapiro in learning how to include more visual arts into their homeroom classes. The art studio is at the heart of schools in Reggio Emilia, where they call it the atelier. In Italy, the atelieristas work closely with the students and teachers in the school. This year, Mrs. Shapiro has led hands-on workshops for teachers on using clay and collage with their students. Each Little Dragon homeroom classroom now offers clay and collage work

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SPIRIT OF THE DRAGON

From top: Noor Awan ’34 and Max Nadler ’34; Madeleine Liker ’30, Riley Whittingham ’30, Chelsea Adkinson ’30

LOWER SCHOOL

OPENED

9/8/2015 56 5

NUMBER OF STUDENTS CURRENTLY ENROLLED

NUMBER OF HOMEROOMS

NUMBER OF STAFF

15

NUMBER OF TEACHERS WHO STUDIED IN REGGIO EMILIA, ITALY

4

Parent Reflections When I enrolled my daughter in the Little Dragons

I am forever grateful for the opportunity to have Hutch

program, I knew I’d found something special. GCS takes

begin GCS as a two-year-old. I studied the Reggio Emilia

the African proverb “It takes a village to raise a child”

approach in graduate school and it was truly inspiring.

to heart by partnering with parents in education,

Never in my wildest imagination did I think my son

development, eating habits, and even potty training! Our

would be able to attend a high-quality program with this

daughter has thrived in the Little Dragons program. Her

philosophy at its core. There is nothing I am more grateful

vocabulary grew by leaps and bounds; her friendships and

for than the community that has helped us raise Hutch.

social interactions helped her emerge from a shy toddler to

He has had the most incredible teachers. Our youngest

a confident kid who never misses a chance to get involved.

children receive so much love and joy from the people

She even tries new foods on occasion due to exposure to

who created and work in this program. As parents, we

new things through the healthy snack initiative. I couldn’t

often feel as though our children represent our hearts

have asked for a better start to my child’s school journey.

walking around outside of our bodies. It is no small thing

Angela Horjus

to turn over your heart to someone else, and I would do it again without hesitation and the deepest gratitude.

Hilary McCarthy

When we decided to enroll our son in the Little Dragons program, we did so because, for us, it is more than a school. Glenelg Country School is an experience. It is hard to find a better community or more caring staff. GCS instills values and focuses on character qualities that I value not only as a parent, but also as an educator. From the beginning, teachers have fostered our son’s love of learning, and he is still so excited to go to school each day.

We’ve been impressed with the thought, time, and energy his teachers have put into their classrooms and teaching.

The encouragement, patience, and care from the teachers during his first years of school have had such a positive impact on our son, and we will be forever grateful.

Karen Mendoza Front row: Greta Horjus ’32, Kaveri Bernstein ’32, Hutch McCarthy ’32, Evan Sorenson ’32. Middle row: Lucas Profitt ’31, Lien Brown ’31, Braedan Mahoney ’30, Gurik Sandhu ’31, Jacob Mendoza ’31, Riley Whittingham ‘30. Back row: Matou Liker ’30, Andrew Nam ’30, Nkosi Kingwood ’30, Alyce Kadell ’30, Sophie Moise ’30, Chelsea Adkinson ’30

LOWER SCHOOL

A Little Dragons Project

By Lisa Gaenslen PRE-KINDERGARTEN TEACHER

One of my favorite aspects of Little Dragons is how each year, each class has different inquires that can take on a life of their own. No two projects or investigations are ever the same! They truly reflect the group of children from that year. A few years ago, my class took part in one of my favorite class projects, which we affectionately call “The Guinea Pig Project.”

During the 2016–2017 school year, the Little Dragons were

Mr. Kell, our guest engineer, visited the Little Dragons to

studying the five senses and began to ask questions about

help put the maze together using a large cardboard box.

how the class pet guinea pig’s senses work and if they are

Mr. Kell taught the class about his job, how to plan something

the same as our human senses. We researched as a class

out and build it, and how to make a small model and make

and found out that they cannot see well, but their sense

it into exactly what you want. He also taught the class the

of smell is powerful. I posed the challenge of finding a way

word “modifications” when we needed to make a change

to test if that is true. The class suggested building a maze

in our plans.

and hiding real and fake food to see if the guinea pig could tell the difference. Once we decided to make a maze, we researched all different types. We looked at hedge mazes, box mazes, corn mazes, marble mazes, and many more— exploring how they are built and how they work.

To determine the best food to entice the guinea pig to use its sense of smell to go through the maze, the class needed another expert. A veterinarian at Huffard Animal Hospital in Pasadena, MD, was called to talk about which foods are great for guinea pigs and what enticing treats the class

Each Little Dragon was challenged with building a plan

could use in the maze. After another class vote about food,

for a maze and deciding which material to use. Once they

we placed treats in the labyrinth, and the Little Dragons

completed their projects, all of the ideas were presented,

watched to see the results.

and then the class voted on the maze that should be built. It was time to work together as a group, drawing and labeling one large picture of the maze so that we had a blueprint. We studied engineers and their jobs and even found one to help us. Little Dragons learned why a blueprint was essential and how we could work as a team to make one.

With a blueprint in hand, it was time to make a 3D model.

We discussed how having a small 3D model would help Cope Kell, our guest engineer, get a better idea of what we would like to build and whether it would work! With the box model complete, it was time to take it to Laurie Shapiro, art studio teacher, and use clay to make a 3D representation of the inside of our maze.

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LOWER SCHOOL

We then decided to invite the school community to see

When other classes joined us, we explained the project,

the experiment so everyone could learn about the project.

and then twice tested the guinea pigs in the maze. The first

Little Dragons helped write an invitation email and made

time, they found the food too quickly, so we hid it better

tickets and signs. We decided to do a trial run and put

the second time. We saw that they could smell the food

the guinea pigs in the maze without food to see if any

very quickly, but it took them a while to figure out how

modifications were needed. We realized that the guinea

to find it. We reflected on the entire process from start

pigs would not walk on cardboard, because it hurt their

to finish by looking at our work, pictures, and videos.

feet, so we added fabric for them to walk on. They could get around the maze with no problem after that!

Lower School Dragons are Green ENVIRONMENTAL SUSTAINABILITY IN THE LOWER SCHOOL

By Debbie Lieberman LOWER SCHOOL TEACHER

Even the youngest students are aware of issues

reusable water bottles to school were also mentioned.

surrounding environmental sustainability. They want to

The idea that generated the most excitement among

be involved in making a positive change in the world.

students was for the Lower School to eliminate single-

Understanding the environmental impact of our current

use water bottles. During assemblies, students will learn

habits is the key to creating change. A few small changes,

about the environmental impact of the manufacturing

when multiplied across a school and community, can have

and disposal of plastic water bottles and why recycling

a significant effect.

is not the answer. Students are encouraged to bring water

Several fourth-grade students are committed to raising awareness about the amount of waste generated during lunch periods in the Lower School cafeteria.

With the assistance of three teachers from the school’s

bottles from home and be responsible for keeping track of their water bottles at school. Currently, The ELPC is researching the feasibility of replacing water fountains with water bottle refilling stations.

Environmental Leadership Professional Learning

Students are excited about organizing fundraisers, which

Community (ELPLC) and a Lower School parent, the

will enable the purchase and installation of the refilling

Lower School held its first ‘waste audit’ during a lunch

stations. Small changes do matter, and when students

period in November. Sharing the data with the students

are empowered and understand why these changes are

generated many ideas on how to reduce the amount of

essential, they really can change the world. The ELPLC

waste produced each day.

will continue to hold waste audits each month to monitor

Student ideas included taking less food from the catered

the reduction in the amount of waste produced.

lunch line and packing lunches with reusable containers.

Starting a compost bin for food waste and bringing

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ENRICHING DRAGON MINDS AFTER-SCHOOL ENRICHMENT AT GLENELG COUNTRY SCHOOL

By Bri Stiteler ASSOCIATE DIRECTOR OF YOUTH AND MEMBERSHIP PROGRAMS

On average, Glenelg Country School (GCS) offers more than 30 after-school enrichment classes to 380 students each year. GCS is proud to provide a variety of exciting, fun, and engaging courses in our after-school enrichment (ASE) program through the Office of Youth and Membership Programs.

These classes are offered Monday through Friday to

continues to work with numerous talented GCS faculty and

students in pre-kindergarten through eighth grade during

staff members. For example, many GCS teachers choose

after school hours. In three sessions—fall, winter, and

to share in their love of sports. Kevin Boland Sr., head of

spring—throughout the school year, students build on

the Middle School, teaches lacrosse. Ms. Jane Thomas,

concepts learned throughout the school day in a variety

a current second-grade teacher, teaches field hockey,

of programs held in inviting spaces, including classrooms

while Marty Stiteler teaches soccer fundamentals.

in the Manor House Building, the Primary Building

After-school sports programs have been shown to help

Multipurpose Room, and the Exploratorium. Students can

boost children’s confidence, teach critical thinking, and

sharpen their skills in a variety of sports programs such

strengthen teamwork skills. In addition to sports, many

as martial arts, tennis, soccer, and lacrosse; explore their

types of visual and performing arts are offered. Kirsten

artistic side in art classes like watercolor painting and

Mahoney and Laurie Shapiro, two of our faculty from the

clay creations; and expand their artistic and creative skills

Primary Building, enjoy teaching their “Sew Fabulous”

in robotics, sewing, knitting, and cooking classes. Dance

class to some of the youngest students on campus.

classes such as jazz and ballet, along with music classes

Sewing provides students with crucial fine motor skill

like group guitar, provide another area students can explore

development, math application, encourages hands-on

if they are interested in the performing arts.

creativity, and is an important life skill. Many students have

The program has grown from just a class or two when the program first began to 17 different courses for the 2020 winter session. In expanding the program, GCS has partnered with several excellent external companies, and

“ My favorite part of teaching dance ASE’s is that I get to do something I’m passionate about and work with students I don’t normally get to teach. It’s a great opportunity to see past students and get to know new students as well.”

Jazmine Sneed KINDERGARTEN TEACHER

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also found this a way to calm their minds amid a busy world. Jazmine Sneed, a current kindergarten teacher, has taught dance classes, including Jazzy Dancin’ and ballet, for the past three years.

GCS has been proud to welcome back several companies

with their instructor. Since 2017, Mike Lookinglad, former

that help augment the ASE program by bringing their

professional soccer player and nationally licensed coach,

top-rated classes to GCS for the past several years. The

has offered a variety of sports from his program, Dynasty

Black Belt Institute has been bringing their Martial Arts

Sports, including soccer, lacrosse, and Kids in Motion.

class to GCS since 2018. This class is always a favorite

Students have incredible fun learning new skills with

and is something students thoroughly enjoy, which is

both Mr. Lookinglad and his excellent coaches in all their

seen on their excited faces as they learn movements

sports classes. Students also enjoy putting their skills and knowledge to the test, while building on the skills they

“ (Martial Arts helps the GCS community by) helping students with character development, teaching them about self-discipline and fitness.”

Master Cho BLACK BELT INSTITUTE

already possess in the Silver Knights coding, chess, and robotics classes, offered at GCS since 2016. The United States Tennis Association is our newest partner to the ASE program. A tennis class, provided for the first time last spring, has been extraordinarily popular.

We look forward to continuing to grow and foster these unique relationships with these excellent companies!

“ Teaching ASE allows me to teach all the

The After-School Enrichment Program is also happy to

interested Lower School students in a more

offer special year-long programs such as Math Olympiad

relaxed setting by tapping into their creativity

and Junior CHAMPS, taught by Jen Cope, a current third-

through knitting, jewelry making, and baking.

grade teacher. Both programs give students a unique

By joining a creative ASE, the students learn to relax and de-stress while creating beautiful items or delicious pastries.”

Margaret El-Haddad LOWER SCHOOL FRENCH TEACHER

opportunity to work together for the entire year. As a part of the Children Against Mines Program (CHAMPS) and through monthly international video calls, including Bosnia and Yemen, Junior CHAMPS educates students about mine detection dogs, the vital role that they play, and about the children affected by the mines. One canine visited campus through The Marshall Legacy Institute for

Facing Page: Field hockey enrichment class Above: Noah Levasseur ’32 and Shivram Sana ’32

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Below: Lower School students playing soccer; student clay projects

“ I love teaching ASE because to see the smiles on the kids’ faces after school running around and playing soccer with their friends makes it super enjoyable. Their enthusiasm to learn is a thrill, and their attitude to try something new is incredible! When I see kids playing soccer in Extended Day during the week after coaching them on an Enrichment Day and trying some of the skills I’ve taught them, it makes me happy!”

Martin Stiteler UPPER SCHOOL FACULTY

“ Our mission at USTA Mid-Atlantic Section is to promote and develop the growth of tennis. We offer our tennis enrichment program because so many children have historically not had the chance to try out this fun lifetime sport. Our programs provide a pathway to a positive outlet, develop healthy habits, and teach children vital life skills and character development. It is great to see many more kids stay active through our sport, and we hope that it can be something they enjoy for many more years in the future.”

Alex Chan USTA TENNIS

a mine demonstration. Math Olympiad offers students

role models, and it forms a sense of community. Silver

an opportunity to join 150,000 students nationwide to

Knights Enrichment’s chess class, for example, is offered

work through engaging and challenging math problems.

to students in kindergarten through eighth grade. This

Students come together for practices throughout the

helps students grow not only academically, but socially

school year to prepare for five Olympiads that are given

as well, as friendships are formed across grade levels.

October through March.

Many of the After-School Enrichment classes revolve

After-school classes provide an avenue for students to tap into their interests, learn a new skill, or practice developing one, in a multimodal class that helps develop the child as a whole. Courses span several grade levels. Because of this, students work alongside and collaborate with peers of different ages. Younger students gain self-confidence and maturity while older students learn to be positive 14

SPIRIT OF THE DRAGON

around non-traditional teaching methods, which helps students learn in a creative and hands-on atmosphere that is both extremely fun and educational. These classes offer much more than just the subject being taught.

Many of the parents with their children in an ASE class have commented that they wish they could take the courses themselves!

MIDDLE SCHOOL

AN OLD FRIEND GETS A NEW LOOK “The Exploratorium is a beautiful new space on the GCS campus, made possible through the generosity and vision of Karen Stoddard and Eileen O’Neill. It’s a remarkable legacy that will have a lasting impact on the entire GCS community.”

Anne Wooleyhand, HEAD OF THE LOWER SCHOOL

The newly-renovated Lower School gym is open for business! On any given afternoon, it’s not unusual for students to be in the brand-new Exploratorium taking classes in yoga, karate, ballet, or even cake decorating.

The metamorphosis is due in large part to the vision and generosity, of parents Karen Stoddard and Eileen O’Neill (Quinn ’19.) The StoddardO’Neills had a vision for the space and actively partnered with GCS to reimagine the gym and Exploratorium as a holistic gathering spot and athletic center for students and teachers. “Eileen and I saw a clear need to not only renovate but genuinely reimagine what the gym could be for GCS. We took the initiative to step forward and provide the necessary funding that would make our proposal a reality,” said Stoddard.

The Exploratorium is a renovation of the old gym lobby and porch into a beautiful glass space where students and teachers enjoy a wide variety of activities and social gatherings. The gym has a new roof and foyer, renovated locker rooms, and a dedicated area with a slide and stairwell that has been enjoyed by students and teachers alike. Doors, flooring, and sidewalks, along with new blackboards, scoreboards, lighting, padding, and a projector and screen, were upgraded as part of the renovation. Previously, there was no air conditioning in the gym. Through the generosity of the Stoddard-O’Neills, a new heating and cooling system was also installed.

Head of School Greg Ventre is thrilled with the facelift as well. “Not only has the Stoddard-O’Neill family been one of our most generous supporters over the last decade, but their vision and generosity have enabled GCS to resuscitate a building that has great meaning to our alumni and community. It’s wonderful to see it re-vitalized into a new recreation center that can be enjoyed by everyone. We can’t thank them enough.”

From top: Karen Stoddard, Eileen O’Neill, and Quinn Stoddard-O’Neill ’19; Exterior of the Exploratorium; Rocco Peluso ’20; Elliot Quigley ’29, Alysa Dhillon ’29, Ava Richardson ’29, Morgan Roscoe ’29, and Ara Ghahremani ’29

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MIDDLE SCHOOL

ON OF

THE EVOLUTI

THE

MIDDLE SCHOOL

By Brita Stewart MIDDLE SCHOOL TEACHER

It is the first Friday back to school after Winter Break, and the finalists and alternates for the Middle School Barlow Public Speaking contest are perched in front seats of the Mulitz Theater, poised to present their pieces to a full house.

This is the culmination of our school’s longest-standing

at Glenelg Country School. Pieces by contemporary

tradition. Since the 1965 school year, every student in

spoken-word artists Roxy Azari (who visited and conducted

second through eighth grade memorizes a piece of

poetry workshops with our students a few years back) and

literature and recites it to his or her class. A handful of

Britta B. presented alongside traditional favorites by the

students are selected to compete in the Middle School

likes of Walt Whitman and Maya Angelou are not unusual.

competition in early January. Students’ wide-ranging

The choices exemplify the Middle School experience—firmly

selections are a reflection of the diversity that we enjoy

rooted in tradition with an eye to the future.

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SPIRIT OF THE DRAGON

Above from left: Nichelle Desbordes ’24, Michael Hersey ’24, Mr. Silvestri, and Roy Sharma ’24; Kenaan Tujjar ’26 and Mrs. Roenigk

When the first eighth graders graduated in the spring

their practices also made sense scientifically. In her 2012

of 1956, the Upper School was still 29 years away from

book The Brain-Targeted Teaching Model for 21st-Century

opening its doors. Therefore, Grades 6-8 were dedicated

Schools, Mariane Hardiman writes that “offering students

to preparing students for any academic challenge that

choices relating to the content and process of learning

would follow. The need to produce versatile and well-

has been shown to provide a sense of agency or control

rounded students while fulfilling the vision of the school’s

over outcomes and is associated with increased levels

founders led to the development of a program that was

of motivation and achievement.” In other words, research

ahead of its time, offering experiential and project-based

strongly supports the educational principles that the

learning long before those educational buzzwords came

Middle School has long held dear.

into vogue. The five teachers charged with educating the entire student body in the school’s early years had to be creative. Making use of the beautiful grounds and whatever was available in the Manor House and its outbuildings facilitated student-centered instruction. Middle School students from those first classes recall one of their teachers, Trudy Fox, teaching the class about hurricanes— not because it was next in the textbook but because a storm was in the weather forecast. With no gymnasium, the wrestling coach, Mr. Farley, used old mattresses to turn the basement into a wrestling room. And the class project?

Resurrecting an old nature trail left behind by the last residential owners of the property, the Lowndes family.

The Middle School may no longer give the students a half-day on Fridays to go ice skating as it did for many years, but adventure is still at the heart of everything we do. The original faculty likely knew that incorporating hands-on learning, physical activity, and exposure to the arts throughout the disciplines into the daily schedule of their students, though somewhat progressive at the time, was simply good teaching. But now we know that

Facing page: Skylar Olson ’26 and Mrs. Burkman Right: Nichelle Desbordes ’24 and Kara Shorb ’24

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These days, the ongoing work of learning might look a little different in the Middle School than it did in 1954. In the IDEA Lab, a student successfully uses a Makey Makey to play Beethoven’s “Ode to Joy” on a line of ripening bananas. In Connections class, a group of students negotiate the attributes of a species that inhabits their imagined country’s biomes as part of an ongoing project exploring community and identity. And in the art studio, the second trimester means projects with clay. Building on skills learned in sixth grade, seventh-grade students create canopic jars to house organs for their World History pharaohs’ sarcophagus project. Eighth graders enjoy a “clay on words” opportunity with visual puns: a stick of butter with wings? Butterfly. A capital letter C, shaped like a handsaw? Seesaw.

We still know that developing creativity, critical thinking, and collaboration is good teaching, and that students learn best when they have a voice in their own learning and are completely engaged in whatever it is that they are doing.

For decades, students in eighth grade read John Knowles’ classic novel A Separate Peace, in which he recalls the famous French quote, “Plus c’est la même chose, plus ça change”—the more things change, the more they stay the same. This remains true in the Middle School.

From top: David Carrera ’25, Ms. Smith, Trent Gillis ’25, and Kennedy Hawkins ’25;

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SPIRIT OF THE DRAGON

Kameron Crosse ’26

FACULTY SPOTLIGHT

Noah Konkus Middle School science teacher Noah Konkus joined the faculty this year as one of the school’s youngest teachers. Having graduated from Yale College, we look forward to the impact that Konkus will make on our Middle School students.

PLEASE GIVE US SOME BACKGROUND ON YOURSELF AND YOUR EXPERIENCE

DESCRIBE YOUR TYPICAL SCHOOL DAY

A typical GCS day involves teaching three sections of

I received a Bachelor of Science in psychology from Yale

seventh grade Life Science and one section of sixth grade

College in 2018. Having spent three years performing

Physical Science. In Grade 7, students learn about the

research, I was excited by the opportunity to take my

interconnectedness of all the organisms on Earth through

passion for science out of the laboratory and into the

the process of evolution. Meanwhile, Grade 6 students

classroom. I am a lifelong learner who has always been

encounter and test the basic principles of physical and

excited about sharing knowledge with others, and it has

chemical systems. I spent the first trimester as both an

been wonderful to start a career where I can do this every

assistant coach for the Middle School cross-country team

day. Middle school science is the perfect opportunity for

and ensemble leader for the Middle School production

students to explore and inquire about the natural laws of

of “The Lion King”. Now, I am excited to be the advisor

both physics and life. The saying “seeing is believing” rings

for the middle school’s first Dungeons & Dragons club.

especially true in my classes. Whether testing principles of gravity or encountering an organism with seemingly alien adaptations, I believe that it is critical students have opportunities to see for themselves the truths of the world in which they live.

WHAT ARE YOUR GOALS WITH STUDENTS, AND WHERE DO YOU EXPECT TO SEE THE SCIENCE DEPARTMENT GO THROUGH YOUR TEACHING?

I hope to give my students hands-on experience performing inquiry-based investigations about the information they

WHY TEACHING?

encounter in their textbooks and online. I want students

My great-grandmother taught for over 40 years, and I

to challenge themselves to not only demonstrate scientific

look up to the legacy she left in the classroom. She taught

principles but also ask themselves, “Why do they occur?”

me that every moment of joy is an opportunity to learn something novel. We would talk for hours about library books, plants near her house, or photographs from her travels around the world. She influenced me to develop a love for learning that I have carried throughout my life.

WHAT BROUGHT YOU TO GCS?

It was wonderful to have the opportunity to return to my home state of Maryland to teach for the 2019–2020 school year. I was drawn to the sunny outlook of the GCS community and the sense of trust and communication between teachers, students, and parents.

UPPER SCHOOL

Student Health and Wellness in the Upper School

By Brandon Neblett HEAD OF UPPER SCHOOL

One of the things that most impressed me as I was getting

The dramatic increase in teen anxiety is a particular

to know Glenelg Country School (GCS) last year was

concern of mine. As articles in national publications such

its sense of balance. In my interviews and discussions,

as Time, The Atlantic, and The New York Times have

students, teachers, and administrators all accentuated the

documented over the past five years, while having access

same point to me: GCS is a lively, balanced place where

to unparalleled opportunities and resources compared

people thrive. It came through in their voices, their eyes,

to earlier generations, today’s teens also face

their smiles, and their laughter. And it came through in

unprecedented pressures.

what I witnessed as I walked around the school. I knew this was where I wanted to be and where I wanted my three children to be.

What are these pressures? The first is academic. While a school like ours has always provided a demanding curriculum, college-bound teens face a level of

Once on the job as Upper School Head, my own experience

competition in gaining admission to higher education

verified these sentiments every day. I love coming to

that is unprecedented. At the nation’s finest universities,

work at a school so committed to bringing out the best in

that competition for spaces and scholarships is now global;

students—not just in academic work, athletic achievement,

American students are competing with students from

or artistic performance, but in communication, relationship-

around the world. Second, are athletic pressures.

building, and risk-taking. I love working at a place that

The increase in specialization, club teams, personal

understands the importance of building young men and

training, and off-season practice and competition in high

women who know themselves, celebrate each other, and

school sports are seen as essential for those who wish

try new things. I love GCS’s holistic philosophy of education

to play in college. This has created a cycle of year-round

and the community that fosters it.

stress. The third set of pressures is digital. Mobile devices

At the same time, GCS teens face the same social and emotional challenges that teens around the country face. One of my top goals as an educator is to help teens learn how to navigate those challenges successfully.

have completely changed the dynamics of teen social life.

One manifestation of this is the use of social media sites like Instagram to post text, photos, and videos to create an idealized virtual identity, as well as to intimidate, harass, and bully other teens.

What are we doing about this issue in the Upper School?

One long-standing tradition—Forum—was my starting point this fall. Forum has proved to be fertile ground for promoting weekly fun, light-heartedness, and a sense of release from the pressures of Upper School life. The first half of the year has seen community singalongs to Journey’s “Don’t Stop Believing” and “Happy Birthday” (for Dean of Students MaryEllen Prantl), a Halloween production of “The Monster Mash,” school spirit competitions led by the School Council, corny jokes and puns, and the continuation of Mrs. Vavalle’s “Fun Fridays” from last year. My many appearances at Forum, in various guises and complemented by different forms of dancing,

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SPIRIT OF THE DRAGON

are driven by my desire to see students not only laugh and

Finally, we initiated a division-wide conversation about

relax, but to also see that Forum is understood to be a safe

teen anxiety with our screening of “Angst”, the acclaimed

place to share, perform, and make announcements.

new documentary about teen anxiety, on January 14.

Upper School students viewed the film and participated

I love coming to work at a school so committed to bringing out the best in students.

In addition to enhancing this tradition, we have taken several steps in new directions to promote student health and wellness in the Upper School. For the first time in many years, students completed their exams in classrooms,

in a series of structured conversations as a first step in acknowledging this issue and its role in our lives. We also screened the movie for parents and the public that evening as part of our Dragon Dialogue, a series of community education events. We hope this will empower both those students struggling with anxiety and their friends, siblings, and parents to act and access resources with greater confidence and hope.

returning to the Upper School academic building from the

As with everything we do, a strong partnership with

Upper School gym. Classrooms are a much more organic

parents is fundamental to our success. My aspiration is

and authentic space for students to take their exams, and

building a dynamic, ever-evolving conversation throughout

we want to support their success on these as much as we

our community about how we can recognize, address,

can. We know that context, and especially space, has a

and treat those issues we see degrading a healthy and

significant impact on how students perform. So this shift,

developmentally appropriate educational experience

while small, may have an outsized effect, not just in grades

for our students. Parents are critical partners in this

but in test-taking skills, confidence, and metacognition.

conversation. There will be more to come in the Upper

We are also developing a new sleep education initiative.

Under Physical Education teacher and Admissions

School. And, we hope, more to come to Upper School households. Stay tuned!

Assistant Brian Reese’s leadership, we invited local sleep expert Tracy Davenport to campus in mid-December to discuss why sleep is so important to teens’ cognitive and physical development. At Forum and in the ninth grade Ancient Studies classes, Dr. Davenport explored the neuroscience behind rest, its central role in solidifying learning and building muscle tissue, and its connection to Alzheimer’s. She also explored the factors that teens identify as most problematic to getting a good night’s sleep. We know, both from discussions with individual students and from a sleep survey we conducted in the Upper School, that teens are sleep-deprived, and we are looking at dates in the second half of the year for Dr. Davenport to return for a series of follow-up talks.

Facing page: Anusha Thompson ’20, Neal Fyock ’20, Aniya Diggs ’20, Sarah Lienert ’20, Ian Swartz ’20, Tiffany Wu ’20 Right: Aniya Diggs

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UPPER SCHOOL

FACULTY SPOTLIGHT

Sheena Jordan Sheena Jordan joined the Glenelg Country School faculty in 2019 as diversity coordinator, a new position created to bring light to our diverse community. Born in Hawaii and having moved to the continental United States, Jordan developed a passion and appreciation for other cultures.

TELL US A LITTLE BIT ABOUT YOURSELF AND YOUR EXPERIENCE.

DESCRIBE YOUR TYPICAL SCHOOL DAY.

I usually start my day in the Upper School building

I earned a Bachelor of Arts degree from James Madison

preparing for my sophomore foundations class. On

University in Spanish, and I minored in African American

Tuesdays and Thursdays, I have the pleasure of co-

studies. I received a Master of Arts at the University of

sponsoring the Common Ground club and the Amnesty

Maryland, Baltimore County, in intercultural communication.

International club. Both organizations have dynamic

In 2019, I completed my post-baccalaureate certification

representation from the student body and include all

in educational leadership and school administration at

grades. We plan activities about diversity, and we also

McDaniel College in Westminster, MD. My position as a

bring awareness to human rights violations happening all

diversity coordinator allows me to facilitate discussions

over the world. It is within these organizations that I teach

and foster a welcoming environment where I encourage

our scholars to speak up and bring light to pressing issues

the community to ask the questions and listen to the many

by sharing out during our Upper School Forum. Fridays, I

voices. We are so fortunate to have in a diverse institution.

like to be able to venture down to the Manor House and

WHAT BROUGHT YOU TO GCS?

participate in the Lower School assemblies. I have been delighted to present about Hispanic Heritage, Native

I found GCS as my home when I began looking to

American Heritage, and Black History Months. I enjoy the

make a move from working solely in the classroom

energy and optimism of the Lower School, as they are

to administration. After completing my coursework in

always eager and excited to explore and learn new things

educational leadership, I recognized that I wanted to

about other cultures.

move into administration. However, I also knew that in my heart, I still loved the rapport and relationship-building that happens from interacting with children directly in the classroom. Having worked at a boarding school and a country day school in New York, I understand that in an independent school, you really can have the best of both worlds in teaching and administration. I love the sense of community that permeates from within class and beyond.

After my first visit, I knew GCS was the place not just for me but for my family as well. We all feel so welcome here.

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SPIRIT OF THE DRAGON

“ We are so fortunate to have such diversity represented in our students, and I want to make sure that every voice feels heard and welcomed.

I value voice.�

UPPER SCHOOL

WHAT ARE YOUR GOALS WITH STUDENTS, AND

democratic right to speak up! My course, Foundations 10,

HOW DO YOU SEE YOUR DEPARTMENT DEVELOPING

teaches public speaking, and I hope that students will

THROUGH YOUR WORK AND TEACHING?

appreciate and understand that young people today have

My goal is to provide a system of support for the students,

the power to change the future.

faculty, and the community. We are so fortunate to have

I also want adults in the community to know that I am

such diversity represented in our students, and I want to

here to offer support when challenging situations

make sure that every voice is heard and welcomed. I value

arise. I encourage courageous conversations and invite

voice. I have always said that there is only one difference

everyone to use their voice to help us grow and learn

in vice and voice. That “o” makes all the difference. I want

as a community. I value course correction. I know that

to teach our future leaders to tap into the energy of the

we can’t reach our fullest potential as an inclusive

“o” and open their mouths and speak up when they feel

community if we move through these spaces without

misrepresented or if they feel things are unjust. I want to

acknowledging that there is always room for growth

teach our kids to find their voice and to exercise their

in our own development, even as adults.

Mrs. Jordan and Alex Cheng ’23

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UPPER SCHOOL

We Are All Dragons HOW DID THAT COME ABOUT?

By David Weeks DIRECTOR OF GLOBAL EDUCATION AND COMMUNITY SERVICE

“Some of us are Glens, and some of us are Elgs, but we are all…Dragons!”

Head of School Greg Ventre often reminds us of our

A statue of a dragon was sculpted by Charles Lancaster, a

commonality, even with our competitive spirit. How did we

member of the Gould family, cast in bronze and placed in

all become Dragons, and why was the dragon chosen for

the foyer near the Head of School’s office. Looking closely

our identity as a school? The answers to these questions

at the statue, one can see that a finger in the left talon

go back approximately 30 years when Rye Chapman

extends upward. I like to think of this gesture as similar

became head of Glenelg Country School (GCS) in 1990.

to that of Plato in Master Painter Raphael’s fresco of the

At that time, our school had nine students in its first ninthgrade class located in a trailer behind the Manor House. In that class was Ty Saini, who eventually served as Chairman of the GCS Board of Trustees. The administration was changing from Charles Miller as the Kindergarten-Grade 8 Head of School to Mr. Chapman, who would lead GCS into a new era as a Kindergarten–Grade 12 school. With

School of Athens in the Vatican Palace in Rome completed during the Italian Renaissance. Plato’s finger-pointing upward alludes to the spiritual realm of ideas as a basis upon which to live one’s life philosophically. Next to him, Aristotle points downward, a gesture to the importance of evidence in the physical world to support ideas.

him was Tim Callard, hired as the new head of the Upper

Glenelg Country School’s

School. From that modest beginning, GCS has grown to

mission embodies Platonic,

have 312 students in the Upper School with 84 students in

spiritual virtues with the

the Class of 2019.

dragon providing the

As Head of School, Chapman launched many new traditions such as a cap and gown ceremony for the twelfth-grade graduation and creating a mascot that could motivate our school community. He approached the Upper School faculty with the challenge of choosing a mascot for our school. Being on the faculty at that time, I remember discussing the dragon as an option. The dragon was a little controversial. On one hand, it represented evil in the Western tradition, as depicted in the St. George slaying the dragon legend. But it also represented great strength and wisdom from the Chinese culture. The emperors of China sat on the “Dragon Throne” and received the knowledge of the mythical dragon that was said to have the power to travel into heaven to obtain wisdom. The dragon would bring with it Qi or life force energy to the emperor so that he could make the right decisions for his people and remain on the throne having the Mandate of Heaven. The Eastern tradition of the dragon being symbolic of strength and wisdom prevailed.

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SPIRIT OF THE DRAGON

power and strength to champion and sustain them against opponents.

The Aristotelian orientation is found in GCS curriculum where ideas are supported with factual evidence. May the Glen Green of longevity and the Elg White of purity brought together with the courageous red dragon in our flag long wave for GCS generations to come.

UPPER SCHOOL

THE ASHAI CHANGEMAKER CHALLENGE

By David Weeks DIRECTOR OF GLOBAL EDUCATION AND COMMUNITY SERVICE

The first runner-up in the competition, junior Sofia Vallejo, shared her gratitude to those who were generous in supporting her family when her sister struggled with a health condition at the Children’s National Hospital in Washington, DC. In wanting to give back some measure of the support her family received, Vallejo plans to use her $532 award to develop care packages for families at Children’s National Hospital.

The second runner-up, sophomore Hannah Quigley, demonstrated her interest in working with special needs children on a theatrical production after describing the close relationship she has with cognitively challenged family members. Quigley created “Pals in Production,”

Mahatma Gandhi encouraged people to “be the change you want to see in the world.” Here at Glenelg Country School, Grade 9–11 students in the Upper School are challenged to be changemakers. They can develop a proposal to support a local, national, or international service project in need of funding. The Ashai family— parents Shaukat and Asma and their children Zaid ’95 and Shela ’97—supports the annual funding for this service project competition. In honor of their generosity, this student service project competition is named The Ashai Changemaker Challenge.

Through an evaluation process, three finalists present their causes to the Upper School community in Forum. After all presentations, students, faculty, and staff support at least one project through Tag Days, designated days where students donate funds to be out of uniform. The service project that obtains the most Tag Day funds is declared the winner of the competition and receives an additional cash prize of $500 to be used towards the development of the service project. The two runners-up each receive a $250 cash award along with the Tag Day funds.

This past December, sophomore Emily Kavic gave a compelling presentation on her struggle with anorexia nervosa, and her desire to “amplify the network of sufferers” to prevent personal isolation and to “cultivate

a collaborative theatrical experience, partnering special needs children with students like her. Quigley will dedicate her $480 to the licensing of the script and materials needed for the production of the musical “Winnie the Pooh”. She hopes that performing in the production will provide special needs children with exposure to the joy of acting on stage and will foster enduring relationships with theatrical partners.

A challenge for each grand prize winner is to raise an equal amount of funds as was awarded within a year to earn an additional $500 in funding. 2018 winner and current sophomore, Josef Marshall, achieved this match to help him fund the training of a mine detection dog. He presently has raised approximately $4,000 towards his $12,000 goal by the end of his senior year. His four-year dedication to this project is not only training a valuable mine detection dog but also providing hope to people in war-torn regions to live free from possible physical injury due to an exploding mine.

Glenelg Country School is grateful to the Ashai family, who has recognized the value of empowering students who seek to contribute towards the betterment of our world. Investing in the service-oriented dreams of adolescents promote their investment in healthy community living as they advance to adulthood.

a sense of community.” With her $895 award, Kavic plans to work with educators in the establishment of a campaign to improve the value of eating disorder education in health classes at the middle school level. She is presently collaborating with educators in four different counties in Maryland.

Right: Hannah Quigley ’22, Emily Kavic ’22, and Sophia Vallejo ’21

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By Paige Walton LOWER SCHOOL TEACHER AND VARSITY GIRLS LACROSSE HEAD COACH

On October 28, 2019, student-athletes Erin Jacobs ’21, Celia Pell ’21, Kristen Verma ’21, and Coach Paige Walton attended the seventh annual IAAM Leadership Conference. The conference’s goal is to engage a diverse and dynamic representation of student-athletes and coaches, provide pertinent and customized sessions that will enhance personal awareness, improve leadership skills, and bring key learning and information back to the school community.

This year’s conference theme was “Stronger Together.”

The day kicked off by keynote speaker Cathy Reese, head women’s lacrosse coach at the University of Maryland.

Reese shared valuable information with athletes and coaches about being a positive and productive leader not only in sports but in life. She shared how positive leaders can help to build a strong team and school culture.

Athletes participated in a simulated team-building exercise led by Jillian Kochanek from the University of Michigan, a third-year doctoral student in kinesiology, concentrating on the psychosocial aspects of sports. The simulation exercise showed athletes that there are different types of leaders and that each style can lead to a team’s success. Van Brooks, founder and executive director of Safe Alternative Foundation for Education, who was initially paralyzed in 2004 at the age of 16 from the neck down after attempting to make a tackle during high school football, also spoke at the conference. Brooks ended the day with his inspirational story that emphasized “a man is not defeated when he loses; he is defeated when he gives up.”

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SPIRIT OF THE DRAGON

ATHLETICS

COACH SPOTLIGHT

Eddie Howlette ’15 Varsity wrestling Head Coach Eddie Howlette ’15, joined the Glenelg Country School (GCS) faculty in 2019 after being part of the first Varsity wrestling team in GCS history and wrestling for four years at Ursinus College. Coach Howlette believes that the discipline and work ethic developed through wrestling become skills that can last a lifetime.

TELL US ABOUT YOUR BACKGROUND IN WRESTLING.

WHAT MAKES YOU PASSIONATE ABOUT COACHING?

I started wrestling in sixth grade at GCS under coach Brad

Wrestling at GCS taught me valuable lessons that stuck

Black. When I started wrestling, there was no high school

with me throughout my college career, and I developed

team; we only had middle school wrestling. During my

friendships with my teammates that lasts to this day.

freshman year, in 2011, we started the first varsity wrestling

Wrestling is the most challenging sport in the world—it

team in school history. We only had eight wrestlers on the

tests your physical and mental endurance on and off the

team. By my senior year in 2015, we had a strong team

mat. The challenging nature of the sport teaches athletes

that included All-Conference wrestlers, state placers, and

to deal with adversity, face their fears head-on, and

national qualifiers. The following year, Glenelg Country

embrace the daily grind of life as a wrestler.

School won its first MIAA Championship. I finished my high school career with 104 wins and two All-Conference honors.

I went on to wrestle at Ursinus College to compete at the next level.

WHAT BROUGHT YOU BACK TO GCS?

WHAT ARE YOUR GOALS WITH THE WRESTLING PROGRAM?

The main goal is to develop high-achieving studentathletes on and off the mat. Even with a small team, we can achieve ultimate success if we have the right focus.

Ever since starting the wrestling program back in 2011,

We don’t just want to win the MIAA-B conference; we

coming back to coach the team after graduation was

have our sights set on bigger goals. On the mat and in

always something that my assistant coach, Emanuel

the practice room, we have one purpose: getting

Curtis ’15, and I talked about doing. At the time, it felt like

better each day and peaking at the end of the year for

a pipe dream, not something that would realistically

conferences and states. We want our student-athletes to

happen. After I graduated from Ursinus in 2019, I saw that

know that if they show up every day and give 100% effort,

there was an opening for a wrestling coach at GCS. The

they can become conference champions and national

program had taken a few steps back over the years,

qualifiers. In practice, we don’t train to win our next

and I wanted to help get us back on track. When I saw

match. We train to achieve a much bigger goal. To achieve

the opportunity to live out this dream, I had to take it.

this goal, you need to have an elite work ethic. While many might see this as a distraction, we believe that the discipline and work ethic you develop through this sport become life skills that can last a lifetime.

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ATHLETICS

BOYS SOCCER The team started the year strong winning the Boonsboro tournament.

The conference season was a different story with the squad losing a total of seven matches by one goal. The Dragons finished eighth in the B

Fall Sports Review

Conference with many plaudits from opposing coaches and referees about how hard the boys played. Highlights from the season included a 4-0 Homecoming victory over St. Vincent Pallotti and a season ending 1-0 win over St. Mary’s to spoil their playoff hopes. Senior captains Neal Fyock ’20, Matt Palmisano ’20, and Jacob Schiller ’20 led the team in its return to the B Conference, where every match was competitive. Juniors Moyo Ariyo ’21, Ryan Clemons ’21, and Ryan Russo ’21 hope to carry the team’s momentum into next year.

Seth Miller ’21

VARSITY GIRLS SOCCER The soccer season was one with immense growth on and off the field. With every season comes the highs and lows while seeking success. Success was never measured merely by the match result, but rather by the growth in the program.

Finding a playing style, improving individual abilities, and building a culture while embracing every step of the journey. The team regularly overcame battles, strengthening the team and preparing them for the next challenge. Although the team was extremely young, the leadership from the four upperclassmen—Grace Pacylowski ’20, Sydney St. Cyr ’20, Celia Pell ’21, and Caroline Rehder ’21—was outstanding and impacted the development of the team’s confidence and promise.

Caroline Rehder ’21

GIRLS CROSS COUNTRY The team earned a regular season record of 5-3 with close wins all season.

The team finished in fifth place at the championship, capping off a great season.

Asya Loeb ’19 Captain Erin Jacobs ’21 finished fourth in the conference, earning All-Conference

recognition. The top seven also included sophomores Katie Leavy ’23 and Joanie Morningstar ’23; junior Noor Singh ’21; and seniors Faythe Cooper ’20, Nikki DiazMackey ’20, and Kiran Saini ’20. The team achieved many goals throughout the season with many special moments to remember.

Nicole Diaz-Mackey ’20

BOYS CROSS COUNTRY The cross country team finished the year with a record of 2-7 and seventh place in the MIAA B conference. Thomas Demers ’20 led the Dragons with a sixth-place finish earning All-Conference honors for the third time in his GCS cross country career. Jack Roth ’22 missed All-Conference honors by one place with his 11th place finish. Rohit Saha ’21, Jonathan Meitzler ’20, and William Mantzaris ’22 rounded out the varsity top five. On junior varsity, Charles Benedict ’22 was the top GCS finisher with fourth place.

Thomas Demers ’20

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SPIRIT OF THE DRAGON

ATHLETICS

FIELD HOCKEY The varsity field hockey team demonstrated big heart and unfaltering tenacity.

In spite of strong offensive teams in a stacked B Conference, goalkeeper Krissy Verma ’21 (conference honors) averaged double-digit saves per game, with a high of 30. The defense was led by Madisyn Howard ’21 and Grace Dickey ’21,

Fall Sports Review

both recipients of IAAM Character Coins this season. Senior Captains Samantha Wollman ’20, Maddy Sesay ’20, and Kayla Rich ’20 established the positive attitude and competitive edge characteristic of the team. The junior varsity team, led by Captains Stella Moynihan ’21 and Briti Nebhnani ’21, grew tremendously throughout the season, despite a losing record. The scoreboard did not reflect the effort and determination each player put forth on a team that was supportive and encouraging of one another.

Madison Sesay ’20

GIRLS VOLLEYBALL The 4-4 regular season conference record for the varsity volleyball team was capped with a decisive 3-0 win over Oldfields School. Heading into the IAAM C Conference Volleyball Championship tournament as the fifth seed, the Dragons fought hard but fell to St. Timothy’s School in the quarterfinal playoff match.

Season highlights included an exciting win over the Frederick Force on Senior Night and several close matches throughout the regular season. Sydni Williams ’20 and Amber Garcia ’22 were named to the IAAM All-Conference team. The junior varsity team made great progress in the 2019 fall season. Hana Tujjar ’22 and Sofia Vallejo ’21 led the young team as captains. Vallejo led the team in both service aces and assists, while Jordan Oseghale ’22 led the team in digs and Abby Coppin ’23 led in kills. With an overall record of 6-8, this was a development year for these young players.

Kelly Rushe ’20

GIRLS TENNIS With 16 players on the team, GCS had a full varsity and junior team which gave younger players some much needed experience. Despite a 2-9 record, the girls played determined, tough tennis showing improvement from the first day of practice. The team went 2-2 in non-conference matches, highlighted by a nice win over Good Counsel. Two losses in the non-conference matches were both 3-2 losses decided by third set match tiebreakers. Esther Nissen ’21 proved to be a force at singles, winning five matches in the A Conference. Mia Fortin ’23 and Natalie Dent ’23, both freshmen, played competitive doubles matches against more experienced opponents. Junior varsity players Taylor Monaco ’21 and Juliette Yoltay ’21 won matches and will be a big part of the team next year. The future looks bright with a squad of hard working dedicated young athletes who represent GCS in a very positive way.

Juliette Yoltay ’21

WINTER 2020

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THE ARTS

THEATRE ARTS PROGRAM

A Community Passion

By Cate Barry DIRECTOR OF THEATRE ARTS

Throughout the history of the Theatre Arts department at Glenelg Country School, we’ve prided ourselves on community involvement. Under the leadership of Carole Lehan, students, faculty, and community members collaborated onstage, sharing stories from Shakespeare, Aesop, Dr. Seuss, and Sondheim. As the new director of Theatre Arts, my goal is to continue Mrs. Lehan’s work, while adding my own spice and magic to our shows.

Community involvement in our program is a crucial goal of our work. Let’s take a moment to look back at the exciting and dynamic season our audiences have enjoyed so far and provide a preview of performances yet to come!

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SPIRIT OF THE DRAGON

MIDDLE SCHOOL

UPPER SCHOOL The Theatre Arts department’s first performance was the Upper School Cabaret. Under the direction of Stephen Strosnider, technical director of the Mulitz Theater, we updated the location and focus of our Fall Cabaret. Offering excerpts of a great American musical, “Working”, based on Studs Terkel’s best-selling book of interviews, students brought to life the stories of the men and women that the world so often takes for granted: the schoolteacher, the waitress, the millworker, the mason, the trucker, the fireman, the housewife.

The performance blended storytelling through songs, monologues, and movement. The intimacy of the Upper School Forum brought human emotion to the forefront and invited the audience to be a part of the narrative itself. With vocal direction by Jenni Dunn, our new Upper School choir teacher, and accompaniment by Sterling Gray, our Primary Building music teacher, the audience was moved by this riveting and beautiful show.

Our winter show is the Upper School Musical, “Guys and Dolls”. The musical follows the stories of two seemingly doomed relationships; one between famed gambler, Sky Masterson, and an uptight missionary, Sarah Brown. Sky travels into town when he learns of the oldest established permanent floating crap game in New York. Here he meets Sarah, a missionary trying to save her dying mission in a city of sinners where nobody wants to be saved. The second relationship is between the head Hot Box dancer, Miss Adelaide, and gambler Nathan Detroit. Nathan avoids marriage at all costs while Adelaide is willing to do anything to tie the knot after a grueling 14-year long engagement. Hot Box dancers, crapshooters, and missionaries come together to tell a lively story.

Upper School students flexed their creative prowess by creating the sets, designing the lighting plot, running sound, and coordinating costumes, as well as choreographing critical numbers from the show. We didn’t stop there! Alumni from the 2006 cast of the Middle School musical production of “Guys and Dolls Jr.” were invited back to GCS to join the current cast onstage in the closing number of the closing show. What a way to celebrate the history of Theatre Arts on our campus!

Facing page: Joi Makell ’26 Right from top: Nancy Bao ’22; Valerie Swing ’24 and Kyla Mendez ’24; Cecelia Shovlin ’28

Students from the Upper School theatre classes will present “The Complete Works of William Shakespeare (Abridged)”. “The Complete Works” is a fast, furious, and frenetic show featuring every one of Shakespeare’s 37 plays like our community has never before witnessed.

This hilarious show reimagines Shakespeare’s classic works in new and creative ways, including “Othello” as a rap song, “Titus Andronicus” as a cooking show, and “The Histories” turned into an American football game. As reported on the Today Show, “If you like Shakespeare, you’ll like this show. If you hate Shakespeare, you’ll love this show!”

MIDDLE SCHOOL In November, we presented the Middle School musical, “The Lion King Jr.” The Mulitz Theater was transformed into a gorgeous African savannah for Simba, Rafiki, and an unforgettable cast of characters who helped share this much-loved tale with our community. “The Lion King Jr.” told the story of the epic adventures of a curious cub named Simba, as he struggled to accept the responsibilities of adulthood and his destiny as king. Along the way, the young lion encountered a colorful cast of characters, including spunky lioness Nala, charismatic meerkat Timon, and lovable warthog Pumbaa. To claim his rightful place on the throne and save his beloved Pridelands, Simba found his inner strength and confronted his wicked Uncle Scar. The show brought together 53 Middle School performers, two faculty performers, 30 Upper School technical theatre students, two community college interns, and directing staff of two faculty members.

From the beginning to end, the work of our community was showcased for all to enjoy.

LOWER SCHOOL Ahoy matey! Fifth-grade students are excited about their 2020 musical, “Space Pirates”! The musical was the winner of the 2015 Children’s Musical Theater Festival in New York City. “Space Pirates” is a dynamic and entertaining musical that tells the story of Gabby and her friends. The story takes an unexpected turn when an alien spaceship accidentally beams Gabby and her classmates up to outer space during a school trip to a museum. What else can go wrong? Pirates! Lower School Advanced Chorus and fourth-grade students are also involved in this project as the chorus for the musical. Enjoy the performance on May 15, at 7 pm, in the Mulitz Theater. Admission is free.

DANCE ARTS Also note that in January, we welcomed Debra DeVoe, director of Dance Gallery, for our celebration of dance arts in our community. Although Mrs. DeVoe retired in June 2019, she promised to continue her support of our dancers. The evening featured a variety of dance styles—from Broadway to ballet and contemporary to international. We welcomed dancers from the Misako Ballet Company and the Genesis Arts LLC Dance Company, under the direction of Lori Weatherly, mom to Taylor Pryor ’11.

From top: Grace Herman ’26, Gianna Peluso ’26, and Cayden Reese ’26; Mira Saini ’25 and Kiran Saini ’20; Bryce Benjamin ’24 and Andrew Hibbert ’25; Isabelle DeBonis ’20

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THE ARTS

THE SECRET LIFE OF EARTH 50 YEARS OF EARTH DAY

By Elisabeth Worthington UPPER SCHOOL STUDIO ART TEACHER

Visual Arts students in the Upper School visited the American Visionary Art Museum in Baltimore, MD, to find inspiration to complete an assignment commemorating the 50th anniversary of the first Earth Day in 1970. Students created their interpretation of the title of the museum’s exhibit, “The Secret Life of Earth: Alive! Awake! (and Possibly Really Angry!),” combined with the statement “One part visual earth lovefest, two parts environmental crash course on the wonders and interdependent fragility of life on our one, blue, homegirl planet.”

Students investigated and discussed the difference between climate and weather, and how our behavior—even what we eat— makes a difference. They pondered the delicate balances which permit all life—plants, animals, and humans—to flourish. In their work, students had to depict a love of nature while using their imagination.

The culmination of each student’s take on the museum visit and the Earth Day celebration on April 22, is on display near the Upper School cafeteria.

Clockwise from top, artwork from: Sabrina Swing ’22; Marcus Arterburn ’21; Kennedy Williamson ’20; Caitlin Goh ’22; Kolby Robinson ’20

THE ARTS

Music In The Lower School

By Eline Reis LOWER SCHOOL TEACHER

Music is for everyone. Students hear music all the time. They sing, move, and dance. Through music-making, students learn a sense of community from their group of friends, in classrooms, and in school at large. Kindness and empathy are emphasized, fostering the idea that we are all different in many ways, but we sing and perform as one. Through their musical activities, students build a sense of community.

Lower School students from Little Dragons to

The process of learning to read and write music is based

Grade 5 benefit from an exciting and vibrant music

on the “ear” to the “eye” process. Classroom instruction

program that fosters the development of musical

focuses on authentic, diverse, and quality music.

skills and understanding. Once students have a good

Students learn skills, first with teacher assistance, then

understanding of the basics, the Lower School offers

independently. Using their appropriate age level skills,

additional avenues to further the students’ artistic

the Lower School students learn to analyze and critique

development with Advanced Chorus, Band, Bell Choir,

music and music performances.

and Orff Ensemble.

The Kodály program develops music literacy through singing, movement, and active music-making. This development is achieved through the development of listening skills, improvisation, form identification, musical memory, reading, writing, and practice of inner hearing.

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SPIRIT OF THE DRAGON

The General Music Program reaches outside of the music classroom through cross-curricular and project-based opportunities such as Egyptian Day, Mister Rogers Neighborhood, and Native American Day. Throughout the year, students have the chance to showcase their talents during concerts and performances, such as Turkey Day, Winter Concerts, Grandparents and Friends Day, and the Fifth Grade Musical. In total, the Lower School has more than 12 performances in the school year. Also, Grades 1–3 have a special field trip to the Baltimore Symphony Orchestra.

The way children enjoy and create music is quickly changing.

As music teachers, we strive to keep up with them. Music educators have to understand and use a variety of applications that are specific to music and general purpose.

We use smartboards, Bluetooth devices, tablets, video and recording apps, music editing applications, and music-making platforms. Most recently, the fourth grade science, technology, and music departments teamed up with a coding unit. This year, we will bring coding to make music for all grade levels using age-appropriate apps and programs. For the first time, fourth grade students are using a Python-based application to create music.

Music class experience provides opportunities for personal growth, development of social skills, development of discipline needed for long term growth, and learning.

It inspires self-expression, personal responsibility, and confidence. The focus is on progress rather than perfection. Through music instruction, students learn risk-taking, adaptability, collaborative skills, flexibility, leadership, and persistence.

Support of the arts is critical. Join us at our concerts and performances. Listen to your child talk about music activities. Visit the Lower School music class pages.

Connect with your child’s music teacher and let them know how much you enjoy their work with the children. Attend concerts and performances with your child. If you are a musician, consider sharing your gifts with students. If you would like to donate to our program, please contact our division head. Most of all, make sure music and musicmaking are part of your child’s life!

Facing page: Mrs. Reis From top: First grade turkeys with the advanced chorus; Natalie Caplan ’27, Sophia Addison-Szabo ’27, and Grace Richardson ’27; 2019 fifth grade play; Natalie Caplan ’27, Zaria Speaks ’28, Jaiya Madhok ’27, Cydney To ’28, Maddie Putman ’27, Nicky Wood ’27, Landon Salcedo ’27

POTTERY 2 INNOVATION LAB

By Deborah Banker and Tyler Boyle UPPER SCHOOL TEACHERS

Tyler Boyle’s and Deborah Banker’s classrooms collaborated on a new assignment for Pottery 2. Exploring the “A” in STEAM and combining the best parts of our their worlds: 3D art and 3D printing, they wanted to introduce real-world manufacturing techniques to the students.

We settled on a multi-tiered assignment blending a

The last challenge saw each student build a clay design

variety of mediums and procedures that would challenge

compatible with the dream objects. A requirement was

and delight the students. Students had to think of a

that the dream object relates to the vessel in both shape

dream object in a small format and consider how to use

and subject, and it was important that the finished work,

multiple copies of the object to embellish a ceramic

which combined all these elements, harmoniously made

vessel. Their job was to create this complex idea in a

visual sense.

pleasing design solution.

Students learned to maintain their design integrity

Students used Tinkercad, a rudimentary CAD software

throughout a complicated and multistep procedure. The

program, to digitally design their objects within specific

final designs varied from simple bowls and decorative

size and shape parameters. Mr. Boyle helped students

urns to a spaceship and iceberg. After completing the

3D print their items. The hard, plastic material of the 3D

forms, copies of each decorative object were attached to

printed objects allowed the students to complete the

the surfaces in artistic arrangements. The final goal was

next phase quickly.

a combined piece to be a work of art more significant

Students then needed multiple copies of their original art. They learned how to make plaster molds, combining a traditional manufacturing process with new digital technology. Once the plaster molds cured, students began to reproduce identical copies of their originals with a minimal amount of labor. This process typically takes hours to complete by hand, but it took only minutes to finish each copy. Students pressed clay into the open back of the plaster mold to create at least five copies of their original plastic piece.

Right: Artwork by Ben Fuhrman ’20 Facing page, from top: Artwork by Anna Lucas ’21; Anna Lucas and Sydney Naylor ’21, Artwork by Zach Zaller ’20

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SPIRIT OF THE DRAGON

than the sum of its parts.

MIDDLE SCHOOL

“ I liked designing my piece of work, which looked like a garden, and I only had to design one single flower.”

Anna Lucas ’21

“ I never understood the process of mold making before this project, and I can use this method for future pieces.”

Zach Zaller ’20

“ I enjoyed taking a real-world issue, plastic straw pollution, and making art related to it with my pottery skills.”

Jarod Robinson ’20

“ I liked the creativity and freedom to make my ideas come to life.”

Noah Charles ’20

“ I enjoyed mixing the glazes and getting the elegant color to enhance my design.”

Sydney Naylor ’21

What Will Your Legacy Be? There are easy ways to make a big difference at Glenelg

For more information on how you can become a member

Country School. Maybe you thought you couldn’t make

of the GCS Legacy, ‘54 Planned Giving Society, please

a significant gift to GCS. Perhaps you thought that

contact Denise Tray Rosson, director of development

making a meaningful gift was something that “other

at 410-531-7369 or via email at drosson@glenelg.org.

people” do. NOT ANYMORE. There are many ways that you can make a planned gift that not only supports the school but could benefit you, your estate, and your heirs.

Legacy Breakfast

On September 10, 2019, the Dragon community held its second annual Legacy Breakfast. The annual event welcomes back alumni who’ve chosen GCS for their own children. Glenelg Country School is fortunate enough to have children of 21 alumni enrolled, learning the same values and sharing the same traditions that their parents experienced. Alumni and their families spent a lovely morning in the Manor House, enjoying refreshments as a thank you from the GCS community.

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SPIRIT OF THE DRAGON

65th Anniversary Homecoming

Dragons past, present, and future celebrated all day long at the 65th Anniversary Homecoming Festival held on the Glenelg Country School campus in October. Alumni, students, parents, and friends were on hand to enjoy a myriad of activities throughout the fun-filled day.

The day kicked off with a special pancake breakfast prepared by parents and sports teams for all students.

Meanwhile, alumni and friends took a stroll down “Memory Lane” over coffee while reminiscing and identifying photos and items from the school’s archives set up in the Manor House Parlors. Later in the day, the crowd cheered on the Dragons boys’ varsity soccer team as the team shutout their opponent, St. Vincent Pallotti High School, 4-0.

After the game, attendees enjoyed lunch from local food trucks, live music, and fun carnival games, including a dunk tank, escape rooms, cake walk, and much more.

“It was such a fun day. Everyone was so involved and had so much spirit.

I hope we can do it again next year.”

Upper School student From top: Upper School students in the stands enjoy the soccer game; Kiran Saini ’20, Isabelle DeBonis ’20, and Jaela West-Lewis ’20; cake walk participants

WINTER 2020

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ALUMNI

ALUMNI SPOTLIGHT

Herbert Hoffman, Ph.D. ’79 Dr. Herbert “Herbie” Hoffman ’79, a 2019 Glenelg Country School (GCS) Athletic Hall of Fame inductee, has accomplished plenty. Since his induction, he’s had the opportunity to reconnect with the school and share his journey from a military officer and college soccer coach to one of the most innovative leaders and thinkers in the commercial aerospace industry. Hoffman credits GCS with providing the critical thinking and leadership skills that have been the foundation for a 30-year career at Boeing.

While at GCS, Hoffman was an outstanding athlete in soccer, basketball, and lacrosse. But it was the regard— sportsmanship, fair play, and leadership—he showed to coaches, teammates, and opponents that solidified his election to the GCS Athletic Hall of Fame. After high school, Hoffman attended West Point, where he

WHY DID YOU DECIDE TO WORK FOR BOEING?

I liked (and still love) the mission of Boeing Commercial Airplanes, which is to connect people, spreading peace and joy throughout the world. The Pacific Northwest is also stunningly beautiful.

played lacrosse during his plebe year. After graduating

WHAT HAS GLENELG COUNTRY SCHOOL’S IMPACT

from West Point, Hoffman successfully led a team of 90

BEEN FOR YOU?

soldiers in Desert Storm and received the Bronze Star and Ranger Tab. Hoffmann then joined Boeing, where he

Although West Point forged my leadership development

has spent his career leading cross-functional engineering

around the concepts of duty, honor, and country, the

teams and earning 21 patents in the European Union and

foundation of my transformational leadership development

the United States.

truly began at GCS. I am forever grateful for the holistic leadership education I received from GCS’s genuinely

After earning a doctorate in leadership and policy

caring faculty and staff. I have and continue to greatly

studies from the University of Washington, Hoffman

benefit from their care in shaping me into a lifelong learner

continues to teach leadership and team development

and compassionate critical thinker.

to organizations such as Microsoft, the Bill and Melinda Gates Foundation, and Sprint. In addition to publishing two books, Hoffman continued his athletic pursuits as an

WHAT ADVICE WOULD YOU GIVE TO ANY STUDENT STARTING AT GCS TODAY?

assistant soccer coach for Seattle University from 1998-

Do your very best in all that you do and really enjoy the

2006, where the team went undefeated and won the

journey of GCS. It truly is a special place where tomorrow’s

National Championship in 2004. In 2008, Hoffman was

transformational leaders develop.

inducted into Seattle University’s Athletic Hall of Fame.

We asked Dr. Hoffman to share how his time at GCS continues to impact his life and what advice he has for today’s GCS students.

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SPIRIT OF THE DRAGON

ALUMNI

HOW DO YOU CURRENTLY USE THE HOLISTIC LEADERSHIP SKILLS YOU GAINED AT GCS IN YOUR WORK TODAY?

I use those skills every day, starting with the principle that one must earn disrespect while tapping into the innovative power of a team’s diversity via inclusion.

WHAT ADVICE WOULD YOU GIVE TO GCS ALUMNI WHO ARE CURRENTLY PREPARING TO ENTER THE WORKFORCE?

Use your network—job sites like LinkedIn—and internship opportunities and try to be a lifelong learner with a positive attitude every day when you are hired. It does take some time to be employed, but you will because GCS graduates are leaders and difference makers. Therefore, target

Mr. Boland, Herbie Hoffman ’79, and Mr. Ventre

environments [where] you will be excited every morning to change into your work clothes. Life is way too short.

Cracker Barrel A Glenelg Country School tradition, the annual Cracker

and support our soon to be graduates. This fall’s annual

Barrel event gives graduating Upper School seniors the

Cracker Barrel welcomed 13 young Dragon alumni back

opportunity to connect with recent GCS graduates and

to campus. Returning alumni enjoyed lunch with the Upper

learn about what to expect as a college freshman. Hearing

School seniors and reconnected with friends and faculty

from those that have come from the same community is

before participating in a Q&A session about college life

one of the best ways for students to learn. GCS is grateful

and their experiences.

to have an alumni base that is willing to donate their time

From right: Recent alumni address the Class of 2020; Zachary Kelly ’19

The annual Alumni Ice Hockey Night took place on Friday, December 20, 2019. One of the most anticipated alumni games of the year, the alumni came out in full force to challenge the current Dragon team. In recent years, returning alumni have dominated the ice, but a different story unfolded this time around. From the drop of the puck, GCS flew around the ice, controlled the boards, and dominated the game.

Current GCS ice hockey players in white and alumni in green

From left: Alumni gather for dinner during the basketball game; Joey Pickens ’14 and Joey Tangires ’08 attempting the half court shot.

ALUMNI BASKETBALL NIGHT On Friday, January 10, the GCS community hosted its

Basketball team versus McDonogh. During halftime of

annual Alumni Basketball Night. This year students,

the boys’ game, alumni enjoyed a meal provided by the

faculty, and over 25 alumni gathered in the Athletic Center

Alumni Association and competed in the annual half-court

to cheer on the Girls Varsity Basketball team as they

shootout. Once again, Joey Tangires ’08 demonstrated his

faced Chapelgate Christian Academy and the Boys Varsity

basketball talents, claiming his fifth title in the contest.

The evening concluded with wins by both GCS teams.

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SPIRIT OF THE DRAGON

The alumni community gathered for the annual Alumni Holiday Cheer reception on Saturday, December 21, 2019. Over 60 members of the alumni community celebrated the holiday season, as they mingled with Head of School Greg Ventre and other favorite faculty members. PJ Strain ‘98, the owner of Pure Wine, once again provided an incredible menu of slow-roasted pork shoulder tacos, portobello and lentil roast, Brussels sprouts, and a variety of wines. It was a great way to start the holiday season!

Clockwise from top: Deane Eastwood and Ty Saini ’89; Evan Schlick ’13 and Jeff Curran ’13; Tara Shureih ’05, Sarah Myers ’13, Ellie Mamula ’13, Evan Williams ’08, Lauren McCormick ’13, Joey Tangires ’08, Aaron Tolentino ’03, Greg Koffel ’03; Cooper Taylor ’14, Cate Barry, and Greg Ventre; Chris Shematek ’98, Puja Woodford, Haritha Shematek ’00, Hazvinei Mugwagwa ’98, Katlego Mugwagwa, and Nick Woodford ’98

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UPCOMING EVENTS Spring Alumni Reunion MAY 9 Come back to the Country to reconnect with old friends and make some new ones at the fifth annual Spring Alumni Reunion. This event will be an evening filled with food and activities for Dragons of all ages! GCS alumni of all ages are welcome, and this year we will be honoring the classes ending in zero and five. Children, spouses, parents, grandparents, and friends are welcome too!

ROCK THE RED WITH THE DRAGONS FEBRUARY 25 GCS is on the road again to Washington, DC, and we would love to see you Rock the Red with the Dragons. Join fellow

Post-Graduation Celebration

alumni to cheer on the Washington Capitals as they host the

JUNE 5

Winnipeg Jets at 7 p.m. Each registration includes a ticket in

Celebrate the end of another great school year with fellow

the Mezzanine Center, a plate of Rocklands BBQ, and more!

alumni and the hardworking staff of GCS! The event takes place in a luxurious and spacious party area with a private bar, farm-to-table fare, plus a selection of adult and soft beverages.

This event is open to alumni of all ages, and we look forward to concluding another great year with our Dragon alumni.

CROSS-COUNTRY 5K RUN/WALK APRIL 18

dash

Glenelg Country School’s Alumni Association invites you to participate in the 10th annual Dragon Dash on the campus of Glenelg Country School. The event includes a cross-country 5K run/walk, as well as a one-mile family walk. Proceeds from the event fund two “Always a Dragon” awards: one college scholarship for a graduating GCS senior, and one tuition scholarship for a rising GCS ninth grader.

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SPIRIT OF THE DRAGON

URBAN AXES JUNE 19 The battle between Glens and Elgs is returning on the road to Baltimore City. Alumni who are 21 and over will gather at Urban Axes in Baltimore City for the showdown of the year. Last year, Sam McAuliffe ’12 won the single-elimination tournament for the Glens, but the Elgs are ready for the long-awaited rematch.

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SPIRIT OF THE DRAGON

ALUMNI

Class Notes 1995

2005

After graduating from the University of Colorado in Boulder,

Abbe Sandler Rosen, Ben Rosen, and daughter Rylin welcomed

Allison Hoke Thomas started her first real job working at

Kayden Julius Rosen to the world on September 6, 2019. Rylin is

the corporate Toyota Motor Sales Denver Region as a Sales

loving being a big sister, and Abbe and Ben couldn’t be happier

Training administrator and met her future husband, Ryan

with their family of four.

Thomas. Through Toyota, the couple has lived in Salt Lake City, Las Vegas, and Northern Kentucky, where, in 2007, daughter Julia was born. In 2015, the family settled down in Plano, TX, at Toyota’s regional headquarters office, where Allison is a compensation manager for the North American manufacturing plants and parts centers. The family now lives in McKinney, TX, with 12-year-old Julia, and their dogs, Riley and Penny.

In September 2019, Nora Crist and her mother Martha Clark, owners of Clark’s Elioak Farm, received the first-ever Cornerstone Award for Local Business Excellence in Howard Country. The Cornerstone Award celebrates small and

1998 Hazvi Mugwagwa recently married his fiancé Katlego Tsholo

family-owned businesses in retail, agriculture, manufacturing, industrial, and entertainment sectors that help strengthen Maryland’s economy.

on October 19, 2019, in Cape Town, South Africa, on a vineyard in the famous Stellenbosch wine country. Hazvi’s wedding celebration included many friends and family, including Dragons Nick Woodford ’98, Ano Mugwagwa ’02, and Muke Mugwagwa ’06.

WINTER 2020

45

ALUMNI

2006

Brittany Nicole Henderson and Jose Lorenzo said, “I do” to

Matt Hamel and his wife Christina Hamel welcomed their first

at the extraordinary venue, The Cruz Building, in Miami, FL,

son, Landon James Hamel, to the world on August 21, 2019.

surrounded by family and friends.

a lifetime of happiness. The two wed on December 20, 2019,

The family of four is excited about the next steps in their life.

Sarah Nash married Ben Seiler on the beach at Folly Beach, SC, on October 12, 2019. The two met while Sarah worked for Vanderbilt’s Trauma Unit and, after a year, had their first date in downtown Nashville, TN. Ben asked Sarah to be his wife on April 15, 2018.

2009 Ryan Kent married his better half, Jen Gutsin, on September 21, 2019. The two met while attending the University of Delaware and were wed in front of family and friends at the Chesapeake Bay Beach Club in Stevensville, MD.

2008 Maya Munoz and Russel Trimmer have opened up the neighborhood bakery Motzi Bread in Charles Village. Motzi Bread is dedicated to accessible food and creative solutions to end hunger in Baltimore, MD.

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SPIRIT OF THE DRAGON

ALUMNI

2010

2012

GCS Dragons Nate Wilson and Chris El-Haddad pose

On August 22, 2019, Lawrence Davis and Ashley Levine

together after Chris’ band, Higher Education, performed

welcomed twins Cassidy Marie Davis and Beaux Wesley Davis.

in Kingston, MA, this October. Higher Education crafts a

The new family of four could not be any happier! Lawrence

unique blend of psychedelic soaked reggae with raw, riotous

currently lives in San Diego, CA, where he is a manager assistant

rock ‘n’ roll. The band is from College Park, MD, but has been

at Enterprise Holdings.

touring all over the country.

2017 Brendan DeBonis traveled to Ghana last summer as a member of the Belmont University Chorale. Belmont Chorale performed five concerts while touring World Heritage Sites

2011

and other landmarks along the coast of Ghana, where they

Surrounded by family and friends, Alexa Olney married Ian

workshops. Brendan is in his junior year at Belmont, studying

Eversman in Jacksonville, FL, on November 9, 2019. Alexa

commercial guitar and songwriting. In October, Brendan,

is currently living in Jacksonville and is a group sales

Will Bartlett, Jake Doody ’18, and Brian Hersey brought the

account manager for the Jacksonville Jaguars and Daily’s

sounds of Smokestack to GCS during the 65th Anniversary

Place Amphitheater.

Homecoming Festival.

also participated in African drumming and traditional music

IN MEMORIAM

Cameron Bolles Watson ’69 Samantha Mae Snow ’05 Griffin Thomas Keane ’15 WINTER 2020

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Throwback to the beginnings of GCS!

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SPIRIT OF THE DRAGON

Celebrate our 65th anniversary with a gift to the Annual Fund!

VISIT GLENELG.ORG/65REASONS TO SEE OUR LIST OF 65 REASONS TO GIVE, MAKE YOUR GIFT, AND SHARE YOUR OWN REASON. BELOW ARE SOME REASONS SHARED BY OUR WONDERFUL DRAGON COMMUNITY SO FAR THIS SCHOOL YEAR.

65 REASONS TO GIVE

“Out of respect and appreciation for the wonderful staff and administration.”

“Forest Time!”

“We are grateful for our experience as a part of the GCS community!”

“For everything that GCS does for our children.”

“Some of my most meaningful memories from GCS came during the six years I participated in the theater tech program. I hope to see many more GCS Arts achievements in the next 65 years!”

THE 2019–2020 GLENELG COUNTRY SCHOOL

ANNUAL FUND

glenelg.org/65reasons

12793 Folly Quarter Road Ellicott City, MD 21042

Non-Profit Org. U.S. Postage PAID MVPrint

in t h e

A DE 10 R G – K E R P R O F AY C A MP S D • 0 2 0 2 , 4 2 LY G / S U M ME R R .O G L E N J UNE 15– J U E L G !

Y A TOD R EGIST ER O N L INE