To Educate and Inspire Young People to Become Thoughtful, Creative, Lifelong Learners and Self-Disciplined, Responsible, Caring Citizens.
2024–25 BOARD OF TRUSTEES
Jeff Moats ‘94, President
Merrie Alexander
Michelle Augusty
Ripley Bickerstaff
Caldwell Collins
Will Greathouse
Conner Harris
Ben Heavrin, MD
Susan Leschen ‘83
Thomas McDaniel
Ryan Moses ‘00
Drew Oldham
Melanie Paddon
Tim Reynolds
Russell Riebeling
Lyndsey Rollins
Uche Sampson, MD
Meredith Thompson ‘94
Jim Toth
Bill Deloache, President Emeritus
CONTRIBUTORS
Jay Crouch, Nick Coury's (Photography), Micheline Dutil, Jason Embry, Dr. Eric Fecht, Amy Warner Greathouse ‘98, Peyton Hoge (Photography), Ruthie Lowney ‘96, Grayson
Margolis ‘25, Kimberly Manz (Photography), Ella Pearl Mcleanny ‘25, Smith Morris ‘25, Jeff Moats ‘94, Miles Hartline, Suzanne Nahay, Lauren Prince, Logan Scott ‘25, Claire Trabue, Misty White
EXCELLENTIA Magazine is published once a year by Harding Academy, Nashville, TN 37205, and is distributed to its alumni, families, friends, faculty, and staff.
WELCOME TO THE 2025 EDITION OF HARDING’S EXCELLENTIA —this school magazine has something for everyone! It is chock full of good news and represents all of the progress that has been made during this past school year. Congratulations and gratitude are plentiful as so many dedicated Harding faculty and staff, parents, students and friends of Harding came together to make things happen. Progress at Harding takes on many different looks. Our main focus is always on the academic progress that students demonstrate. Equally as important, though, is the progress that they show in their interactions with each other. Showing empathy and generosity of spirit is something that is of the uppermost importance at our school, and I am pleased to say that our Community Code values are showing progress and that they are evidenced among the vast majority of our children. How can we actually measure progress? George Bernard Shaw wrote: “Progress is impossible without change, and those who cannot change their minds cannot change anything.” Progress requires effort, resilience, and a focus on incremental steps rather than perfection. It requires that we are willing to make changes. Progress is happening here in the form of our new Wright Swift Lyle Building being completed and ready to welcome all the new students. It is also evident in the programmatic changes that we have brought about—namely in welcoming new teachers who come with expertise in the robotics, science, and technology fields. Progress in the form of expanding the literature that our students have access to now. Growth in hiring for and expanding our athletics offerings for the children in the third to fifth grades. Progress in allocating resources so that all Harding employees can feel valued and appreciated in their renovated work spaces. Our school embraced the composting program and, collectively, we diverted thousands of pounds of food waste away from landfills. Families collected used and unwanted sneakers and donated them to our partnership thus diverting those materials away from landfills and saving hundreds of millions of gallons of water necessary to process these items. Our eighth-grade sustainability team coordinated a project whereby everyone could place empty beverage cans in specific locations rather than in the trash. Thousands of aluminum cans were collected and delivered to a processing site. Our tech department collected all types of unwanted computer pieces/cords/cables and responsibility disposed of them through an agency. Progress indeed.
Progress cannot be tangible if we don’t have all parties represented and willing to pitch in. To that end, our community came together in an exceptional effort last May 12th for a spring day of giving. This group of parents and friends of Harding gave so generously that the final numbers far exceeded our expectations. This effort enabled progress on so many levels, and I am extremely grateful.
As we begin the 2025-26 school year, I am thrilled to share with you all how much progress Harding has made which will ultimately further enhance your children’s experience at school. Call, email, come visit. We have lots to show you!
Sincerely,
Micheline Dutil Interim Head of School Consultant
DEAR HARDING ACADEMY COMMUNITY,
When I was a student at Harding Academy, I never imagined having the opportunity to serve as Harding’s board president as we open a new building and onboard our next head of school.
I also have never been more excited for what the future holds.
The entrance of our brand new Wright Swift Lyle Building is both literally and figuratively a new door through which we are walking.
The board’s highest priority this year is preparing to welcome Harding’s next head of school, Dr. Tim Boyd, who will assume the role in July 2026. Dr. Boyd is joining us from Montgomery Bell Academy, where he has worked since 2015 and currently serves as associate head of school and academic dean. Dr. Boyd was unanimously selected by the board, following the recommendation and leadership of our head of school search committee. A meaningful transition planning process is already underway, and we are eager to offer many opportunities to meet Dr. Boyd in the coming year.
What you may not know about Dr. Boyd and the recruitment process is the sheer volume of thoughtful, unsolicited recommendations our search committee received from our broader community. The committee was particularly struck by the number of former Harding students— also former students of Dr. Boyd’s—who took the time to share their positive experiences and explain why they believe Dr. Boyd is the right leader for Harding.
To me, this demonstrates the intangible attributes of our school. We are first and foremost an exceptional academic institution. We believe in the power of supporting rich experiences in the arts and athletics, as well. We are guided by our Community Code, which is felt in every interaction among faculty, staff, students, parents, and alumni. We nurture the whole child and see every student for who they individually are.
Serving Harding in this capacity continues to be one of the most rewarding experiences and greatest responsibilities I’ve had. On behalf of the board, thank you for your ongoing support, engagement, and deep care for our school.
Go Hawks,
Jeff Moats '94
President, Harding Academy Board of Trustees 2024-26
OPENING THE WRIGHT SWIFT LYLE BUILDING:
A NEW CHAPTER FOR HARDING ACADEMY
By Ruthie Lowney,
THIS FALL, HARDING ACADEMY proudly opens the doors to the Wright Swift Lyle Building—an inspiring new space designed to meet the needs of our youngest learners and to serve as a cornerstone for the future of our campus.
More than just a new facility, the Wright Swift Lyle Building represents the next step in Harding’s enduring mission: to nurture, challenge, and know every child. With purpose-built classrooms, dedicated collaborative
spaces, and age-appropriate design elements throughout, this new building has been thoughtfully created with our PreK and kindergarten students in mind. It is a place where curiosity will be sparked, foundational skills will be formed, and joyful learning will flourish.
“This building is a tangible reflection of what we believe about education in early childhood,” says Harding’s Interim Head of School Consultant, Micheline Dutil. “We
know that the earliest years of learning are where habits of mind, heart, and community are first shaped. The Wright Swift Lyle Building gives our teachers the environment and tools to do that work in an even more impactful way.” Beyond supporting our early learners, the building is also the first phase in a broader vision for Harding Academy’s future. As part of the Building the Future capital campaign, the Wright Swift Lyle Building lays the groundwork—both
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structurally and symbolically—for what’s ahead: expanded arts and athletics facilities, a reimagined campus footprint, and an educational experience that keeps pace with the evolving needs of students and families.
In the coming years, the space that the Wright Swift Lyle Building now
occupies will allow Harding to move forward without interruption—opening doors not only for PreK and kindergarten students, but for the entire school community.
As we celebrate this exciting milestone, we are reminded that every brick laid in this building is also a step
forward in the legacy of Harding Academy—a place where children are not only taught, but truly seen.
And in this new space, our youngest Hawks will begin their Harding journey surrounded by warmth, fueled by imagination, and set on a path that will carry them through the years ahead.
THE FOUNDATION OF LIFELONG LEARNING:
EXPLORE HARDING’S PREK-K DIVISION WITH DIRECTOR ANNE ZUBERER
By Suzanne Nahay
THE OPENING OF THE WRIGHT SWIFT LYLE Building brings a new focus to Harding Academy’s PreK and kindergarten programs, with dedicated, expanded space that meets the needs of the PreK-K Division in new and inspired ways.
Anne Zuberer, the visionary educator who led the launch of Harding’s PreK in 2015, has been named the school’s first Director of PreK-K Division. She remembers that, just ten years ago, the PreK program emerged to satisfy a need in the community for and further delivered on Harding's mission to foster lifelong learning.
Today, the need has grown exponentially, and Zuberer explains that expanding the entry point for families into Harding is just one of the many reasons to celebrate this beautiful addition to the campus and the discoveries made possible for Harding’s youngest learners.
PROXIMITY LEADS TO COMMUNITY-BUILDING.
The Wright Swift Lyle Building brings PreK and kindergarten students into proximity with each other, which “just makes sense!” Zuberer says. “We now have common flex spaces that can be used to combine classes and grades, which encourages learning and cooperating in a larger group.”
She describes a common coat room between the classrooms, smiling as it reminds her of her own childhood school with its central room, high ceilings, and tall windows.
“There,” she says, “students will share the space and practice cooperating. They’ll have a line of sight into and between the classrooms. Throughout the building, there are many levels of connection: they’ll see it, feel it, and know they’re part of a community of friends and classmates.”
“So much of what we do is hands-on experiential. We make big concepts approachable for young children. For example, our annual Cooperation March introduces the concept of civil engagement. Students practice how to stand up and be brave. They march for their ideas and present solutions for working together to change something that’s not fair.
“With our annual Roxaboxen unit, we explore what’s involved in running a community,” Zuberer continues. “We make roads in the classroom and learn about community helpers, even basic economics, commerce, and governance. Students get to become voters—not voting for people, but about issues that affect them in real everyday life… like snacks!”
DISCOVERY HAPPENS INDOORS AND OUT.
Harding continues to prioritize connections to nature and the concept of sustainability for PreK-K students through a robust play-based and outdoor curriculum.
“Students are immersed in creativity and exploration,” Zuberer says. “We do a lot in these very early years with respect to the Earth and our natural environment. We spend lots of time outside, in every kind of weather. All PreK students keep rain gear here; so, there’s no bad
weather, just bad gear! We take full advantage of the on-campus Natural Outdoor Play Space—a wild space with natural materials and open-ended ‘loose bits.’ Children build structures, look at habitats, take risks, even learn concepts like impermanence.”
To help create a through-line to everyday living, kindergarteners also participate in cooking lessons. They wash their own dishes, reuse materials, and are encouraged to avoid packaged food and seek food as close to its source as possible.
LIFELONG LEARNING BEGINS WITH A SENSE OF INDEPENDENCE.
From casting votes to washing dishes, Harding’s PreK-K learners are certainly empowered to be independent—and responsible.
“In PreK-K, we begin managing our own things,” says Zuberer. “Navigating the hook-up line, carrying your own bag to your classroom: This is all tied to Responsive Classroom. We start from the beginning, introduce every item and scenario, establish a way of understanding ‘I create my space,’ and ‘I know how to take care of my things.’”
In times of challenge or conflict, teachers don’t dictate; they ask: “What’s
your plan here?” as a means of building a sense of self, confidence, and ways to negotiate. Ultimately, Zuberer says, this is another example that illustrates how committed Harding is to its PreK through eighth grade model.
EVERY CHILD IS KNOWN.
“Harding does this really, really well. We get to know our youngest students— what’s unique about them, what they’re interested in, excited about, challenged by—from the start. And it’s amazing seeing individual students’ stories unfold as we follow them from PreK all the way through eighth.”
She adds: “Our first PreK class graduated this past spring, and I had the chance to provide some notes during one of our year-end theater celebrations. I remembered how my student Claire '25, back in PreK, was clearly a ‘theater production manager’ in the making—and, in an example of really seeing and supporting individual interests, we saw her continue in that passion through middle school.”
For Zuberer and all of her PreK-K Division colleagues, the Harding experience begins with really knowing students.
“I believe every story is sacred, and we get to hold it for each student and pass it on.”
Other aspects of the architecture itself encourage community building; for example, the landing at the top of stairs is near the birthday bell, one of Harding’s great kindergarten traditions.
A RESPONSIVE CLASSROOM IS A CONNECTED, COOPERATIVE ONE.
Harding’s PreK-K Division curriculum reinforces the value of connections with others and the communities we live in.
All of Harding’s PreK and kindergarten educators are trained in Responsive Classroom, an evidence-based approach that fosters the development of students’ academic and social-emotional (SEL) skills within an environment that is responsive to their unique strengths and needs: An “underlying philosophy that is consistent with Harding’s,” notes Zuberer.
A TRUE ADVANTAGE:
LEARNING EFFECTIVENESS TEACHERS AT HARDING
By Dr. Eric Fecht
INTENTIONAL INSTRUCTIONAL DESIGN, MEETING the needs of students, and playing to the strengths of faculty have not only been bedrock principles of Harding, but aspects that continue to draw faculty and families to our school. One of the unique features of our academic programming is the position of Learning Effectiveness Teacher (LET). A role that has evolved and grown over the years, LETs serve a pivotal role in meeting the needs of students. From phonics support and math enrichment to working 1:1 with students to grow their capacity around executive functioning, the work of LETs looks different grade by grade—often in a responsive manner. Within the classroom, LETs parallel teach, pull small groups, and co-teach alongside teachers, providing a degree of differentiation that allows students to feel as if there is a
second teacher guiding them in their learning. Outside of the classroom, LETs work with students before and after school, providing additional small-group support before the day or during dismissal. Activities like shoring up math skills, studying for tests, and more provide students with additional touchpoints for academic confidence.
While no day is ever the same, LETs can often be found working with small groups, meeting with grade-level teams or individually with teachers in a co-planning capacity, and building and sharing resources with colleagues. Grace Wilkinson, a longtime second and fourth grade teacher at Harding, transitioned into the fourth and fifth grade LET role at the beginning of the 2024-25 school year. When reflecting on the role, Grace says, “Working in small groups with our
students is one of my favorite things about being an LET. The students are eager to engage, our conversations are thought-provoking for all, and I am able to get a close look at how they work through each activity or problem. I also love collaborating with my wonderful colleagues as we plan lessons and projects. We continually encourage each other to grow and extend ourselves as we engage in discussions about best practices for our fourth and fifth graders.”
For Maurie Ponder, who balances secondary placement support and working as the middle school LET, the key is in the relationships with students.
“When they enter middle school, Harding students begin having daily study halls, which allow me to offer support to any student who needs it in grades 6-8. I love that I see everyone from our most advanced eighth grade geometry students to kiddos who need help on a regular basis. From small groups in reading and math to weekly one-on-one check-ins with students who need ongoing support, I feel most rewarded when I see understanding (and sometimes relief!) register on a student's face after they have worked through a challenge.”
LETs are more than a source of academic support. They provide encouragement, structure, and connection for students, whether they are helping a child navigate a challenge or offering enrichment for those ready to go further. Every student is met where they are and encouraged to keep growing. In the classroom, LETs are trusted collaborators who bring valuable insight to lesson planning and instruction. For families, LETs offer confidence and reassurance, knowing their child is being individually supported throughout their educational journey. LETs play an essential role in building the foundation for each Harding student’s lifelong learning and success.
BACK TO WHERE IT ALL BEGAN
A JOURNEY THROUGH SCOTLAND, LOVE, AND GRATITUDE
By Jay Crouch
JULY 4, 1996. I went to the Nashville airport to board a plane to England. It was my first time on a plane. My first time out of Tennessee. My first time abroad. I was taking a six-week class through Middle Tennessee State University. I didn’t know then that one of the other students would become my future wife.
Four years later, as newlyweds, there was only one choice for our honeymoon: Great Britain. During that week, we visited a new city—Edinburgh, Scotland. That was all it took. One time in that magical place, and we would spend the next 24 years trying to return.
JULY 4, 2024. Caroline and I stepped off the commuter train in... Edinburgh. The crowds on Princes Street. The lounging people on the green grass of Princes Street Gardens. The black spire of the Scott Monument. It was all there, just as we remembered, welcoming us back. Our first stop: the Willow Tea Room. From our upstairs table, we looked out at Edinburgh Castle as we ate cucumber sandwiches and scones with tea. It was overwhelming. The disbelief bordered on shock—was this really happening? Yes! Thus began my profound gratitude for the Frist Grant for Harding teachers. I’ve heard it said that this generous gift is not necessarily for teaching, but for our “other loves.” That couldn’t be more true for my trip
Edinburgh would bookend our threeweek stay. Dean Village, Calton Hill, Princes Street Gardens, the West End, Haymarket, the National Galleries—not to mention the numerous coffee and pastry shops—we enjoyed them all in our first four days, at our leisure. On the fourth day, we began our counterclockwise sojourn from Edinburgh—by car. Usually, we’re train people, but traveling at our own pace called for something different. Driving on the left side of the road? Nerve-wracking at first, especially in urban areas, but ultimately it added a new dimension to the experience—along with hundreds of roundabouts (though we’re still no closer to understanding them).
Scotland has so much to offer, but one stop was especially important to me as a music lover, particularly of the band AC/ DC: the memorial to the late Bon Scott in his hometown of Kirriemuir. Rock on, Bon! Check that one off the list. From there, we headed to the east coast, staying just outside the quaint village of Stonehaven. Our hosts, Karen and John, were beyond generous— calling in reservations at a small restaurant overlooking the North Sea. We wandered in the rain through the
could glimpse their tops; the next, they vanished. From our hotel window, we looked out at the island of Pabay and the Inner Sound, the water between Skye and the mainland.
shadowy paths of Dunnottar Forest before touring the dramatic cliffside ruins of Dunnottar Castle, perched 160 feet above the ocean. Wow.
One of the trip’s highlights came as we traveled along the northeast coast toward Inverness. With the North Sea to our right, we began in the tiny village of Pittullie, where waves literally lapped our front door. From there, we meandered west, with each sight more magnificent than the last. The raw beauty is hard to describe but impossible to forget.
Perhaps Bow Fiddle Rock—standing defiantly in the crashing waves, the sea shimmering through its famous hole— was the most memorable. Who can say?
I’ll have to come back to be sure. Only here can you find seaside towns with names like McDuff and Banff.
After a couple of nights in Inverness, we traveled through the Highlands to the west coast and the small town of Ullapool. Already overwhelmed by Scotland’s grandeur, we had no idea things were about to become even more spectacular as we turned south along the coast. The Isle of Skye—I'm not even sure it was real. Rain, wind, mist, fog, shafts of sunlight, and towering hills ringed in ragged clouds. One minute you
On our only guided tour of the trip, our Irish (the "original Scot") guide drove us around Skye with humor, warmth, and authentic shortbread and coffee. We learned of the brutal history between the MacDonald and Campbell clans (one woman told us she wasn’t even allowed to bring a Campbell into her house while dating!). On our final day on Skye, Caroline and I went on a magnificent wild goose chase for a rare Scotch whisky made only on the island. The journey mistakenly took us to the tiny village of Elgol, perched at what felt like the most beautiful end of the
Earth. We eventually found the whisky elsewhere, but that detour was unforgettable—and it taught me that yes, it’s perfectly okay to back up into a “pull out” when you meet an oncoming car on a one-lane road.
After three days in Skye, we visited Fort William, Glencoe, and the real Scottish Highlands. Trust me when I say: it just kept getting better. We hiked Ben Nevis, saw the famous Jacobite train of Harry Potter fame, watched sailboats pass through Neptune’s Staircase, and even witnessed Spain defeat England in the Euro Cup finale—surrounded by Scots gleefully wearing Spanish jerseys. (There’s no love lost between the Scots and the English in soccer!)
We spent a night in the charming town of Callander, with its inviting
bookshops and delicious pizza, before returning to Edinburgh for our final three nights. From our blanket on the green grass of Princes Gardens, hearing the laughter of children and watching people stroll by with dogs and strollers, I reflected on my journal entries. I remembered the faces of the new friends we’d made. I felt the North Sea wind on my face. I thought of the royalty who once walked the castle halls.
I knew I would carry all of it—and so much more—with me as I scanned my boarding pass for the flight home. Gratitude swelled in my heart as I reached for Caroline’s hand.
How could I be so lucky?
Thank you to the Frists and to the grant that made this unforgettable journey possible.
FRIST GRANT 2024
Blythe Bryant '05, Language and CultureLondon, Paris, Amsterdam
Jay Crouch, Geography, History, CultureEngland and Scotland
Bruce Melan, Esalen Institute in Northern California - California
Tandy Perkins, Animals and Nature - Florida
Aubrey Sapp, Culture and LandscapeIreland
Anna Vogt, Summer Olympics - Paris
Grace Wilkinson, History and Culture - Italy and Switzerland
Victoria Bahr - Italy
PROFESSIONAL DEVELOPMENT
By Dr. Eric Fecht
Throughout the 2024-25 school year faculty and staff engaged in a wide range of professional development opportunities. While there were impactful whole community moments, such as the Facing History and Ourselves presentation in January, the majority of professional development centered on differentiated experiences aimed at growing our professional community and the ways in which they impact students at Harding. Following a successful pilot of an in-depth training during the summer of 2024, three additional teachers across grades 1-2 immersed themselves in a months-long Orton-Gillingham program that supports foundational literacy skill building. From Boston to Chicago, and Denver to New York City, professional development took our teachers to some incredible conferences this past year. The following is a snapshot of some of the conferences individuals or small teams attended:
• Writer as Reader: Demons, Lovers, Murderers: The Sensational Poetics of the Ballad (Bard College)
• empowHER Summit (World Leadership School)
• Tactical Emergency Casualty Care Course (Defend Systems)
• Shifting Toward a Thinking Classroom in Math (CPM Educational Programmatics)
• Women's Leadership Institute (SAIS)
• National Art Educator Association (NAEA)
• Science in the Rockies (Spangler STEM)
• Fostering Civil Discourse: Strategies for Educators in a Polarized World (Facing History and Ourselves)
• The Science of Learning (Learning and the Brain)
As teachers return from these experiences they have shared at grade levels, vertically with curriculum teams, and
in their school committees. We look forward to the ongoing professional opportunities that are in store for faculty as we move into the 2025-26 school.
NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS
The National Association of Independent Schools (NAIS) hosts one of the largest, most comprehensive independent school conferences in the world, and in February of this year it was hosted right in the heart of Music City! Our Harding faculty capitalized on the proximity of the conference by taking a full professional development day to attend keynotes and breakout sessions. From instruction around AI to forging teacher/parent relationships, faculty attended a range of informative sessions. The keynote speaker, Shankar Vedantam, host of popular podcast ‘The Hidden Brain’ spoke about the complexities and challenges associated with change —and what that means for the world of education. Beyond the shared learning, Harding faculty relished in the opportunity to come together as a community off campus. While our professional development allocations often fall to individual or small group attendance at local and national conferences focused on specific content, this opportunity was one that we could not pass up as it has furthered our collaborative learning and conversations among faculty.
CONTINUING EDUCATION AND AMOUNT TOWARDS LOAN FORGIVENESS
Established in 2021, the Harding Faculty Excellence Fund was established to support teachers through our student debt reduction program. Accessible within their first year of teaching at Harding, and spread out over five years, teach-
ers are eligible to receive up to $10,000 towards the principal of their student loan. To date, this fund has supported teachers with approximately $102,000, with 14 faculty members participating over the past four years.
Continuing education through degree attainment is another branch of teacher professional development and support. This past May, Victoria Bahr, lower school Spanish teacher and Sara Danielsen, first-grade teacher, completed master’s degrees, which were supported
with tuition assistance via professional development funds. Harding faculty who are interested in pursuing advanced degrees receive a 50 percent reimbursement on a per credit basis, benchmarked by credit costs through the University of Tennessee. Congratulations to Ms. Bahr (MTSU - MA in Curriculum and Instruction) and Ms. Daniensen (Lipscomb University - MA in Literacy), two lifelong learners who continue to inspire our students on a daily basis.
NEW BOARD MEMBERS
MIKE KUFFNER
Mike Kuffner is a member of the Corporate and Securities Group at Bass, Berry & Sims, a national law firm based in Nashville. He focuses his practice on advising clients on transactional matters, including mergers and acquisitions and financings. With experience representing both public and private clients, including private equity firms and their portfolio companies, Mike has handled transactions for clients across a range of industries including healthcare, technology, manufacturing, group purchasing organizations (GPOs), and retail. He holds a B.S. and J.D. from the University of Alabama and is proud to be a Harding parent.
Scott Tygard is the founding Executive Director and CEO of the West Nashville Sports League (WNSL), which he launched more than 24 years ago. Under his leadership, WNSL has grown from 150 basketball players to a year-round program serving more than 6,000 families across Middle Tennessee in sports including basketball, baseball, soccer, flag football, softball, golf, and cheerleading—making it one of the largest youth leagues in the Southeast.
A Nashville native, Scott is a graduate of Montgomery Bell Academy and Vanderbilt University. He is passionate about making youth sports accessible, fun, and inclusive, with a strong emphasis on fundamentals and community. He also volunteers with Miracle League of Music City, helping lead the effort to build a Miracle Field in Nashville.
Scott treasures his role as a grandparent and is proud to support Harding Academy through both family and service.
SCOTT TYGARD
STUDENT COMMUNITY ENGAGEMENT
STUDENT LEADERSHIP
Every fall, Harding middle school students campaign and vote for student council positions. Students create posters, slogans, and give a speech to the middle school on why they should be elected. During the year the student council meets once a week to organize spirit week, plan community events, and work on their class initiatives.
KINDERGARTEN SOCKTOBER DRIVE
In the month of October, the kindergarten students at Harding Academy participated in a heartwarming event called "Socktober." This special initiative was aimed at giving back to the community, and the students worked together to collect socks for those in need. Through their efforts, an incredible 3,174 pairs of socks were donated. Harding Academy partnered with five local homeless shelters across Nashville to ensure that the socks were distributed to individuals who would benefit from them.
FIRST GRADE EDWIN WARNER PARK SERVICE DAY
In the fall, first-grade students studied about the local environment and parks near Nashville. As part of their environmental science study together with service learning, they served Warner Parks where they planted trees, maintained trails, removed invasive plants, and helped keep the park clean.
SECOND AND SEVENTH GRADE DOG TREAT DRIVE
In the spring, second grade concluded their animal unit with a day of making dog treats with their seventhgrade buddies for the local Nashville Humane Association. As seventh graders helped measure ingredients, second graders took charge mixing and helped package treats. Seventh graders sold these treats during parent teacher conferences. All of the proceeds were donated to Nashville Humane Association.
THIRD GRADE NEIGHBORHOOD THANKFULNESS DAY
Students visited the residents of a local assisted living facility in the fall. To celebrate the season of giving thanks students created gratitude turkeys with residents and sang songs.
SEVENTH GRADE RADNOR LAKE SERVICE DAY
In the spring, seventh graders helped park rangers at Radnor Lake Mianite Trail, remove fallen limbs, and restore trails.
EIGHTH GRADE MCNEILLY DRIVE
Throughout the year, eighthgrade students hosted supply drives for one of their community partners, The McNeilly Center. In the spring and fall they visited The McNeilly Center where they helped maintain the grounds and volunteer in the classrooms.
LEGACY FAMILY PROFILE
AMY GREATHOUSE '98 CONTINUES THE HARDING TRADITION
What is your favorite Harding memory as a graduate?
It is too hard to pick just one favorite memory. Some of the best ones include: the annual Arts Festival with photo buttons and VHS-recorded karaoke with friends, the traffic light in the lunchroom, getting dressed up for Grandparents' Chocolate, the roller slide on the playground (ouch! Oh, how it pinched!), all-school assemblies, middle school dances, the seventh-grade trip to Dauphin Island, and, of course, Graduation.
Why was it important for you to send your children to Harding, particularly through eighth grade?
Harding is a treasure. It is a warm and loving community that lets the youngest students grow at an appropriate pace for children, yet pushes older students to become more independent with a thorough curriculum, preparing them for when they leave. The friendships you make are lifelong as well. Our oldest child, Margaret, had an amazing middle school experience. It was invaluable to her growth as a responsible, caring, studious teenager and has prepared her for the next step in life. In the middle school at Harding, you learn to be a leader and are presented with experiences you might not have at a larger school. Margaret was able to discover, play, and enjoy sports that interested her. She played varsity tennis, soccer, and lacrosse all three years and varsity basketball for two years. She began her basketball career at Harding hesitant and intimidated, but with encouraging coaches, she became a rebound queen by the end of her eighth-grade season. I loved watching her confidence grow and all the memories she made with friends.
As a Harding alumna and parent, what has been the most valuable experience your family has taken from the Harding community?
Lifelong friends and community, without a doubt. I look around at our children's and family's friends as a whole and can tell we will be in each other's lives for a long time. My mother still gets together with the friends she made while my sister, Maryanne, and I were at Harding. I hope to experience the same with my Harding circle in the future.
Margaret went with Harding to Costa Rica and Italy in middle school. We are beyond lucky to have these optional seventh- and eighth-grade trips out of the country. They provided countless memories and experiences she will carry forever.
What is your most treasured Harding moment with your children?
When I am at an all-school function at Harding, I still get emotional when I sing the alma mater all these years later. It is always a reminder of the incredible memories and friendships from my time there, as well as the importance of the school to my children and their childhoods. It means the world to me to have all four of my children (Margaret, William, Miller, and Warner) experience the school that provided me with lifelong friendships, support, and a strong foundation for the rest of my education. Margaret’s eighth-grade graduation and brick reveal were very special as well. I love that her eighth-grade brick and my brick from 1998 are out there together.
With one child starting kindergarten this fall (Class of 2034) and another having graduated from Harding in May, how has experiencing Harding at every stage shaped your perspective as a parent?
The popular saying, “the days are long, but the years are short,” could not ring truer at this moment in our family’s lives. It feels like we just dropped our 15-year-old Margaret off at kindergarten, and here we are nine years later, taking her baby sister. Enjoy every moment, including playdates, sports games, and band concerts. Encourage them to try something new while at Harding. Allow them to fail and embrace the challenges and opportunities that come their way.
As both an alum and a parent, what do you hope your children take away from their time at Harding, and what legacy do you hope they carry forward?
I hope that once they leave Harding, they will always remember how special their time here was, the friendships they made, and to always be kind, honest, and respectful while doing their best and dreaming big.
2025 GRADUATION AWARD RECIPIENTS
Amy
Margaret
LOUISA SMITH
THE HARDING SCHOLAR
THE HARDING SCHOLAR IS AWARDED TO THE STUDENT OR STUDENTS WITH THE HIGHEST GRADE POINT AVERAGE DURING THE MIDDLE SCHOOL YEARS.
Graduation is the day that so many of us have been imagining for as long as we can remember. Four of us were lucky enough to be a part of the first PreK class at Harding Academy and another 19 of us started in kindergarten. But regardless of when each of us first came, we have all grown up at Harding and grown up together. Harding Academy has been a huge part of our childhood and the people we are now and will continue to become.
The buildings are nice and getting nicer, and that is awesome, but the heart of Harding Academy is what’s inside the buildings, the people. Our experience has been centered around our teachers, coaches, and all the people who make Harding what it is. But most of all, our experience has been shaped by each other.
We share memories that we have made as a class. Our D.C. trip, Dauphin Island, and Barefoot Republic—but each of us has our own special, specific memories too. Your memories will be different and may involve different people, but I bet they’re not THAT different.
I think about so many memories from Harding over the years.
• Going by to see my kindergarten teacher Mrs. Wright for a hug almost every day before school until I was in, I don’t know, fifth grade
• Having awesome conversations with Ms. Hall basically everyday in middle school
• Mr. Folger’s high standards and ability to push me to and beyond what I thought I could do
• Dr. Bell reminding us to be kind
• Early morning basketball practices with Coach Embry and Coach Wainwright
• Getting to stand at the mic during assembly with my kindergarten buddy, Carlin, by my side
I remember the hurt of hard losses and the joy of winning tough games, especially our girls’ soccer and girls’ basketball teams winning conference titles this year. I especially remember how large and loud our student section was at the basketball championship game. We, the Harding community, essentially made that a home game. The support that we all felt was the difference between winning and losing.
This graduation is a celebration of the end of one chapter of our lives and the start of a new one. We are starting new beginnings in our high schools. I am excited for what the future holds. A new game is starting, and we all get to play.
A few weeks ago, we lost in the lacrosse semi-finals and I became sad when it hit me that was the last time I got to wear a Harding sports uniform. That thought still makes me sad. But then I think about how, in all the most important ways, I and all of us will always be wearing Harding Academy. We’ll wear Harding Academy in our smiles, in how we treat people, in how we pick ourselves and each other up when we stumble, and how and when we remind ourselves to not be afraid to fail.
I am grateful for Harding Academy, and I’m grateful that I got to share the Harding experience with each one of you. For the rest of our lives, no matter how far away we all live from each other, all 48 of us will always be connected. We are and always will be the Harding Academy Class of 2025.
Louisa Smith '25
2025 Harding Scholar and Class President
REFLECTIONS FROM THE CLASS OF 2025
As their time at Harding Academy came to a close, a few members of the Class of 2025 reflected on their time at Harding. Whether it was the thrill of a big soccer game, nerves of trying something new in student council, or the quiet confidence that comes from years of learning and growing at Harding, their reflections offer a glimpse into the heart of Harding through the eyes of the students who know it best.
Ella Pearl McClenney '25
What tradition do you think you’ll miss the most, and why?
I love how every single Harding student, from kindergarten through eighth grade, has a buddy, whether older or younger. I think that’s something really unique. For the younger kids, it’s someone to look up to and to have a personal connection with. For the older kids, it’s someone to teach and grow with. As an only child this has been very special to me, to have someone I always know will be there who’s not my age. I especially loved this year's kindergarten buddies. It’s something I’ll truly miss.
What’s one thing about your experience you hope future students will discover for themselves, and what message or thought would you want to leave for them?
I would tell current and future Harding students one thing, never take Harding for granted. I know it can be hard to wake up so early in the morning, and see the exact same people everyday, and keep doing homework. But one day, you'll be in your final months of eighth grade thinking, “Did I really just go through all of that without even realizing how much it meant?”
Be happy and grateful everyday you get to go to school at Harding because you don’t realize how fast it goes by.
Grayson Margolis '25
The Harding Academy experience is full of moments that make it special. What’s one memory that made you feel deeply connected to the school or community?
I think one of my favorite Harding moments was when we won the soccer semifinals and were headed off to the HVAC championship. It was a very exciting moment, as it was one of the only times our team had ever done this. The memory of this season, and the success we had, will forever be one of my favorite memories at Harding.
What’s a skill you've gained at Harding that you know you'll carry with you into high school and beyond?
I’ve learned how to do things like create 3D models in Design class. It’s been a great break from traditional academics, but also an amazing opportunity to explore a skill that’s becoming more and more relevant. I hope I can continue to build on this and use it in the future.
Smith Morris '25
Can you share a time when you stepped out of your comfort zone and how that experience helped you grow?
Running for Student Council Vice President was definitely a step outside my comfort zone. I wasn’t sure if I’d be a strong speaker or an effective leader. But serving as Vice President has taught me what it really means to lead, and it’s given me the chance to give back to Harding in a meaningful way
What tradition do you think you’ll miss the most, and why?
I will miss the buddy system at Harding. It's been fun having two indergarten buddies this year and doing all the buddy activities.
What does being a Harding graduate mean to you?
Being a Harding graduate means I'm ready for high school. I've learned how to work hard and how to be a good student, friend, and teammate. I look forward to coming back to Harding when I'm older to see which teachers are still there.
Logan Scott '25
Can you share a time when you stepped out of your comfort zone and how that experience helped you grow?
One time I stepped out of my comfort zone at Harding was when I decided to try out for the golf team. I had played a little golf in the past, but I still remember being really nervous. When I got out onto the golf course, I remember my coach encouraging me which helped me a lot. I did end up making the golf team with one of my best friends. I loved sharing special memories with all my teammates during this season. Trying out for golf has helped me grow my friendship with my friends and has also made me a better golfer.
What's a skill you’ve gained at Harding, outside of academics, that you know you’ll carry with you into high school and beyond?
One skill I have gained from Harding would be leadership. Throughout sixth and seventh grade I would always look up to the older kids because they were so kind and all-around good people but they also had great leadership skills. Whether it was off or on the court, field, or course, the eighth graders in previous years always lead with example, supported us, and gave us advice. Now it being my last year at Harding I can see how they developed all of those skills. From leadership to having kindergarten buddies, Harding has given me the confidence to be a leader.
Ella Pearl McClenney
Logan Scott
Grayson Margolis
Smith Morris
THE STUDENT ART EXHIBIT
Throughout the year, kindergarten through eighth-grade students create a wide variety of artwork that is inspired by a diversity of artists, time periods, and techniques. During the Student Art Exhibit families share and celebrate student art at Harding.
The following projects from each grade were displayed at the Student Art Exhibit.
KINDERGARTEN
Eric Carle Art, Watercolor Hearts, Owls, Snails in Space
FIRST GRADE
Cezanne Still Life Paintings, Van Gogh Sunflowers, Winter Cardinals, Watercolor Crocodiles
SECOND GRADE
Story Quilts, Field of Poppies, Giraffes, Tints and Shades Ice Cream, Fall Landscape, Dali Portraits
Pop Art Onomatopoeia, Amate Bark Painting, Sunglass Self Portrait, Great Wave Zentangle
FIFTH GRADE
George Rodrigue Blue Dog Painting, Fantasy Treehouse Drawing
SIXTH GRADE
Ted Harrison Landscape, Egyptian Foil Repousse, Bauhaus Watercolor, Terra Cotta Warrior Prints
SEVENTH GRADE
Mix Media Gesture Drawing, Oil Pastel Mannequin, Tim Burton Charcoal Portraits, Words in Perspective, Wayne Thiebaud Abstract Landscapes, Fauvism Self Portraits, Native TN Prints
EIGHTH GRADE
Word Self Portraits, Charcoal Still Life, Torn Paper Portraits, Alma Thomas Paintings, Spring Silk Batiks
ARTIST IN RESIDENCE
In February, Harding Academy had the privilege of hosting Blaine Steiner and Sam Spees, two talented Nashville glass sculptors, as our Artists in Residence. This marks the third year of our Artist in Residence program an annual tradition that allows students to engage with artists through hands-on artmaking, meaningful discussions, and live demonstrations. It’s a program that our students eagerly anticipate and fondly remember year after year.
During their two-week residency filled with artistry, collaboration, and inspiration, Blaine and Sam led captivating glass-blowing demonstrations and visited every art class to dive deeper into the process of glassmaking and sculpting. Each student then had the opportunity to design a small piece of colored glass for a new collaborative installation in the Henderson Theater lobby.
42ND STREET
By Lauren Prince
This spring, Harding Theater transported audiences to the golden age of Broadway with a dazzling production of 42nd Street. Originally a 1933 movie musical, 42nd Street is the quintessential backstage musical a genre that celebrates the grit, talent, and determination of performers chasing their dreams in the big city.
Set during the Great Depression, the story follows Peggy Sawyer, a small-town girl who arrives in New York with stars in her eyes and a dream of making it big. After a series of setbacks, Peggy gets her big break in a show called Pretty Lady. What follows is a tap-dancing, show-stopping celebration of Broadway’s glitz and glamour.
While the plot may be light and frothy, the dedication behind the scenes was anything but. Only a few cast members had any experience with tap dancing, yet students worked tirelessly for months many starting over the summer to master this demanding art form. Their hard work, determination, and enthusiasm brought an impressive level of polish and joy to the stage.
Adding to the magic, Harding alumna Meg Beuter '16 returned as a member of the production team. She brought her experience and passion full circle, helping to guide the next generation of performers. Her presence was a joyful reminder of the enduring spirit and community that define the Harding experience.
In a world that often feels heavy and serious, 42nd Street offered something different. It was a refreshing and joyful celebration of pure entertainment, full of light, fun, and heart.
THE MUSIC MAN JR.
By Lauren Prince
Harding Theater brought small-town charm and big energy to the stage this fall with a lively production of The Music Man Jr.
With its iconic songs, colorful characters, and timeless story, the show has been a favorite of American musical theater since it premiered in 1957.
More than 150 students from first through eighth grade participated, both on stage and behind the scenes. Cast members worked tirelessly to learn choreography, music, and lines, many rehearsing for months to bring River City to life.
The production also featured a dedicated crew of students managing lights, sound, set changes, and more.
The show was a true community effort, with parents generously volunteering their time to support costumes, sets, and logistics. Together, students and adults created a highenergy, heartwarming performance that celebrated teamwork, creativity, and fun.
Beyond the catchy songs and charming setting, The Music Man Jr. highlights the power of a community united by shared excitement and purpose. From first graders proudly practicing their choreography to middle schoolers helping peers catch up or solve problems backstage, the success of the show was a direct result of the Harding community's collective efforts.
MORE THAN WINS:
COACHING CONFIDENCE, CHARACTER, AND CONNECTION FOR LIFE
AS A PHYSICAL EDUCATION TEACHER AND ASSISTANT
Athletic Director during the 2024–2025 school year, Jason Embry played a key role in coaching both the girls’ soccer and girls’ basketball teams to championship titles. With more than 24 years of coaching and teaching student-athletes, Coach Embry has made a lasting impact on the Harding community. His approach to helping teams connect on and off the field builds character and confidence that foster lifelong Harding connections. Beginning in the 2025–2026 school year, Coach Embry will step into the role of Associate Director of Middle School, bringing his deep commitment to student growth and leadership into this new chapter.
You've coached many of these student-athletes since PreK or lower school—what has it been like to watch them grow as athletes and as individuals over the years?
At this younger age, this learning process to me is more about character development. Seeing these students go from being unsure of themselves, or even struggling with being a team player, to becoming leaders who inspire their teammates while developing their skills makes my job rewarding. Teaching the students how to win and lose in a competitive environment is challenging, but is priceless for them in life.
How do you approach coaching differently at various stages, from early childhood through middle school?
With the younger grades, the coaching approach is really play-based with “fun” being a major component. The focus is on simple concepts like teamwork, coordination, and basic motor skills such as throwing, catching, dodging, and fleeing. As far as the middle school-aged student, focus is on mastery: introducing personal goal-setting, promoting leadership, and mental toughness are the key components for them to have success at this level.
What does it mean to you personally to see these teams win championships after years of working with the players?
It really is all about the athletes and them achieving success with one common goal as a team. These championships are a combination of talented kids that are willing to be coached. My job is to put these players in the best position possible so they can have individual success, which in return allows for our teams to be in a great position to succeed around tournament time. Seeing their love and appreciation for the sport flourish as the year moves along is so rewarding.
How do athletics help students develop confidence and leadership skills, both on and off the field or court?
In regards to confidence, as an athlete improves throughout the season they gain a sense of accomplishment that can boost their self-esteem. Overcoming physical and mental obstacles during a season often helps athletes realize they can be resilient. Not everything goes your way, but how one responds to those situations can be beneficial with a setback or a loss. Competing in front of their peers, coaches, and spectators in a game builds comfort in risk-taking. As far as leadership, students learn how to motivate others, make decisions, and resolve conflicts when they are members of a team. Playing sports requires clear, respectful, and effective communication which are all necessary for leadership and for any team to be successful. Lastly, athletes are held responsible for their actions and decisions they make on and off the court or field, This makes them understand the importance of accountability within a team setting.
Can you share a moment this season when you saw a player demonstrate significant growth in leadership or self-belief?
One student in particular stands out to me for our soccer and basketball teams. Margaret Greathouse was a little timid as an eighth grader and not sure of herself on the soccer field or basketball court at the beginning of each season. However, as those two seasons progressed, she became more vocal, steady in her performance, and competed at a high level during games that made her teammates respect her. As an eighth grader, she truly led by example for the younger team members for both teams.
What life lessons do you hope your athletes take away from being part of your teams?
I hope my players understand how to work with others, support teammates, and put team goals ahead of their own. I want to foster a sense of integrity whether we win or lose while at the same time respecting opponents, coaches, and officials in the process. Lastly, the ability for them to consistently put in the effort and learn to own their mistakes will help them in school, hopefully a job one day, and in building healthy relationships throughout their life.
In your experience, how does staying at the same PreK-8 school impact a student’s growth—athletically, academically, and socially?
When I think about the Harding PreK through 8th grade model, I think about the ten most formative years of a child’s life. We offer our students a chance to grow and mature at a rate that is developmentally appropriate for them in this ever changing world. I’ve seen so many students as well as my own son and daughter develop into confident, empathetic, self-advocating leaders. We see the students in action when they come to school each day. They are becoming leaders by serving outside communities, being able to play any sport that we offer, and becoming team captains and being a leader to the younger grades on those teams. Staying at Harding through eighth grade allows the students to be on teams throughout their middle school years. During this time, valuable life lessons can be taught during these sports seasons that will help them in the game of life.
How do team sports foster a sense of belonging and community during the crucial middle school years?
Harding’s athletic philosophy allows students ages 11-14 to compete on the same teams. This provides a structured and supervised environment where students can interact with each other, make friends, and learn social cues in a natural way that allows for a sense of belonging that is safe. During these middle school years, which can be a time filled with uncertainty and change, sports can center students and offer them a reliable community where they can feel valued.
What were the defining qualities of this year’s championship teams, and what set them apart from previous seasons?
For basketball in particular, this year I had the opportunity to coach a combination of sixth, seventh, and eighth graders that loved the game of basketball and were athletic players. I knew this was the year for us to do something special. The seventh and eighth graders had been in my program the year before and knew my terminology along with the expectations and drive needed for our team to have success. These eighth graders were also great leaders to the younger players on and off the court.
What has been the most rewarding part of leading both the soccer and basketball teams to championship victories this year?
Seeing these girls come together as a team for both sports was awesome to witness. Both teams didn’t want the season to end even with all the success we had. As a coaching staff, we established a culture of family for both programs. We were in it for each other. These girls wanted to win for themselves and us just as we wanted to coach our hardest for the players.
How has being both a parent and an alumni parent at the school shaped your approach to coaching and mentoring students?
It has made my children realize that their dad can be sort of cool and well liked by their peers. Since coaching Chase '23 and Jamie Gaddie '26 in sixth grade my coaching career has been so rewarding. You can’t get these years back, and I’m cherishing
every moment. I believe coaching them has made me more patient and caring with all my players. It has made focus again on the importance of relationships and not so much on the outcome.
What insights have you gained from watching your own children grow through the school’s athletic programs, and how does that influence the way you support your players?
Watching my children grow here athletically at Harding has been so pleasing. Jamie Gaddie '26 has the confidence to try many sports and the same can be said for Chase '23 in high school at Ensworth. Both of them play sports at these levels to have fun, be with their friends, and to compete for championships. Harding provides those athletic opportunities for students to understand that and to take this confidence into high school. This made me align my own coaching philosophy with these values. In return, my players can feel a sense of confidence and connection that allows for them to learn in this environment and be coached by me with them knowing I have their best interest at heart.
As someone deeply connected to the school community, what values do you hope to pass on through your coaching?
I want these players to develop the necessary skills and knowledge to compete on high school teams if they choose to do so. My goal is for each player to feel important and a part of our program. It’s all about relationships in coaching—the ones players have with each other and the ones they have with the coaching staff. My hope is that each athlete develops a love and appreciation for the sport they play and for the teammates they share the journey with.
What’s the most rewarding part of being both a physical education teacher and a coach, and how do those roles complement each other in shaping students’ experiences?
In lower school PE classes, you start to see the kids that have a natural athletic ability. You also see kids develop a love for a particular sport that they may have shown no interest in before.
At Harding, we strive to foster athletes who play with good sportsmanship and are great teammates. Our PE curriculum allows for these moments to take place and for them to explore many athletic opportunities. We foster these sport specific skills in our K-5 program. The result of that hard work is seeing our students represent our middle school while competing and flourishing in the process which is so rewarding.
The athletic program emphasizes confidence, character, and connection. How do you incorporate these values into your coaching, and why are they so important for young athletes?
In regards to confidence, I want my players to know that they are valued and loved. Once they understand that, self worth is established and trust can be built. As far as character development, my job is to emulate that positive behavior each day through my words and actions whether it be in a PE class, a practice or game, or just walking around campus. The connection I have with my players is the most important to me as a teacher and coach. If we can relate to one another, then we can go to war and battle for each other on the soccer field or basketball court. With these pieces in place, a sense of belonging exists, the kids are having fun competing each day, and winning becomes a byproduct.
Can you share a specific story or moment from this championship season that reflects one or more of these core values in action?
The last eleven seconds of our HVAC basketball finals can reflect all three of our athletic core values here at Harding Academy. Our team was losing by one point, and we didn’t have the ball. We decided to call a timeout to prepare for the final position of the game. In the huddle, I could see the desire in the girls' faces to do what was needed for our team to be successful. At the same time, they needed to know from their head coach that whatever happened, regardless of the outcome, they were champions in my eyes. Their character had been on display the entire game, and we were not going to waiver in that moment. The connection piece started in the huddle, and it shined after we stole the ball and went the full length of the court to seal the win with a go ahead layup with two seconds to go in regulation. After the buzzer went off, the players, coaches, teachers, faculty, and the students who came to support us met at center court to celebrate just as if we had won the NCAA national championship. It was an unbelievable finish to an incredible season. All of us created a moment and a memory that will last a lifetime.
COMMUNITY EVENTS
ANGEL TREE PROGRAM
The Angel Tree Program is a cherished annual tradition at Harding, offering a meaningful way to provide gifts to those in need during the holiday season. The HPA partnered with the Martha O’Bryan Center, an impactful anti-poverty organization that supports over 15,000 individuals annually in Nashville, empowering them through education, work, and community.
Thanks to the generosity of our Harding community, holiday wishes came true for 100 children, from infants to 10 year olds. The dedicated co-chairs, Langhorne Coleman ’96 and Hayden Fulmer, and the entire Harding community, made such a special and lasting impact on these families during the holiday season.
BOOK FAIR
The Book Fair is one of Harding’s most cherished traditions and an important fundraiser that directly supports our beloved library. This year was a smashing success with children and parents filling the McPherson-Medwedeff Library on a Friday afternoon. With excitement continuing, the Book Fair moved outdoors on Saturday with books flying off the tables by the halfway point of Fall Fest! Families generously purchased books for the library and had the opportunity to dedicate them to loved ones, adding a personal touch to their contributions.
Our dedicated Book Fair Chairs Colleen Jones and Marion Floyd made this event a resounding success!
FALL FESTIVAL
This year’s Fall Festival was nothing short of spectacular with an incredible turnout and a fun-filled lineup of activities that brought the community together. From bounce houses and face painting to crafts and games, everyone—Harding families, alumni, friends, and future Hawks—had an unforgettable time! A huge thank you to Fall Festival Co-Chairs Christine Perkinson and Sarah Eakin for their tireless dedication and hard work in making this event such a tremendous success. Your efforts truly made this day special for all!
FACULTY AND STAFF APPRECIATION
Throughout the year, the HPA organizes a variety of appreciation events and gifts to celebrate and support Harding’s dedicated faculty and staff. From take-home dinners to festive coffee bars and catered breakfasts, these thoughtful gestures reflect the community’s deep gratitude for all they do. Faculty & Staff Appreciation Chairs Christine Perkinson, Jennifer Moore, and Nicole Scott work tirelessly behind the scenes to plan and deliver these meaningful moments, helping ensure that our faculty and staff feel valued all year long.
GRADE LEVEL PARTIES
Every year, the HPA sponsors grade-level parties to bring parents together and build community. Last fall, Lipman Brothers generously provided libations, and Jade Sampson, HPA Grade-Level Parent Party Coordinator, along with our gradelevel hosts, helped make these lovely gatherings a success!
PreK: Kate and Eric Schneider
Kindergarten: Christiana and Stockton '03 Beveridge
First Grade: Sarah and Christopher Rowe
Second Grade: Miles and Wes Hartline
Third Grade: Sarah Gay and James Boswell
Fourth Grade: Laura and Chuck Goldberg
Fifth Grade: Nicole and Jonathan Scott
Sixth Grade: Jill and Ben Heavrin
Seventh Grade: Taylor and Whit Moloney
GRANDPARENTS CHOCOLATE
A time-honored tradition, Grandparents Chocolate is a special moment when grandparents and special friends are invited to campus to enjoy performances from students in kindergarten through fourth grade.
Grandparents Chocolate is a significant undertaking, and would not be possible without the work and care of many helping hands. The day continued the time-honored tradition of breakfast followed by musical performances thanks to the efforts of Mrs. Rhett, our amazing Grandparents Chocolate Chairs
Kasey Hamilton and Lindsey Muscatello, and Grandparents
Chocolate Breakfast Chairs Tracy Haddad and Courtney Ko!
HARDING PARENTS ASSOCIATION
The Harding Parents Association (HPA) helps foster the spirit of community and supports Harding Academy with needed resources. The HPA hosts events for the community throughout the year to help build connections and provide support to our faculty and staff.
2024–2025 EXECUTIVE BOARD
MEGAN JACOBS
President
BETH WEST
President Elect
MEGHAN KAWECKI
Communications Coordinator
ELIZABETH LACKEY
Secretary
JANET HARDIN
Treasurer
RACHEL PRITCHETT
Volunteer Coordinator
Top (L-R): Janet Hardin, Meghan Kawecki, and Elizabeth Lackey; Bottom (L-R): Beth West, Megan Jacobs, and Rachel Pritchett
CELEBRATING 50 YEARS OF ART AND COMMUNITY
The 50th Anniversary Harding Art Show was a monumental event that set new records in both artists participation, guest attendance, and sales.
Chaired by alumnae Mimi Mayo Beaver ’97 and Carey Floyd McDonald ’97, this year’s show featured more than 100 artists from across the country and offered an incredible range of work including painting, sculpture, ceramics, photography, and jewelry.
SONGWRITER’S NIGHT
Songwriter's Night was an unforgettable evening filled with great food, incredible music, and unforgettable moments! We had the pleasure of experiencing the dynamic chemistry between the musical guests Ryan Hurd, Charles Kelley, and Maren Morris as they shared their stories and songs. This extraordinary event could not have happened without the sponsorship of Infinity Hospitality and Lipman Brothers. It was truly a night to remember.
By the Numbers
101
HARDING DADS NETWORK
As Harding Academy’s single largest fundraising event, the Art Show welcomed more than 5,000 visitors to our Nashville campus during the three-day weekend. With festive 21+ gatherings, a dedicated Family Day, and free admission for all, the event provided something for everyone. Art was available at a wide range of price points, making it accessible to new and seasoned collectors alike.
For 50 years, the Harding Art Show has raised vital funds to support classroom needs. These include purchases such as computers, playground equipment, classroom technology, scholarships, campus security improvements, a weight room, and major capital projects. From their early days as Harding students to their recent leadership as Art Show Chairs, Mimi and Carey are shining examples of the lifelong friendships and strong community ties that begin here.
The 50th Harding Art Show was also officially honored by the State of Tennessee through House Joint Resolution 629, recognizing its legacy and community impact.
We are deeply grateful to the artists, volunteers, sponsors, and guests who made this milestone event such a success. Your support continues to inspire creativity and connection across our entire Harding community.
The HPA Dads Network had a memorable year, thanks to the leadership of Chair Jacek Kawecki. From off-roading adventures through Hickman County’s Dirt Devil, to a lively March Madness night out, to an evening of axe throwing, Harding dads enjoyed fun and meaningful opportunities to connect.
HPA AUCTION
This annual auction is one of the HPA’s most important fundraiser events of the year.
We are delighted to announce that this year's auction raised over $100,000. Thank you to our community for contributing such an awesome array of items, and thank you to the bidders and buyers: we hope you enjoy your goods and experiences.
Thanks to Auction Co-Chairs Caroline Dean, Katie Douglas '96, and Mary Thomas Kuffner and HPA volunteers Megan Jacobs, Kristen McDaniel, and Karen Speyer for all of their hard work.
PARENTS PARTY
Harding's dedicated Parents Party Co-Chairs Christi Gibbs and Rebecca Poling organized an amazing Parents Party in November. Parents donned their favorite college gear for a fantastic tailgate event. Guests enjoyed live football games, delicious BBQ dinner, a full bar, and the energetic beats from our DJ, while tailgating in Kever Park.
SECOND HARVEST FOOD DRIVE
Each year, Second Harvest Food Bank of Middle Tennessee distributes more than 41 million pounds of food to those facing hunger across 46 counties. Harding Academy is proud to host one of their largest food drives, contributing more than 7,000 pounds of food annually! Thank you to our co-chairs, Michelle Augusty and Ashley Chadwick, for their hard work! This year, we met our goal to fill 400 red bags, which students celebrated by wearing their favorite sports team jersey or shirt. What a way to work together to make a big impact and help those in need!
SPIRIT GAMES
The HPA hosted two fantastic Spirit Night events this year, bringing together the Harding community for evenings filled with food trucks, balloon artists, Harding swag, and plenty of school spirit. Faculty, staff, parents, students, and alumni came out to cheer on Harding teams and enjoy the festive atmosphere. A big thank you goes to School Spirit Co-Chairs Elizabeth Reavis and Lauren Hocker, along with the dedicated parent volunteers who ran concessions.
STUDENT ART EXHIBIT
The HPA, along with art teachers Karen Kwarciak and Bailey Woods, hosted the Student Art Exhibit, a family-friendly event showcasing artwork from every student in kindergarten through eighth grade. It was a wonderful evening celebrating creativity, community, and student expression. A heartfelt thank you to Student Art Exhibit Chair Carolyne Steiner and Step-Up Chair Carolyn Edwards. Your efforts made this celebration of student creativity such a success.
TENNIS SOCIAL
This spring, HPA President Megan Jacobs hosted the first annual Tennis Social, a fun and active event that brought together players of all skill levels. From beginners to seasoned players, everyone hit the indoor courts for clinics, friendly matches, and plenty of laughter. It was a fantastic afternoon of connection, competition, and community.
TRIVIA NIGHT
From mind-bending questions to belly laughs and some epic friendly competition, the HPA’s second annual Trivia Night was definitely one for the books. The fantastic night was hosted by Trivia Night Chairs Cara Ince and Diana Scarfo. Guests enjoyed delicious food and drinks as they competed for the top spot!
Carey Floyd McDonald ’97, Representative Caleb Hemmer, and Mimi Mayo Beaver ’97
Mimi Mayo Beaver ’97, 2025 Featured Artist Laura McCarty, and Carey Floyd McDonald ’97
A FOND FAREWELL
WITH GRATITUDE TO HARDING’S RECENT RETIREES
AS WE RETURN TO THE HALLS OF HARDING ACADEMY this year, many may notice that some faces are missing following the retirement of three devoted Harding faculty and staff members. Yet, their legacy lives on in their unique areas of services—in the kindergarten classroom, as a human resources officer, on the bus to and from school,
field trips, and athletic events—and across the entirety of our school community. Their combined 40 years at Harding fostered joy, support, opportunity, and safety for our students, families, and faculty/staff, and we couldn’t be more grateful. Join us in wishing Keyne, Elizabeth, and Annette the very best!
KEYNE SCOTT
With deep appreciation, we bid farewell to Keyne Scott, who has lovingly served as a kindergarten assistant teacher at Harding for 21 years. A proud parent of two Harding graduates, Keyne has poured her heart into our community supporting teachers, guiding young learners, and playing a vital role in the daily rhythms of the classroom. Whether walking students to special areas or ensuring materials were ready for each day, Ms. Scott’s steady, joyful presence helped countless children feel safe, seen, and excited to begin their Harding journey. We are most grateful for her dedication and care over the years.
ELIZABETH FIORAVANTI
With heartfelt thanks, we recognize Elizabeth Fioravanti for her 17 years of dedicated service as Harding’s Human Resource Officer. A parent to two Harding alumni and a steadfast member of our staff, Elizabeth has truly lived the Harding experience. Her contributions ranging from growing the faculty wellness program to supporting the business office, overseeing hiring, and managing employee benefits have shaped the daily life of our school in countless ways. As she steps into her next chapter, Elizabeth looks forward to spending cherished time with her new grandson. We are deeply grateful for all she has given to Harding and wish her every joy in the years ahead.
ANNETTE ROBECK
With sincere gratitude, we bid farewell to Annette Robeck as she heads into retirement and into the sunshine of Florida! For the past two years, Annette has been so much more than a bus driver; she has been a devoted and dependable member of the Harding community. Her steady presence and commitment to safely transporting students and supporting faculty for athletic events, field trips, and more have made countless off-campus experiences possible. We are thankful for all she has done and wish her joy and relaxation in this well-earned next chapter.
By Suzanne Nahay
RIGHT THIS WAY
2025 Distinguished Alumnus Elliott Kyle Ushers in a New Era of Nashville Hospitality
ONE OF HIS FAVORITE MEALS MAY STILL BE THE stuffed French toast his mom prepared on test days, but these days you’re likely to find Elliott Kyle ‘95 picking up his favorite collard green melt from Turkey and the Wolf or sharing a meal with family, friends, investors, or regulars at any one of the dining hot spots he helped serve up to the Nashville community.
“Everyone seems fascinated by my work except for my kids,” Kyle admits. Whether that’s because they haven’t yet grasped their dad’s impact on Nashville’s culture and cuisine, or because they’re occupied with the things that
matter most to 5-, 10-, and 13-year-olds, Kyle’s children will surely someday appreciate his undeniable (and delicious) impact.
His work? As the Nashville Business Journal noted earlier this year, the “business card version” is that Kyle is a commercial real estate broker and investor, specializing in hospitality and retail; but the more accurate telling is that he’s a “Nashville salesman, a connector of restaurants to their perfect space and a shaper of Music City’s food scene.” Where did this literal tastemaker get his start? Harding Academy, of course.
Photo Credit: Nashville Business Journal
“I think I’m just naturally a sales guy,” Kyle says. “I’m comfortable walking up and talking to people. I’ve been that way from a young age. And, yeah, I think my experience at Harding—especially in middle school—has a lot to do with that.
“I was so fortunate to develop my confidence in those sixth- through eighth-grade years at Harding. I was allowed to be a ‘big man’ on campus, but in meaningful ways—like through leadership on sports teams and with an awareness that younger kids were looking up to me.”
Today, people across the city (and to be certain, across the country) look up to Kyle as he grows Nashville’s restaurant and retail landscape and, along the way, empowers talented chefs and entrepreneurs and grows the unique character of eclectic neighborhoods.
When it comes to matching a concept to a locale—from Sean Brock’s flagship Audrey and New Orleans-born Turkey and the Wolf in McFerrin Park, to East Nashville’s Attaboy, Kisser, Coral Club, and Skinny Dennis, to so many more in Downtown, Pie Town, Wedgewood Houston, 12 South, and beyond—Kyle’s vision is undeniable and his mark indelible.
And, while the salesman’s confidence may come naturally, it’s really Kyle’s passion for his hometown that drives his relentless searching and success.
“Every time I think things surely have to slow down, they only pick up more,” he says. “The city keeps evolving in ways that make it desirable on a national level. The desire to live here is only increasing, and as long as those making the really important decisions keep doing the right thing, I don’t expect to slow down anytime soon.”
Kyle’s own desire to come back to Nashville struck in 2008 after years spent learning the real estate ropes and eating BEST RESTAURANT
ELLIOTT KYLE'S TOP 5
his way through the great restaurants of New York City, then Washington, D.C.
“I just missed Nashville. And it’s a classic example of right place, right time. When Nashville moved from simply being on people’s radar to being a top priority, I was able to leverage that to make good things happen.
“I represent clientele all over the country, and there’s an expectation that I know what’s cool in cities from New York to New Orleans, Austin to Athens, Georgia. I get to experience all these other neighborhoods and cities, and over the years I realized ‘what city do I know better than any other?’
I was able to see how these things—my experiences in other markets with specialty retail and restaurants and my knowledge about and love for Nashville—could be tied together.”
The return to Nashville 15 years ago also brought Kyle back to the people and places he cherishes most: His mother, family, and lifelong friends—and Harding Academy.
When it was time to send his oldest son James to school, he says, “We never considered anywhere besides Harding.” Kyle laughs, adding: “It was like I didn’t even know any other schools existed.”
Daughter Lilly and son Raynes followed and are entering sixth grade and kindergarten this 2025-26 school year.
“Harding still feels like a very close-knit community.
For my kids, just as it was for me 30 years ago, the school provides such great academic preparedness in a warm and supportive environment. It has always felt like a huge family; the quality of teaching and the attention they give every child comes from a place of love and empathy.
“Harding was monumental in my life. Being there for nine years really sent me into my high school years at MBA prepared to succeed academically—and then to my college days at Washington and Lee. My career spun out of that, and truly, I can trace so many good things in my life back to Harding.”
Kyle is thrilled to witness all the good things happening in his children’s lives, too, as Raynes is getting into sports and excited for kindergarten. He sees Lilly coming into her own: happy and head over heels for her friends and her teachers.
James is navigating changes and thriving at his dad’s high school alma mater.
He also notes that his mother, Jennifer, a guiding force in his life, “continues to hold Harding near and dear. She still serves on advisory committees and volunteers and goes to Grandparents Chocolate. Harding is really an extension of my entire family.”
Like his mother before him, this year’s Distinguished Alumnus is a guiding force—for his family, this school community, his friends and colleagues, and the city of Nashville. In true Harding form, he’s a lifelong learner driven by passion and creative curiosity, with a sincere desire to do good for his hometown.
“I’m just so fortunate that I was able to convert my interests into a career,” Kyle says. “To some, these are seemingly small deals, but they’re so much larger in the broader context. Ultimately, I love Nashville. I’m selling something I’m very proud of. I love bringing businesses here that make people happy, give people jobs, and help grow and establish neighborhoods.”
For that, we are grateful and offer rave reviews to one of our own. Five stars, Elliott Kyle.
Pastis Nashville
Fifth + Broad/Assembly Food Hall Pastis Nashville
Turkey and the Wolf Icehouse
Turkey and the Wolf Icehouse
HARDING ACADEMY
CLASS NOTES
NEWS
CHARLIE GEORGE '24 took the mic to sing the National Anthem at First Horizon Park for the Nashville Sounds game on July 1, 2025.
CLAIRE MCDANIEL '24 helped lead a tap boot camp for Harding students in preparation for the fall production of 42nd Street
ALEXA MCKAY '24 received Honorable Mention at the 2025 Middle Tennessee Scholastic Art Awards.
MINA SANFORD '24 competed in the varsity swimming regional championship for Ensworth in January 2025, placed 5th in the 200 medley relay, and contributed to a recordbreaking swim at the state high school meet.
RILEY SCHENK '24 received Honorable Mention at the 2025 Middle Tennessee Scholastic Art Awards.
CAROLINE VRETTOS '24 was awarded 2nd place in painting at the 17th annual Middle Tennessee Regional Student Art Exhibition, held at the Parthenon, where her artwork was also selected for display in the show.
OTTILIE GARDNER '23 received an Honorable Mention at the 2025 Middle Tennessee Scholastic Art Awards.
NARCISSA BROOME '22 was inducted into the Cum Laude Society, an honor reserved for students who have demonstrated distinguished academy achievement, strong character, and a commitment to the pursuit of knowledge.
SANTIAGO FUISZ '22 was awarded 2nd place in printmaking at the Regional Art Awards held at the Parthenon and received a Silver Key at the 2025 Middle Tennessee Scholastic Art Awards.
LELA GEORGE '22 was awarded a Silver Key and received Honorable Mention at the 2025 Middle Tennessee Scholastic Art Awards.
ELEANOR LAMPLEY '22 joined Jordan Napier, middle school French teacher, during her St. Cecilia Academy Interim in January 2025.
GARRETT LEE '22 was recognized for his outstanding achievement at the Middle Tennessee Science and Engineering Fair representing FRA.
NEKO MANNES '22 was inducted into the Cum Laude Society, an honor reserved for students who have demonstrated distinguished academy achievement, strong character, and a commitment to the pursuit of knowledge.
GRACIE MERIWETHER '22 received two Honorable Mentions at the 2025 Middle Tennessee Scholastic Art Awards.
CHARLOTTE MIKOS '22 was inducted into the Cum Laude Society, an honor reserved for students who have demonstrated distinguished academy achievement, strong character, and a commitment to the pursuit of knowledge.
RJ PERKINS '22 was named All-Region Defensive Player of the Year in fall 2024 and earned a spot on the DII-A All-State First Team as a linebacker.
ETHAN SIDES '22 was named President of the MBA Service Club for 2025-2026 and was inducted into MBA’s King Society, which honors the legacy of Dr. Martin Luther King’s work towards equality, justice, freedom, and peace.
CAROLINE THOMAS '22 competed in the International Thespian Festival in June.
QUINCY TOPPING '22 had a standout season with Ensworth varsity swimming, placing in multiple events at regionals and the state
meet—including a record-breaking swim in the 400 freestyle relay—and was named to The Tennessean’s 2024–25 All-Midstate high school boys team for the 100 freestyle. He also tied for second in the 100 butterfly at Senior Sections in Cary, NC, and qualified for Winter Junior Nationals. He also qualified for Summer Junior Nationals in the 100 freestyle and 100 butterfly.
MADDIE WHITE '22 and her FRA Robotics team placed 1st in their recent competition and received the Excellence Award.
DYLAN ANDERSON '21 was inducted into the Cum Laude Society, an honor reserved for students who have demonstrated distinguished academy achievement, strong character, and a commitment to the pursuit of knowledge.
MAX BOYLAN '21 signed with Davidson College to swim and graduated as Salutatorian of the FRA Class of 2025. He was also inducted into the Cum Laude Society, an honor recognizing exceptional academic achievement, strong character, and a deep commitment to learning.
SARAH BROTHERS '21 competed in the varsity swimming regional championship for Ensworth in January 2025.
PRICE BUSCHMANN '21 was named a 2024 National Merit Semifinalist in recognition of his academic achievements and was also selected as a U.S. Presidential Scholar—one of the nation’s highest honors, awarded to just 161 of the country’s most distinguished high school seniors each year.
JD CODISPOTI '21 committed to play golf at Towson University.
ELLERY COOK '21 earned two Gold Keys and two Silver Keys at the 2025 Middle Tennessee Scholastic Art Awards, received honorable mention in painting at both the Middle Tennessee Regional Student Art Exhibition and the Regional Art Awards held at the Parthenon.
WILL GLOVER '21 was recognized as a 2024 National Merit Finalist and awarded a scholarship by the National Merit Scholarship Corporation in honor of his outstanding academic achievements. He was also named an AP Scholar with Distinction.
KATE LESCHEN '21 co-captained Harpeth Hall’s State Championship lacrosse team alongside fellow Harding alumni Gracie Lucas and Mia Sjursen. She was named to the TSSAA DII-AA East All-Region Team, earned USA Lacrosse All-Academic honors, was a finalist for TSSAA Girls Lacrosse Player of the Year, and was inducted into the Cum Laude Society for her academic excellence and character.
MAC LOWRANCE '21 signed with St. Joseph’s University to row.
GRACE LUCAS '21 signed with Vanderbilt University to play lacrosse and co-captained Harpeth Hall’s State Championship team alongside fellow Harding alumni Kate Leschen and Mia Sjursen. She was named the 2024–2025 Middle Tennessee Girls Lacrosse Player of the Year and earned USA Lacrosse All-Academic honors.
WITT MAXWELL '21 and his teammates won the state championship in the 4x800 relay and set a new school record for FRA.
MAIA MCCOURT '21 was named valedictorian of the FRA Class of 2025 and inducted into the Cum Laude Society in recognition of her exceptional academic achievement, strong character, and commitment to learning.
WILL SANDERS '21 was named to the All-Region Team for soccer.
MAGGIE SOPER '21 placed 3rd in the 200 free relay during the Tennessee state high school swim meet.
MIA SJURSEN '21 co-captained Harpeth Hall’s State Championship lacrosse team alongside fellow Harding alumni Kate Leschen and Gracie Lucas, and was a finalist for TSSAA Girls Lacrosse Player of the Year.
AUSTIN TANT '21 committed to Berry College to play baseball in the fall. He was also awarded a Silver Key at the 2025 Middle Tennessee Scholastic Art Awards.
KATHERINE THOMAS '21 was named a 2024
National Merit Semifinalist and was part of Harpeth Hall’s Ethics Bowl team that won the 2025 West Tennessee Regional Championship. She was also selected to represent Harpeth Hall at the International Thespian Festival in June 2025.
BRIAN TIERNEY '21 was recognized as a National Merit Commended Student and was also named a U.S. Presidential Scholar—one of the nation’s highest honors, awarded to just 161 of the country’s most distinguished high school seniors each year in recognition of their academic excellence and leadership potential.
MEG WINSTON '21 was inducted into the Cum Laude Society, an honor reserved for students who have demonstrated distinguished academy achievement, strong character, and a commitment to the pursuit of knowledge.
RALEIGH MAXWELL '20 had his paper on Women’s Suffrage in the South published in The Concord Review, placing among the top 6% of accepted submissions. He was also recognized as an AP Scholar with Distinction.
LIAM HACKETT '20 was named an AP Scholar with Distinction.
COLE PATTERSON '20 was a panel presenter at Vanderbilt’s 17th Annual Undergraduate Writing Symposium.
SADIE JAMES '19 made the Dean's List at Clemson University.
RYAN SCHMADTKE '18 joined Fort Knox, a band out of Knoxville, TN, for a few songs during their January 2025 performance at EXIT/IN.
ALIYAH GOOD '18 took the stage for the third time at the legendary Grand Ole Opry, performing alongside her family in a night full of music, tradition, and talent.
WEATHERLY SPENCE '17 was highlighted on Rhodes College social media for her role as captain of the women’s golf team. She and her teammates were 2025 SAA Conference Champions.
LAURA GRACE BROTHERS '17 was named an AP Scholar with Distinction.
LYDIA BEACHUM '16 was named an AP Scholar with Distinction.
MEG BEUTER '16 returned to Harding in the fall of 2024 to lead a tap boot camp for students preparing for the production of 42nd Street. She is now teaching English in Kenya on a Fulbright fellowship.
LIZA SWEETING '14 is currently finishing a master's program in counseling at Vanderbilt University.
Caroline Vrettos '24
Ellery Cook '21
Max Boylan '21
Eleanor Lampley '22
Santiago Fuisz '22
Kate Leschen '21, Mia Sjursen '21, Gracie Lucas '21
Meg Beuter '16
L-R: Henry Gatto, Max Boylan, Maggie Soper, Sarah Brothers
Charlie George '24
Grace Lucas '21
Mac Lowrance '21
Austin Tant, '21
Maddie White '22
HARDING ACADEMY
CLASS NOTES
ANNA CAROLINE BARKER '13 joined the News 2 team in September as their midday anchor.
DR. ABIGAIL ANDERSON, MD, MPH '12 graduated from ETSU Quillen College of Medicine with a dual degree and is headed to her first-choice residency in Montana.
MATTHEW BARKER '10 was appointed Vice President at Two Rivers Ford and graduated from the National Automobile Dealers Association in July 2024.
ANNE-ELISE CAIN '09 joined the Harding Academy faculty as a second-grade teacher.
T.J. CALDWELL '09 worked on a 1220 installation at the National Medal of Honor Heritage Center in Chattanooga, TN.
DIEGO LUIS '06 was named an AP Scholar with Distinction.
SUTTON LIPMAN-COSTANZA '97 was recognized at the RE/MAX Homes and Estates Awards Celebration.
DR. WILLIAM LEE '96 was named Section Chief of Interventional Radiology with Cape Radiology Group in Cape Girardeau, Missouri.
ELLIOTT KYLE '95 Real estate broker and investor, was featured on the cover of the Nashville Business Journal for developing his niche of selling Nashville to the country's most interesting restaurateurs and was named Harding Academy’s 2025 Distinguished Alumni for these efforts.
CHELSY PARKS HOOPER '89 was selected as the Auburn University Employee of the Year for her work in helping advance digital and AI literacy.
JENNY BOUCEK '88 was featured by ESPN for her groundbreaking role as both an NBA coach and a mother, highlighting her unique journey balancing family and professional sports.
TODD GREENE '87 is a Nashville-based artist specializing in painting, illustration, and mixed media. He has seven pieces in the Tennessee State Museum’s permanent collection and features in Time magazine.
MARRIAGES
LIZA SWEETING ‘14 married Jonathan Crumly on May 10, 2025.
SETH KYRIAKIDIS ‘13 married Vera Wei Wang in November 2024.
CORINNE OWEN ‘11 married Lillie Kontor in June 2025.
ANNE-ELISE CAIN ‘09 married Clark Ross in June 2024.
LAURA GREGORY ‘07 married John Lucas on November 16, 2024.
HIGH SCHOOL CHOICES 2025
DAMILOHUN
ADEJUMOBI Harpeth Hall
ELEANOR APTHORP University School of Nashville
BIRTHS
JOHN FIORAVANTI ‘13 and wife, Andrea, welcomed their son, Elias Jacob Fioravanti Carmona to the world on September 1, 2024.
MARY WINSTON REAMES CRAMER ‘12 and husband, Kevin, welcomed daughter Margaret ("Margot”) Ruth Cramer in April 2025.
ABIGAIL ATKINS ZEWICKY ‘05 and her husband Mark welcomed their daughter Nora Gray Zewicky on July 7, 2025.
ADAM KEVER ‘04 and wife, Bridget, welcomed their son, Patrick Lefevre (“Patch”) Kever in June 2025.
IN MEMORIAM
DYLAN STARK ‘32
LARA DUNCAN MATHES ‘90
HAL BLACK (FOUNDER)
LADDIE NEAL (FOUNDING TRUSTEE)
HARPER ATWOOD Franklin Road Academy
LANDON BACON Harpeth High School
EVELYN BEAUCHAMP Ensworth
GEORGIA BERNSTEIN Ensworth
RILEY BERTELLI Franklin Road Academy
REESE BORLAND Harpeth Hall
RILEY BUNDREN Lipscomb Academy
AVIN BURDITT Ensworth
ELSIE CLARK Franklin Road Academy
YAEL COHEN St. Cecilia’s Academy
ELEANOR CORNWALL St. Cecilia’s Academy
CLAIRE DEHNER University School of Nashville
CLAIRE ELLIS Harpeth Hall
SOFIA GRAY Ensworth
MARGARET GREATHOUSE Harpeth Hall
JACKSON HALL Franklin Road Academy
QUINN HAMLING Franklin Road Academy
ARI HASSON University School of Nashville
GEDDINGS HEMPEL Ensworth BEN LUCAS Montgomery Bell Academy
JACOB
GRAYSON MARGOLIS Ensworth
OLIVIA MCCORMACK Harpeth Hall
OSCAR MCKENZIE Father Ryan High School
HARPER METTLER Hutchinson School (Memphis)
VIVI
COLLEGE CHOICES CLASS OF 2021
MEGHAN ABRAMS Wake Forest University
DYLAN ANDERSON Trevecca Nazarene University
DAVIS ARNOLD Oberlin College
SAM ATLAS Belmont University
BERNARDO BARBALAT The University of Alabama
ROWEN BEAULIEU NYU
JEFF BELL Gap Year
JACKSON BERGMANN Syracuse University
MAXWELL BOYLAN Davidson College
BUREN BRADLEY Washington and Lee University
CONNOR BRITT University of Tennessee, Knoxville
SARAH BROTHERS University of Tennessee, Knoxville
PRICE BUSCHMANN Vanderbilt University
J.D. CODISPOTI Towson University (MD)
ELLERY COOK University of Miami
MARY COVINGTON Connecticut College
QUINN DEHNER Loyola University Chicago
DAVIS DOVE Northwestern University
DYLAN DRAKE University of Tennessee, Knoxville
EVIE FRIST Villanova
HENRY GATTO Tufts University
WILL GLOVER University of WisconsinMadison
RYDER HAJE University of Colorado Boulder
FULLER HESSEL Tulane University
ABIGAIL HODGES Not attending college
JACK HOWARD Indiana University
HARPER JACOBS Furman University
KATE LESCHEN Boston College
MAC LOWRANCE Saint Joseph's University
GRACE LUCAS Vanderbilt University
ALEX MADDOX Gap year in travel, service, and structured water industry
WITT MAXWELL University of Tennessee, Knoxville
MAIA MCCOURT William and Mary
DREW MCDONALD Auburn University
EMILY MCKAY Texas Christian University
ETHAN OAKLEY SCAD
CAL ROBINSON Not Yet Reported
GRACEY ROSS Texas Christian University
WILL SANDERS University of Mississippi
MAVIS BLUE SARTIN University of Tennessee, Chattanooga
MIA SJURSEN Boston College
MAGGIE SOPER University of Tampa
LILIA SPAVENTA University of Richmond
AUSTIN TANT Berry College
KATHERINE THOMAS University of North Carolina at Chapel Hill
BRIAN TIERNEY Vanderbilt University
CAROLINE VIARS University of Alabama
NATHAN VOGELI Penn State University
MATTHEW WENKOFF Gap Year
MEG WINSTON Texas Christian University
Dylan Stark ‘32
Laddie Neal
Lara Duncan Mathes ‘90
Anna Caroline Barker '13
John and Laura Gregory Lucas '07
Liza Sweeting '14
Corinne Owen '11 Seth Kyriakidis '13
Margot Ruth Cramer Patch Kever
Elias Jacob Fioravanti Carmona
Hal Black Nora Gray Zewicky
THE POWER OF THE HARDING FUND
At Harding Academy, our PreK–8 model provides a strong academic foundation in a warm, supportive environment. From mastering the fundamentals in the Lower School to taking on leadership roles in Middle School, our students are challenged, nurtured, and inspired every day.
YOUR SUPPORT OF THE HARDING FUND MAKES THIS POSSIBLE. GIFTS DIRECTLY IMPACT:
Classroom technology that prepares students for life beyond Harding
Exceptional faculty recruitment and retention
Enrichment in the arts, athletics, and leadership
A safe, secure learning environment
Individualized academic support through extension and intervention
Thank you for supporting the 2024–2025 Harding Fund. Every gift makes a meaningful difference.
