35 minute read
SCHOOL SPIRIT
THE STUDENTS ARE AT THE HEART OF EVERY SCHOOL. LEARN HOW, DESPITE A GLOBAL PANDEMIC, STUDENTS FOUND WAYS TO EMBRACE THE SCHOOL YEAR.
School Spirit
THE BRYN MAWR SCHOOL, GILMAN SCHOOL AND ROLAND PARK COUNTRY SCHOOL
Students at Bryn Mawr, Gilman and Roland Park Country Schools share more than just classes. In addition to a robust coordinate program that allows boys and girls at all three institutions to select courses on neighboring campuses, upper schoolers share friendships, camaraderie, ideas and interests. Seniors Shreya, Wesley and Emma say this is what they most appreciate about being on campus – the relationships they have forged and the school traditions they enjoy. These school leaders look forward to an exciting and engaging senior year with their respective tri-school peers. SHREYA, president of Bryn Mawr’s Community Service Learning Club and editor-in-chief of the yearbook, has called Bryn Mawr home since kindergarten. As a senior, she is engaged in robotics and Invest in Girls, plays on the ice hockey team, mentors underclassmen in the Resource Center, and volunteers with a local adaptive ice hockey organization. WESLEY, like Shreya, has called Gilman his second home since kindergarten. He, too, serves as a peer educator and helps other students as a Writing Center consultant. An active member of both the Black Student Union and the volleyball team, Wesley has also participated in many of the Gilmansponsored student leadership conferences. This academic year, he will serve as co-president of the school’s Community, Inclusion, and Equity (CIE) Council. EMMA is a 13 year girl whose Roland Park Country School experience culminates in leading the Student Government Association. In addition to this role, Emma helps edit the yearbook, plays on the varsity field hockey, squash and lacrosse teams, serves as a Red Key Ambassador, and is very involved in her school’s STEM initiatives.
Shreya: I love to get involved with different activities at Bryn Mawr and connect with our community. One of my favorite roles has been working on the yearbook staff and as editor-in-chief, because it has taught me so much about the different voices across all three divisions of Bryn Mawr. I love being able to reach out to younger students now as an upperclassman and as a leader because I remember how much I enjoyed interacting with upperclassmen when I was younger! Over the last 13 years at Bryn Mawr, I have jumped into a lot of new experiences. But whether I was in the musical, part of Community Service Learning, or working on group projects, I have always found a supportive community of Mawrtians in every division and am incredibly grateful for the chance to have these experiences.
Wesley: From middle school, where I led affinity group discussions, to my involvement in the Black Student Union (BSU) throughout upper school, to last school year, where I attended the National Student Diversity Leadership Conference with five other upperclassmen, I’ve gained a lot of experience in diversity work at Gilman. As an incoming co-president of the Community, Inclusion, and Equity (CIE) Council, I plan to learn more about and support the other affinity groups at our school. Emma: I feel as if my leadership skills are an excellent representation of my school because at RPCS we are taught to be strong, independent leaders. On the field and in the classroom, I am constantly working to better myself and encourage others to do so as well.
Shreya: I missed staying after classes to check in with my teachers and the laughter that happened in the hallways or during lunch. The connections that you make socially in high school have been a major part of my experience and when you’re virtual, you can’t see upperclassmen who aren’t in the same classes as you or get to go through those Bryn Mawr traditions like Gym Drill that play such a huge role in our community. Wesley: I missed being around my friends and classmates who create this studious yet enjoyable atmosphere, which I took for granted. Emma: I missed the community and social aspect of school when we were virtual. There is something so nice about being on campus, seeing friends, and catching up with people you might not normally spend time with. I was SO glad to get back on campus in the fall and to see everyone again!
What is the biggest lesson you will take away from your school experience?
Shreya: I think it would be to always be present. Sometimes just taking a leap headfirst into a new opportunity is the path to a new passion, and you always learn a lot about yourself. I firmly believe now that being a part of different clubs and activities will always make way for new friendships and broaden your worldview. Wesley: My experience at Gilman taught me to prioritize and take care of myself, especially when things get tough. Emma: I think that being a three-season varsity athlete has taught me the importance of time management and how to work efficiently. Going straight from school to practice to other commitments, there is not much time to spare! Making it a priority to see my teachers during the school day and getting my work done in a timely manner has been super important.
Shreya: Be fearless. Wesley: If I could talk to my lower school self, I’d advise him to be true to himself and to never compromise who he is in order to fit in. Emma: I would stress the importance of trying new things and putting myself out there. It has been my dream to be SGA president for as long as I can remember, and I definitely would not have gotten to this point without putting myself out there in other elections/events.
School Spirit
THE BOYS’ LATIN SCHOOL OF MARYLAND
Boys’ Latin seniors KADEN and PAUL contribute to their school in many ways, on the field, in the classroom, and through their community engagement. They recognize that their school is a place that encourages them to do all of these things and more. Here, they reflect on their experience at Boys’ Latin.
Kaden: I feel like I best represent my school by being a very active member. I am in many different friend groups with a multitude of personalities to get to know people of all backgrounds. I am also a member of different groups such as Black Awareness Club, varsity football, varsity baseball, and the student council. Paul: One of the main ideas I think you come to appreciate at BL is the value of being honest and upfront. When confronting people or situations, I tend to be someone who feels more comfortable indicating and implying what I want or what I think is right, instead of going right out and saying it. I honestly think one of the best ways I represent my school is by trying to be more direct with my words and actions.
Kaden: Being away from campus made me miss the overall sense of community. Whether it was a fun lunch conversation or getting last-minute studying with my classmates, I just missed that feeling of connection. Paul: Coming back to school I realized how interactions with friends and teachers truly make my day-to-day so much fuller and more engaging. Coming back to school, I remembered how much better it is to be able to see and talk to people, even if it’s just in passing.
Kaden: The advice I would give to my lower school self is to cherish my time. After COVID, I opened my eyes and fully engaged in being a Laker, and it has paid off big time. I love coming to school and seeing all my friends now, and school is truly a place I can enjoy being. Paul: During my early years at BL, at times I definitely tried to do what my other classmates did and like what my other classmates liked. I often found myself trying to shape myself into something I wasn’t. It definitely created a lot of mental stress and confusion for myself in years when I really didn’t need to have any. I would definitely tell my younger self, it’s so much happier to follow what really interests and excites you.
GARRISON FOREST SCHOOL
TY’SHEA and CATHERINE, seniors at Garrison Forest, call themselves “partners in crime” when describing their roles as President and Vice-President of Forum, the school’s student government. They have already begun rallying school spirit and support from their classmates and look forward to a great year. Ty’Shea balances this responsibility with dance, basketball, Black Student Alliance and Students for Diversity Council. Catherine, who came to GFS in the ninth grade, also heads Model U.N., participates in One Love and plays three varsity sports.
Ty’Shea: I think that the obvious way I show up for my community on campus is through the active leadership positions I always go for and I appreciate those positions the most because it shows how much trust the community and my peers have in me. I also believe another way I show up to represent Garrison is by being my authentic self on and off campus. I make an effort to be my most open and vulnerable self, to an extent, with the goal of fostering relationships and safe spaces around me, which is important because I believe in contributing to the growth and prosperity of every single community I am a part of. Catherine: I feel that I best represent my school by being involved in various parts of the GFS community. By participating on our sports teams, clubs and leadership positions, I am able to embrace the GFS spirit by trying new things and taking risks by putting myself out there.
Ty’Shea: I think an important one is Grizzly Gathering. Grizzly Gathering is our all school meeting where we all get to come together for announcements, updates, and just overall school bonding. It was completely virtual but I still deeply appreciated the chance to hear from students I didn’t know well, teachers I didn’t get the chance to learn from, and our head of school relatively often. Little things like school and group meetings really made the virtual experience feel less isolated, which is a vital part of online learning. Catherine: Garrison made it a priority to continue many of its traditions despite the difficulties of this past year. Vespers, the passing of the torch of leadership from the senior to junior class, was just one of our many traditions. Modified to fit space and capacity requirements, the senior and junior classes were able to uphold the longstanding sentimental tradition that has been present for generations.
Do you have a favorite place on campus?
Ty’Shea: My absolute favorite place on campus is the dance studio. This is my favorite place because I was able to find a new love and creative outlet in the studio. Mrs. Heather, our dance teacher, has always been a role model, mentor, and school mom for me since I came to Garrison and she is part of the reason I began dancing. Beyond the actual act, the dance studio allows us dancers to form bonds across grades, identities, and personalities. We’ve formed a dance family and anyone even remotely involved in dance knows, once you’re in the family, you’re in it for life. It is these little coalitions that truly makes the Garrison experience unique and I so deeply love the openness with which we accept each other regardless of our differences and dancing capabilities. While I’m not in the studio as much as I’d like to be, it is definitely like a second home and a true safe haven on campus. Catherine: My favorite place on campus is the adirondack chairs outside the Meadowood dorm. This is the perfect central spot to work on homework, hang out with friends and just take a break. I think Garrison has the most beautiful campus in Baltimore and there are many places like this where you are able to truly soak in the beauty of Garrison.
Ty’Shea: There are too many people who have truly changed my life at GFS to just pick one but for the sake of the prompt I will express my gratitude and admiration for Mrs. Anderson. She was one of the first people I bonded with at Garrison in the sixth grade. While I wasn’t necessarily shy, transitioning to Garrison from a public school was a huge adjustment for me and Mrs. Anderson made the process so much easier. She helped me find my voice on campus through leadership, she introduced me to diversity and inclusion conferences that I now attend yearly, she helped me secure a highly selective scholarship, and made Garrison feel like home. She showed up for me on campus when I needed it most and she set me on the path to becoming the active and ambitious member of the GFS community that I am today. I will forever be grateful that she is in my life and I deeply appreciate every single thing she has done for me thus far. Catherine: Ms. Corbin, one of the upper school history teachers, has made the biggest impact on me and my Garrison experience. She has taught me for the past two years in three different classes, teaching me how to be curious, think deeper and ask questions. Her commitment to well-rounded learning and encouraging students to push themselves further, has helped me discover my passions and explore topics from diverse perspectives.
CONT’D PG 48
School Spirit
GLENELG COUNTRY SCHOOL
Ninth grader CECELIA and twelfth grader JOSEF have long called Glenelg Country School (GCS) home, sharing an experience in the upper school with their siblings and working on campus at the school’s Summer in the Country summer camp. Josef, a GCS “lifer,” has been a student at the school since kindergarten and feels it has prepared him to follow an ROTC path after graduation. Cecilia looks forward to the opportunities she will have the next four years of high school.
Cecilia: I best represent my school through two leadership experiences. I have been a student ambassador where I am paired with potential new students. They shadow me for a day, and I answer their questions about our school community. Additionally, this year I served as the president of the middle school’s student council. Through this, I started a digital school newspaper that gave students a chance to voice their perspectives with our community. Josef: I best represent my school by displaying GCS’s focus on academics, community service, and extracurricular activities. A true GCS “Dragon” embodies all three of those facets while being respectful, honest, and truthful to others. Academically, I participate in the rigorous Scholars Program focusing on technology, engineering, and design. I am a recipient of the Carson Scholarship and a member of the National Honor Society and the National Latin Society. I serve my local community by volunteering for Habitat for Humanity and recently helped alleviate the spread of COVID-19 by building and donating a sanitation stand to a homeless shelter. I also work to improve the global community by volunteering for the Marshall Legacy Institute (MLI), a nonprofit organization raising awareness of the dangers of land mines and alleviating the pain of land mines in the developing world. Through Peacemakers and Problem Solvers, a program of MLI, I have participated in multiple international peace conferences. I was awarded a service project grant for creating the most valuable service initiative during my freshman year. This $500 grant initiated my mine detection dog campaign to raise $20,000 to sponsor a lifesaving mine detection dog by my senior year. I also serve as the treasurer for the student council, play two varsity sports, participate in robotics, and created GCS’s motor club. By being strong academically, involved in community service, and a leader of extracurricular activities, I have become a well-rounded student, prepared myself for college, and developed into a true “Dragon.”
Cecelia: Despite the pandemic, we were still able to have our annual All-School- Relay. When students enroll at GCS, they join either the Glen or the Elg team. A boy and girl from each grade participate in a relay race, passing a baton from the Little Dragons to the seniors. The race is a friendly yet competitive tradition because it gets the whole school excited to watch their friends race. Josef: During the lockdown, GCS continued Forum, office hours, and clubs on Wednesdays via Zoom and Microsoft Teams. These activities helped establish a sense of community and built strong bonds between students and faculty. Forum is when upper school students meet to discuss future activities and the latest news. Seniors also use this time to present researched topics to the student body and faculty. In addition, GCS implemented private meetings with teachers during office hours to build strong relationships between students and teachers. Finally, students were allowed to join clubs during the lockdown. In student council, we found ways to reestablish our school community by organizing a pumpkin carving competition, an advisory talent contest, and a March Madness tournament. By continuing these activities, GCS continued its sense of community and gave everyone a sense of normalcy.
Do you have a favorite place on campus?
Cecelia: My favorite place on campus is Dragon Stadium. It is where I first started playing field hockey, where we played kickball in gym class, where we played capture the flag during summer camps, and where countless memories were made for my grade. Josef: My favorite place on campus is the Manor House. The Manor House resembles a Scottish castle and dates back to the 1700s. In 1954, Kingdon and Mary Gould rented the Manor House and started GCS. It is currently being used as an extension of the lower school and features many classrooms. Because I have attended GCS since kindergarten, I have spent many years in the Manor House, developing into the person I am today. It is my favorite place on campus because of its interesting history and the memories I made while being a student in the lower school.
CONT’D PG 48
MCDONOGH SCHOOL
In each division at McDonogh, students find joy in learning, discovering passions and contributing to school life. Twelfth grader SYDNEY, eighth grader DUNCAN, and second grader LEAH talk about the opportunities they have embraced, the meaningful connections they have forged with their teachers, and their favorite spots on campus.
Sydney: I feel I best represent the school in my dedication to a variety of activities. I am a student, an athlete, and a leader. McDonogh allows me to not only explore, but excel in all three areas. I take a variety of classes, I belong to Sankofa, I run indoor track and play lacrosse, and I am a member of the SGA. Duncan: I am best able to represent my school by being a member of the middle school robotics team. Our team, called “Eagle Eyes,” participated in the First Lego League where each team needed to work together to solve a problem. This year, we did really well and became a state champion awards finalist. Leah: The golden rule in the lower school is to treat others the way you want to be treated, so I try to be kind.
Sydney: Monsieur Ridgeway, my French teacher, has made a great impact on me during my upper school years. I had him for two years, and he always helped me whenever I needed it but in a way that would benefit me most. He always knew what I was capable of and held me to that standard, and I do believe that is why his class was always one of my favorites. He also taught me the value of strong communication between a teacher and a student. Duncan: My favorite teacher is Mrs. Fried. I had Mrs. Fried as a math teacher for two years (5th and 6th grades) and although she was a little tough on us, she was great at explaining things in a way that we could all understand. She made us into better students. Leah: A lot of my teachers have had a big impact on me, like Ms. Walsh, Ms. Gupton, and Ms. Mollett. They teach me new things and they are really nice. And my science teacher makes it really fun – when we were learning about planets, he pretended we were the planets and we got to spin around.
Do you have a favorite place on campus?
Sydney: I think my favorite place on campus would have to be the library. The library is where I like to study, but it’s also where I spend my free time relaxing with friends and classmates. Duncan: My favorite place on campus would have to be the Fader Innovation Center because I made a lot of friends and good memories there while working on robotics. Leah: The art room is my favorite place because I like doing art and there’s a lot of crafts.
Sydney: Not to take the time you have for granted. As cheesy as that may sound, it all goes by faster than you think. Take the risk, have fun, and make sure you find time for the things that make you happy. Duncan: My biggest takeaway from school has to be to not let others dictate what you can and can’t do. I am one of only four boys in my grade that takes the “OnStage” class, but I don’t let that bother me because acting with everyone has been a lot of fun.
School Spirit
MERCY HIGH SCHOOL
Poised to complete their Mercy education, seniors ARRYN and EMMA have contributed to nearly every aspect of their school through their work in the classroom, on the athletic field, in the theater, and on the debate stage. They share their experience at the entrance to the Sisters of Mercy Field, the only Catholic girls’ school field in the area with stadium lights and a digital video scoreboard, which also served as an outdoor gathering place for the entire school when the girls returned from COVID.
Arryn: I think I best represent my school in two areas. The first being when I participated in the Science Olympiad Regional and State competition this year, and when I speak about the Fine Arts and International Baccalaureate Personal Project during high school fairs and Mercy’s information sessions as an admissions ambassador. Emma: I represent my school through my wide range of activities in which I participate. As a three-season athlete at Mercy, I have become quite involved in Mercy Magic Athletics. However, I also am involved in the arts at Mercy, from Footlighters, our theater group, to Mercy Mezzos, our select choir, to the Art Club and National Art Honor Society. Not only are the arts and sports important to me, but I also love to participate in student leadership and academic teams, such as Model U.N. and the Ethics Team. As a member of the class steering committee and a Student Council officer, I can reach out to students and create a more wellrounded perspective that considers the majority vote, while never leaving out other perspectives. Through my commitments, I represent widely different activities while also bringing students together through their hidden connections and commonalities.
Arryn: When we were not able to be in person when schools were shut down, I missed the atmosphere that my friends and the community created on a day-to-day basis. I missed simple things like going to my locker and walking with my friends to our classes. Emma: The aspect of on-campus learning that I missed the most was the more engaging nature of the content and environment. In the classroom, it is much easier to stay on task and in a productive mindset, which was more challenging in virtual learning.
If you had to give one piece of advice to your younger/ lower school self, what would it be?
Arynn: I would tell my younger self that it’s okay to embarrass yourself and put yourself out there. Everything that you do is a part of your journey of finding yourself and maturing to who you will be in five to 10 years. Emma: Being the only one attending Mercy High from my middle school meant that I had to start over again, but in many ways, it was a blessing. I found that I did not have to worry about any rumors or expectations from others and could create my own path.
Arynn: The biggest lesson I learned in my school experience is to create and cherish the memories with the people you have. Study all you can, but enjoy the simple moments to the fullest. Emma: The biggest lesson I will take away from Mercy High School is that expectations and stereotypes should never be used to determine course of action or type of behavior. An initial impression of a person, group, or place should not be the defining factor of interaction. It is important to be more knowledgeable about a situation before settling on a way to handle it. Adaptability is key. I have learned not everything is in my control, so it was important that I worked with what I was given. This lesson will serve me well as I transition into college life and independent living.
ST. JAMES ACADEMY
At St. James Academy (SJA), students explore interests and opportunities that help them develop into curious lifelong learners. Seventh grader CLAIRE and fifth grader ANDREW have found opportunities for leadership, creativity and academic engagement. Here they reflect on what makes their school so special and what they most appreciate about their day-to-day SJA experience on the vibrant, expansive campus.
How do you best represent your school?
Claire: I feel I best represent my school by being a good leader. Andrew: I represent my school by trying my very best with my classwork, being a good friend and admitting my mistakes.
Do you have a favorite place on campus?
Claire: The theater is my favorite place on campus because I like performing and have a lot of good memories there. Andrew: My favorite place on campus is the fields, because that is where I can roam freely at recess.
Claire: Mr. Rogers is funny, and he would share his jokes and the stories he had with us. Andrew: Mrs. Sansosti, the librarian, has made the biggest impact on me. I didn’t like reading at first, but Mrs. Sansoti cheered me on to keep trying. She also knows what kinds of books everybody likes to read at school.
Claire: I have learned to treat people the same way you want to be treated. Andrew: The biggest lesson I have learned is if you are nice and just be yourself then you will make good friends.
School Spirit
THE ST. PAUL’S SCHOOLS
At The St. Paul’s Schools, students in all divisions share the vast campus, long-standing traditions, and innovative programs. St. Paul’s School for Girls senior ASHANTI and St. Paul’s School for Boys senior KEAGAN reflect on their experience and appreciate all of the opportunities that await lower schooler OLIVIA.
Ashanti: I have been at The St. Paul’s Schools for 10 years, and from the moment I visited in second grade, I loved everything about my school. From the people to the environment, it was and still is the perfect fit. My parents and I often say that they couldn’t imagine me or my older sister at any other school. I feel as though I best represent my school because of the unconditional love I have for my school, as well as the people who come with it. SPSG has helped me find my passions and try new things. I found myself at SPSG. Keagan: The St. Paul’s School for Boys’ mission is to “seek truth, knowledge, and excellence; live by faith, compassion and integrity.” I use this as a guide for the way I conduct myself in all I do. In my academic classes, I look to gain knowledge by addressing truth, while keeping myself to a high standard. In my interactions with my peers, teachers, and coaches, I look to exhibit compassion. I look to grow my faith every week through chapel services, and I strive to not break my integrity. I look to be a part of something bigger than myself by participating in as many extracurriculars as possible, and I strive to build school spirit by supporting my peers in their activities, while encouraging others to do so as well. Olivia: St. Paul’s has taught me to be very inclusive. I represent this best when I try to include everyone in the activities we are doing and make sure no one is ever feeling left out.
Do you have a favorite place on campus?
Ashanti: My favorite place on campus is on the hill next to the Ward Center. There are blue, yellow, white, and green adirondack chairs representing our school colors where I love to sit. It’s my favorite place because it overlooks SPSG, and greater Baltimore County. I’ll often do my homework, read, or just talk with friends on the hill. Keagan: My favorite place on campus is by the Victory Bell. It is a centralized spot on campus where you can see the fields, the chapel, the upper and middle schools, Brooklandwood, and the Ward Center. It’s a tradition for any St. Paul’s team that beats Boys’ Latin to ring the bell. In addition, the football and lacrosse teams pass by it on their walk down the hill on home game days, so it is an important piece in the heritage of St. Paul’s. Olivia: I love the art room! The art room had to be used for a regular classroom this year though, so I missed it. However, I was able to really enjoy the community garden this year.
Ashanti: I believe every teacher I’ve had at SPSG has shaped me into the student and person I am, but the one who has left the biggest impact is Señora Diver. She was my Spanish teacher from sixth to eighth grades, and she cultivated my love for the language. My classmates and I still talk about her as she instilled so much confidence in us all. She often told us, “Speak from the gut for you all are women of the future.” She left a mark on us at such a young age, and we thank her every time we see her. Keagan: Mr. Benzing, our dean of students and assistant lacrosse coach, has made a huge impact on my time at St. Paul’s. His leadership by example has shaped me as I am able to see him in the high school, at assemblies, on the lacrosse field, and at schoolwide events. He holds a high standard for the community, but he realizes that we are teenagers who need guidance, so he focuses on our growth and learning, which has had a positive influence on my classmates and my time in this community. Olivia: Ms. Jergensen has made the biggest impact on me. She taught me to always keep trying even when I thought I would never figure something out. I loved how she was always kind to us, gave me the best hugs, and made learning fun. My year with Ms. J was short because of COVID, but the time I did have with her was awesome, and I hope everyone has a chance to have her as a teacher.
CONT’D PG 48
THE WALDORF SCHOOL OF BALTIMORE
Siblings KHARY and KAITLYN have thrived at the Waldorf School of Baltimore (WSB) where learning is made meaningful through imagination and deeper engagement. The sixth and third graders have embraced all aspects of the curriculum and feel most at home in the school’s extensive outdoor space where they can share a book, sketch nature and enjoy being together. As the school enters a growth phase, outdoor classrooms will be more available, especially with the addition of a Forest Kindergarten dedicated to outdoor learning.
How do you best represent your school?
Khary: I represent my school by doing my homework when I am supposed to. The best thing about being a student at WSB is doing math. Kaitlyn: I go to school every day. I like handwork as the best thing. Also art.
Khary: I really missed seeing my friends and teachers in person and playing games with them. Kaitlyn: I missed my friends, Mrs. Barkhouser and handwork.
What tradition or experience did your school make a point of continuing despite being on lockdown?
Kaityn: I did a play, learned music and math.
Do you have a favorite place on campus?
Khary: My favorite place on campus is the basketball court. It is my favorite because I love basketball. Kaitlyn: My favorite place is outside for nature and handwork.
Khary: The biggest lesson I will take away from my experience is art because I always rushed my artwork but now I take my time and it looks better. I take my time learning new things.
School Spirit Cont’d
GARRISON FOREST SCHOOL
If you had to give one piece of advice to your younger/ lower school self, what would it be?
Ty’Shea: As cliche as it sounds, I would tell myself to simply be myself. Adjusting to a predominantly white private school as a Black girl from a mostly Black public school was extremely difficult for a number of reasons, mainly socially. I’d tell myself to stand firm in my identity and to find those who appreciated me for who I was and everything else would fall into place. I feel as though it took me a while to put myself out into the community in the way I do now because of barriers I put up around myself and I would tell my younger self to be empowered enough to fully occupy the space I earned at Garrison. Catherine: If I had to give one piece of advice to my younger self it would be not to be afraid to try new things and meet new people. Putting yourself out there is so rewarding and coming to Garrison has really taught me how to take risks and try new things.
GLENELG COUNTRY SCHOOL
Cecelia: One of the biggest life lessons I have learned at school is to always try new things. I’ve learned that no matter what I think the outcome will be, I will never truly know until I try. All of the teachers at GCS are so encouraging and supportive that they give us the confidence to learn new skills and discover our talents. Josef: My biggest takeaway from GCS is that any goal can be achieved through hard work and determination. As a GCS student, I have developed a spectacular work ethic due to the school’s challenging courses and inspiring faculty. I have learned that any challenge can be overcome by hard work. My hard work and determination have led to many accomplishments and have prepared me for what lies ahead in the future.
ST. PAUL’S SCHOOLS
Ashanti: One of the biggest lessons I’ve learned is to never wait for opportunities to find you, you have to seek them out yourself. At SPSG, my peers, mentors, and teachers, have taught me to go for what I want and not be afraid of rejection. Keagan: The biggest lesson I have learned from my time at St. Paul’s is that when you buy into a community, it supports you no matter what. When you invest yourself with your time and your energy into a group and into relationships with others, that group and those individuals will support you and strengthen you. Olivia: The biggest lesson I learned at St. Paul’s has been the Golden Rule – if you treat others kindly they will treat you kindly back. Ms. Heacock taught us this lesson, and now I think about it all the time and try to practice it each day at school and at home.
Influencers Cont’d
MATT WALSH
On beautiful acres of tree-filled land, our setting offers an extended, natural classroom for environmental exploration, physical activity, and general studies. We are in the “country,” yet so close to everything. There is also something contemplative and peaceful about being surrounded by such natural beauty. This environment ineffably encourages one to slow down and value relationships in a hectic world that can sometimes feel less personal and less reflective than we would like it to be.
What do you hope to achieve in your role?
We hope to build on our record of excellence by continuing to develop opportunities for our students to discover the full range of their interests and passions in academics, athletics, and the arts. Integrated cross-disciplinary studies and activities have been a GCS hallmark from the beginning, and we will pursue initiatives that are both timeless and highly relevant in today’s world. We will also be looking for creative ways to continue engaging with and serving the broader Baltimore-Washington community and sharing the tremendous work that goes on in this unique and beautiful place.
CARL PATTON
dignity of the human person and affirm the intrinsic value and significance of every student. Through this intentional focus on student-centered classroom encounters that are both relevant and rigorous, teachers can deliver a true college prep curriculum, preparing our students for academic success in college along with the tools to help remain focused on their own spiritual and emotional well-being in endeavors beyond the school walls. I am equally impressed with how this mission-based focus permeates all aspects of the school including the robust extracurricular activities, including the outstanding fine arts and athletics programs.
What do you hope to achieve in your current role?
I hope to facilitate the continued focus on student-centered learning that emphasizes the value of authentic and caring encounters intended to promote the human dignity inherent in all people. It is critical to ensure that this remains the focus in all curricular and extracurricular pursuits. By working with the tremendously talented faculty and leadership already assembled at the school, we look to enhance this unique learning experience through exceptional curricular initiatives in the humanities and science that develop an understanding of ethics and develop a solid foundation in critical thinking. The goal of reducing stigma is not mine alone and has been taken up by our wonderful students, teachers, parents and administrators. As we all move down the road of pandemic recovery, I truly hope that everyone will speak more openly about their mental health and take the steps to get the support that is needed.
MICHAEL GREEN
JOHN HENDRICKS
What do you hope to achieve in your role?
I want to assist our talented faculty in creating new, cutting-edge courses to increase the range of classes we offer in music, visual art, theatre, technical theatre, woodworking, dance, and digital art. I want us to be the hub of arts education in the region—a place where we can welcome, support, captivate, and challenge all students from the beginner to the most advanced pre-professional artist—representing a diversity of experiences and backgrounds. I want our students to use their creativity to explore and understand the connections between the arts and every other discipline through increasingly integrated lessons and projects. And I want us to be kind, involved citizens in our community.
