Contributing Writers: Brooke Blumberg, Meredith Bower, Kevin Costa, Ph.D., Ned Courtemanche, Mickey Deegan, Danielle Schollaert, Nina Sinnott, Susan Scherz
Contributing Photographers: Meredith Bower, Carol Croxton, Matthew D’Agostino, Brie Ferguson ’07, Leslie Finkelstein, Grant Gibson, Julia Holthouse ’27, Erin Millon, Dave Radford, Steve Ruark, Danielle Schollaert, Mandy Wolfe, Wilson | Young Archives and Special Collections
Design: McAllister Design
Print: Ironmark
“McDonogh Magazine” is published twice a year for alumni, parents, and friends of the School.
MIKE CUMMINGS BOARD OF TRUSTEES PRESIDENT
DAVE FARACE ’87 HEAD OF SCHOOL
Q A&
McDonogh has been described as a ‘yes, and’ place with ‘yes, and’ people. How do you see the School embodying this idea?
[DAVE] At its heart, our ‘yes, and’ ethos celebrates what we hold most dear: finding joy in work and play, our shared commitment to doing the greatest possible amount of good, and the transformative power of authentic relationships. When people believe deeply in the mission and trust one another, every conversation becomes a potential source of innovation. We’ve witnessed this repeatedly as rich conversations have sparked distinctive programs across our campus—the sustainable practices of Roots Farm, the community impact of Greatest Good McDonogh, the profound reflection inspired by The Memorial to Those Enslaved and Freed, and the character development in our Athletic Leadership Academy. Our faculty and staff embrace education not as a series of either/or choices, but as an 800acre landscape of opportunities.
How is ‘yes, and’ incorporated into your Board leadership at McDonogh?
[MIKE] The Board is a microcosm of the broader McDonogh community and our society at large, reflecting a broad spectrum of personal and professional experiences and beliefs. These commonalities and differences are present in every discussion and meeting. Varying experiences and
Q A&
beliefs foster diversity of opinions in identifying and solving the most important matters facing the Board.
As President, my role is not to stifle this diversity of thought but rather to encourage it and help direct it in a manner that leads to optimal decision-making as fiduciaries of the School. ‘Yes, and’ is one way to constructively achieve this desired outcome. While many people think ‘yes, and’ means the absence of conflict, that is false. ‘Yes, and’ creates an environment where conflict is expected and, through civil discourse, optimal decisions are made.
The new Berman Family Playground—designed as a state-of-the-art space for discovery and imagination—opened earlier this year. How do you see this space bringing to life our commitment to joy in work and play?
[DAVE] As an educator, I could fill the entire magazine with the impact of a well-designed playground for the growth and development of our youngest students! Put simply, the Berman Family Playground is one of our most transformative Lower School classrooms. Children develop physical strength, coordination, and spatial awareness on the playground. The dynamic nature of the space gives our students daily opportunities to practice the essential skills of cooperation and conflict resolution. Most importantly, in our increasingly structured and digital world, playtime becomes even more valuable for our students to grow their independence, resilience, and joy. I’m so grateful to the Bermans and all of the other families who believed in this project and gave generous support.
With a full year as Board President complete, what has surprised you, and what are you most excited about?
[MIKE] My first year as Board President did not produce any surprises, but it did confirm what I have thought to be true since my family first became associated with the School in 2008—McDonogh faculty, staff, and students are some of the most
remarkable people I have ever met. The combination of talent, enthusiasm, and genuine care coupled with humility is unique and inspiring for me and the Board. In the last year (like so many years prior), the School has dealt with really hard things, taken on each challenge directly, and figured out ways to not only survive but thrive because of the character of the faculty, staff, and students. This gives me confidence that the McDonogh community will rise to the occasion no matter what lies ahead.
What has been your favorite moment of this school year so far and why?
[DAVE] I love the energy and sense of community in our fall spirit parade and pep rally. This year was particularly sweet for me as I had the honor of walking alongside retiring Co-Athletic Director Mickey Deegan to lead the parade. Then, the entire student body celebrated her 37 years of dedicated service at the pep rally. The day embodied everything that makes McDonogh special—tradition, connection, gratitude, and joy.
To see more favorite moments, follow Dave Farace on Instagram at @davefarace87.
We have recently been conducting pulse surveys and asking people to describe McDonogh in three words or short phrases. What three words would you use to describe McDonogh and why?
[MIKE] The three words I would use are “joy in work and play.” They appear purposefully and prominently throughout the history of the School. The most important of these words is joy. When used in the context presented, joy relates to the life lessons one learns through success and failure; winning and losing with dignity; staying humble through triumphs; and developing resolve through defeats. For decades, McDonogh has made joy a cornerstone of its purpose and used both work and play as the classrooms within which to foster this learning.
POWER OF YES, AND... THE
THE CULTURE OF POSSIBILITY
“We are a ‘yes, and’ kind of place, with ‘yes, and’ kind of people drawn here from all walks of life and backgrounds,” Upper School History Department Chair Ned Courtemanche proudly stated at the opening faculty and staff meeting of the 2024-2025 school year. “This rare and powerful innovative force—this ‘yes, and’ thinking—is deeply woven into McDonogh’s fabric. And this collective spirit can do extraordinary things.”
His words not only resonated deeply with the audience but also became the inspiration for this issue of “McDonogh Magazine.” While Courtemanche describes McDonogh as a ‘yes, and’ place, Head of Upper School Merritt Livermore ’91 characterizes it as having a culture of possibility. “We cultivate a distinctive approach that embraces ‘yes’ or ‘not yet’ rather than defaulting to ‘no,’” Livermore explains. “While we must navigate practical constraints like budget, time, and staffing, this mindset keeps possibilities open and dreams alive. When faculty or students bring forward innovative ideas, they know they’ll receive thoughtful consideration.”
This culture of possibility keeps McDonogh at the forefront of education. When ChatGPT emerged in late 2022, Courtemanche says he initially felt pure panic,
POSSIBILITY
imagining students outsourcing assignments and the collapse of academic integrity. “As the months passed,” he recalls, “my apocalyptic visions gave way to curiosity. One thing was universally clear: AI wasn’t going away.”
The following year, McDonogh said ‘yes’ to AI, exploring ways to make it accessible and safe for faculty and students schoolwide. The School partnered with Flint, a platform built for schools, and invested in comprehensive faculty training. The possibilities of this burgeoning technology quickly became apparent. “The more we learned, the more confident we became that AI had the potential to supercharge our mission to inspire a LifeReady education,” says Courtemanche.
As a humanities teacher grappling with the challenge of scaling high-level cognitive skills instruction, Courtemanche offers a compelling example: “The U.S. Constitution essay I assigned to my Advanced U.S. History juniors in 2021 required nearly 60 hours of teacher time—roughly an hour and a half per student—for assignment prep, formative feedback, and evaluation.”
“Now, with AI, students can hone their understanding of the Constitution, receive instant feedback while brainstorming, and sharpen their arguments through mock debates—all before writing their first draft. Far from panic-inducing, AI has become a true force multiplier, enabling meaningful, direct instruction and feedback at a scale previously impossible.”
AI is just one example of McDonogh’s ‘yes, and’ culture. The following pages showcase many others, including Courtemanche’s exploration of another teaching tool—the antithesis of AI—historical documents from McDonogh’s archives. His research reveals that this culture of ‘yes’ at McDonogh has deep roots. Additional stories demonstrate how students are developing essential LifeReady skills, from practical arts like sewing, growing, and cooking to foundational academics like phonics and world languages.
It’s the ‘and’ that truly empowers creative thinking and innovation. As Livermore reflects, “It transforms potential failures into learning opportunities through our cycle of trying, reflecting, and iterating. And perhaps most importantly, it communicates a fundamental message to every member of our community: we believe in you and your ideas.” —Meredith Bower
EYES OPEN HEADS UP,
Ned Courtemanche and Milie Singh ’26 discuss the impact of the 1929 fire that destroyed the School’s main building at the time.
BY NED COURTEMANCHE
We all know it isn’t easy to get a teenager off their phone. This is why one of my favorite parts of teaching history comes when students trade in their devices for a box of archive materials. The pantomime of digital withdrawal that follows— outrage, bargaining, curious resignation—is both deeply satisfying and a sure sign of the worthwhile journey ahead.
These exchanges now occur regularly since the Wilson | Young Archives and Special Collections moved to the heart of campus in Lyle Building. Crossing the Finney Quad where young cadets once marched, our tech-saturated students and I enter the Archives ready to discover and learn. Display cases of cherished School relics lead to a well-ordered workspace, with broad tables for 20. The west-facing windows and forest break beyond bring fall to bear on the dry-aged documents we’ll work with today. The space sends an undeniable message: this is your history too.
Our archives uncover stories that humanize modern history as it played out on and beyond McDonogh’s 800 acres. Students feel the pressing anxiety of World War I mobilization in Lt. Marbury Councell’s (Class of 1910) letter: “The worst is yet to come. All that we have to learn in such a short time.” An entry in “The Week” after the burning of Old Main in 1929, showcases the pragmatic grit that would guide McDonogh through the campus rebuild and Great Depression to come. It notes: “The boys have salvaged enough brick from the wreckage of the Main Building to put up a large house. This work they did in their own time Saturday. The brick will go into the new school.”
In a 1947 speech to faculty, as relevant today as when it was delivered after World War II, Headmaster Louis E. “Doc” Lamborn charged:
“Let’s meet our task cheerfully. We are starting a new year in a new world....This is the most rapidly moving era in the history of our world. Let’s show our students that we are intrigued with it. Not ‘the times are out of joint’ but ‘This is some time. Let’s keep our heads up and eyes open or we will miss something.’”
The Wilson | Young Archives pulls past and present into focus, revealing how McDonogh’s complicated evolution over 150+ years has shaped our community. The unflinching optimism of Doc Lamborn lives on through our vibrant ‘yes, and’ culture—accepting the present moment to build the most creative solutions. It also perfectly describes what I so love about this School—the hum of people and ideas accepted without question, the pinball of ever-evolving projects, and the belief that the best version of ourselves is yet to come. Studying the past gives me hope. So I’ll follow Doc Lamborn’s lead, keep my head up and eyes open, knowing that McDonogh always finds a way forward.
CULTIVATING LEARNING
“It’s always been my dream for kids to cook with what they plant,” shares Sharon Hood, Director of Roots Farm, sitting at the large rustic dining table in the farm’s culinary space. Surrounded by the fruits of her labor, she reflects on how this dream has come to life— thanks to McDonogh’s willingness to embrace new ideas. Since the idea for a farm began germinating in 2008, Hood’s forward-thinking approach has taken Roots from a community garden on the edge of campus to an industrious 10-acre outdoor classroom and one of McDonogh’s signature programs.
Hood says her vision for a farmto-table operation grew from the
In first grade, Preston D. and his 2035 classmates started the San Marzano crop by planting seeds.
pumpkin seeds that incoming kindergarten students and their parents planted each spring. The following fall, when the children returned to Roots with their teachers, they were delighted to see a vibrant patch of sugar pumpkins in all shapes and sizes. After picking their favorite pumpkins to take home, the students learn how to make delicious pumpkin muffins, bringing their harvest full circle.
Hood wanted to extend that experience to more crops and more kids, but to truly make her vision come alive, she needed a culinary expert to help bring the farm’s harvest to the table. Enter Chef Mallory Staley. With the support
of the administration, Hood and Staley began creating hands-on opportunities to expose students to the farm and the foods it produced.
Over the past few seasons, they have introduced a series of farmto-table cycles for Lower School students that span from one spring to the following fall. First graders start by planting San Marzano tomatoes in May. When they return as second graders, they harvest the tomatoes and later enjoy them as pasta or pizza sauce. In the spring of second grade, they plant basil, which they will harvest as third graders to make pesto. At the end of third grade, they plant rows of potatoes, knowing that by the fall of fourth grade, those potato sprouts will have grown into full potatoes, ready to be sliced into crunchy chips or fries.
“Adding Chef Staley to the mix was a game changer,” says Hood, noting that the culinary component has sparked tremendous interest across the School. “The culinary classes satisfy the hunger for hands-on learning, and it’s been amazing to see that enthusiasm grow.”
But it’s not just planting, harvesting, and cooking that brings students to Roots. Teachers in all three divisions have a greater appetite for using the farm as an extension of their classroom, and Hood and Staley are more than
AND GROWTH
happy to welcome them and help create new learning opportunities.
Reflecting on the variety of lessons that have taken place at Roots in the past year, Hood and Staley laugh as they recall some of the more unique requests: “We’ve said ‘yes’ to lower schoolers studying worms and soil. We’ve said ‘yes’ to Upper School biology students curious about the impact of the Spotted
Lanternfly on crops. And we’ve said ‘yes’ to a sixth grade language arts class that wanted to learn how to make samosas, like the ones enjoyed by a character in a book they were reading.”
When asked why they say ‘yes’ to every request, Hood smiles and says, “It’s because we don’t know how to say ‘no.’” She quickly adds, “There are so many great opportunities. How could we say no?” —Meredith Bower
The farm-to-table cycle is complete as second graders help Chef Staley prepare homemade ravioli with fresh San Marzano tomato sauce.
THREADS OF INNOVATION
When Robert Penn joined the Upper School Visual Arts Team in the spring of 2019, he noticed students using personal sewing machines in the library. Members of the Fashion Club were teaching each other the fundamentals of fashion design signaling a growing interest among students. Eager to introduce a new medium, Penn proposed McDonogh’s first Fashion and Fibers course—a comprehensive program to teach sewing and wearable art creation.
“My decision to approve the course was rooted in the Upper School’s commitment to student-driven education,” says Head of Upper School Merritt Livermore ’91. “The Art Department had been actively listening to our students who expressed strong interest in sketching designs and learning to use sewing
Sydney Redley ’26 creates a corset in Fashion and Fibers II.
machines. Robert’s architecture background made him uniquely qualified to transform these student interests into a structured program incorporating fashion design.”
With the green light and eight heavy-duty Singer sewing machines, the program launched with high enthusiasm. Even when the pandemic hit during the first year of the program, Penn’s determination never wavered—he personally delivered machines to students’ homes to keep the momentum going. Today, Fashion and Fibers has expanded from its initial seven students to more than 35 designers across three levels.
Step into any class, and you’ll hear more than the steady hum of sewing machines. The space buzzes with collaboration as students share ideas and push creative boundaries. The curriculum unfolds in thoughtful stages that develop practical skills and personal growth while addressing contemporary interests in sustainability and self-expression.
First-year students learn the basics of sewing using donated fabric and deconstructed clothing. They explore how different materials move and transform and learn to make simple pieces like t-shirts and skirts. The year culminates with an unconventional and challenging project—creating runway-worthy garments using only cardstock, rolls of black and white paper, tissue paper, and pages from recycled books. Most students agree that this is the most difficult and satisfying project of the year as it stitches together creativity and engineering prowess.
Fashion and Fibers II students tackle more complex projects, first producing corsets with professional details like lining, trim, boning, and grommets. These become the foundational pieces for comprehensive collections including jackets, skirts, dresses, and pants.
“What makes the program particularly compelling is how it empowers students to create deeply personal wearable art,” Livermore notes. “Whether upcycling existing pieces or designing entirely new collections, students use fashion as a medium for self-expression and storytelling. The process demands not just creativity but also courage, vulnerability, and perseverance.”
Students add that the art course cultivates far more than technical expertise by developing crucial problemsolving abilities, an innovation mindset, confidence, resilience, and patience—skills that extend far beyond the sewing room. Annie Guai ’26, who joined after modeling
in her brother’s fashion show, notes, “It’s also made me appreciate what it takes to make clothing.”
The program’s annual fashion show has become both a celebration and a powerful recruiting tool. Student designers select peer models and tailor their garments to fit them, creating an exciting showcase that brings the community together. Like the other students who look forward to the end-of-year event, Annie says that the rush of getting her collection finished in time, seeing friends involved, and having her family witness her creations is so rewarding.
The success of Fashion and Fibers validates McDonogh’s philosophy of saying ‘yes’ to thoughtful innovation and creating opportunities for students to weave their passions into tangible achievements. As Penn continues to evolve the curriculum, he introduces diverse elements from fabric dying to jewelry creation. “I’m always trying to change things up and iterate to make the class even better,” he explains.
Livermore observes, “The Visual Arts Department, particularly through innovators like Robert, stays responsive to student voices. This program truly represents a collaborative vision—expert guidance meeting creative aspirations. —Meredith Bower
Anne Cole Cunneen ’24 models a paper dress created by Anna Jayne Murphy ’24 at the spring 2024 Fashion Show.
Robert Penn and Allison
Kelly ’25 discuss a piece she created for her Senior Art Capstone project while Abbey Suk ’25 (background) sews an item in her collection.
HOW A CULTURE OF ‘YES’ TRANSFORMS
Professional development has enhanced Susan Scherz’s teaching.
BY SUSAN SCHERZ
McDonogh has a culture of saying ‘yes’ to educators who want to improve their craft.
Our mission is clear: to provide life-altering educational experiences for our students. What is less obvious is that McDonogh also provides transformative educational experiences for teachers.
Thirteen years ago, I arrived on campus to teach fifth grade Spanish on the first floor of the Finney Building. Although I was a veteran teacher, Middle School was new to me. I was a traditional grammar-driven language teacher like every other language teacher that I had ever known. My classroom was filled with color-coded verb conjugation charts, and students diligently memorized vocabulary for tests, only to quickly forget.
As I transitioned to eighth grade, I began exploring alternative teaching methods. The administration wholeheartedly supported professional development, which allowed me to attend an alphabet soup of conferences and workshops: UbD, PBL, AKOM, and many more. Each experience offered some insight and a piece of the answer but not the paradigm shift I sought.
The turning point came in 2015 at a TPRS (Teaching Proficiency through Reading and Storytelling) conference which challenged my fundamental beliefs about language acquisition. The revelation was profound: most people learn language through comprehension, not grammar—especially when the context is engaging and humorous. It seems obvious now, but my mind was blown.
Over the next few years, as I moved from Finney to Lyle Building, I evolved into a comprehension-based teacher. My transformation was not smooth. I felt like a novice teacher again, writing detailed scripts and feeling uncertain. Yet, the results were immediate and dramatic. Students became more engaged and their speaking and writing improved. They genuinely enjoyed the subject, and I did too.
McDonogh’s culture of support was crucial. The administration provided time, freedom, and financial support to innovate. As physical and digital spaces evolved, so did my teaching. Now, in a modern classroom in the Marlene and Stewart Greenebaum Middle School, I guide students to acquire Spanish naturally and joyfully, often without them realizing they’re learning. My growth as a teacher allows me to say ‘yes’ more often to my students whose stories and interests provide much of the context for language acquisition in our classroom.
I am not alone in my professional journey. Many of my Middle School colleagues have similar stories of professional growth, enabled by McDonogh’s belief in professional development. I think of Kim Mitchell and collaborative learning; Stasha Gibbs and her efforts to bring authors to campus who engage with students; and Jennifer Smith and Denise Wolf who developed Middle School Academy, to name a few. The School’s investment in teachers has been transformative, creating opportunities for innovative, student-centered learning experiences.
Our educational journey is never truly complete. The most profound learning happens when educators are empowered to evolve and when institutions trust their teachers to reimagine education. Our students benefit not just from what we teach but from witnessing how we learn, adapt, and grow.
Eighth grade students in Susan Scherz’s Spanish class. From left: Xavier Chong Qui, Allison Boyd, and Nitesh Cherukuri.
LEADERSHIP THROUGH
It was a busy few weeks for Head of School Dave Farace ’87. He started one day greeting the kids as they hopped off the bus and another having coffee with faculty and staff who were celebrating McDonogh milestones. There was a breakfast with a senior advisory group, lunch with the Rollins-Luetkemeyer Leaders, a meeting with the division heads, a gathering with an eighth grade advisory, and an Alumni Association meeting.
Farace looks forward to each opportunity to connect, saying that active listening and authentic conversation is the most effective way to build on ideas and improve the School. “The more I engage in conversation about the direction of the School, the better I am as a leader,” he says.
Farace is intentional about bringing people together, and most gatherings involve food—from munching on chocolate chip cookies with middle schoolers to cooking lessons with parents and grandparents in the Roots Farm culinary space. He says, “When you bring people together with food, good things happen.”
At “Donuts and Disco” with a Class of 2025 advisory group, background music softens the administrative edge as students nibble on pastries and chat about the upcoming dance concert and wrestling season. Eventually, Farace steers the conversation to McDonogh and asks the group to consider the four Ls: What do you love about McDonogh? What do we lack? What should we lean into? And what should we leave behind?
Members of a senior advisory group share their thoughts during a morning donut break.
LISTENING
As students rattle off their favorite things about the School, he listens intently. “The campus,” one says. “Yes!” he replies, adding, “Particularly with the fall colors, it just doesn’t get any better.”
Another student offers, “Boarding.”
“How’s it going?” Farace genuinely wants to know, adding, “That was probably my favorite part of my experience. I’m glad you’re getting that opportunity.”
As the banter builds, students become more comfortable, the list of “loves” grows, and the conversation becomes more authentic. When one student chimes in to say he loves his teachers, Farace takes the opportunity to share that hiring season is around the corner and asks what attributes in a teacher he should focus on. They quickly offer suggestions that mirror their experience, including teachers should be excited about what they are teaching and care about the individual ways students learn.
When the conversation moves on to what McDonogh lacks or should leave behind, the students are a bit more hesitant to respond. After some consideration, a handful share their thoughts, tempering them with possible solutions. “This is a tough one, even for the adults,” Farace admits, “but I still ask this question.” He says that, over the years, he’s learned to receive critical feedback, knowing it’s given in the spirit of helping McDonogh become better.
Farace duly notes their ideas and adds them to a running list he keeps. As themes develop in one school year, they often become the foundation for the strategic initiatives or goals of the next. “This is the creative, strategic part of the job that I thrive on,” he says. “I take what I learn in conversations and turn it into actionable, strategic goals.”
The last question—what would you lean into?—is where the magic happens. A comment from a senior about having more dress-down days sparks an idea about it being a privilege for seniors only.
Farace observes, “It’s like improv: one person makes a suggestion, and another says, ‘Yes, that’s a great idea. And have we thought about this?’ Then another person adds, ‘Oh, what about that?’ and it just builds.”
He is particularly impressed by the perceptiveness of the students. “They’re thinking about bigger picture opportunities and the life of the School,” he says. “I’m always humbled by their insights.”
Whether with students, faculty, alumni, or parents, Farace’s mission remains consistent: Listen deeply, think strategically, and improve continually. —Meredith Bower
After preparing tomato soup and BLTs using Roots Farm fresh tomatoes and basil, Dave Farace ’87 and a group of McDonogh grandparents sat down for lunch and lively conversation. From left: Arlene Bekman, Bob and Amy Pollokoff, Dave Farace, and Carol and Ron Sher.
LOWER SCHOOL FACULTY SAYS ‘YES’
TO RESEARCH-DRIVEN LEARNING
Second grade teacher Jeri Goodman ’03 affectionately refers to one of her students, Teddy S., as “The King of the Silk Road.” His understanding of the silk trade in ancient China and the process of making the coveted product isn’t a fluke. It is the result of a new Lower School language arts curriculum.
Core Knowledge Language Arts (CKLA), adopted by the Lower School at the start of the 2024-2025 school year, represents a strategic shift in early literacy. Grounded in the science of reading, it combines foundational skills with knowledge-building, creating confident readers who understand context.
WHY THE CHANGE?
Recognizing the limitations of traditional balanced literacy, Head of Lower School Nancy Fleury, who guides her team with the motto, “Know better, do better,” began researching alternative approaches in 2020. As faculty interest piqued, they too began exploring the research.
“Our faculty are committed to doing the right thing for our students,” says Fleury. “They got on board pretty quickly because it’s research-based and made sense.” Last year, a Lower School committee researched the various available curricula and sought ways to establish a solid foundation for students and teachers before the inaugural year.
Indy U. ’34 shares her opinion piece on a character from “The Wind in the Willows” with Zoey Z. ’34.
Fleury points to the knowledge-base feature of CKLA as a critical component of the curriculum. Students’ understanding of literature, history, geography, and science grows equally as they develop reading, writing, and critical thinking skills. By way of example, she says, “Yesterday, I popped into a third grade classroom where they were learning about Jane Goodall. They were deep in a discussion on deforestation, and everyone participated because they shared the same foundational knowledge.”
YES, AND…
Since they began using the tools and resources of the CKLA curriculum, the Lower School faculty has not only embraced the change, but they have gone beyond what is prescribed. When the fourth grade began the unit on the Middle Ages, teachers transformed their hallway into a medieval castle and dressed in period costumes to greet their students. And, after the third grade’s comprehensive study of the classic English tale, “The Wind in the Willows,” the students celebrated with a tea party and shared character studies and opinion pieces they wrote, refined, and illustrated.
When the second graders were using arrays or visual representations of objects in mathematics, Goodman and her colleagues saw the perfect opportunity to combine the concept with their recent study of ancient India. Together, students and teachers created an ancient array city on the wall outside their classrooms, featuring the Ganges and Indus Rivers, the Himalayan Mountains, banyan trees, and terracotta pots. Goodman enthusiastically says, “The timing could not have been more perfect to incorporate repeated addition with what they had learned.”
HOW IT’S GOING
For Goodman, the curriculum’s power is clear. “The way the material is presented is astounding, and the kids are retaining the information. They are talking to their friends about the Great Wall of China as well as going home and sharing information with their parents,” she says.
Her excitement builds as she shares the unexpected things students are learning. “Woven into it all are so many different parts of literacy, vocabulary, and figures of speech that are introduced in a manageable way.” Goodman notes that her students are correctly using idioms such as “it’s easier said than done” thanks to a brief lesson that accompanied a story they read.
After just months of implementation, the impact of the new curriculum is already evident. Goodman says, “They’ll hold onto these amazing nuggets of information forever.” —Meredith Bower
In celebration of a unit on the Middle Ages, fourth grade teachers and guests dress in period clothes. From left: Jake Trout, Lindsay Lochte, Jazmine Rosario, Nancy Fleury, Cheney Williams, and Jen Cope.
Jeri Goodman ’03 and her second grade class discuss Alexander the Great and his horse.
Sowing seeds of GRATITUDE
Tina Karpovich has earned a reputation in the Middle School for embracing each and every holiday. Her decorations are not just fun, they are meaningful. As soon as the Halloween decorations came down, she focused on Thanksgiving and spreading gratitude. She asked students and teachers alike to write messages of thanks to each other on paper pumpkin seeds. In no time at all, the walls of the Greenebaum building were filled with sincere notes of gratitude. As one colleague remarked, “Tina alone brings happiness to the Middle School. Her selfless actions bring the community together!”
Eagles for GOOD
When Director of Greatest Good McDonogh Jen Pineau ’97 asked for volunteers to prepare and serve a meal at Baltimore Station, a residential program for men, more than 10 faculty and staff jumped at the opportunity. They got to work meal planning and prepping, and when the designated day arrived, they served the residents who are working to overcome the obstacles of poverty, addiction, and homelessness to become selfsufficient. After cleaning up from the evening meal, they sat down with the men
shared stories.
Last spring, Gregg Kleiman’s eighth grade Innovation and Design class was asked to make a few picnic tables for an outdoor classroom next to the Fader Innovation Center by the Duck Pond. The group was thrilled to take on the project, and their “can do” spirit prompted a request this year for the addition of an outdoor chalkboard and a bridge to provide easy access to the classroom space. Kleiman says his classes happily take on all community projects, noting, “It’s about doing the greatest possible amount of good, with wood!”
Doing GOOD with WOOD
High fives to ATHLETIC TEAM CAPTAINS
In a demonstration of sportsmanship and teamwork, the McDonogh and Gilman fall sports captains joined forces in the days before the 108th football game to read to McDonogh lower schoolers. The young students enjoyed the visit from the older athletes who read stories about sportsmanship, witnessing the offfield camaraderie in action.
Two team captains from Gilman join McDonogh soccer captains Jason Broome ’25 and Blake Lloyd ’25 in reading to an enthusiastic Lower School class.
Enaye Englenton, Hilary McDonough, Danbi Waldman, Jen Pineau ’97, and Martin Schmidt at Baltimore Station.
and
SPREADING SUNSHINE
The Lower School Sunshine Committee, a long-standing group coordinated by a handful of teachers, has made it their mission to spread sunshine! Current organizer Julie Erb explains, “We celebrate weddings, babies, and happy occasions, and we also support faculty members who are going through tough times.”
At the beginning of the school year, committee members asked their colleagues to join them in thanking their hardworking friends in housekeeping and maintenance for all they had accomplished during the summer break. The Lower School teachers said, ‘yes’ and wrote notes of gratitude to accompany gift bags filled with drinks, snacks, and lotto tickets.
BUILD A BUS WITH US
When environmental science teacher Josh Jones proposed converting a decommissioned McDonogh school bus into a fully functional tiny home for his STEM capstone class, he expected some hesitation. Instead, the administration’s enthusiastic ‘yes’ set the stage for an extraordinary yearlong project that blends environmental sustainability, practical engineering, and hands-on learning. The students dubbed their project “Skoolie” and dove into the challenge with an in-depth exploration of residential systems—plumbing, heating, and electrical infrastructure. From there, they created the blueprint for Skoolie’s ambitious transformation into a tiny home. To follow the progress of Skoolie’s journey, follow @buildabuswithus on Instagram and see more in the Summer 2025 issue of “McDonogh Magazine.”
is Jace Krupitsky ’26.
LIGHTS, CAMERA, ACTION!
In the evolving landscape of McDonogh’s creative spaces, the Digital Media Lab in the Edward St. John Student Center was quietly waiting for its renaissance. Viewing the space through his lens as the Upper School photography teacher, Dave Radford envisioned transforming it into a studio where he could teach the art of professional lighting. He crafted a proposal that was given the green light, and over the summer, in collaboration with the maintenance and technology crews, the space was reimagined. Radford’s attention to detail extended to sourcing equipment, and he carefully selected high-quality backdrops, drapes, and professional lighting that elevate the studio’s capabilities while remaining budget-conscious. Today, the studio is a vibrant hub of artistic exploration. While Radford’s photography classes use the space for still-life and product photography, the room’s potential has also attracted student artists from various other disciplines. “The studio is still evolving,” Radford reflects, “but it has come a long way from a room that had outlived its purpose to one that pulses with the creative energy of dozens of students each day.”
Lexi Terry ’25 removes rivets from the window frame.
Photographer Vivie Labellarte ’26 creates a portrait of Ayiana HammondsRippin ’26 with the assistance of Carter Lin ’26. In the background
CIRCLING THE HILL
FOSTERING JOY, CULTIVATING POTENTIAL, AND INSPIRING IMPACT
In the summer of 2023, McDonogh embarked on a comprehensive review of its programs and curriculum to ensure that they aligned with LifeReady and the School’s Mission, Vision, and Values, and to plan for the future. The result was the School’s new Academic Strategic Plan, which promises to foster a vibrant, joyful teaching and learning community that graduates students who are prepared to thrive and do the greatest possible amount of good in the world.
MCDONOGH’S ACADEMIC STRATEGIC PLAN
As the planning process unfolded, three programs— unmatched by any other school—emerged as Programs of Distinction: Greatest Good McDonogh, 800-Acre Labs, and the Center for Civics and Ethics.
In his message to the McDonogh community, Head of School Dave Farace ’87 noted that “These initiatives exemplify our commitment to developing young people of exceptional character who are motivated by ideals larger than themselves.”
Colleen
Buseck with students
Jude R. and Caelyn J.
The plan focuses on:
• Evolving our prekindergarten through twelfth grade curriculum to meet the perennial and emerging needs of students and society.
• Remaining steadfast in our dedication to character education.
• Leveraging our unique assets and showing our values in action by offering students experiences that are unavailable anywhere else.
Learn more at mcdonogh.org/masp.
FLEMING STEPS FROM BEHIND THE SCENES TO RECEIVE HONOR
These days, when data drives everything, you want someone proficient behind the wheel. At McDonogh, that person is Ann Fleming, Senior Director of Philanthropy for Advancement Services. For more than 29 years, Ann has played a pivotal role in managing the vital data that powers the School’s philanthropic efforts. She oversees the records of alumni, donors, parents, grandparents, and families new to the McDonogh community, ensuring that the Office of Philanthropy has accurate, up-to-date information. Though her work often takes place behind the scenes, it is essential to the School’s success.
Fleming has spent nearly three decades sharpening her expertise, staying ahead of shifts in both technology and fundraising trends. Her deep knowledge and commitment have earned her the respect of her colleagues, and she is widely regarded as a ‘thought leader’ within her department. However, her contributions go beyond data management. Ann’s devotion to McDonogh extends to many other aspects of school life. She served for years as the liaison to the McDonogh Parents Association (MPA) and has also volunteered countless hours as a versatile crew member for the School’s theater productions, always ready to lend a hand—behind the scenes, of course.
In recognition of her exceptional contributions to McDonogh, Fleming was named the recipient of the John T. Grega Chair, an honor she received at the School’s opening staff meeting in late August. Established in 2003 by alumnus Vernon Wright ’61 and his family, the John T. Grega Chair is one of 12 chairs at McDonogh and serves to honor the legacy of former faculty member John Grega, a moral and spiritual leader to the McDonogh community for many years. For Fleming, this recognition is a testament to her dedication to the School, where she continues to make a lasting impact in both visible and quiet ways.
Ann Fleming was awarded the John T. Grega Chair in August. >>>
DEDICATION DAY A TAPESTRY OF GRATITUDE
Crisp autumn weather and the McDonogh Singers’ rendition of “Cherokee Morning Song” set a reflective tone for the solemn Dedication Day ceremony—the annual communitywide celebration honoring the people whose labor, commitment, vision, and generosity led to the establishment and growth of McDonogh School.
The occasion, on Friday, October 11, was also an opportunity to remember beloved members of our community who left this life in the past year. In his invocation, Kevin J. Costa, Ph.D., Director of Spiritual and Ceremonial Services, reflected, “While they may be “out of sight and reach, they live on in our hearts and in our memories.”
Grace Hanneman ’25 and Rui Wong ’29 carry one of five wreaths that were placed in various campus locations to recognize the Indigenous people who stewarded the land on which McDonogh sits; the enslaved peoples of John McDonogh whose work helped build a significant portion of his wealth; John McDonogh whose gift of philanthropy established McDonogh School; devoted faculty and staff; and alumni who gave their lives in military service to our nation.
JAMFEST: A CELEBRATION OF COMMUNITY
The sweetest part of Honey of a JamFest, the annual back-to-school event at Roots Farm, isn’t the games, the pumpkin picking, the farm-fresh food, or even the faculty band—it’s the McDonogh community spirit. Postponed due to weather, JamFest was held on a glorious autumn afternoon in mid-October—and it was well worth the wait. The time, energy, and unwavering enthusiasm of
parents, faculty, staff, and students made this hallmark event an unparalleled success.
“JamFest is such a beautiful example of McDonogh’s values of community, joy, and volunteerism,” says Sharon Hood, Director of Roots Farm. “It brings all ages together and embodies the best of what we stand for as a school.”
Upper School volunteers Noah Vandermeer ’28, Huy Le ’27, and Morgan Woelfel ’27 supervise the corn maze.
Fourth graders have fun at the farm.
Jurnee T. ’35 and Poppy Q.’36 enjoy an afternoon at the pumpkin patch.
Sirrah K. ’36 has her face painted by artist Mira Adkins ’26.
CIRCLING THE HILL
LEARNING THROUGH PLAY A NEW LANDSCAPE OF DISCOVERY
The new Lower School Berman Family Playground has transformed recess at McDonogh by offering children a dynamic environment that blends imagination, learning, and exploration. The innovative design goes beyond traditional playground concepts, creating a rich landscape where every corner becomes an opportunity for creativity and joy. The playground, which opened at the start of the school year, features distinct zones inviting children to play, grow, and discover. With unique areas from The Village with playhouses to The Dunes with climbing structures, recess offers something for every child. The space
also includes The Amphitheater for outdoor learning and The Pollinator Path for environmental exploration. Donors to the project, their families, and McDonogh trustees and administrators enjoyed a firsthand look at the Berman Family Playground at a celebration in late October.
“Our children are thriving in this incredible new space,” says Head of Lower School Nancy Fleury. “The playground embodies McDonogh’s fundamental belief that play is critical to holistic child development—nurturing physical coordination, social interaction, and emotional intelligence.”
Sandra Berman (red vest) with her children, grandchildren, and great-grandchildren at the celebration. Unable to attend was Sandra’s husband, Malcolm.
R. David Craig, Dipti Shah, Jayson Fricke, and Conrad Duncan
Margaret Boehmer, Jeff Boehmer, Mike Rosen, and Laurie Rosen
A VERY FESTIVE EAGLEFEST
Alumni, parents, faculty, and staff gathered in the Louis E. Lamborn Alumni Memorial Field House for EagleFest on Friday, October 25. Along with delicious food and fun—including music, dancing, and raffles—more than 250 attendees made this a truly memorable event.
Bill Hannemann, Courtney Ross Hannemann ’97, Judith Salzman Tortora ’94, Jon Tortora, Tiffaney Gibson Schwartzberg ’99, and Jason Schwartzberg ’99
Tracy Hill, Autumn Fonseca, Jazmine Rosario, and Jen Cope
YOU CAN JUDGE A BOOK BY THESE COVERS
In the Upper School’s Kiplinger Library, a display of books wrapped in brown kraft paper invites curious readers to take a literary leap of faith. Each book is disguised, its title and author hidden behind cryptic descriptions and hand-drawn illustrations. Patrons cannot judge these books by their covers—quite literally.
This is Blind Date With a Book, a creative promotion shared by librarians Carmen Sambuco and Jenny Sataloff. The concept is simple but effective: take a chance on something new. As Sambuco puts it, the idea is inspired by the classic adage, “Never judge a book by its cover,” which she compares to the unpredictability of a blind date. “Research shows that cover art can heavily influence our perception of a book,” she explains. “A cover might inadvertently repel
anonymous McDonogh community member who recommended it. The book covers vary from playful to mysterious, sparking curiosity and encouraging a sense of adventure. One book’s wrapping teases, “A murder mystery, yet the whole town knows,” while another, illustrated with an alligator and a lighthouse, asks, “Is this the end or just the beginning?”
Upper School English teacher Whitney Schultz sees the project as an opportunity to showcase the library’s diverse collection. She selected books from contrasting genres—“Pachinko,” a work blending history and heartbreak, and “Yellow Face,” a contemporary novel targeting the chronically online generation.
“Reading for pleasure is so important,” Schultz emphasizes. “It makes you interesting and empathetic. The key is finding the book that speaks to you.”
A TASTE OF MCDONOGH’S MANY CULTURES
What better way to explore cultural traditions than through the universal language of food? At McDonogh, the Office of Equity and Inclusion’s new program, “Flavors of Culture,” invites students to experience the School community’s diverse heritage one bite at a time.
Throughout the academic year, students sample dishes deeply rooted in their classmates’ cultural celebrations. Launched during Hispanic Heritage Month in September, students sampled pozole, a festive Mexican dish that brings people together during celebrations. Next on the menu were foods enjoyed at Rosh Hashanah, prepared by members of the Jewish Heritage Parent Affinity Group in collaboration with the Jewish Awareness Club. Diwali celebrations introduced students to rice kheer and mango lassi, a beloved Indian beverage with thousands of years of cultural significance.
“Beyond the sweet and savory, our students are gaining a deeper understanding of the history, traditions,
FIRST GRADERS DOING GOOD
First graders delivered 135 coats they collected to Happy Helpers for the Homeless, culminating the Lower School community coat drive. In partnership with Greatest Good McDonogh, students embraced every aspect of the project—from meeting with the organization’s Executive Director and creating promotional posters and a video to organizing and delivering donations. Through hands-on involvement in marketing, collection, and delivery, our youngest Eagles discovered how they can make a meaningful difference in their community.
and ways of life that inspire their classmates’ favorite foods,” explains Director of Equity and Inclusion Enaye Englenton. “Food has a unique power to break down barriers—after all, who doesn’t love talking about what’s on their plate?”
Through this culinary journey, McDonogh students discover that sharing food means sharing stories, creating connections, and building a more inclusive community—one taste at a time.
McDonogh parents Ameey Patel, Shefali Shah, and Neha Nigam share their Indian heritage in celebration of Diwali.
First graders deliver the coats they collected to Happy Helpers for the Homeless.
FOURTH GRADERS TAKE FLIGHT WITH
Each Monday, Lower School students eagerly tune in to “Eagle News,” a vibrant morning broadcast delivered by fourth graders. The weekly show has quickly become a beloved tradition, transforming the morning routine into an exciting multimedia experience.
The production unfolds in a professional studio, complete with a green screen, where the student anchors and reporters take center stage. Behind the microphones, the rotating cast ensures that every fourth grader gets an opportunity to shine throughout the academic year. This collaborative effort is guided by Associate Head of Lower School Mary Beth Kuchno and Lower School librarian Katie McGrain, who curate the show’s content from student and teacher story submissions.
Despite having minimal time to prepare, the student anchors demonstrate remarkable poise and professionalism. Reading from a teleprompter, they
navigate the broadcast with the confidence of seasoned journalists. Their segments range from practical announcements like the book fair and winter coat drive to engaging interviews with Upper School athletic captains about upcoming events. Occasional segments on school behavior expectations add an element of gentle guidance to the broadcast.
What makes “Eagle News” truly special is its transformative effect on the participants. “While some students initially feel nervous about being on camera,” Kuchno explains, “they invariably leave the studio feeling proud of their accomplishment.”
Since its inception last year, the five- to seven-minute broadcast has captured the community’s attention. The show has become so popular that students now express genuine disappointment on the rare Monday when “Eagle News” is not aired, underscoring the show’s significant impact on Lower School culture. —Meredith Bower
Throughout the year, each fourth grader will have the opportunity to serve as an Eagle News reporter or anchor person.
THE HABIT OF ‘YES’
We laugh a lot. We let our imaginations run wild. We follow our impulses. And we are messy. This is powerful learning at work on a typical day in my improv theater class, and it may just be the very best preparation for life. At McDonogh School we call this: LifeReady.
Improv theater has a long history in the United States. Inspired by classical improv forms, improv as we know it gathered steam in 1950s Chicago and readily spread around the nation. Now, in many cities and communities, you’ll find stages with troupes that perform regularly. It’s no surprise why improv is enormously addictive. And if you get a real laugh, you’re hooked for life.
When I began teaching at McDonogh 20 years ago, I offered an improv theater class, and I have been teaching that class, off and on, to scores of students ever since. Improv is serious stuff when you “look under the hood.” In every improv exercise, short and long, actors must bring their bodies and minds into a scene that has not been written. Newcomers to the art form are often baffled that something that never existed before the moment of its creation can be so good, so funny, so moving.
So, how is it done? The short answer is that there are a few widely-held practices and guidelines that improvisers learn and develop. The most famous commitment is to say ‘yes, and!’ whenever another actor says something—or “makes an offer.” One actor might say, “Wow, what a beautiful sunset,” to which her partner might reply, “Yes, dear, and after such a terrible storm.” Already, in this seemingly ordinary exchange, a scene is taking shape. There was a storm. There is a beautiful sunset. One character calls the other, “dear.” What’s it about? No one—actors and audience members—knows, but it is riveting. If the actors continue accepting the reality of the scene and build on each offer, incredible storytelling happens.
Improv also demands concentration and deep listening, which compels the actors to watch how another person communicates in words and action. As an ensemble, they must collaborate vigorously, use their knowledge of the world to draw on-the-spot inspiration, and take on different perspectives and points of view. One of the best outcomes is that the art form helps them self-regulate and be keenly attuned to their feelings and the feelings of others.
The core competencies of improv, from concentration to communication and collaboration, are critical skills and habits people need in almost any walk of life. It’s that kind of preparation LifeReady promises.
As illustrated by our LifeReady “Wheel,” the McDonogh student—the LifeReady learner—is the focal point of every subject and lesson plan. The outer ring, liberal arts and
BY KEVIN J. COSTA, PH.D., DIRECTOR OF LIFEREADY
sciences, refers to the time-tested curriculum that offers breadth and depth in essential fields including English, math, history, fine and performing arts, science, and world language. The six categories that bridge curriculum and the LifeReady Learner are the core competencies McDonogh strives to develop—over time and across grade levels and subjects—through a variety of teaching methods.
In improv, these methods encompass movement, handson exercises, reflective activities, and showcase design. In math, the vocabulary may be modeling and predicting, while in English, it might be reading comprehension and developing evidence-based written and oral arguments. In other words, the same “curriculum-competencylearner” principles apply across subjects, but the specific terms and methods depend on the field. Teachers guide students to create work using the approaches that fit their subject area. Regardless of the discipline, the critical element that lends itself to deep understanding is the requirement that students think for themselves. The good news is that in every discipline, such cognitively active work often simultaneously develops social and relational habits as students gain knowledge in the field. An improv actor, for instance, could never truly “get it” without actually standing on the stage and generating a piece of theater in the moment.
It’s hardly a surprise that improv is popping up in programs far afield from theater. At Johns Hopkins University, the Carey School of Business offers a course called “Organization Improv” where students adapt improv tenets to develop leadership skills, and the University of Pittsburgh’s Law School offers “Applied Improv for Lawyers.” A simple Google search will uncover similar programs at other institutions.
LifeReady was designed in response to a world of rapid change, ambiguity, volatility, and uncertainty. If we don’t have the confidence to improvise, we may find ourselves wholly unprepared for even the simple things of life.
DONOR IMPACT GRATITUDE A GIFT OF
The Ottinger twins, Abbott ’12 and Laura ’12, in kindergarten.
Fate and McDonogh School have a way of connecting people, and this is certainly the case for Libet and Marc Ottinger ’76. Their paths crossed multiple times before they officially met, beginning in middle school. Libet recalls walking to her neighborhood school with friends as the McDonogh bus rumbled past her house full of middle school boys who often taunted them. She didn’t like the bus, the boys, or anything to do with McDonogh.
Fast forward to 1986: Libet and Marc had been introduced, dated, and eventually became engaged. His love of the School and her own connection to McDonogh—as an Admissions Officer at her alma mater, Bucknell University—convinced her to accept a position as McDonogh’s Director of College Counseling.
They married, and six years later, twins Laura ’12 and Abbott ’12 were born. Before long, they were Eagles too. As a parent, Libet’s view of McDonogh evolved yet again. “Having your kids at McDonogh gives you a new perspective on this remarkable school, its incredible campus, and the people who work here,” she reflects. “I’d been pretty confined to the Upper School, so seeing what happens in the Lower School and the opportunities for all kids just reaffirmed the warm fuzzies I’d always had.”
Libet and Marc both appreciated how McDonogh allowed their children to be themselves. From the start, McDonogh was a perfect fit for Laura and Abbott. They were challenged in different ways, and the teachers knew just how to engage them. “I can think of so many instances when teachers would draw out something from Abbott or Laura that we, as parents, didn’t even see,” Libet recalls. Naming current and retired teachers who had a meaningful impact on their children’s lives,
she adds, “They nurtured their potential—sometimes in ways we couldn’t have imagined—and isn’t that what education is all about?”
In 2021, motivated by deep gratitude for the School’s greatest resource—the dedicated faculty and staff— Libet and Marc decided to make McDonogh the beneficiary of a life insurance policy, directing the funds toward faculty tuition remission. The Ottinger Family Scholarship was announced at the close of the 20232024 school year, coinciding with Libet’s retirement.
But the story doesn’t end there. Moments after Head of School Dave Farace ’87 shared news of the Ottinger Family Scholarship, he surprised Libet and Marc with another announcement: a second tuition remission fund had been established in Libet’s name. The Libet Ottinger Fund for Tuition Remission was created by Trustee Liz Insley and her husband, Ned ’82—parents of three McDonogh alumni—and an anonymous donor in recognition of Libet’s 38 years of dedication to the School. “I was absolutely blown away by the gesture,” Libet says, her voice filled with gratitude. “To know that this fund will support faculty and staff in such a meaningful way is incredibly moving.”
While some may view the creation of these funds as “paying it forward,” Libet, an Eagle through and through, prefers to reference a line from “The McDonogh Uniform” poem: “We give something more than we take.” For Libet, that sentiment captures the essence of her and Marc’s commitment to McDonogh and its mission to foster the growth and potential of its students, faculty, and community. —Meredith Bower
Libet and Marc Ottinger ’72, with children Laura ’12 and Abbott ’12, celebrate the
Ottinger Family Scholarship.
A LOOK BACK TAGART CHAPEL
Tagart Memorial Chapel, a cherished campus space, recently celebrated its 125th anniversary. The story behind the iconic building is one of vision, generosity, and a twist of fate. It was the untimely death in 1892 of Samuel H. Tagart—the longtime President of the Board of Trustees (1873-1892)— that turned Colonel William Allan’s dream of a campus chapel into a reality.
At the dedication of Tagart Memorial Chapel on May 5, 1899, the student body, dressed in their finest Sunday clothes, sat 12 to a row filling a dozen wooden benches. They listened intently as McDonogh trustee German Hunt recounted the history of the chapel’s creation. Hunt explained that the chapel was the vision of Colonel William Allan, the founder and first principal of McDonogh School. Allan had long believed in the importance of a “religious element in the course of instruction” and often spoke of his desire for a
BUILT BY FATE AND FAITH
chapel at McDonogh. “The knoll of land upon which this building is placed was selected by him as a proper site,” Hunt noted. “He even paced off the space where the chapel would stand.”
In the spring of 1892, Tagart, who was fully aligned with Colonel Allan’s vision for a chapel, confided in Hunt that he planned to revise his will. Tagart intended to allocate $20,000 of his estate for the construction of the chapel. However, shortly after this conversation, Tagart fell ill and passed away before the new will was drafted. Instead of the proposed $20,000, McDonogh received a much larger portion of Tagart’s estate, with no specific instructions on how the funds should be used. In honor of Tagart’s wishes, the Board of Trustees decided to dedicate part of his bequest to the construction of a chapel at McDonogh as a memorial to their esteemed benefactor.
Construction of the French Gothic-style chapel began in 1898, following detailed plans completed earlier that year. On October 2, 1898, an article in “The Week” reported, “Work is going on briskly in the chapel. The bells are up and one of the men sometimes goes round and rings them. The wainscoting is done, and most of the partition of the robing room is up. All the pipes have been laid and covered over. The radiators have been brought to the school. The carving above the front door is finished and the scaffolding has been taken down. A gilded crown has been put over the western end. The tower steps, which were made of nothing but rough boards, have been taken down and new ones put up. The gallery is ready, and only the cleaning remains to be done.”
The article even described how leftover materials—scraps of wood, stone, and oak—were repurposed for use around the campus. The paper reported, “The oak wood that is of no more use in the chapel is taken to Mr. Smith, who uses it for the carvers in the carpenter shop. The other wood is taken to the wood pile to be used for kindling. The chips of stones are used to fill up the gullies about the school. The electric wires and gas pipes have been put up, but the latter are not yet connected with the gasoline tank. If the work keeps on at this rate, the chapel will be finished by the first of next month.”
In his remarks at the May 1899 dedication, Hunt spoke of the chapel’s design and purpose, saying, “The judgment of the Committee was that the chapel, in its architectural style, mechanical construction, and quality of its appointments, should be worthy of the man whose memory it was intended to perpetuate. It should also command the respect and veneration of the pupils of the school.”
He concluded, “The Committee on Buildings has performed the work it was instructed to do, and today presents this beautiful, completed edifice to the Trustees, the Faculty, and the Boys of McDonogh, expressing the hope that all who worship here may worship in spirit and in truth and that our boys, from their daily devotions in this place, may draw inspiration to noble living, bearing abundant fruit for good through generations to come.”
Today, the chapel is a quiet sanctuary for reflection, a place where Lower School students engage in Cultivating Character lessons, a ceremonial departure point for the graduating class at Commencement, and a special venue for alumni weddings and funerals. —Meredith Bower
DID YOU KNOW?
• Designed by architect Thomas C. Kennedy in the French Gothic style, the chapel was built by John Stack & Sons of Baltimore (1898-1899) using Port Deposit granite with a tiled roof.
• A square tower on the northeast corner of the chapel is 100 feet tall. It is topped by an open belfry and a spire. Originally, it held a 10-bell chime donated by former trustee German Hunt in memory of his son. It was replaced in 1978 by a 48-bell carillon—a gift of Mr. and Mrs. H. Beale Rollins, Class of 1915.
• The chapel has a seating capacity of 300 including the balcony.
• The stained glass windows were designed by J. & R. Lamb of New York and include three memorial windows in honor of: the School’s first matron Josepha Selden Young (1830-1911), teacher William Ballard Smith (1887-1919) who died in the 1919 flu epidemic, and beloved teacher Charles Henry Grace (1869-1923).
• The original organ was a water-powered pipe organ consisting of 686 pipes and two keyboards. In 1925, a new motor was purchased to pump the organ. In the early 1950s, when the pump became too worn to perform efficiently, an electric organ, donated to the School, was installed.
• Interred in the chapel are Principal William Allan (1837-1889) and two of his children; Headmaster Duncan Campbell Lyle (1847-1938); Jean Wagner Lamborn (1892-1966, wife of Louis E. Lamborn); Headmaster Louis E. Lamborn (1890-1972); Barbara Kessler Lamborn (1929-2015, wife of Robert L. Lamborn); and Headmaster Robert L. Lamborn (1918-2021).
Tagart Chapel in 1918
Samuel H. Tagart
THE ART OF ‘YES, AND’ INSIDE
MCDONOGH’S
IMPROV
CLASS
On the Klein Lyceum stage, there are no elaborate sets, no costumes, and no props. In fact, the 10 students in Improv I and II have no script, no predetermined roles, and not a single scene has been rehearsed. Yet, their bi-monthly performances keep audiences of their peers on the edge of their seats, laughing and wanting more.
ACCEPTING AND EXPANDING
“Improvisation is entirely made up on the spot; that’s the nature of it. The thrill for the audience is knowing that everything is being created instantly based on their suggestions,” says Kevin Costa Ph.D., who has taught the class on and off or some 20 years. “Each ‘yes,’ builds upon another. The excitement comes from pushing into the unknown.”
Mason Bainbridge ’25, who is in his third year of learning the craft, explains that he and the others in the ensemble practice or train during their class periods to build the skills they will need for a showcase. “Improv is meant to be done on the spot, but there are essential guidelines we follow,” he says. “A good scene needs three elements: character, conflict, and location.”
Costa emphasizes the fundamental rule, “The first and critical ingredient for the actors is to accept offers that are made on the stage. The ‘yes, and’ disposition becomes a rich bank of possibility. People enjoy watching it to see how deep they can go with the scene.”
“
This is one of the most challenging and rewarding classes you can take—
” this is people work.
GENNIE MATANOSKI ’26
ARTS
IT’S ABOUT BELONGING
Just days into the school year, the fall 2024 improv class—a diverse mix of students, including actors and athletes, introverts and extroverts, beginners, and seasoned performers in their third round—put on their first showcase for a live audience.
While they appeared confident, Leo Marks ’25 reveals, “We’re all high schoolers, we’re all shy. It’s nervewracking to perform, to accept the possibility of failure in front of people.”
As the semester progressed, even the most reserved first-timers shed their anxiety, becoming as eager to perform as their more experienced peers. Costa describes the group as fundamentally accepting, “Everybody meets each other where they are. It’s about belonging. We are totally safe together.”
THE GAMES THEY PLAY
During a fast-paced October showcase, the ensemble demonstrated their skills through various improvisational games. Each member was willing to participate despite the uncertainty of how it would unfold. In one challenge, two performers, working from a point of inspiration suggested by the audience, crafted a story one word at a time, each word beginning with the next letter of the alphabet—an exercise demanding intense concentration and creativity.
Among the group’s favorite games is “dubbing,” where two performers act silently on stage while two others provide their voices. “The difficulty is that all four people in the scene have to be perfectly synchronized,” Krish Pandey ’25 explains. Costa elaborates, “It’s a rare opportunity for deliberate concentration. A skilled improviser focuses on making their partner look good, not seeking selfish laughs. The combination of intention and concentration required is remarkable. It calls on all of these muscles at the same time.“
Another important element of dubbing is physicality. Mason explains, “Because half the people in the scene can’t say anything, all their acting is done through facial expressions and their arm and leg movements.” He continues, “That skill is great to have when you’re acting and also when you’re presenting or in any social situation.”
LEARNING LIFE SKILLS
On occasion, after illustrating their craft at an improv showcase, the ensemble offers audience members the opportunity to try it for themselves. Without any training, they quickly learn that it is not as easy as it looks. “They see us do it and think, ‘Oh, this is easy,’ but when they get up there, it’s way harder. They don’t have the same training,” Mason says.
The ensemble believes everyone could benefit from improv training. Their reasons for joining vary—from seeking confidence to pursuing an interest in acting to following a teacher’s encouragement. Whatever their motivation, they all agree that the skills they have gained will serve them far beyond the stage.
Andrew Moore ’27 and Jackson Drummond ’25
Mason Bainbridge ’25 explains an improvisational game to the audience.
“This is one of the most challenging and rewarding classes you can take—this is people work,” says Gennie Matanoski ’26. “You develop lifelong skills needed for success in the real world: compromising, accepting other people’s ideas and sometimes letting go of your own, adapting quickly, and doing things on the fly. These skills set us apart. Everyone in this class has a leg up on the world.”
The benefits manifest in unexpected ways. Krish, who audited the course last year for fun, notes, “Presentations in history and French come more naturally now. Speaking in front of the Upper School or the boarding community feels more genuine without a script.”
Mason plans to continue acting in college and enjoys the “small-town celebrity” status that comes with performing. He says, “It also opens up other opportunities because once you’ve demonstrated that you can talk in front of a live audience and handle a crowd, you’re asked to do other things. For example, I’ve run some other school events, assemblies, and a pep rally.”
BEYOND THE STAGE
The impact of improv reaches far beyond performance skills. The ensemble all agree that improv has helped build their confidence. J.J. DiMonte ’26, primarily an athlete, discovered new talents: “I’ve always been a wrestler, but improv showed me I might have other abilities.” Conversely, self-proclaimed “theater-person” Riva Wagner ’27 shares, “I’m actually going to try out for a sport for the first time.”
Jackson Drummond ’25, an actor who prefers a scripted performance, says, “This class teaches being able to communicate, perform, talk without a script, and just think on the fly. It’s really helpful.” Andrew Moore ’27 adds, “Not only has improv given me more confidence, but we’ve also all become friends who have become comfortable with each other through anything. It’s amazing.”
Costa points out a crucial lesson his students might not yet recognize, “We build resilience through failure because many improv scenes don’t work. But you just get back up and try again.”
He concludes with a powerful metaphor, “You want a bouillabaisse of flavors, attitudes, and perspectives—it not only makes for good scenes but for a good life. You learn to embrace differences and work with people who see things differently than you. No great problem is ever solved by a single mind.”
The class reinforces a fundamental truth: everyone has creative riches inside them. When the ensemble comes together, grade levels disappear and something magical happens—a unified group ready to say ‘yes’ to whatever comes their way. —Meredith Bower
Members of the improv troupe look on as Mason Bainbridge (seated) and Andrew Moore act out a scene.
MICKEY DEEGAN A LEGENDARY CAREER ROOTED IN SPORTSMANSHIP
After 37 extraordinary years of service, Co-Athletic Director Mickey Deegan, affectionately known as McDonogh’s Silver Eagle, will retire in June. A humble and steadfast leader, Deegan has devoted herself wholeheartedly to the McDonogh community as a teacher, coach, and administrator— imparting wisdom, humor, and inspiration every step of the way.
Throughout her career, Deegan has earned an array of accolades, including multiple Coach of the Year honors, Maryland Athletic Director of the Year, and Interscholastic Athletic Association of Maryland (IAAM) Athletic Director of the Year (four times!). She also received the IAAM’s prestigious Brenda Gelston Leadership Award and, in 2019, was celebrated with McDonogh’s Distinguished Service Award—a testament to her incredible contributions to the School community.
While these awards and titles are indeed impressive and well-deserved, Deegan’s true impact lies in her unwavering commitment to fostering a culture of sportsmanship and integrity. This dedication has left an enduring imprint on generations of students, athletes, coaches, and colleagues.
As Deegan prepares to spread her wings and embark on her next chapter, she reflects on her journey and leaves us with parting words of wisdom in this Q&A. —Nina Sinnott
Mickey Deegan and former Headmaster Charlie Britton cheer on the Eagles during the historic 100th McDonogh vs. Gilman football game in 2015.
THROUGHOUT YOUR REMARKABLE CAREER AS A TEACHER, COACH, AND ADMINISTRATOR, YOU’VE PROFOUNDLY INFLUENCED THE LIVES OF COUNTLESS STUDENTS. WHAT INSPIRED YOU TO DEDICATE YOUR LIFE TO EDUCATION?
I was deeply inspired by the passionate and dedicated teachers I encountered in my high school English, history, and art classes. Their ability to create a sense of “magic” and connect with young people in the classroom ignited my desire to follow in their footsteps. I thought, “I want to be that person.” My coaches had a similar impact on me, and because of them, coaching has also been a significant part of my journey.
TELL US ABOUT YOUR UNIQUE CAREER PATH.
I began my career in education in Philadelphia at just 18 years old. My first class consisted of 41 energetic third graders, and I quickly realized that if I could survive that year, I could teach for a lifetime. At 21, I entered the convent and became a Sister of Mercy, dedicating 13 fulfilling years to teaching in Pennsylvania and Virginia. After leaving religious life, I found my way to McDonogh in 1988, and as the saying goes, “The rest is history!”
Looking back, I am deeply grateful. The young people I’ve worked with not only grew under my guidance, but they profoundly influenced me—helping me become a better person. Teaching and coaching have been both an honor and a joy, and I cherish the journey
Early in her McDonogh career, Mickey Deegan made her mark as a coach for JV girls basketball, JV and varsity field hockey, and varsity softball. Here, she poses with the 1991 JV field hockey team.
Jack also showed me the importance of being visible, vulnerable, and honest. He often said, “Let them know you don’t have all the answers but will try and get them.” Jack’s philosophy was simple: if you lead with care and conviction, you will win them over and they will go to war with you.
YOU ARE HIGHLY RESPECTED FOR EMPHASIZING SPORTSMANSHIP AND POSITIVE BEHAVIOR OVER WINNING. WHY IS THAT SO IMPORTANT TO YOU?
In high school, I learned this lesson the hard way. During a championship basketball game, an opposing player elbowed me repeatedly while I was taking shots. By the fourth time, I lost my temper and retaliated with a punch. The referee immediately tossed me out of the game.
DO YOU HAVE A ROLE MODEL WHO INFLUENCED YOUR APPROACH TO LEADERSHIP?
Absolutely—[former Athletic Director] Jack MacMullan. He taught me invaluable lessons about how to “coach” coaches. Jack’s approach was rooted in relationships: build trust, remain loyal, and support the heck out of each coach. He prioritized daily conversations with coaches, ensuring they knew he cared about them and their
I was mortified—my parents were in the stands, my coach and teammates were furious, and we lost the game. That moment stuck with me. I promised myself moving forward that I would maintain better selfcontrol. Ernest Hemingway’s idea of “grace under pressure” became my mantra.
Fifty years later, I still cringe when I see poor sportsmanship or disrespect between players and coaches at any level. At McDonogh, I set the bar high for good sportsmanship and exemplary behavior. On the rare occasion when a player or coach falls short, we have honest conversations about how to do better. It works most of the time!
Mickey
Deegan and her mentor, former Athletic Director Jack MacMullan, watch a football practice in 1997.
ATHLETICS
HOW DOES SCHOOL SPIRIT IMPACT THE SUCCESS AND CULTURE OF MCDONOGH’S ATHLETIC PROGRAMS?
McDonogh’s school spirit is contagious and palpable. When athletes support one another, magic happens. Our players thrive with a lively audience, and our coaches actively encourage this camaraderie. There is nothing like seeing football players, exhausted from practice, file into the gym to cheer on the volleyball team. The energy in the room shifts instantly, and the players feed off the crowd’s enthusiasm. It’s very cool!
Of course, McDonogh’s annual Spirit Parade is the pinnacle of school spirit. It’s a celebration of unity where the whole school comes together—the drum corps leading the way, lower schoolers wearing eagle masks, seniors chauffeuring young students in golf carts, and a sea of fans decked out in orange and black cheering on all our teams. Moments like these make me proud to be part of the McDonogh Family.
The Silver Eagle leads the 2024 all-school Spirit Parade, spreading energy, excitement, and high-fives along the way.
HOW HAVE MCDONOGH’S ATHLETICS PROGRAMS EVOLVED OVER THE YEARS, AND WHAT CHANGES HAVE HAD THE GREATEST IMPACT?
Our athletics program has grown immensely. In the 1990s, every Upper School student was required to play two or three seasons of sports. While that’s no longer mandatory, students still choose to participate because they want to be part of something bigger. We’ve also made significant investments in our facilities. The RollinsLuetkemeyer Athletic Center, the Rosenberg Aquatics Center, Dixon Turf Field, and the Dutch Eyth Baseball Field have all elevated our programs. The track and tennis courts have been resurfaced at least three times, and our grass fields are the envy of the league.
I love all our teams, but I am very proud of how the girls’ sports programs have flourished. Since 1989, McDonogh has won 218 championships, and 126 of those crowns belong to our girls’ teams!
CAN YOU SHARE A STANDOUT MOMENT FROM YOUR CAREER THAT REFLECTS MCDONOGH’S MISSION AND VALUES?
One moment that stands out is September 11, 2001. As President of the IAAM, I was leading an Athletic Directors’ meeting when news broke that airplanes had hit the twin towers in New York City. We immediately adjourned, knowing we needed to return to our school communities to provide support.
That day reminded me of the deeper lessons athletics teach us: teamwork, resilience, and selflessness. Watching first responders work together amidst chaos was a powerful reminder of what it means to act unselfishly and with purpose—values we strive to instill in our athletes.
Another unforgettable moment was my final McDonogh vs. Gilman football game as Co-Athletic Director. Standing before both teams after the game, it was a privilege to emphasize the core values of sportsmanship: playing with integrity, passion, and respect. I reminded them that this storied rivalry is about more than competition—it’s an opportunity to inspire and bring out the very best in one another. That, above all, is the most important lesson sports can teach us.
Mickey Deegan proudly showcases her 1998 Athletic Director of the Year award from the Maryland State Athletic Director’s Association.
Mickey Deegan addresses both teams after the 108th McDonogh vs. Gilman game on November 2, 2024, emphasizing the importance of sportsmanship and congratulating the Eagles and Greyhounds for playing with integrity, passion, and respect.
LOOKING BACK, WHAT ACCOMPLISHMENT MAKES YOU MOST PROUD?
I’m incredibly proud of the Oliver-MacMullan Internship Program. For nearly 20 years, veteran teachers and coaches mentored recent college graduates, helping them to learn their subject matter in the classroom and get their feet wet coaching three seasons. The goal was to nurture the love of teaching and coaching, hoping these interns would find a full-time teaching position or, better yet, return to “the Nest” one day to teach and coach. Many, like Hakeem Sule ’05, Bruce Moore ’16, and James Margraff ’16, are here today, continuing the cycle of excellence.
I am also proud that many alums—many I knew and taught—returned to assist in coaching our teams. Seeing former students give back to their alma mater is deeply rewarding to me.
AS YOU RETIRE, WHAT ADVICE WOULD YOU GIVE TO MCDONOGH’S STUDENT-ATHLETES AND COACHES?
Respect yourself, your teammates, your coaches, and your opponents. There’s a reason our uniforms don’t have individual names: When you wear “McDonogh” embroidered across your heart, you represent something bigger than yourself.
Represent your school with honor. Win with humility, lose with grace, and always play with integrity. We are Eagles for a reason—they strive for excellence, soar to new heights, and are tenacious. My favorite word is “resilient.” Life will knock you down sometimes, but I have always told students, don’t sit in a corner and whine. Get up, brush the dirt off, bounce back, and give 100% to each endeavor. You will never regret it.
Thank you, McDonogh! I won’t be on the sidelines anymore, but I will be back to cheer for our teams.
FOR THE RECORD
Boys Cross Country: 0-7
Girls Cross Country: 5-2
Field Hockey: 9-7-2
Football: 10-2
Boys Soccer: 17-2-5
Girls Soccer: 13-4
Girls Tennis: 6-2
Girls Volleyball: 9-10
Water Polo: 1-14
CONGRATULATIONS TO ALL OUR FALL ATHLETES FOR THEIR INCREDIBLE WORK, AND THE FOLLOWING STUDENTS WHO WERE RECOGNIZED BY THEIR LEAGUES:
IAAM All-Conference Players
Cross County: Chrissy Vourlos ’26
Field Hockey: Reagan O’Donovan ’26 and Maddie Welykoridko ’26
Soccer: McKenzie Brown ’25, Ellie McGilvray ’26, and Lexi Terry ’25
Volleyball: Lauryn Allen ’25
Tennis: Sophia Arnold ’26, Leila Khoury ’25, Annie Nemoy ’25, Aliyah Owonikoko ’26, and Samantha Sun ’27
MIAA All-Conference Players
Football: Joseph Buchanan ’27, Elijah Crawford ’25, Jeff Exinor ’25, Brandon Finney ’25, Jack Harrison ’26, Kamden Laudenslager ’25, Braeden Palazzo ’26, and Anthony Redfern ’25
Soccer: Jason Broome ’25, Shaun Hauserman ’25, Blake Lloyd ’25, and Valentino Quaranta ’27
Water Polo: Tyler Bowers ’27 and Stanley Kabenge ’26
REUNION WEEKEND 2025
JOIN US APRIL 25-27 FOR REUNION WEEKEND! CONNECT WITH CLASSMATES, FACULTY, AND FRIENDS; TOUR THE CAMPUS; AND MAKE NEW MEMORIES DURING THIS FUN-FILLED WEEKEND OF EVENTS. SPECIAL REUNION CELEBRATIONS FOR CLASSES ENDING IN 0 AND 5 WILL BE HELD ON THE EVENING OF SATURDAY, APRIL 26!
FRIDAY
An alumni memorial service, a campus walking tour, an archives open house, and a cocktail party featuring the presentation of the Young Alumni and Distinguished Service Awards.
The Alumni Association will present the Young Alumni Award to Joe Meurer ’10 and Ellis McKennie ’15.
The Board of Trustees will present the Distinguished Service Award to Laddie Levy ’63.
SATURDAY
A Half Century Club celebration, a campus walking tour, an archives open house, the family Crab Feast and Picnic, and reunion year parties for classes ending in 0 and 5.
SUNDAY
McDonogh Black Alumni Brunch
Visit mcdonogh.org/reunion to register or use the QR code below.
2025 ALUMNI CALENDAR
MCDONOGH RECEPTION IN ATLANTA
THURSDAY, FEBRUARY 20
WILSON | YOUNG ARCHIVES SPEAKER SERIES
THURSDAY, APRIL 3
REUNION WEEKEND 2025 FRIDAY, APRIL 25SUNDAY, APRIL 27
MCDONOGH CLASSIC MONDAY, MAY 12
MEMORIAL DAY
CEREMONY
TUESDAY, MAY 20
MCDONOGH RECEPTION IN CHICAGO
THURSDAY, JUNE 12
MCDONOGH NIGHT AT THE ORIOLES
SATURDAY, JUNE 28
MCDONOGH RECEPTION IN OCEAN CITY
SATURDAY, JULY 26
MCDONOGH CLASSIC GOLF &
PICKLEBALL
TOURNAMENT
MONDAY, MAY 12
Alumni, families, and friends: Don’t miss your chance to participate in the 49th Annual McDonogh Classic at Woodholme Country Club on Monday, May 12. Enjoy golf or pickleball, raffles, lunch, camaraderie, and more!
For more information about sponsorship and registration, visit mcdonogh.org/golfclassic.
• Post or view job opportunities and internships.
• Offer mentoring to students and recent graduates.
• Search and find former classmates.
• Promote your business and offer special promotions.
• Use the “Groups” feature to connect directly with alumni in your city or professional field.
BLACK ALUMNI COMMITTEE HOSTS DESSERT RECEPTION
Before the start of the 2024-2025 school year, Black students and their families enjoyed a beautiful evening and a dessert reception hosted by the Black Alumni Committee of the Alumni Association. The event, attended by more than 100 guests, was an opportunity for alumni, students, parents, faculty, and staff to see old friends and make new acquaintances.
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1. Geri West, Kelley Dailey, Tynisha Jones, Sidney Glass ’28, Layla Bolar ’28, Kim Bolar, and Bert Bolar
Mark Howie ’88, Kellee Parrott Gonzalez ’96, Lauren Street ’93, Jerry Bias ’86, Kimmy Hilson Carmichael ’10, and David Holland ’90
Mycha Marshall, Londyn Rollins, and Kirt Rollins
EAGLES UNITE FOR THE 108TH MCDONOGH VS. GILMAN GAME
The 108th annual McDonogh vs. Gilman football game on Saturday, November 2 was the perfect opportunity for the McDonogh community to gather and cheer on the Eagles. Alumni, decked out in orange and black, joined current students, families, faculty, and staff on a glorious fall afternoon at Gilman to watch the Eagles battle and beat the Greyhounds.
1. Varsity Football Coach Hakeem Sule ’05
2. Bruce Ingerman and Jamie Ingerman Parks ’90
3. Billy Rollins ’00 with his son, Dylan.
4. Head of School Dave Farace ’87 (left) and Ray Faust ’87 (right) watch the Eagles soar.
ARCHIVES TALK RECALLS STORIES OF TURN-OF-THE-CENTURY ALUMS
Local historian and lecturer Chris Ragen, who has worked extensively with McDonogh’s archival collections, shared fascinating stories with alumni, faculty, staff, parents, and students at the latest talk during the Wilson | Young Archives and Special Collections Speaker Series on Thursday, November 14. He spoke about the journeys of several alumni, how their McDonogh experiences led them to become innovators and leaders in their communities, and the impact they had on the arts, medicine, business, and athletics.
YOUNG ALUMNI GATHER BEFORE THANKSGIVING
The night before Thanksgiving, young alumni from the classes of 2010 to 2020 gathered to kick off the holiday weekend with old friends and fellow alumni at Little Havana in Baltimore. A great time was had by all.
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Young alumni enjoying an evening with their McDonogh Family.
Maya Ransome ’20, Kamila Redd ’20, Kaleb Assefa ’20, and Charlotte Messaris ’20
Scott Walters ’18, Alexander Zuga ’18, Patrick Heard ’18, and Michael Barzyk ’18
1. Director of the Wilson | Young Archives and Special Collections Christine Ameduri and historian Chris Ragen
2. Attendees participate in a Q&A after the presentation.
3. Trevor Fielding ’27, Holly Moores, and Chris Ragen view original items from McDonogh’s archives.
ANNUAL ODDS VS. EVENS GAME
Boys lacrosse alumni from the Classes of 1999 to 2024 enjoyed the annual post-Thanksgiving odds vs. evens lacrosse game and lunch on campus.
GUESTS ENJOY A FESTIVE HOLIDAY LUNCHEON
More than 40 guests, including retirees, members of the Living Legacy Society, and alumni in the Half Century Club (those who have celebrated their 50th reunion), gathered for the annual Holiday Luncheon on Tuesday, December 10. Head of School Dave Farace ’87 welcomed the crowd and Upper School History Department Chair Ned Courtemanche offered words of wisdom. The joyful occasion, held in the Aarsand 1873 Room, also featured musical selections from the Lower School Chorus, the Women of Note, and the Gentleman Songsters.
1. Parker Mitchell ’81, Fred Mitchell ’50, John Mitchell ’57, Alan Herbst ’63, and Jay Weiss ’50
2. John Sieverts ’63, Maury Garten ’85, Doug Moore ’66, Dave Farace ’87, and Nollie Wood ’72
3. Donna Sieverts, Phil Stackhouse ’65, and Larry Husfelt ’65
MILESTONES
W EDDI NGS
’00 Gabriella Schiavino and Chris Farthing, 6/6/24
’ 01 Katherine Nelson and Ericka von Kaeppler, 9/14/24
’03 Brandon Etheridge and Charlotte Donati, 6/29/24
’09 Amaiya Davis and Matthew Wynter, 10/12/24
’09 Sara Byrd Millspaugh and Wesley Milton, 10/19/24
’09 Patrick Toohey and Cori Schreider, 10/5/24
’ 10 Haley Papel and Andy Thrasher, 7/12/24
’ 13 Catherine (Casey) Black and Matthew Barrett, 10/5/24
’ 13 Allison Bowen and Jesse Lall, 10/19/24
’ 13 Kiersten Martin and Brian (B.J.) Andrews ’13, 5/3/24
’ 13 Claire Sinnott and Andrew Kelley, 7/13/24
’ 14 Christine Cwieka and Garrett Sadtler, 5/17/24
’ 14 Eric Lang and Abby Grehlinger, 7/6/24
’ 14 Victoria Rudnicki and Jon Conley, 10/19/24
’ 15 Nicole Franklin and Blake Gray ’15, 8/23/24
BIRTHS
’03 Logan Bernstein and Krissy Bernstein: James Thomas and Rory John, 7/17/24
’03 Neetha Krishnaswamy Zwick and Peter Zwick: Peter Palem, 9/4/23
’04 Jessica Levy and Paulina Marek: Julia Stefania, 8/2/24
’06 Zachary Garber and Arielle Garber: Emily Miriam, 8/14/24
’08 Ana Rodriguez and Malcolm Moses-Hampton ’08: Miles Luis, 9/7/24
’09 Brileigh Pinkney McHugh and Phillip McHugh: Alivia Mae, 5/23/24
’ 14 Alejandra Paull and Eric Hofmeister ’15: Juan Carlos Paull, 9/6/24
IN MEMORIAM
’47 Harry Pappas
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51 Theodore Schaefer
’52 Thomas Morrison
’56 J. Ridgely Parks
’60 James Forestell
’ 61 Robert Heil
’ 61 Michael MacGeorge
’62 Alexander Gibson
’62 Douglas Poole
’63 William Savage
’70 David Lycett
’ 71 Donald Kerr
’
71 Philip Lister
’72 David Hanley
’81 Robert Iglesia
Former Faculty and Staff
Juanita Monroe
James Fisher
As of November 20, 2024
CLASS NOTES
1953
STEVE LEGGIN , who passed away in March 2024, was a loyal “McDonogh Magazine” reader until the end. A family member submitted this note after his death: “Two weeks before my father died he found himself staring back at himself from the pages of “McDonogh Magazine” (Winter 2024). He was the student pictured in 1952 on the brand-new rotary phone. ‘I finally made the magazine,’ he joked and gave his signature like a celebrity.”
1962
TOM WADDELL and wife Linda relocated to the Raleigh, NC, area and welcomed two more greatgrandchildren into their growing family. Tom is a retired priest with the Anglican Church of North America.
1965
JOHN VONEIFF wrote “Murder on Madison Street,” a book about the biggest national crime story of the 1920s: the August 18, 1922, robbery and murder of a prominent business leader that occurred on Madison Street in Baltimore City.
This historical fiction account of the crime and the national dragnet to capture and try the criminals was picked up by West Philadelphia Press and soon will be available on Amazon and other outlets.
VICTOR REUS retired three years ago from the University of California San Francisco School of Medicine but went on recall status, which in the University of California system allows one to keep doing the things they want to do and respectfully decline others. He works on funded National Institute of Health (NIH) grants and applies for new ones while also continuing as an Institutional Review Board (IRB) Chair (which he has loved doing for 25 years) and serving the American Psychiatric Association (APA) as Chair of Practice Guidelines. Victor and his wife, Kira, spend most of their time in their country house in Glen Ellen, CA, about 1,000 feet up on Sonoma Mountain at the end of 2.5 miles of private road, with lots of wandering animals and birds.
Victor says he started boarding at McDonogh at age seven and often reflects on that world versus the present. Memories of that life came alive in a rare book he found and donated to McDonogh’s Wilson | Young Archives and Special Collections related to the legal fight over John McDonogh’s will. He recommends reading his will in its entirety as well as contemporary news accounts to learn about this man whose judgments he considers perplexing.
1966
JOHN GRUBB was inducted into the Greater Baltimore Lacrosse Hall of Fame in January. John was one of the first All-American lacrosse players in Towson University history and one of the most successful high school lacrosse coaches in Maryland.
LARRY DEVAN received a Lifetime Achievement Award in December 2023 from the United States Harness Writers Association, Goshen Chapter. This award was in connection with his service as Chairman of the Executive Committee and past President of the Harness Racing Museum and Hall of Fame in Goshen, NY.
1967
Charlie Zapf ’67 was awarded the Distinguished Adjunct Faculty Award from the Department of Psychiatry at Emory University, where he taught while maintaining his private practice.
TOM MACHAMER and his wife, Nancy, recently completed a tour of France. The highlight was three days in Normandy, where they visited several military museums as well as the American Cemetery at Colleville ser Mer, Omaha Beach, Point du Hoc, and Utah Beach. This last stop was especially significant as it was there, on D-Day, that former McDonogh Middle School science teacher FRITZ MAISEL ’37—as a member of the 4th Infantry Division—was severely wounded. Tom says the visit, part of the 80th anniversary of those battles, was a poignant reminder of the sacrifices made by so many McDonogh students during World War II.
1971
STEVE CARR recently published his seventh book, “Antelope Girl,” the third book in the Jenny Hatch Southwest murder mystery series. The book is a finalist for bestthrillers.com’s National Thriller of the Year. Steve worked for the U.S. Forest Service for many years at the North Rim of the Grand Canyon, and his wild adventures provided the backdrop for his chilling stories.
1972
MARC ANDERSON announced that the Jason Anderson Foundation for Youth Sports has reached an eightyear milestone. The foundation was established in 2016 to honor the memory of Marc’s son, Jason, who passed away in an accident in 2015 at
the age of 33, leaving behind a wife and young son. Since its founding, the organization has awarded more than $72,000 in grants and scholarships to youth in Delaware communities so that children in need can participate in organized youth sports. It also coordinates with volunteers of the Delaware Office of the Child Advocate’s Court Appointed Child Advocate (CASA) program to provide funding to foster families and children who will benefit from participating in structured youth sports. Working with these organizations and families reflects the cornerstone of the foundation’s efforts to serve a community of those truly in need and give kids a chance to learn life’s lessons of teamwork, leadership, and friendship through sports.
1975
JOHN FISHER ’72 (left) and DAVID FISHER ’75 (right) continue their section hiking on the Appalachian Trail. This year, they returned to New Hampshire and completed a 21-mile hike including the steepest section of the entire trail, a 2,000-foot elevation change in a little over a mile. They also crossed six peaks over 4,000 feet.
1976
DAVE HOATSON runs a museum/ store/restoration shop in Chestertown, MD, specializing in antique electric fans, lights, telephones, and heaters. His previous career was as an electrical engineer at AAI Corporation, designing training devices for radar, sonar, and air defense missiles. His specialty was full dome immersive virtual reality display systems, which he designed and installed worldwide.
JONATHAN HOLLJES and his wife, Jeni, love getting together with Sally and CHRIS HARRISON ’74 in Virginia where they reside. The two alumni did not know each other in school and were friends for a couple of years before they realized they had McDonogh in common. A discussion about a McDonogh abroad trip led to this discovery.
CLASS NOTES
1977
SCOTT KALLINS , in between travels, obtained a master’s degree in Elder Law (conferred in May 2023) from Western New England University. He looks forward to more adventures, both in the mountains and upon the seas.
1981
BILL AYARES enjoys life on his animal sanctuary just east of Albuquerque, NM. The 20-acre ranch has miniature horses and donkeys, alpacas, pigs, Highland cows, chickens, turkeys, ducks, and even a ‘zonkey’ (half-zebra, half-donkey).
McDonogh alumni gathered with Amanda and Neal Moszkowski ’84 to celebrate the wedding of Neal’s son, Jake, in Beaver Creek, CO, on August 3. Left to right: Guy Moszkowski ’75, Arthur Adler ’78, Neal Moszkowski ’84, and Tom Klaff ’84.
1984
MIRIAM PIPES is excited to be retiring after the 2024-2025 school year and 35 years of teaching in Carroll County, MD. She and her husband look forward to living in the mountains in Somerset County, PA, where she will continue her second career in American Sign Language (ASL) interpreting.
1985
BRENDAN CORCORAN , in the spring of 2024, received Indiana State University’s Theodor Dreiser Distinguished Research and Creativity Award, which recognizes outstanding research and creativity contributions by ISU faculty. He also earned a promotion to full professor.
Linda Lang ’85 enjoyed celebrating at the marriage of her son, Eric Lang ’14, to Abby Grehlinger. From left: Tom Lang, Beatrice Messaris ’22, Andrew Lang ’22, Eric Lang ’14, Abby Grehlinger, Linda Lang ’85, Amanda Lang ’17, and Bruce Moore ’16.
1988
ERIC ALDRICH , a seasoned diplomat with the U.S. Department of State, has recently taken on the role of Diplomat in Residence for New Jersey and New York, stationed at the Colin Powell School at The City College of New York.
1989
VERN ANDERSON published his first book in January entitled “Tales from the Heart,” which examines the human and canine bond. He has a second book in the works for later in 2025.
Robin and John Kemp ’77 (left) with Susan and Bernie Sandler ’77 in Croatia.
1993
LAUREN LIPSCOMB was installed in June 2023 as the Chair of the newly formed Post-Trial Committee for the Maryland State’s Attorney’s Association (MSAA). In this role, she provides training and renders advice on legislative matters prior to and during session. She regularly testifies and participates in posttrial legislative matters in Annapolis. Recently, she presented a training at the MSAA conference in Ocean City, MD, for several hundred prosecutors from across the state. Additionally, Lauren’s work was featured in a “This is Criminal” podcast entitled “Under Oath,” and she was also interviewed for an upcoming documentary. To date, four McDonogh students have been welcomed as shadows or senior projects in Lauren’s office, with CONSTANCE LIN ’24 as the most recent to benefit from the experience.
SHANA HAYGOOD SILVA , her husband, Bill, and their four children have commenced year four of Logic Creative Labs, a learning pod in Georgia. The nonprofit was modeled on the inclusivity and values of Shana’s McDonogh experience and serves more than 140 students north of Atlanta, providing homeschool support and diverse educational programs.
1996
ALISA BERG GOLDSMITH recently joined the team at Hubble Bisbee Christie’s International Real Estate in Baltimore. She lived in New York City for many years working in marketing and the music business before pursuing a real estate career upon her return to Baltimore in 2016. Alisa has been named among the top 1% by “Baltimore Real Producers” and has been a “Baltimore Magazine” Top Agent for four consecutive years. Additionally, Alisa has been nominated twice by “Baltimore Style Magazine” as Baltimore’s Best Realtor.
1998
AKHILA KOSARAJU is the CEO and President of Phare Bio. The company recently received $27 million to accelerate AI-powered drug discovery and develop critically needed new classes of antibiotics.
KAREN SEGALL is the General Counsel at A24, the studio that produced “Sing Sing,” a film about an inmate who was wrongfully convicted and finds meaning through theater. McDonogh students taking the Law in Literature elective were treated to a screening of the film, which was released in January 2025 and already receiving early Oscar buzz.
2000
DARL PACKARD and 10 other caregivers from the Haggerty Elementary School community completed the Reach-the-Beach Ragnar Relay from Lancaster, NH, to Hampton Beach, NH. They took 32 hours, five minutes, and 53 seconds to finish the 200-plus-mile relay and placed 111th out of 232 teams and 37th
In June 2023, Claire Plitt Kobulnicky ’96 and her husband, Adam, celebrated the McDonogh Upper School graduation of their son, Christopher Kobulnicky ’23. He is now studying Computer Science at Grove City College in Pennsylvania. From left: Calvin Plitt ’68 (grandfather), Laura DaPra ’02 (aunt), Christopher Kobulnicky ’23, Claire Kobulnicky ’96, and David Plitt ’99 (uncle).
Rania Kfuri ’98 started a new job as Vice President of Philanthropy, Sales, and Marketing at Glenmeadow in Longmeadow, MA.
Constance Lin ’24 (left) and Lauren Lipscomb ’93
CLASS NOTES
out of 73 teams in the Standard Mixed Open division. Each team member ran three times, and despite contracting plantar fasciitis a week before the race, Darl managed to eke out his 14.7 miles (leg one: 2.9 miles, leg two: 6.1 miles, leg three: 5.7 miles). The effort helped to raise money for Haggerty Elementary where his children, Mychal and Zephyr, attend. This was his second Ragnar Relay, and he looks forward to the next one!
GABBY SCHIAVINO married Chris Farthing on June 6 in Billings, MT.
A few days later, guests helped at the couple’s cattle branding event in Lodge Grass, MT—the trading center for ranches whose herds graze the rich land. It’s been a big year for Gabby who, in October, was promoted to Editorial Director in the Equine Network’s Western Sports Group where she’ll oversee content creation efforts for “Horse&Rider” magazine, the Ranch Sorting National Championships, and other projects. Topping off such a momentous year was getting to see best friend LEXY APOSTOLOU ’01 on two occasions—at the wedding and again in New York in September. Gabby and Lexy are trying very hard to make Reunion Weekend in 2025!
HEATHER WARNKEN was named a Gamechanger by “Baltimore Magazine” and featured for her work and impact leading the Center for Criminal Justice Reform at the University of Baltimore School of Law. The Center supports community-driven efforts to address the harm and inequity of the criminal legal system and advance public safety. This year, it took part in numerous policy victories, including convening a coalition to advise Maryland Governor Wes Moore on the largest categorical mass pardon in U.S. history (pardoning 175,000 cannabis-related convictions) and passing multiple laws in the Maryland General Assembly, including the Victim Compensation Reform Act of 2024.
In October, the Center hosted an annual convening, Criminal Legal Reform in the 2025 Maryland Legislative Session, bringing together more than 270 diverse participants from across the state and DMV region. In collaboration with Greatest Good McDonogh, led by JEN PINEAU WILSON ’97 , the Center teamed with McDonogh Upper School teacher Christy Jordan to facilitate the participation of 20 McDonogh students in the event to deepen their exploration of the impact of mass incarceration in the U.S. and identify ways to get involved in policy change in their communities and beyond.
2003
BRANDON ETHERIDGE and Charlotte Donati were married at the beautiful Chateau Les Carrasses in southwestern France in a little town called Quarante on June 29. They honeymooned afterward in Marrakesh.
2005
PARIS GRAY was elected Councilman for Baltimore City District 8 in November. He is pictured below with McDonogh retiree Anita Hilson.
Katie Nelson ’01 married Ericka von Kaeppler on September 14 at La Playa Hotel in Carmel-bythe-Sea, CA.
2006
ZACK GARBER is now running the Garber Wealth Management Team after his father’s retirement in December. He and his wife, Arielle, welcomed their first child, Emily Miriam, on August 14.
ALISON SHER became a partner at the law firm Simpson, Thatcher in New York City.
2009
AMAIYA DAVIS-WYNTER married Matthew Wynter on October 12 in Long Island City, NY. They are living in New York City, and Amaiya is the Vice President of Media/Cultural Impact and Engagement at REPUBLIC/ Universal Music Group.
Jeremy Sieverts ’05 attended the 83rd birthday celebration of Joe Brown ’60 on July 25 at the Leatherneck Club in Las Vegas, NV, with his father, Lou Sieverts ’71.
PATRICK TOOHEY married Cori Schreider on October 5 at The Baltimore Museum of Art. They currently live in Bethesda, MD, where Patrick is an attorney at Miles & Stockbridge P.C.
2010
HALEY PAPEL married Andy Thrasher at the Harford County courthouse on July 12 and then had a “happily ever after party” on September 28 at the Suburban Club in Pikesville, MD.
Sara Byrd Millspaugh ’09 married Wesley Milton on October 19.
CLASS NOTES
2011
MATTHEW ZAFRIR is the Executive Chef at the historic Tabard Inn in Washington, D.C. He was also voted Best Chef in the “Washington City Paper” 2024 Best Of awards.
TOMMY SINNOTT and his husband, Skyler Powers, recently moved to Colorado, where Tommy is Vice President of Development for a Denver-based real estate developer. They’ve been enjoying weekend hikes with their puppy, Cowboy, and recently met up with BRIDGET COLLINS ’90 , and her dog, Faegan, at Golden Gate Canyon State Park.
2013
KIERSTEN MARTIN married B.J. ANDREWS on May 3. They reconnected after college in 2018, became engaged in August 2022, and were happily married in May 2024 in San Diego, CA.
Casey Black ’13 married Matthew Barrett on October 5.
Allison Bowen ’13 married Jesse Lall on October 19.
Claire Sinnott ’13 married Andrew Kelley on July 13 in Annapolis.
Christy Cwieka ’14 married Garrett Sadtler on May 17 in Ridley Creek State Park, PA. They were excited to celebrate with many McDonogh alumni and staff. Front row, from left: Kim Smalkin Barranco ’83, Paget Barranco ’14, Lizzie Taylor ’14, Andi Cwieka ’14, Garrett Sadtler, Christy Cwieka Sadtler ’14, Rachael McCarthy Wollenzien ’14, and Heather Greenebaum Mills ’14. Back row, from left: Jay Taylor ’65, Mike Barranco ’78, Jacob Taylor ’11, Drew Lee-Young ’11, Lauren Fish ’14, Tim Fish, and Peyton Barranco ’17.
Eric Lang ’14 married Abby Grehlinger on July 6 in Frederick, MD.
Tori Rudnicki ’14 married Jon Conley in Saugerties, NY, on October 19 and enjoyed celebrating with McDonogh classmates. From left: Liz Feeser, Kristina Foutz, Jon Conley, Tori Rudnicki, Ilana Goldberg, and Jacob Siegelbaum.
Nicole Franklin ’15 and Blake Gray ’15 were married on August 23 in Brooklyn, NY. They enjoyed celebrating with many classmates who attended the festivities. Front row, from left: Bobby Austin, Elizabeth George, Annie Cohen, Gabrielle Centenari, Jordy Elardo, Sophie Alecce, Nicole Franklin, Blake Gray, Sydni Thacker, Abby Rockefeller, Lexie Sicher, Andrew Minkin, and Caroline Lewis. Back row, from left: Scott Sinnott, Tommy Cullen, Liv Jenner, Robby Black, Jack Kemp, Emma Lehmann, Davis Sawyer, and Oliver Schmickel.
CLASS NOTES
2019
BRYNN PEDDY is evaluating veterinary school acceptances and plans to focus on small animals and exotics when she enrolls in the fall of 2025.
ANDREW PRIVETT and JACOB MURRELL ’22 , who played soccer together for one season at McDonogh, are both starting pros in Major League Soccer (MLS). Andrew is on his second contract with Charlotte FC and Jacob (pictured on page 59) is on his rookie contract with D.C. United. On October 19, their teams competed against each other at Audi Stadium in Washington, D.C.
2020
CHARLIE FLEURY , since graduating from Auburn University in May, has been working for the Atlantabased study abroad company, LeadAbroad. The organization leads college students on summer study abroad programs in countries around the world, including South Africa, Costa Rica, Italy, Spain, Greece, and Portugal. The programs offer opportunities for students to grow as leaders as they immerse themselves in the culture, serve the community in their program city, and check off bucket list items. Charlie says he was inspired to pursue the job opportunity after participating in one of the organization’s programs in Cape Town, South Africa. In his new position, he has led trips to Cape Town and Barcelona, Spain, and will be traveling to these cities again in the summer.
>>> 2021
SARAH TALBERT is a senior at Northwestern University, majoring in English and Theater (with a focus on playwriting). This past summer, her play, “Hometown,” was selected to be performed at the Edinburgh Fringe Festival. The icing on the cake was that EMILY ADAMS (friends since kindergarten) and Emily’s father, CURTIS ADAMS ’84 , came to watch the production twice!
The November 30 University of Maryland vs. Penn State football game was not only a chance to enjoy the action on the field, it was an opportunity for members of the McDonogh Family to reunite. From left: Mason Robinson ’23, Coach Marcus Wilson, D’Von Ellies ’19, Dante Trader ’21, Dani Dennis-Sutton ’22, Preston Howard ’22, and Coach Hakeem Sule ’05.
iSUBMIT YOUR PHOTOS & CLASS NOTES
THE DEADLINE TO SUBMIT CLASS NOTES FOR THE SUMMER ISSUE OF “MCDONOGH MAGAZINE” IS THURSDAY, MAY 1. TO SHARE YOUR UPDATES, NEWS, AND PHOTOS, VISIT MCDONOGH.ORG/CLASSNOTES.
Please be sure to identify everyone pictured. Digital images should be at least two megapixels [1600x1200 pixels].
DANA THOMPSON , a member of the Spelman College choir, had the opportunity to perform with Kristin Chenoweth and the Atlanta Symphony Orchestra. Chenoweth, the original Glinda in Broadway’s “Wicked,” sought out Dana to sing “For Good” with her.
Jacob Murrell ’22 poses with McDonogh students after the D.C. United game against Charlotte FC (Andrew Privett ’19’s team) at Audi Field in Washington, D.C., on October 19.
Kira MacMullan ’22 and Aidan Hurdle ’22 met up at the 125th Army vs. Navy football game in Landover, MD, on December 14. >>>
CLASS NOTES BABIES
1. Logan ’03 and Krissy Bernstein welcomed twin boys, James Thomas and Rory John, on July 17. James and Rory join big brother Charlie who is two years older.
2. Neetha Krishnaswamy Zwick ’03 and Peter Zwick welcomed baby boy Peter Palem in September 2023. He joins their two dogs, Bernie Kosar and Otto Graham.
3. Jessica Levy ’04 and her wife, Paulina Marek, celebrated the birth of their first child, Julia Stefania, on August 2.
4. Zack ’06 and Arielle Garber had their first baby, Emily Miriam, on August 14.
5. Ana Rodriguez ’08 and Malcolm Moses-Hampton ’08 welcomed Miles Luis on September 7. He weighed in at nine pounds and three ounces and already has a ton of hair!
6. Brileigh Pinkney McHugh ’09 and Philip McHugh welcomed Alivia Mae on May 23.
7. Claire Goff Prado ’09 and her husband, Jorge, welcomed Anna-Sophia Marie on July 30. Pictured with big brother Theodore (Teddy) James.
8. Montana Blum Strull ’09 and and her husband, Alec, proudly welcomed Brooks Bowen on June 27.
9. Jordyn Glaser Eby ’10 and Sam Eby ’10 announced the birth of their daughter, Lila Scott, born on September 13.
10. Gabe Macis ’10 and his wife, Amy, are excited to announce the birth of Mila Louise on July 28.
11. Alice Jiranek Sartory ’11 and Jack Sartory ’11 welcomed Leo Hobson on November 7.
12. Erin Fitzhugh Wolfe ’11 and her wife, Mandy, welcomed their son, Atticus Joy, on July 6.
13. Nicole Friedlander Lazaroff ’14 and her husband, Travis, welcomed their son, Braxton Ford, on May 22.
14. Alejandra Paull ’14 and Eric Hofmeister ’15 welcomed baby boy Juan Carlos Paull on September 6.
BECAUSE OF
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