c M DONOGH M AG A Z I N E WINTER
2022
TABLE OF CONTENTS Head of School Message 1 From the Board of Trustees 2 Lessons Learned from a Groundhog and More 3-13 Circling the Hill 14-28 Student Voices 29 Arts 30-33 Athletics 34-37 A Look Back 38-41 Alumni News/Class Notes 42-60 Nina C. Sinnott, Editor nsinnott@mcdonogh.org 443.544.7035 Meredith F. Bower, Managing Editor Heather N. McPeters, Creative Director Danielle Schollaert, Alumni Editor Photography: Meredith Bower, Mickey Deegan, Leslie Finkelstein, Sharon Hood, McDonogh Archives, Heather McPeters, Dave Radford, Danielle Schollaert, and Nina Sinnott Cover photo: Dave Radford Proofreaders: Laura Brown, Christine Krause, and Jen Little Design: Sherry McAllister, McAllister Design Print: Ironmark
McDonogh Magazine is published twice a year for alumni, parents, and friends of the School, and is printed on Forest Stewardship Council (FSC) certified paper. FSC certification ensures that the paper used in this magazine contains fiber from well-managed and responsibly harvested forests that meet strict environmental and socioeconomic standards. On this page: Carter L. ’26 (front) and Kyle R. ’26 explore one of McDonogh’s many ecosystems and collect data using the SEEK app in preparation for creating their own plant identification app. On the Cover: Third graders Claire J.and Julie D. adjust the wiring on the styrofoam owl they designed whose LED light eyes flash in warning when a motion detector senses pests at Roots Farm.
HEAD OF SCHOOL MESSAGE Each year, applications to teach and learn at McDonogh School far exceed the openings. While there are many factors that attract families and faculty to us, I believe that our LifeReady program is the primary driver. Inherently, schools are cautious institutions that focus on what has been successful in the past. But that’s not how we think. McDonogh is committed to preparing children for life in a rapidly-changing world—known as the Fourth Industrial Revolution. As described by Klaus Schwab, the founder of the World Economic Forum, the Fourth Industrial Revolution is characterized by a range of new technologies that are fusing the physical, digital, and biological worlds, impacting all disciplines, economies, and industries. It is ushering in massive change and uncertainty where traditional careers will continue to be replaced by emerging technologies like artificial intelligence, automation, augmented reality, and the Internet of Things. According to a Dell Technologies and Institute for the Future (IFTF) report, 85 percent of the jobs in 2030 don’t even exist yet. Through years of LifeReady professional development, McDonogh’s exceptionally talented faculty are well-versed in this impending impact and well-equipped to teach students the knowledge, skills, and values necessary to navigate the future. In our feature story, Lessons Learned from a Groundhog and More, beginning on page 3, you will see how three science teachers are employing LifeReady learning in their classrooms and on our 800-acre campus. In each division, students were presented with authentic challenges and experienced the joy of learning by forming, testing, and revising their ideas. Along the way, lower and middle schoolers learned computer coding, how to use 3-D printers and laser cutters, how to operate a trail camera and build their own apps, as well as unexpected lessons about plants and animals. You will also read about our impassioned Upper School environmental science students who have been researching ways in which McDonogh can reduce its environmental impact. In a few weeks, they will present their carefully considered ideas to the faculty and administration at a winter symposium—a perennial favorite project of mine. While these science classes exemplify LifeReady in action, this type of learning is happening across all divisions and in all disciplines. Teachers can no longer solely rely on distilling information to students that they then memorize (and quickly forget after a test). Our faculty teach hard technology skills in combination with hands-on experiences that emphasize collaboration, creativity, and communication. Preparing our students to succeed in the midst of the Fourth Industrial Revolution and providing authentic LifeReady learning opportunities is also why McDonogh School is moving beyond the Advanced Placement curriculum. Learn more about this exciting change to our Upper School program in the “Shop Talk” column by Director of Innovation and Learning Dr. Kevin Costa on page 28. As McDonogh continues to evolve and attract the best faculty and the brightest students, I am confident that our graduates will be self-reliant, critical thinkers who will make the world a better place.
David J. Farace ’87 Head of School
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From the board of trustees
BOARD OF TRUSTEES
One of the many challenges of both the pandemic and the polarization we see around us today is the emotional health of children. How do we continue to ensure the well-being
Robert L. Young III ’86 President
of our students on “the hill?” We achieve this by demonstrating that belonging is more
Michael W. Cummings Vice President
Community is deeply entrenched in our character and traditions. Among our best
than just a word—it’s a strategic goal, and the ultimate measuring stick.
examples is the annual McDonogh vs. Gilman football game. Even as a Lower School
Stanley J. Kraska, Jr. ’78 Treasurer
student, I remember well the adults standing together, full of joy, engaging in a unique fellowship. Later
H. Stacey Boyer ’76 Secretary
motivate our performance.
on in my career, from the field, I can recall shouts of encouragement (and occasional criticism) to
This year as I sat in the stands with my classmates, it hit home to me that fellowship and transformation Robert A. Bavar ’90 Robert W. Black III ’80 Steven K. Breeden ’76 Donald B. Christian Leigh Ann Curl, M.D. Irvin DeAndrei Drummond ’92 Brandon M. Etheridge ’03 Michael S. Fader ’07 Michael L. Falcone ’79 Kristin F. Finkelstein ’03 Ronnie Footlick Michael I. Greenebaum Janet M. Herbert ’83 Brett Ingerman ’87 Josh Jones-Dilworth ’98 Hallie D. Label John A. Luetkemeyer, Jr. Steven S. Oh ’86 Callie J. Rahman Patricia B. Raksin, M.D. ’88 Sudhir R. Rao, M.D. Shawn W. Robinson, M.D. ’79 Henry A. Rosenberg, Jr. ’48 David D. Rothschild ’82 Richard Silberstein ’77 Taymour Tamaddon Craig A. Thompson Steven Wolchinsky, D.V.M. Samuel H. Wright ’64
are built on shared experience and deep personal connection. The ritual of meeting and bonding with students and alums of all ages and backgrounds, cheering (and occasionally critiquing), and sharing stories of the past keeps us together for each other in the present. No surprise, our tales grow tall over time and increasingly end with those familiar words: “kids today don’t know how good they have it.” Ironically, a student recently said the opposite to me: “Mr. Young, you don’t know how good you had it.” In addition to the typical stresses of producing grades, finding the right college, and being accepted by their peers, today’s students are faced with the challenges of navigating social media and a rapidly changing world around them. Add the pandemic and polarization and…well, I certainly don’t envy them. The National Association of Independent Schools suggests that new stressors are driving depression, anxiety, loss of social skills, and developmental delays in significant numbers. Maximizing personal potential and experiencing joy in this environment are more difficult when these stressors compromise students’ capacity to persevere and grow. My parents would remind me at this moment that character is revealed in times of crisis. At McDonogh, we are determined that this generation will emerge with extraordinary strength, maturity, and resilience. But it will take all of us. Most alumni remember a parent, teacher, or staff member who went out of their way to share words of encouragement or offer a timely personal story. These little gestures can make a world of difference. I have been the beneficiary of countless acts of kindness from members of our community, and I know many of you have also. Those acts help us feel like we truly belong. Community support keeps us encouraged, connected, and mindful of our commitments to one another. Paying it forward through simple affirmations reminds our children that we have empathy for them in equal proportion to our high expectations. The works of leadership on strategic planning, academic freedom and civil discourse, and the McDonogh Way are taking root. But more directly, each of us can act today to remind our students that they are a vital part of our community and have our total support in their pursuit of personal potential.
Headmaster Emeritus Louis E. Lamborn*
Perhaps it is your small act of noticing, caring, or lending a helping hand at a crucial moment that will
*deceased
opportunities like these, but they can have, I assure you, an outsized impact.
transform a McDonogh student and make their experience a life-changing one. It is easy to overlook little
Robert L. Young III ’86 President, Board of Trustees
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Lessons
Learned from a
Groundhog
AND MORE BY MEREDITH BOWER
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Lower School engineering and technology teacher Aisha Bryant and her third-grade students investigate the pest problem at Roots Farm.
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CHALLENGE: “The academic program at McDonogh School is founded on the belief that all children want to learn. Our LifeReady program seeks to develop each child’s potential through authentic experiences that engage their sense of intellectual and emotional ownership and inspire joy in learning. We empower students to be self-reliant, critical thinkers who can form, test, and revise their
What can we design to help minimize crop damage from animals at Roots Farm?
A
t the beginning of the school year, Lower School engineering and technology teacher Aisha Bryant and her third-grade students ventured out to Roots Farm to learn first-hand about a problem that they were being asked to address: animals were damaging the crops at Roots and they had to be stopped. With notepads and pencils in hand, the students listened intently as Farmer Hood described the issue. They jotted down key bits of information: what crops were growing at Roots and which ones appeared to be most tasty to the predators. Like true detectives they
returned to the scene on several occasions to gather evidence, observe, and identify paw prints in the mud. After consulting with Lower School science teacher Craig Whiteford on how to operate trail cameras, they placed the hardware in key spots and
ideas—for themselves,
soon discovered what was damaging the crops when humans weren’t around.
and in the service of
“I wanted them to have that experience and exposure,” Bryant says of setting up the
others.”—McDonogh Website
cameras. “They thought there may be a lot of action by the chicken coop, so we placed one there. And when they checked the video, they saw the groundhog just gnawing
It’s one thing to read this description of McDonogh’s website and quite another to see it in action. Last fall, we took a peek into three science classrooms where problem-solving drives lesson plans and learning exceeds expectations. In each case, using McDonogh’s campus as a foundation, teachers challenged their students to create useful solutions to authentic problems, which sparked interest and resulted in some very thoughtful outcomes.
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Third graders Kamryn T. and Nadia S. take detailed notes about the pests at Roots.
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LifeReady Learning on
>>> Kolin R. ’31 and Ryan M. ’31 work on their humane groundhog trap.
birds were also the main culprits, the third graders got to work with partners or in groups to begin designing devices to deter the pests.
A trail camera reveals a groundhog happily devouring a pumpkin.
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away at the squash and pumpkin.” After discovering that rabbits and
Bryant, whose focus is technology and engineering, is using this environmental problem as a way to teach her students computer coding, as well as how to create designs and operate 3D printers, laser cutters, and other tools with which she wants them to become proficient. Not only are they learning how to use the sophisticated equipment, but they also can’t wait to get to work. “Kids are engaged as soon as they walk through the door,” Bryant says. “They come with ideas they’ve seen in other places and they are figuring out what they need to know. When students come to me wanting to know more about something they discovered, I have them at the highest level of engagement.” “It’s amazing. Once the Roots Farm project was given to the students, they were driven. This project was relevant to them and their interest was high,” Bryant continues. “It allows me to focus on the skills they need and want and other things they didn’t even know they wanted to learn.”
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>>> Vinay B. ’31 watches the progress on the 3D printer.
modifying, building, and sharing—as they turn their designs into prototypes. While Claire J. and Julie D. build a styrofoam owl with LED light eyes, controlled by a Micro Bit connected to a motion detector, Kamryn T. and Mikayla U. adjust the measurements on a feeder, designed in Tinkercad for the 3D printer. Their plan is to fill it with compostable scraps as an alternative meal for the invasive critters. Bryant, whose finger is on the pulse of every project, can simultaneously answer questions, scan the room, and move easily from one group to another. After reinforcing a measuring lesson with JD C. and Decker W., who are making a box with a sensor to spray water and startle the groundhog, she answers a question from Zaki Z., who is working with Wyatt G. to make a birdhouse that will be more attractive than the crops. Bryant shares the example of one student, Celie M., who is creating a device with a motion
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sensor that will play sounds to scare off animals Sullivan R. ’31 uses Tinkercad to create a motorized snake design for the 3D printer.
As the students innovate, she skillfully guides them
when triggered. She was discouraged by her
down the path to discovery by constantly asking
original cardboard design until Bryant helped her
questions that lead them where she wants them to
realize that a different material would be more
go. And when they arrive at a place where she can
weather resistant. Celie went online, found a plan
teach a quick lesson that benefits everyone, Bryant
for a box, rescaled the size, and built it using the
doesn’t hesitate to ask the entire class to pause
laser cutter. Bryant smiles as she recalls her
and listen. It’s a method that guides her instruction
student saying, “I was so frustrated before, but
and enhances learning for everyone.
I’m so happy right now.”
Along the way, the third graders gain a sense of
“That’s what we want,” Bryant says. “By going
accomplishment because they are learning by
through that type of struggle they gain another
doing. Discussions about what’s working (or not)
skill that will help them down the line and for the
drive the lessons home. “Each time I teach a new
rest of their lives.”
skill or stop to reinforce a previous lesson, such as measuring using Tinkercad, I encourage the kids to go back to their group, talk about their idea, and consider if that new skill will benefit their design. It’s the ultimate teachable moment,” Bryant says.
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As the third graders continue to refine their designs, Bryant, who encourages independent learning, suggests they do research and use the resources on campus—including other faculty and staff. “I’m trying to get the students to feel
On any given day in her busy classroom, students
comfortable asking others for their opinions and
can be found researching, creating, sawing,
knowledge and to use that information to help
programming, gluing, questioning, measuring,
guide, alter, or change their design,” she says.
Over the course of the fall, Bryant not only assesses her
At last check, Celie, who had researched the sounds
student’s design and construction skills, but she also
that scare groundhogs, was using MakeCode for
has them speak to others about their project either in
Micro Bit to create the audio for her device. She was
person or via video about their ideas and execution.
leaning toward a coyote noise since, as she explains,
Not only does it help with public speaking and
“Bobcats and bears don’t exist at McDonogh.”
presentation skills, but it also demonstrates mastery.
The third graders will continue to refine their
She explains, “When you can show someone else
designs and solicit feedback from Farmer Hood and
how to do something, it means you truly understand
others. They hope to put them to the test during the
what you are doing. If you can show someone else
next growing season.
how to use Tinkercad for 3D design, then you’ve got it,” she explains.
>>> Celie M. ’31 tests the alarm sound for her motion sensor.
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CHALLENGE:
Using the data you collected outside, create a multiscreen app for the purpose of educating others on plant identification.
C
omputer science and botany are two
With cellphones in hand, they explored various
areas of study that are rarely, if ever,
campus ecosystems from the pond to the meadow,
taught together. But in Wendy Van
snapping pictures of plants, bushes, trees, and fungi
Norden’s eighth-grade class last fall,
while learning how to use iNaturalist’s Seek, an app
they were a perfect combination.
that employs image recognition technology to
Van Norden, who is charged with
identify plants and animals. As they learned how to
teaching science, coding, and
collect data and classify the plants according to
robotics, challenged her students to
taxonomy, they also earned badges for completing
create their own interactive apps.
challenges. And without even realizing it, they began
And while she was at it, slipped in a
lesson on plant life. Although her goal was to introduce the foundation
of a well-designed app, and gain an understanding of how apps work.
of JavaScript through code.org, an online computer
“After our hikes, we came back to the classroom for
science curriculum that uses beginner-friendly block
a short science lesson and then spent time coding,”
programming, Van Norden did not want her students
says Van Norden, who challenged her class to use
sitting behind their computer screens for their entire
the information they collected to make their own
70-minute class period. So, she devised an engaging
app to educate others about plants. “It was a
project that taught them much more than coding
balance of outside exploring, talking about science,
and also provided a nice “mental health” break.
and troubleshooting,” she adds.
She says, “When the kids came back from summer
As the students became more immersed in the
vacation, I wanted to get them out in nature and at
project, their vocabulary naturally became peppered
the same time teach them how to create an app.”
with both plant science and computer science
>>> Eighth graders Maddie W. and Annalyse S. take photos of plants they will identify using the iNaturalist Seek app.
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to absorb plant vocabulary, appreciate the features
>>> Balwyn J. ’26 and James L. ’26 work on the code for the app they are creating.
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Annie G. ’26 uses Code.org App Lab to create her own app while Cameron H. ’26 maps out her app design by creating a detailed flow chart before getting to work on the computer.
Vivie agrees, noting that the assignment gave her a greater appreciation for how apps are made. “Sometimes I’ll be on a website and think ‘oh wait, I know what they probably did to make that happen,’” she says. The eighth graders’ level of understanding and interest in computer science was exactly what Van terminology. Although each student was responsible
Norden anticipated and was the perfect setup for
for creating their own app, Van Norden says her
the more complex coding that followed later in the
classroom was constantly buzzing with collaboration,
fall—programming robots to perform specific tasks
and the chatter was as much about plant structures
autonomously. Now, using the same CodeHS
and taxonomy as it was about coding concepts such
learning platform used in Upper School, the eighth
as conditionals and loops. “They were super engaged.
graders are learning to write their own code as a
If I just stood there and taught them about botany, it
programmer would in JavaScript.
wouldn’t mean as much. When they are interested they learn more,” she says.
confidence continue to grow as they understand the
The eighth graders liked the balance between nature
role of efficiently planning a design and learning
and technology as well as the flexibility the project
from failure when things do not work right away. “If
offered. Students Vivie L. and Philemon K. created
you get one wrong character, the whole thing
apps to teach the user about the various types of
doesn’t work so you really have to think,” says Leila.
plant life while Leila G.’s app named “McD Find the Plants Quiz” not only tested the user’s observation skills but also provided information about the plants specific to McDonogh’s campus. Using the images they collected and stored on the Seek app, which was created by the National Geographic Society, many students went beyond the basic requirement to build their app with a minimum of four screens, two sounds, and an ability to get back to the beginning from every screen. Philemon says he used a plant identification flow chart that he discovered online to guide the organization of his app called “Plant Family Identification,” which had 14 screens each with sound. “Coding is more than just adding buttons, text, and images. It’s a lot of work to make an app,” he says.
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Eighth graders Kareem A., William A., and Ty B. test their robots to make sure the code they have written works.
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Despite the complexity, the students’ motivation and
For now, Van Norden, who sees the long-term value of understanding coding, is pleased with the enthusiasm of her students for computer science. Several have already expressed interest in advanced programming coursework, and she believes that many will continue to pursue computer science opportunities in Upper School and beyond.
CHALLENGE:
How can we reduce the School’s contribution to climate change?
A
fter climbing a steep ladder to a flat roof of the Rollins-Luetkemeyer Athletic
Jones, whose classes have been similarly challenged in the past, says this year he has seen a groundswell
Center, George Constable, Lauren
of interest in green initiatives and environmental
Trexler, Maura Beatty, and Sydney
sustainability, not just among the students studying
Smith were thrilled to discover that it
environmental science but among parents, alumni,
was covered in a thin layer of gravel
and faculty. “We have a more well-informed student
and that moss was actually growing
body who believe that as an institution we can be
in one area. Moss on a rooftop is not
more proactive. It’s important for students to get
something many students get
involved and move things along,” he says. “These
excited about, but for this group, it
was a positive sign that the flat surface has the potential to become McDonogh’s first self-sustaining green roof.
kids are excited, interested, and passionate about finding a solution.” Early in the process, after determining what they believe to be realistic ways in which McDonogh
These seniors and their classmates were challenged
can reduce its contribution to climate change,
by their environmental science teacher, Dr. Josh
Jones held a roundtable discussion. As groups
Jones, to come up with productive ideas to offset
presented their preliminary research on solutions
the School’s environmental impact by restoring its
ranging from regenerative agriculture and
natural habitat, regenerating the soil, and reducing
agroecology to food sustainability and solar
its carbon footprint. They formed small groups based
energy, their classmates carefully listened and
on their area of interest, and hit the ground running.
offered feedback. Jones uses this collaborative
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Standing on the roof of the Rollins-Luetkemeyer Athletic Center, senior Sydney Smith and environmental science teacher Josh Jones discuss the possibility of turning it into a green roof, while classmates George Constable, Lauren Trexler, and Maura Beatty investigate the moss that will help make it a reality.
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approach to help the groups refine their ideas and
studied aerial photographs, used GPS mapping tools
offer each other suggestions. He says, “Sometimes
to evaluate current land use, and did calculations to
when you have different perspectives, you can see
determine area, mass, volume, time, and more.
the holes.”
Wheaton, whose focus is on the use of solar panels
green roof explained how among other environmental
to generate energy, explain that rather than
benefits, planting grasses on rooftops improves
proposing the placement of solar panels on the
stormwater management and reduces greenhouse
angled south-facing roofs of campus buildings or
gas. After speculating about which campus buildings
“planting” a solar field where corn is currently
may be good candidates for the technology, their
grown, they decided to pursue the idea of solar
classmates also suggested that the group contact a
panel canopies in the student parking lots. The
nearby school and the National Aquarium in Baltimore,
group says that the canopies will not only preserve
both of which boast thriving green roofs, to learn
the look of the campus buildings while generating
about specific elements of such a project from
power, but installation would also be easier than
installation to budget.
retrofitting a rooftop. Additionally, they believe that
Throughout the fall, the environmental science students continued to research and refine their ideas. They reached out to McDonogh staff and
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Seniors Jadyn Reveley, Ashley Puritz, and Serena
During one such discussion, the group proposing the
the parking lot canopies would enhance McDonogh’s image and send a clear signal that the School is serious about reducing its carbon footprint.
administrators for specific information on energy
The students say that while some people may not
consumption, took measurements of various spaces
think the parking lot canopies are pretty, if they
on campus, contacted professionals and businesses,
were choosing a school and saw solar panels, they
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Senior Ashley Puritz measures the parking lot for potential solar panel canopies.
would take a harder look. “If anything, it shows that
be done at McDonogh. Through their research, they
the school cares about the environment,” says Serena.
learned that the process to convert an engine to
As often as the groups are frustrated when they encounter roadblocks, they are also encouraged when they discover fresh ideas and approaches. Ashley, who has left countless messages with solar companies that fail to reply, was encouraged when,
biodiesel is relatively easy and inexpensive. Next, they hope to partner with SAGE and a group of engineering students to see if they can make the change on a piece of the School’s equipment such as a tractor.
through her research, she learned about grants and
Later in the school year, the passionate students will
tax credits for institutions that install and teach about
present their suggestions on how McDonogh can
alternative energy.
reduce its carbon footprint to faculty and
Alternative energy in the form of cooking oil from the dining halls piqued the interest of seniors Nick Richard and Bryce Walton who began the project exploring food sustainability at McDonogh. When reviewing SAGE Dining’s list of protocols, they
administrators at a symposium. They are hopeful their ideas will inspire change. “I’ve been thinking about ways that McDonogh could be more sustainable since I came here as a freshman,” Lauren says. “I think a green roof would be awesome.”
discovered that the food service company has been
Maura agrees, adding, “It shows we are trying to be
involved with converting used cooking oil into
more carbon neutral and taking steps to be more
biodiesel fuel, and they were curious to see if it could
sustainable as an institution.”
>>> Seniors Bryce Walton and Nick Richard research the viability of converting the oil from the dining hall into biodiesel to power the Roots Farm tractor.
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WORTH THE WAIT When the ribbon was cut to officially open the Marlene and Stewart Greenebaum Middle School
building in early November, a shower of orange and black confetti floated to the ground. Although the ceremony took place weeks into the school year, and students and teachers were accustomed to the grade-level neighborhoods and flexible spaces, excitement for the occasion was as high as on the first day of occupancy. Dressed in festive spirit wear, the Middle School community was joined by trustees, donors, and friends for the event that began with a song in tribute to the Greenebaum family, written and performed by humanities teachers Jon Aaron ’72 and Steve Martel. The program continued with words of gratitude from Head of School Dave Farace ’87 and President of the Board of Trustees Rob Young ’86. Trustee and benefactor Michael Greenebaum then spoke, honoring his parents for whom the building is named. The ceremony ended with a rendition of Journey’s hit song Don’t Stop Believin’ performed by the Middle School Rock Shop band with Greenebaum, who believed in the project since the beginning, as
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From left: Trustee and benefactor Michael Greenebaum joins Middle School Rock Shop musicians Tag B. ’27, Jack S. ’27, and Emma R. ’27 for a celebratory jam.
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guest bass guitarist. —By Meredith Bower
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CIRCLING THE HILL
OFFICIAL OPENING
Middle School students gather for the festivities.
>>> Teachers Jon Aaron ’72 and Steve Martel perform the song they wrote in tribute to the Greenebaums.
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The ribbon is cut! From left: Head of School Dave Farace ’87, Head of Middle School Robyn Little, Willam Ashley ’26, Heather Greenebaum ’14, Samatha Greenebaum ’19, Robert Greenebaum ’11, Michael Greenebaum, Adele Greenebaum, Associate Head of Middle School Kirk Robertson ’98, and Board of Trustees President Rob Young ’86.
Trustee and philanthropist Michael Greenebaum stands proudly with his children Samantha ’19, Heather ’14, and Robert ’11 in front of the building named in honor of his parents.
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CIRCLING THE HILL
GAINING MOMENTUM, DEEPENING CONNECTIONS When Greatest Good McDonogh officially launched in July, Director Bridget Collins ’90 and Program Manager Maya Doeh O’Konski quickly set to work. In just a few months, they have managed to build off the many philanthropic projects already taking place at McDonogh and take these initiatives to a higher level by putting students in charge. “The idea is to cultivate purpose in kids and give them agency,” Collins explains. This involves working directly with students to help them understand how they can become advocates for causes they care about. In August, Greatest Good McDonogh facilitated a retreat for the Upper School Student Government Association (SGA) service representatives to help them identify their passions
>>> Program Director Maya O’Konski works with first graders Jordan W. and Mikey C. on a holiday acrostic poem.
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From left: Sophomores Clara Dawn and Farrah Atkinson write thank you letters to veterans as part of a Greatest Good McDonogh initiative.
and make goals for the school year. O’Konski also met
to grow Greatest Good, to go off campus and deepen
with every first-grade class, discussing the root causes
partnerships, both old and new. We plan to sit down
of hunger in Maryland and taking them through the
with organizations and ask them what we can do—to
process of advocacy.
just listen,” Collins says.
These valuable interactions helped set the stage for a
Greatest Good McDonogh also plans to collaborate with
successful Stuff-a-Bus campaign in November. Led by
teachers. “As we enter the new year, we want to build
the SGA service representatives, students from every
relationships with teachers to find ways to integrate
division played a role in this effort to supply food for
Greatest Good into their everyday coursework,” Collins
the Maryland Food Bank. The SGA students learned
explains. The plan is to work one-on-one with teachers
how to build their advocacy skills by coordinating the
who are already doing amazing things and see how
schoolwide campaign and encouraging students in every
Greatest Good can support them, including putting
division to promote the event and participate. The first
them in touch with community partners.
graders created posters to promote the food drive and eighth-grade leadership also collaborated on the project.
“We are very excited. We have a lot of momentum,” Collins says. “Our goal was to deepen our support for
With so many hands involved, Stuff-a-Bus collected an
initiatives that were already happening at McDonogh,
impressive 1,484 pounds of non-perishable food items.
to bring them in line with our outcomes, and bring
“Every piece of the project represents tangible ways
intentionality and depth to those things. We feel really
to put kids in the driver’s seat by understanding what
strongly that we have done that, while honoring the
they care about and seeing themselves as advocates,”
service the School has already done through the years.”
O’Konski says.
—By Laura Brown
Greatest Good McDonogh extended its support of the
Led by David Rothschild ‘82, the Rothschild Foundations— which are committed to advancing educational initiatives that inspire philanthropic and social engagement— catalyzed the launch of Greatest Good McDonogh with an endowed commitment and partnership support.
hunger initiative to Roots Farm where Lower School families harvested vegetables for the Maryland Food Bank. And in first-grade STEM classes, students planted container gardens, with plans to donate them in the spring to an organization benefiting people in need. Leading up to Veterans Day, O’Konski worked with SGA service representatives to explore how to support those who served in the military. This student project involved interviewing Marine Corps veteran and alumnus Mark Weingram ’03 and writing letters thanking veterans for their service. “Many have written back, acknowledging and thanking students for their support,” Collins shares. In November and December, the Greatest Good Holiday Project worked with St. Gregory the Great parish to provide gift cards to needy families. While McDonogh has partnered with St. Gregory for more than 30 years, this partnership and the many others. “We are excited
Students of all ages contributed to the hugely successful Stuff-A-Bus project in November.
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Greatest Good McDonogh aims to do even more with
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CIRCLING THE HILL >>>
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COMMITMENT TO
FREEDOM OF EXPRESSION AND CIVIL DISCOURSE
From left: Upper School teachers Hilary McDonough, Jenny Sataloff, and Robert Penn
Over the summer, McDonogh School drafted a
While students enjoyed an extended Thanksgiving
statement that articulates its position on freedom
break, McDonogh faculty and staff were back on
of expression and civil discourse. It is derived from
campus November 29 engaging in professional
the belief that an independent school classroom
development centered on the School’s commitment
should serve as a marketplace of ideas where
to freedom of expression and civil discourse.
students can engage in respectful civil discourse
Through self-reflection, scenario discussion, and
and debate.
goal-setting, they worked on developing skills and
The opening paragraph of the statement reads:
competencies to better support students and foster productive, respectful civil discourse and debate.
McDonogh School teaches students how to think
The School will continue to offer training sessions
and not what to think. As LifeReady, our academic
focused on developing common definitions about
vision, promises, McDonogh graduates “self-reliant,
free expression; strategizing responses to situations
critical thinkers who can form, test, and revise their
when civil discourse breaks down; and utilizing
ideas—for themselves, and in the service of others.”
pedagogical practices that engage a range of
To develop these abilities and to be truly inclusive
perspectives around topics of study.
and respectful, teachers and students must invite and analyze all debatable ideas and points of view. Critical reasoning remains a core competency for college and career, but just as importantly, the ability to understand, evaluate, and act on ideas responsibly prepares students for healthy democratic participation for life.
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From left: Middle School teachers Bill Marks, Roman Doss, Jeana Gamber, Shalyce Hemby, and Jon Aaron ’72
Visit mcdonogh.org to read the full Freedom of Expression and Civil Discourse statement and watch an accompanying video in which McDonogh teachers describe what the statement means in their classrooms and how it is the foundation for inspiring compassionate minds.—By Nina Sinnott
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From left: Lower School teachers Evelyn Hoffman and Amy Drummond ’93
LISTENING TO MCDONOGH VOICES
An engaged audience of alumni,
been researching and writing a
the memorial will pay homage to
faculty, students, and parents are
narrative history to commemorate
the enslaved people of John
listening to McDonogh Voices: One
the School’s 150th anniversary.
McDonogh and how it is intended
School. Many Perspectives—a
They discussed slavery and the
to be used as a foundation for
multi-year series of learning and
slave trade in the United States,
educating students more fully
discussion opportunities. The
Baltimore, and New Orleans as well
about this period in history.
inaugural conversation in November
as John McDonogh’s association
set the stage as panelists Nadine
with it. They also touched on how
Knight ’95, Associate Professor of
other institutions with connections
English and Director of the Center
to slavery have analyzed and
for Interdisciplinary Studies at
expressed their own histories.
College of the Holy Cross; Jessica Levy ’04, Assistant Professor of History at Purchase College, SUNY; and Upper School history teacher John Wood provided an overview of how history is understood and communicated. They also spoke about the ways in which various institutions and their disciplines have evolved in their understanding of the stories they tell about people who have been overlooked or deliberately erased.
by a Tuttle Gallery exhibit, “Lillian’s Invisible Career.” The show, which
Russell ’00 and collaborators Naana Badu ’00 and Jen Ford ’00 will perform an original dance piece highlighting the dichotomy and
All are welcome to listen in person
complexity of McDonogh (the
or via livestream to the March
person and the School), the
session of McDonogh Voices
importance of creating greatness in
featuring retired Art Department
difficult times, and a forward vision
Chair and artist Oletha DeVane and
of the McDonogh community’s
artistic historical consultants Dr.
future. Russell will serve in
Lowery Sims and Dr. Leslie King-
residency at McDonogh for two
Hammond. The trio will discuss the
weeks prior to the presentation to
evolution of McDonogh School’s
teach and incorporate the talents of
Memorial to Those Enslaved and
McDonogh’s theatre, dance, and
Freed prior to its unveiling in April.
gospel choir students in this
They will explain the ways in which
performance.—By Meredith Bower
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The presentation was complemented
During Reunion Weekend 2022, Nile
From left: Nadine Knight ’95, Jessica Levy ’04, and Upper School history teacher John Wood presented a historical framework for the series as well as giving examples of how other institutions have been centering people whose voices have been intentionally unheard.
featured the photographs of guest artist Akea Brionne, focused on the implications of historical, racial, and social structures in relation to the development of contemporary Black life and identity within America. McDonogh Voices continued in February with a session entitled “New Understandings of American Slavery and John McDonogh” featuring researchers Ken Lipartito, Ph.D. and Patricia A. Watson, Ph.D. of Business History Group, who have
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CIRCLING THE HILL
ALUMNA PRODUCES DOCUMENTARY ON
THE MEMORIAL TO THOSE ENSLAVED AND FREED When Robin Hamilton ’91 graduated from McDonogh
In 2012, Hamilton founded her own company, ARound
30 years ago, her sights were set on her future. She was
Robin Production Company. Working at the intersection
headed to Duke University with no plans to look back.
of media and policy, she says her work is guided by the
Today, Hamilton, an Emmy Award-winning journalist, filmmaker, and writer, is not only back on campus, but she is producing a documentary film about the creation of the memorial to honor the enslaved peoples of John McDonogh. Hamilton, who learned to think critically at McDonogh, says she discovered her love for journalism at Duke. She credits her English professors with helping her become a stronger writer and storyteller and for putting her on the path to journalism. She earned two master’s degrees, one from New York University with a concentration in broadcast journalism and a second in public administration from Harvard University’s John F. Kennedy School of Government with a focus on public policy and media. She began working as a television news reporter in 1998. After several years of covering crime and weather, she advanced her journalism career by proposing and reporting feature stories for Black History Month.
principle of providing information that can promote transformation. Among her many works, Hamilton’s portfolio includes four documentary films on littleknown figures in Black history. “That was not the intention,” she says, “I just look for really good stories and these people had not had their stories told.” To prepare for her current assignment with her alma mater, Hamilton spent months gathering material about the School’s benefactor, founding, and evolution. She has also been tracking the progress of the Memorial to Those Enslaved and Freed, which is being created by retired Art Department Head Oletha DeVane. Hamilton is now combing through hours of interviews and video footage that she will weave together to tell the history behind the memorial project, and illustrate the artistic process. As a Black woman, Hamilton says she is humbled to have been asked to contribute her talent to the School—the foundation for her skills. “McDonogh is a place where I got a great education. That opportunity came not only from this man [John McDonogh], but from the incredible laborers who we don’t know. I attribute my success as much to them as to him. I feel very strongly about that,” she says. She says the opportunity to make the short documentary is more fulfilling than any job she has ever had. ”There is something about it that feels so intimate and personal,” she explains, noting that her goal is to offer her artistic expression to showcase the importance of the memorial and why it is becoming part of the School. “There is a lot of pressure because I care and I want to get it right. ” The Memorial to those Enslaved and Freed will be unveiled at a ceremony in April. Soon after, Hamilton’s documentary will be shared with the McDonogh community and be used as a teaching tool. —By Meredith Bower
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Robin Hamilton ’91 interviews Head of School Dave Farace ’87 for the documentary.
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Proud endowed chair recipient Colby Gill is flanked by retired teacher John Grega for whom the award is named, and Vernon Wright ’61 who, with his family, endowed it.
COLBY GILL AWARDED ENDOWED CHAIR There are two things that one can count on when a
students and visitors. With patience and precision, he
faculty chair is awarded:
mows and lines the fields, making those open spaces
1. The name of the recipient will only be revealed after a number of hints have been dropped. 2. Colleagues will be more than thrilled for the honoree. Both were true at the faculty and staff meeting held at the end of August when the John T. Grega Teaching Chair was awarded to Harry “Colby” Gill—a senior member and the “heart and soul” of the grounds crew. Funded in 2003 by Vernon Wright ’61 and his family, the chair recognizes Grega’s role as the moral and spiritual leader of the McDonogh Family for many years. Without naming names, Head of School Dave Farace ’87 kept the audience in suspense by first sharing an anecdote about a time when Gill and Grega, intent on making Childs Memorial Terrace more beautiful, planted a hardy, colorful garden. Farace went on to describe the work of the honoree saying, “He is dedicated to maintaining the School’s many athletic
more than suitable for everything from championship competitions to just another day of Lower School PE.” With a smile, Farace added, “In the fall, he enjoys being the designated tractor driver, taking students and teachers on a hayride through campus to Roots Farm for the pumpkin harvest. In the winter, he loves to play in the snow. Behind the wheel of one big vehicle or another, he pushes, plows, and piles it up. He takes pride in how clear and safe our roads and sidewalks are when school reopens after a snow day.” Based on the hints and with the audience in the know, Farace spoke about the singular qualities that earned Gill the award. He said, “Through his quiet leadership and ability to set an example, he is passing on his knowledge and experience to others. He is both a humble man and a powerful role model. He can plow and plant, repair and renovate, and teach from the top of a tractor.”—By Meredith Bower
fields and keeping them in top condition for our
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CIRCLING THE HILL
TRIBUTE:
HOWARD S. KLEIN ’76 Howard S. Klein, an alumnus of
As a student, Klein was highly
him to become Captain of the
the Class of 1976, generous
successful academically and
cheerleading team as well.
benefactor, and Past President of
deeply involved in extracurricular
the Board of Trustees, passed
activities. He served as a Class
away on September 11, 2021, after
Officer, Co-Editor of The Week,
a long and courageous battle
and Chairman of the Boarders.
with cancer. He will be
Active in the arts, Klein was a
remembered as someone who
member of the Foxleigh Chorus
was devoted to his alma mater
and the Drama/Thespian Club.
and selflessly gave of his time
Also a talented athlete, he ran
and resources to furthering the
cross country and played lacrosse.
mission of the School.
His deep sense of school spirit led
After graduation, Klein continued to be one of McDonogh’s most avid cheerleaders. He was a member of the Board of Trustees from 2004 to 2019, serving as President from 2017 to 2019. While in that role, he strongly advocated for “good governance” of the School and committed himself to furthering McDonogh’s financial sustainability. He played crucial roles in the School’s capital campaigns and fundraising efforts. Klein also coined the term “LifeReady” to describe McDonogh’s academic strategic plan, and he led the Enslaved Peoples Memorial task force with great passion and understanding. Klein’s legacy at McDonogh will be a lasting one. He was honored with the Alumni Distinguished Service Award in 2009 and was inducted into the Circle of Philanthropy in February 2021 for his loyalty to the School. The Klein Lyceum in the Edward St. John Student Center bears his family name as does the Klein Collaborative meeting room in the Marlene and Stewart Greenebaum Middle School. Additionally, in the spring of 2021, the Class of 1976 established an endowed scholarship in his name. In these ways and others, Klein’s love for McDonogh and his belief in the School’s mission will endure. —By Noreen Lidston
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Fourth grader James C. reads the postcard that his teacher, Margaret Bitz, sent thanking him for his kindness.
POSITIVE POSTCARDS NURTURE CHILDREN’S HEARTS Fourth-grade teacher Margaret Bitz imagines the
Coordinator,
scene: a Lower School student arrives home after a
was trained in
typical school day—a series of busy classes, lunch
this method
al fresco, and recess with friends. After shedding
last summer
his backpack and searching for a snack, his mother
and has found
announces, “Something came in the mail for you
it “transformational” as a
today! It’s on the table!” Searching, his eyes fall upon
teacher. “It reminds me why I became a
a postcard and his heart skips a beat. He recognizes
teacher in the first place,” she says, “which was to
his teacher’s handwriting.
make my students feel seen, safe, and loved.”
They had just spent a full day together. He thinks to
Participating teachers have been given enough
himself, what is this? Then, he reads her words: “I
postcards to send at least two to each child
want you to know that I have seen you working very
during the year. On each card, the teacher writes
hard lately. This tells me that you are growing up
affirmative statements about the child as a unique
and handling your responsibilities well. I appreciate
and valued individual whom the teacher appreciates.
the greatness of your work ethic.” Filled with
In most cases, teachers will reference a specific
surprise and a rush of pride, he places the postcard
positive trait or behavior, compliment the child
on the trophy shelf in his bedroom.
for it, and then express admiration or gratitude. In
Bitz knows that a similar scenario has played out many times in the homes of Lower School children
essence, the teacher writes, “I see you. I appreciate you. I am grateful for you.”
since the start of the year. In September, their
Children are thrilled to receive a personal note,
teachers became part of a voluntary initiative based
parents are delighted, and teachers are gratified
on The Nurtured Heart Approach by Howard Glasser
by the positive climate that builds in a classroom
which emphasizes noticing and acknowledging
where every student feels free to be their authentic
children’s positive behaviors in specific, meaningful
selves—all made possible through the power of a
ways. Bitz, a Lower School Character and Service
postcard.—By Noreen Lidston
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CIRCLING THE HILL >>>
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MCDONOGH CELEBRATES The Distinguished Service Award (DSA) was presented to five worthy recipients at a ceremony in
mid-October during which Head of School Dave Farace ’87 and President of the Board of Trustees Rob Young ’86 shared their accomplishments with trustees, families, and friends in person and virtually. Congratulations to the following individuals who have devoted their time and effort most generously on behalf of McDonogh students, the School, and/or the Alumni and Parents Associations.—By Noreen Lidston EMILY MACGEORGE CLARK ’90
MICHAEL J. MACGEORGE ’61
ANITA E. HILSON
An alumna and McDonogh
Over the years, Mike MacGeorge
When Anita Hilson joined the
parent, Emily MacGeorge Clark
has supported the School with
Admissions Office at McDonogh
has been an active member
significant donations of time
in 2001, she said she wanted to do
of McDonogh’s Alumni
and financial resources. He
meaningful work supporting families
Board since 2006—and held
served on the Alumni Board
and education. Within two years,
every office from Director to
for more than 10 years, is a
she was promoted to Director of
President. Additionally, she has
member of the Living Legacy
Admissions for kindergarten through
served as a McDonogh Fund
Society and a McDonogh Fund
twelfth grade. During her tenure, she
Chair and a parent volunteer,
phonathon volunteer, and he
always found creative ways to get
been actively involved in the
regularly helps plan the Class of
McDonogh’s name and mission before
annual McDonogh Classic golf
1961 reunion party. His loyalty
the public, increased McDonogh’s
tournament, and helps plan
to McDonogh is extraordinary,
diversity outreach efforts, and
her class reunions. A friend
and it stems from his days as
strengthened relationships with
says, “She consistently pitches
a student. Looking back at his
local feeder schools. Hilson guided
in and never says no. Whether
McDonogh career from a six-
the School through the economic
she is running a meeting or
decade perspective, MacGeorge
crisis in 2008, reaching the targeted
simply greeting guests at a
says, “McDonogh was where I
enrollment number each year.
reception, Emily is always
got the foundation for the rest
Most importantly, she always made
there when we need her.
of my life. I was lucky to be
sure that every family who visited
Always.”
here, and I want to help.”
McDonogh felt respected and that every applicant was seen and heard as a unique individual.
DISTINGUISHED SERVICE DOUGLAS N. SILBER ’76
DEBRA A. THACKER
In the 45 years since his
While a McDonogh parent,
graduation, Doug Silber has been
Debbie Thacker became one
a model of dedicated service
of McDonogh’s most versatile
to McDonogh. He has been on
volunteers. Among her
a mission of continually giving
contributions are phonathon
back to the school he loves and
caller, coaching assistant, room
encouraging others to do the
parent, advisor parent, tour
same. A volunteer extraordinaire,
guide, table head, and committee
he has served in leadership roles
member. Thacker’s most significant
in the Office of Philanthropy
contributions to McDonogh came
representing the Class of 1976,
during the 16-plus years she was
parents of alumni, and our
actively involved in the McDonogh
Signature Societies. He was a
Parents Association (MPA), first as
member of the Alumni Board for
Vice-Chair and Chair of the Lower
years before serving as President
School and the Upper School
in 2000 and 2001, and he is
Parents Associations and ultimately
currently a Director. For decades,
serving as Vice President and then
Silber has been a generous
President of the schoolwide MPA.
donor—always supporting
As a leader, she was known to be
current, long-term, and future
considerate of everyone’s ideas
initiatives. As one alumnus notes,
and was never one to shy away
“Despite his intense level of
from difficult conversations. After
involvement, Doug is unceasingly
completing her term as President,
humble and genuine. Even after
she remained a member of the MPA
all these years, he is grateful
Board and continued to lead the
to be part of McDonogh and
After-Prom initiative.
View a recording of the ceremony in the Media Hub on McDonogh’s website.
adamant about the privilege he finds in being able to give back to this place.”
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CIRCLING THE HILL
THE DIRT ON ROOTS FARM
APPLES DON’T FALL FAR Fruit trees have been a part of McDonogh’s
As Roots Farm grew, so did the orchard, and the
landscape since the beginning. There are references
fruit trees took on a greater role in the curriculum.
to the first head of school, Colonel William Allan,
The 17 apple, eight pear, and three peach trees are
ordering 91 peach trees and 34 apple trees in
not only used in PK-12 lessons on how pollination
October of 1875 and stories of Josepha Young, the
leads to food production, but students also learn
Matron of McDonogh, watching as the boys played
how to care for the trees and literally enjoy the fruits
in the orchard adjacent to Shell Road in the 1890s.
of their labor.
Today, McDonogh still boasts a thriving orchard—an integral part of Roots Farm.
On a warm spring morning, first graders grasp the basics of pollination through a game in which
Sharon Hood, Director of Roots, has nurtured some
they pretend to be honey bees and fruit trees. The
of the trees since they were planted in 2010 in the
children buzz in and out of the orchard gathering
dell across from Bowman House. At the time, she
yellow balls representing pollen, which is then given
was a kindergarten teacher, and despite knowing
to the “trees.” Older students take a more scientific
little about fruit trees, she and her ambitious
approach to their lessons on pollination, and they
students volunteered to care for the saplings. They
understand the correlation between the number of
watered them and hung sachets of Ivory soap on
blossoms on the trees and the size of the harvest.
the limbs in an effort to keep the deer away. But the
Hood discourages all ages from picking blossoms
deer knew a good thing when they saw it, and the
off the flowering trees explaining, “I teach them
attempts to protect the trees were futile. Several
to respect the trees and to understand that every
years later, when Roots was established, Hood had
blossom that is pollinated becomes an apple, a
the surviving trees transplanted to the safety of the
peach, or a pear.”
Farm where they were protected by an eight-foothigh deer fence.
A recent crop of eighth graders had the opportunity to learn how to prune the trees and discover how the annual task contributes to a healthy harvest by allowing sunlight to reach the blossoms deep inside the tree canopy. Hood says that between the busy honey bees in Roots’ 11 hives and the pruning effort, by the end of the summer of 2021 the trees in the orchard were heavy with sweet, juicy fruit. That’s when the Upper School volunteers stepped in. When the peaches were ripe for picking, they plucked bushels of them from the trees—naturally stopping for samples. Then, with little time to spare, they peeled, pitted, and chopped the fruit for Chef
>>> From left: Eliana Fountain ’25 and Allison Randall ’24 visit the orchard as part of their study of the agricultural revolution in Ned Courtemanche’s history class.
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Mallory Staley to turn into jam. Hood says she still thinks back to the first students who used to run and play in the orchard, and she never tires of hearing current students exclaim, “This is the best peach I’ve ever had!” “We have kids today who run through the orchard. It’s a draw,” Hood continues. “I’m very proud that I have kept trees alive and that we are carrying on the tradition of a campus orchard.”—By Meredith Bower
>>> Mark Daly ’25 prunes one of the trees in the Roots orchard.
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CIRCLING THE HILL
SHOP TALK: MOVING BEYOND THE AP BY KEVIN J. COSTA, PH.D., DIRECTOR OF INNOVATION & LEARNING
When LifeReady was first launched in the spring of 2014, the plan called for learning that engaged students in rich critical thinking and reasoning in all the liberal arts subjects we offer. LifeReady promised a curriculum where students would get to apply and create with their new knowledge and skills. Students would do this by tackling authentic, real-world problems and would have
Over the last couple
opportunities to share this work with audiences larger than just a single teacher.
of years, McDonogh
Since 2014, we have been steadily building out this vision for vibrant, forward-
School has been
looking learning. LifeReady learning is on full display when, for instance, Dr.
communicating about
Jones’s environmental science classes sample water from the many natural
moving beyond the
resources on our campus. We see it again when Ms. Tindall’s precalculus students
Advanced Placement
present predictive models using several variables to invited audiences. LifeReady
(AP) program in the Upper School starting in the fall of 2022.
experiences occur when Ms. McDonough and Mr. Ridgeway’s students dive deep into French culture and language by programming learning through the culinary kitchen at Roots. For sure, our students are having rigorous encounters with our time-tested academic curriculum, but they are thinking, creating, and discovering through the singular resources of our campus. LifeReady really focuses on how
What does this mean?
students are engaging with the material. In order to help students think deeply
And why should we all
and work authentically, we are moving beyond the AP program.
find this so exciting for
At one time, AP courses were valuable, but times have changed. Our students
our students?
need routine opportunities to dig deep into ideas, to apply their learning, and to practice the interpersonal skills outlined in our commitment to social and emotional learning and inclusion. A third-party curriculum like AP simply doesn’t know our students as well as we do. With 800 acres of opportunity and distinctive resources—and with a world-class faculty to help children grow—McDonogh would not be fulfilling its full potential as a school of transformational education if we did not move beyond the AP. Our teachers—and our students—need time, autonomy, and creativity to produce lifealtering experiences. When this happens, students will be truly distinctive in an ever-more competitive landscape beyond McDonogh School. When you think about the fact that over 70% of U.S. high schools—public and private—offer the AP curriculum (Finn & Scanlan, 2019), students enrolled in AP courses at McDonogh risk being lost in a homogeneous sea of data that says little about what makes them so very special. We owe a better experience to our kids. It’s no surprise, then, that Chris Gruber, Vice President of Admissions at Davidson College, relayed to Alice Margraff, McDonogh’s Director of College Counseling, the following promise: “There is no doubt in my mind that the strength associated with McDonogh School will continue…the real question for colleges is not whether applicants have taken AP courses, but whether they have availed themselves of their high schools’ most demanding classes.” While it’s wonderful that our new program design in the Upper School will distinguish our students—and will continue to ensure McDonogh as a leader in our region—the real payoff is for our kids. Learning well now is learning well for life. LifeReady!
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PRACTICING THE POWER OF PERSUASION Head of School Dave Farace ’87
carefully consider each one of their
held one of his most important
suggestions. While he may not be
meetings of the year in early
able to enact every measure, he
December. No, it wasn’t with
was able to help them with one of
McDonogh’s Board of Trustees, it
their favorite requests by declaring
was with Mary-Catherine Irving’s
that they could enjoy an extra
prefirst class who came to his
recess right after the meeting.
office to discuss some matters
—By Dave Radford
about which they are pretty passionate. It was all part of their
S T U D E N T VO I C E S
>>>
Prefirst classmates Bowen S. and Timothy D. listen as Michael M. requests extra recess time from Mr. Farace.
study of persuasive writing. To practice their skills, students
>>>
wrote letters to Farace offering Katie L. ’34 petitions earnestly for the environment.
helpful suggestions on how to improve the McDonogh experience. Each student stood in front of him and read their letter with confidence. Their ideas ran the gamut from a dining hall pet to prevent students from becoming bored while waiting in line to how the campus can be more environmentally friendly. Farace ensured the students he would
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TYLER C. GROTON
From left: Kare Coley ’24, Sam Willen ’23, Aeiris Faloni ’23, and Auden Beauvois ’24
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ARTS
REMEMBERING
Roots Farm may seem like an unlikely location for
production and previous shows read excerpts from
the fall Upper School production, but Director
those Groton directed at McDonogh including his first,
Tyler C. Groton thought it was the ideal place to
The Little Prince, and his last, The Laramie Project.
stage The Man from Earth, a play by Jerome Bixby. When Groton visited the farm in September to share his vision, his enthusiasm was contagious. He imagined amphitheater-style seating with the culinary area serving as the stage, dried cornfields as the backdrop, and the old blue farm truck as a prop. His every request was okayed—except the one for fire!
One student shared Groton’s director’s notes from the 2019 production of The Laramie Project, in which he wrote, “I was a twelve-year-old closeted gay kid in 1998 when the Matthew Shepard murder was at the start of every news broadcast, the headline of every paper, and the cover of every magazine. I felt the world was sending me a very clear message, live
Groton passed away unexpectedly a month before the
honestly and risk death.” He went on to speak about
show was scheduled to open. To honor his memory,
the changes that had occurred as a result of Shepard’s
hundreds of students, teachers, family, and friends
death and those that had not. Groton’s note ended,
gathered at Roots on a bright but blustery November
“Looking back on Matt’s legacy these 21 years later
afternoon to celebrate the young man who had an
and all that has come about since his death, my
impact on so many during his short life. With the
feelings are best expressed in this paraphrased line
sound of corn stalks rustling in the background, a
from the play, ‘My first thought is, thank God I got to
dozen cast members from the canceled fall
see this in my lifetime. And my second thought is, thank you, Matthew.’”
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Current and former cast members from shows directed by Assistant Theatre Manager Tyler C. Groton gathered to celebrate his memory on November 17 with readings at Roots Farm. From left: Zac Moore ’24, Kare Coley ’24, Sam Willen ’23, Aeiris Faloni ’23, Auden Beauvois ’24, Emerson Sprinkel ’25 (at the microphone), Nina Swayne ’23, Beatrice Messaris ’22, Ella Nadeau ’25, Josie Kibel ’25, and Ava Jankowski ’24
Thank you, Tyler. —By Meredith Bower
FIRED UP ABOUT
POTTERY
Middle School Art Teacher Holly Thompson works with sixth graders Lyla K., Shrina S., and Ari B. to carefully load pottery pieces into the new kiln in the Marlene and Stewart Greenebaum Middle School. The kiln allows Thompson to teach pottery-making techniques which gives students the opportunity to explore a new artistic medium.
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ARTS
TEACHING FOR
ARTISTIC BEHAVIOR set out to learn more. Yancone, who felt she had
room is bubbling like
been restraining her students’ creativity through
a hot casserole. The
predetermined projects, embraced the philosophy
“cooks” are third- and
and was excited about the child-centered approach
fourth-grade students
and the child-controlled decision-making process.
who are up to their elbows in what they
>>>
Fourth grader Audrey P. draws a circle in pencil using a template for accuracy.
Allison Yancone’s art
are making. A wide variety of ingredients is at hand, and they are thoughtfully selecting things like paper, paint, oil pastels, glue, ink, markers, and ribbon to whip up a main dish that is uniquely theirs. This entree is not
techniques, methods, and skills they need for their artist toolkits, but the emphasis is always on the child as the decision-maker about the artwork itself,” she says. At the heart of the TAB philosophy is the question “What do artists do?” and two key concepts: the child
and one-of-a-kind. No one is competing and no one
is the artist and the art room is the child’s studio.
or TAB.
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Those choices are now up to them. I teach
product of a precise recipe. Every creation is original
art education called “Teaching for Artistic Behavior”
From left: Fourth graders Annabel B., Kate B. Jackson B., Enny O., and Macie S. explore a variety of different projects.
made or use the materials I selected for them.
a copy of something the teacher made nor is it the
is comparing. They are all a part of an approach to
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“I am no longer asking students to copy what I
In answer to the question, Yancone explains that an artist creates visual representations of physical reality or the world of ideas and imagination. Artists might
Yancone, in her fourth year of teaching art in the
make different types of artwork, explore unfamiliar
Lower School, learned about this approach during
materials, spend time persisting on a single piece,
her graduate coursework at Maryland Institute
or work in a series. In their roles as artists, students
College of Art. She was immediately intrigued and
are free to pursue their own processes, discover
the students are so invested in their work. They
pace. The TAB methodology allows for a great deal of
decided what their project would be and how it
artistic freedom and generates authentic expression
would be done, so they have an increased sense
from the young artists.
of ownership and greater motivation to do their
Yancone’s spacious art room has become a working studio with a collection of different stations or centers for students to use. They include drawing, collage, paint, and sculpture. Before each center fully opens to students, she introduces it, describes the materials available, and outlines expectations for
best work.” That work might turn out to be a “Take Home” which is a one-day piece that students
Lower School art teacher Allison Yancone works with Abbas M. ’30 on an origami project.
take home the same day, or it could be a “WOW Piece” (Wonderful Original Work) which might take several classes to complete and is usually followed by a reflection shared by the artist.
the proper use of the area. Often, the students will
The reaction of students to TAB has been
spend some time exploring the new center before
universally positive. “We can do our own thing and
returning to an ongoing project. They frequently
be who we are,” says one fourth grader. Another
discover something that will augment their current
adds, “You can be more free with your artwork and
work of art or inspire the next.
be as creative as you want. You have to take more
Studio time is designed to be quite flexible. Some
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what works for them, and move forward at their own
responsibility for your work, but it is also more fun.”
classes include lessons, lectures, or demonstrations,
Yancone has been delighted by the students’
but the most popular format is studio day which
responses. She says, “This approach seems ideal
gives students the opportunity to use the full
for this age group because it is all about discovery
class time to work on their projects. Yancone
and finding the things that make your heart sing
says, “Excitement is high on studio days because
as an artist.”—By Noreen Lidston
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ATHLETICS
GIRLS TEAMS BRING HOME
CHAMPIONSHIPS BY MEREDITH BOWER
After being sidelined in 2020 due to the pandemic, McDonogh’s teams were back in action last fall. While three teams earned IAAM championship titles, it’s worth noting that the field hockey and volleyball teams made it to the semi-final rounds of IAAM “A” conference competition, and the football, boys soccer, and water polo teams competed in the MIAA final rounds. Congratulations to all the athletes and their coaches.
SPIRIT DRIVES CROSS COUNTRY TEAM Days after the Girls Cross Country team took home
in Cockeysville with a perfect record and took on
the IAAM “A” Conference title they were still giddy
the hilly, windswept course determined to stay on
with excitement. After all, in 2019, the last time they
top. At the end of the day, four McDonogh
competed in the championship meet, McDonogh
runners, Mary Gorsky ’24, Sophia Bredar ’23, Erin
was at the back of the pack, and the last time they
McCarthy ’23, and Caroline Birdsall ’25, finished in
won a championship title was in 2014.
the top eight with their best times of the season.
After their 2020 season was canceled due to the pandemic, it was unclear how the young 2021 team would perform. But Phil Turner, who has been coaching the sport for 15 years, had an inkling. “They just had the look and the feel of a championship team the whole year,” he says. The group of 16 runners entered the final race of the season at the Baltimore County Agricultural Center
“To see them run their best race at the championship meet is what it’s all about,” says Turner. “As a coach, your hope is that they all run their best at Champs. And that’s what they all did. They all had their best race of the year.” As the young team builds a legacy, one wonders what the difference-maker was. Turner attributes the team’s success to the spirit of the 16 runners. “They had an amazing bond,” he says, “from our opening pool party and team dinners, to the playlist they listen to on the way to meets, to running hard practices in any weather.” Sophomores Mary Gorsky and Clara Dawn agree but suggest that their success could also be due to the fact that they play music and sing on their regular training runs, which helps their breathing during their races. Turner smiles and nods, but sticks with his theory. “It’s their winning spirit,” he says.
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TENNIS TEAM UNMATCHED The Girls Tennis team, like Cross Country, entered
win before the final day. Even with the win in
the IAAM “A” Conference championships on the
hand, the hard-working team gave it their all
heels of a perfect season; and similar to the
on the last day. Solins says the girls were still
runners, they also earned their first championship
a little nervous because it was the finals. But
title since 2014.
as she said to an IAAM reporter, “I told the
Whether they played singles or doubles, Coach Terry Solins credits each of the 11 girls for
girls just to go out and have fun because we were playing with house money.”
FOR THE RECORD On the fields, on the courts, in the pool, and in the riding ring, McDonogh athletes turned in stellar performances in a display of talent
contributing to the team’s success noting, “This
Solins attributes the team’s success to the
and sportsmanship.
was a special group of players that saw their
“deep talented bench” saying, “Each player,
Congratulations to all our
hard work, dedication, and character pay off
whether they played in a match or not,
fall athletes. Following
with a magical season.”
challenged and made their teammates better
are the records of the
But it wasn’t the magic that led to their success, it was the hard work. Despite dominating the league throughout the fall, Solins and her players took nothing for granted. Going into the championship matches, she kept them in the
prepared and stronger.” She adds, “Our two
varsity teams:
captains, Ellie Byram ’22 and Cate Hardin ’23,
Boys Cross Country: 4-6 Girls Cross Country: 10-0. Field Hockey: 14-3 Football: 6–6 Boys Soccer: 21-2 Girls Soccer: 13-2 Girls Tennis: 10-0 Girls Volleyball: 12-5 Water Polo: 8-7
also made a difference in our attitude and confidence as we prepared for and approached each challenge.”
game by challenging the group of freshmen
Off the courts, Ellie and Cate promoted team
through seniors to remain focused and work on
bonding. As the older girls got to know the
their footwork and technique—and they did.
underclassmen, friendships blossomed. And
“They brought their whole selves to practice
prior to earning the glass tournament trophy
every day,” she says.
and IAAM medals, the captains recognized
The conference tournament over several days in October consisted of five flights. Playing on their home courts, the Eagles won four of the five flights and were finalists in the other, giving the
each player’s accomplishments with “paper plate awards” highlighting their amazing growth during the season.
The Equestrian team, which competes year-round, had a successful fall earning many ribbons at regional and national events.
team enough points to secure the tournament
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ATHLETICS
SOCCER TEAM SAVES SEASON After a year’s hiatus, the eight-time championship-
0-0 and went into overtime. Kelsey Smith ’22, who
winning Girls Soccer team seemed to be facing
assisted in the Eagles’ “golden” game-ending goal
an uphill battle last fall. With only four returning
by Ada Morris ’24, told an IAAM reporter, “Going
players from 2019, the young team was ranked
into overtime, we knew we deserved it and this is
number seven at the beginning of the season.
what we wanted...we played with heart and gave
Although they won all of their IAAM conference
everything we had.”
games, they were handed several pre-season and non-conference defeats.
captains, Olivia Ozbolt ’22, Maddie Lowney ’22, and
Coach Harry Cannelakis, who says the 2021 season
Laney Krause ’22, for all doing an amazing job on
was one in which they had to reset the culture
and off the field. “We always tell the players—it’s
of the program, puts it in context: “We hadn’t
their team, they need to protect the environment.”
functioned as a team for over a year, not even off the field. Since we only had four returning players, we didn’t really have a team to talk to during the pandemic.”
Olivia, who says, ”During practices, we always competed hard to make each other better,” believes that the team’s traditions, including wearing special gameday socks, also played a part in the success of
As the season progressed and the team gelled, the
the season. “Although they are small, they made a
girls worked their way to the IAAM “A” conference
huge difference in the group’s chemistry and overall
championship where they faced Archbishop
performance.”
Spalding—a team they have met in the finals eight out of the past 10 years (excluding 2020). Although the Eagles defeated the Cavaliers during the regular season, nothing was a given on the chilly evening of the championship game.
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Canellakis credits Smith and the other team
Canellakis is grateful for the student leadership, saying, “I think the captains and the other seniors decided that the culture on this team was something that mattered to them a lot, and they did everything they could to protect it. Winning the championship
Spalding dominated the first 40 minutes of the
was a by-product of their work, and they deserve all
game which eventually ended with a score of
the credit,” he says.
FRESHMEN LEARN
BASIC WATER SAFETY
A group of ninth graders stands at the edge of the pool in the Rollins-Luetkemeyer Athletic Center chatting and laughing when a student in the water shouts for help. A classmate quickly grabs a red rescue tube and tosses it to her. The “victim” grabs on and is pulled to safety at the edge of the pool. The bystanders carefully watch the rescue which is actually a demonstration of a skill they will need to obtain as part of a freshman water safety requirement. Since the mid-1990s, all ninth graders have participated in the Wellness unit that includes two lessons in the pool on water safety. Being able to demonstrate basic survival and rescue skills is a prerequisite for going on field trips in which water is involved. “Drowning is the third leading cause of accidental death in the United States,” says Aquatics Director Scott Ward. “This class is an opportunity to determine which kids are water safe and who could be at risk. It doesn’t make them lifeguard certified, but it does teach basic rescue skills they can use, even if they cannot swim.” In the first of two classes, the students learn about the risks of being around water, review basic swimming strokes, and practice treading water and floating. They also learn the importance of being able to turn from their stomach to their back in the water so they can breathe or call for help. The second class teaches basic rescue skills, both in the water and out, using the bright red floatation device found at most pools. Ward, who estimates that more than 3,000 students have taken the class, doesn’t know how the water safety lessons may have paid off, but he does know it is an
>>>
Freshman Robert Fields practices throwing a rescue tube to classmate Kylie Beard.
important life skill for everyone to have. ”A lot of drowning victims can swim but they just get into trouble or they didn’t intend to swim when they fell in the water,” Ward explains, “We just want kids to be safe.”—By Meredith Bower
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A LO O K B A C K
THE HEYDAY OF MCDONOGH’S
CAVALRY UNIT Almost immediately after Louis E. “Doc” Lamborn began his tenure as the seventh head of
school in January 1926, horsemanship and riding became part of the program. At the time, McDonogh only had a few draft horses and two mules, so Lamborn lent the school some horses from his summer camp. That year, the Farm Club gave the first equestrian demonstration at Commencement. “The horses were well groomed and made a very pretty sight as they came from the barns,” stated an article in the June 1926 edition of The Week. “Under the Command of Willis and Robert Lynch, they did several squad movements which were very good considering the inexperience of the riders. This is the first time we have ever had riding horses at the school and we are all pleased with the showing made by them.” Becoming a member of the cavalry was serious business, especially under the direction of Lamborn. One student described his experience in the April 2, 1927 issue of The Week writing, “The cavalry-to-be gathered together in the horse barn to receive their very first instructions from no less than ‘Doc’ Lamborn himself. Doc, after calling the roll and duly bawling out the late comers, proceeded to tell us all about horses. The first thing we were to be prepared to do, he said, was to be willing to work. This did not only apply to our regular meeting periods but to our spare time (?) as well. Immediately after announcing this, to impress the last fact upon us, he told us we would begin to work right after dinner—which we did.” As the equestrian program grew under Lamborn’s leadership, so did McDonogh’s herd of horses. In the March 1963 edition of The Maryland Horse, Lamborn recounted one of the more colorful acquisitions in which he purchased 27 horses for $11 a head from a livery stable in Baltimore. “I couldn’t afford to have them shipped from Baltimore to McDonogh, so I took five boys with me on horseback to Baltimore,” he said. “Let’s see, I had Stevens, Phelps, and, oh golly, I forgot the other boys’ names. Anyway, we left McDonogh early enough so that we’d be at the stockyard by daybreak. The stockyard was at the foot of Broadway. We drove them cowboy style all the way through Baltimore and out to McDonogh. Only had trouble once. That was on Cross Country Boulevard. One of the horses got out of the herd and started galloping off. We caught her though.”
CAVALRY TROOP AND COMPETITIVE DRILL By 1935, the cavalry troop was established as part of McDonogh’s semi-military program and by 1939 there were two Upper School and one Middle School platoons. To become part of the esteemed group, applicants were required to take a series of written and oral examinations pertaining to equitation and, according to the Legacy yearbook, “give a thoroughly convincing performance mounted.”
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The full cavalry stands at attention in 1939.
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Troop A awaits inspection in 1938.
A 1941 article in The Week painted a dramatic picture of the close of the competition: “The drill ended with teams from each platoon competing against each other over the jumps, jumping in pairs and singly. With the drill over, the whole troop passed in review and returned to the stables to the strains of McDonogh Forever.” Throughout the years, under the guidance of “Doc” Lamborn, members of McDonogh’s Show The high point of the year was the
of each trooper and a series of
annual Competitive Drill between
intricate compulsory maneuvers.
the platoons for the coveted
Then, serenaded by the band, each
Elderkin Cup, which was awarded at
platoon was required to perform
Commencement. For several years,
a series of difficult moves on
preparation for the competition
horseback, in time to the music.
included a rigorous “camp” or
Perhaps the most thrilling part of
training period in May. In 1940, The
the competition, however, was the
Week described, “On account of
stunt-riding in which teams from
the lack of tents the riders will be
the three platoons performed
quartered in the old gym, fitted
stunts, affectionately called
out as a dormitory, instead of in
“horsebatics” by The Week.
a separate camp, as last year. The other routines will be much the same as previously, however, with the boys rising at six-thirty each morning for a brisk hour and a half’s ride before breakfast and classes. The cadet troop has been practicing all winter for its big day, so to speak, and will present to eager spectators on the final day a routine of jumping, pyramid making, a musical ride, a monkey drill, and many other trick riding stunts. They will polish up on all these during their twoweek period of camp.”
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Riders did headstands, twisting and turning, mounting and dismounting, all on horseback, while another member of the team held the horse. The Week described the events, “Preceding the usual pyramid riding, which has become almost proverbial at these competitions, two men on one horse thundered down the field, picking up flags on
Team also competed in horse shows along the Mid-Atlantic from Virginia to Connecticut, including the National Horse Show at Madison Square Garden. At the conclusion of the prestigious show in November 1940, The Week reported, “Sunday morning, the entire team returned home—bringing with it many ribbons, memories of a wonderful time, and most important of all, helpful experience—the mainstay of any good show team.” The 1942 Legacy described the cavalry as the “most striking unit of the entire cadet corps” with a squadron of 80 officers and men, and about 90 mounts. Their training regime included cross-country riding—in which the boys rode in drill formation over the miles of bridle paths that surrounded the school.
full gallop. Six-men pyramid teams,
THE IMPACT OF WORLD WAR l l
two from each platoon, then went
By 1943, the impact of the second
through their paces in a series of
World War was felt across campus,
the ground from the horse’s back at
maneuvers up and down the field
and due to a lack of available
The much-anticipated Competitive
at varying cadences. A trick riding
manpower, members of the cavalry
Drill in John McDonogh Stadium
stunt concluded the program by
took on the responsibility of
began with a riding exhibition
having two horses ridden down the
cleaning the stables and making
and continued with an inspection
field by one skillful rider.”
sure all the horses were thoroughly
brushed and curried, fed, and
and the competition was confined
MCDONOGH’S EQUESTRIAN PROGRAM TODAY
watered. “Under the personal
to regular drill movements.
McDonogh’s Equestrian program
supervision of Major Lamborn, the
“Nevertheless,” the 1945 Legacy
remains an integral part of the
cavalry troop is contributing its bit
reported, “The expertness and
School today. Beginning in prefirst,
to McDonogh and the war effort,”
precision of the drill have not
children are not only exposed to the
The Week reported in October of
suffered from these wartime
basics of horse care, but they also
that year.
regulations. The Elderkin Cup is
take their first rides on McDonogh’s
awarded on Commencement Day
ponies during a unit in PE. In seventh
to the winning platoon.”
grade, students who develop a
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Students practice the six-man pyramid stunt.
The added responsibility was a small price to pay for the joy of
passion for the sport may join the
riding. “Each morning through the
In the post-war years, despite
winter the boys rose long before
a decrease in the number of
reveille to go to the barn and attend
equestrians and the elimination
to the numerous chores which the
of stunt-riding, the cavalry troops
care of 100 horses required. After
maintained high standards of
these chores were completed, the
efficiency, continually striving
boys went on brisk rides before
for excellence. The enthusiasm
breakfast; often on such rides
and camaraderie among the
their voices could be heard around
participants remained high until the
McDonogh owns close to 200 horses,
the campus in a rousing song,”
unit disbanded when McDonogh
most of which live on campus in the
described the 1945 yearbook.
transitioned from semi-military to
70 stalls on Barnhill Road. The 15 to
civilian status in 1971.
20 upper schoolers who compete
—By Meredith Bower
on the varsity and junior varsity
Although the annual Competitive Drill continued during the war years, the camp was discontinued
Middle School equestrian team, and in Upper School, they can become part of the varsity and junior varsity teams. After school small group lessons as well as various Saturday lessons are available for riders that want extra practice.
equestrian teams represent the School in approximately 20 local and national horse shows annually, including those hosted by McDonogh in the School’s two indoor and three outdoor rings. Associate Director of Riding Amy Dawson Moore ’95 says, “No matter how far they go after McDonogh, students love the connection to the equestrian program.” Her comment proved true during Reunion Weekend 2021 when nearly a dozen equestrian and cavalry alumni attended a virtual reunion celebrating McDonogh’s unique history on horseback. Chris White ’66, who rode with the cavalry for two years, explained the feeling most of the men still have about the program when he stated, “It was something special inside of something special.”
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ALUMNI NEWS
REUNION WEEKEND 2022
AP
R2 9 MA Y1 TO
JOIN US THIS SPRING FOR THE MANY OPPORTUNITIES TO RECONNECT, REMINISCE, AND EXPLORE CAMPUS.
FRIDAY Friday highlights include a State of the School address, campus tours, athletic events, an alumni memorial service, a retreat ceremony, a joint award ceremony for Young Alumni and Distinguished Service Award recipients, a McDonogh Voices dance performance, and a cocktail party for all alumni. The Alumni Association will present Young Alumni Awards to the following recipients: Kai M. Cunningham ’12 Brielle A. Ferguson ’07 Lisa H. Tostanoski ’08
>>> 2022
ALUMNI CALENDAR 2022 REGIONAL RECEPTIONS Details are being finalized for receptions in New York City, Boston, and Washington, D.C. Alumni in those regions should be on the lookout for invitations soon!
The Board of Trustees will present Distinguished Service Awards to the following recipients: Erika Seth Davies ’94 Former Associate Director of Philanthropy, alumna, and parent Noreen Lidston Retired Head of Lower School and parent of alumnus Frederick C. “Butch” Maisel III ’72 Alumnus
SATURDAY Saturday highlights include more campus tours, the family Crab Feast and Picnic, and reunion year parties for classes ending in 2 or 7.
MEET THE NEW DIRECTOR OF ALUMNI ENGAGEMENT
REUNION WEEKEND Friday, April 29 - Sunday, May 1 YOUNG ALUMNI AND DISTINGUISHED SERVICE AWARDS CEREMONY Friday, April 29 46TH ANNUAL MCDONOGH CLASSIC GOLF TOURNAMENT AND HAPPY HOUR Monday, May 16 MEMORIAL DAY SERVICE Thursday, May 26
Join us in welcoming Carol Croxton to the McDonogh alumni office. Croxton started as the Director of Alumni Engagement in early January, bringing almost 20 years of marketing, event planning, and client service experience to the role. As an active alumna of Roland Park Country School in Baltimore (she serves on the Alumnae Board and is a longstanding volunteer), she knows firsthand the importance of alumni relations. Carol has a healthy appreciation for the traditions that alumni hold near and dear to their hearts, but she also understands the value of introducing new programming that engages alumni of all ages. Croxton looks forward to meeting Eagles from around the country and providing opportunities for them to connect with each other and the School. She says, “I want to serve as the liaison of the past to the present…of the McDonogh alumni network to current students, faculty, and staff.”
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1
McDonogh Classic T H E 4 6 TH A N N U A L
Golf Tournament & Happy Hour
SAVE TH E DATE FO R M O N DAY, MAY 1 6 ALUMNI, PARENTS, AND FRIENDS: Don’t miss your chance to participate in the 46th Annual McDonogh Classic at Hayfields Country Club on Monday, May 16. While this treasured tournament will have a new location, the good times shared on the course will stay the same. Join us for golf, happy hour, raffles, and more! Please consider making a tax-deductible contribution to McDonogh’s Alumni Association to support its endeavors by becoming a 2022 sponsor. For more information and to register, visit mcdonogh.org/golfclassic.
>>> THANK YOU TO OUR 2020 SPONSORS TITLE $5,000 The Rollins-Luetkemeyer Foundation John A. Luetkemeyer, Jr.
The Chan Family Bruce ’01, Daria, and Olivia
AUGUSTA NATIONAL $2,000 S.E.H. Excavating, Inc. Scot Hare P ’16, ’20
H&R Retail Geoff Mackler ’95
Stewart Title The Gilligan Family Morgan, Jennifer, Owen, and Bryce ’27 ST. ANDREWS $1,200 Ace Uniform Services, Inc. The Finkelstein Family Classes of ’73, ’75, ’87, ’99, ’02, ’03, ’05, ’13, ’15, ’30, ’30, ’32, ’32
The Garten Family
The Lehmann Family Karl ’84, Colleen, Emma ’15, and Lauren ’17 Maryland Energy Advisors Jason Schwartzberg ’99 McDonogh Parents Association North American Millwright Services Bruce Baggan ’65
PEBBLE BEACH $600 Foxtrot Media Brian and Joy Singer ’95 Madelyn ’24 and Alex ’27
Mitchell-Wiedefeld Funeral Homes, Inc. Dulaney Valley Memorial Gardens, Inc. John O. Mitchell III ’57 John O. “Jack” Mitchell IV ’89
PINEHURST $300 Balfour Class Rings-Graduation Announcements-Diplomas
Brooke Petty ’12
Catonsville Dental Care Edward B. Leikin, D.D.S. P ’04 Scott L. Baylin, D.D.S. Scott B. Eisen, D.D.S. ’04 Sue-Lynn Hubbard, D.D.S. Marshall H. Strickland, D.D.S.
The Reider-Tuorto Family RP Woodcraft, LLC Parker Mitchell III ’81 HOLE-IN-ONE SPONSOR Priority One Marc Cohen ’94
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43
ALUMNI NEWS
>>>
Alumni, current families, faculty, and staff enjoy dinner on Ritter Terrace and the Rosenberg Campus Green.
MAKE THE MOST OF
MCDONOGH CONNECT
• Search and find former classmates • Make professional connections
• Post or view job opportunities and internships • Offer mentoring to students and recent graduates • Promote your business and offer special promotions • Keep current on McDonogh news and events To join more than 950 fellow alumni in the network, simply visit connect.mcdonogh.org, create an account, build your profile, and make connections! To publish your business, choose “Business Directory” from the menu, click “Start Posting” on the right sidebar, and enter your company’s information. Questions? Contact alumni@mcdonogh.org.
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>>>
The Black Alumni Committee of the Alumni Association partnered with the Equity & Inclusion Committee of the McDonogh Parents Association (MPA) and the studentled Sankofa Club to host a reception for Black students and their families at the beginning of the school year.
>>>
BLACK ALUMNI COMMITTEE HOSTS WELCOME RECEPTION
Yemmy, Sophia ’33, Sammy, and Solomon A.
Lauren Street ’93, Kellee Parrott Gonzalez ’96, Erika Hall-Johnson ’95, and Dave Holland ’90
FLAGPOLE DEDICATION >>>
Upper and Middle School students gather to dedicate Flagpole Court.
>>> Ken Waller ’65, Larry Husfelt ’65, Bruce Baggan’65, and Ted Severe ’65
In McDonogh’s semi-military years, students started and ended their day with the raising and lowering of the flag. In early September, the Upper and Middle School communities gathered on the Finney Senior Quad for a ceremony to commemorate the refurbishment of Flagpole Court, which was made possible with the generous support of the Class of 1965. During the ceremony, Ken Waller, Bruce Baggan, Larry Husfelt, and Ted Severe, all members of the Class of 1965, shared their memories of gathering around the flagpole. The morning also included the playing of “Reveille,” the firing of a small cannon, and a rendition of “Call to Colors” as the flag was raised.
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>>>
ALUMNI NEWS
John Grega, Retired Director of Religious Studies, Character, and Service, gave the invocation which was followed by a reflection on Josepha Selden Young, one of the School’s first employees who became a second mother to more than 1,300 boys during her 38 years of dedicated service. Students carry wreaths that were placed in recognition of those whose dedication and sacrifice helped to create the School.
Students then placed wreaths in recognition of and with gratitude to the individuals and groups whose stewardship, labor, philanthropy, dedication, and sacrifice helped to establish, create, and enrich our School. This year, a wreath was also placed by the tree along Shell road where Mrs. Young stood and watched lovingly as her McDonogh boys played in the orchard each day. Following a rendition of the “Dedication Day Hymn” performed by the Upper School Concert Choir, Senior Singers, and the Sixth Grade Choir, 46 members of the McDonogh Family who passed away in the year prior to September 12, 2021, were remembered. Alumni
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The McDonogh School community gathered at Childs Memorial Terrace on October 15 for the annual Dedication Day service. It was the first time the event, in its current format, had been held in person. After the Lower School Choir sang “Homeward Bound,” Head of School Dave Farace ’87 welcomed students, faculty, and guests. He Retired Director of said, “We gather together at Childs Religious Studies, Memorial Terrace because it is a Character, and Service beautiful and sacred space—the John Grega delivers place where we commence our the invocation. journey as students and where, upon graduation, we begin the next chapter of our lives. It is fitting, then, to gather here today to honor all of those who have gone before us.”
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46
DEDICATION DAY REMEMBRANCES Alumni Association President Josh Thomas ’06 reads the names of members of the McDonogh Family who passed away in the past year, and Alumni Association Vice President Caitlin Xenakis ’07 places a flower in remembrance.
HALL OF FAME Association President Josh Thomas ’06 said, “Each of their lives provided us with examples of excellence, integrity, and honor. Their lives and contributions enriched both the McDonogh community and the wider world. And for that, we are forever grateful.”
The seven 2020 Athletic Hall of Fame inductees were finally celebrated during a ceremony on November 5 in the Klein Lyceum.
As each name was read, a bell tolled in Tagart Memorial Chapel and Alumni Association Vice President Caitlin Xenakis ’07 and Secretary Meghan McGuire McGee ’02 placed a flower in an urn in remembrance.
View the Hall of Fame Ceremony in the Media Hub on McDonogh’s website.
View the Dedication Day Ceremony in the Media Hub on McDonogh’s website.
After welcoming remarks from Co-Athletic Director Mickey Deegan, the inductees were each introduced by their former coach or one who spoke about their storied career at McDonogh and beyond.
Chris Agorsor ’08, soccer
Kristen Brown ’10, track and field
Rick Faby ’76 accepting for his father, Ray Faby ’49 (deceased), football, wrestling, baseball
Justin Gross ’10, track and field
Curtis Holmes ’09, football, wrestling, lacrosse
Amanda Kimbers ’09, field hockey, track and field
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Grace Serino ’22 and Kwan Williams ’22 place a wreath by the tree along Shell road to honor Josepha Selden Young, who served as the Matron of McDonogh from 1873 to 1911.
>>>
Giles Smith ’09, swimming
The Concert Choir sings the “Dedication Hymn.”
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ALUMNI NEWS
EAGLES SOAR PAST GILMAN
After the pandemic forced the annual McDonogh vs. Gilman football game to be canceled in 2020, the Eagles and the Greyhounds were back on the gridiron on November 6 for the 105th time. Sportsmanship and spirit were plentiful throughout the afternoon on Gilman’s campus. The festivities began in the community tent, sponsored by the McDonogh Alumni Association, where fans picked up orange and black swag and learned about the historic rivalry. Once on the field, the Eagles took flight to secure a 45-6 victory over the Greyhounds to hold on to the Price Memorial Trophy for another year. The McDonogh Eagles are awarded the Price Memorial Trophy.
YOUNG ALUMNI
GATHER AFTER THANKSGIVING On the day after Thanksgiving, young alumni from the classes of 2007 to 2021 mingled with old friends and fellow alumni over coffee and light breakfast fare in Paterakis Dining Hall. Nearby, boys lacrosse alumni from the Classes of 2005 to 2021 held their annual odds vs. evens alumni game, which was followed by a tailgate lunch.
1.
YOUNG ALUMNI REUNITE IN FELLS POINT On December 22, alumni from the Classes of 2004 through 2018 reunited at Barcocina in Fells Point. The popular venue was the perfect place for old friends to reminisce about McDonogh and catch up on their current lives.
Rich Winakur ’88 and Megan Winakur ’24.
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Jack S.’27 and Jason S. ’99.
John Grubb ’66, Marty Weikart ’66, and Frank Marsden ’66.
2.
3.
4.
5.
6. 1. Kate Barranco ’19, Margaux Trexler ’19, Evelyn Herskovits ’19, and Patrick Geoghan ’19
Alumni boys lacrosse players face off in the annual odds vs. evens game.
2. Nigel Campbell-Christie ’19 and Steven Jefferson ’10 3. Sarah Talbert ’21, Emily Adams ’21, Campbell DiCarlo ’21, and Bodin Farace ’21 4. Lizzie Taylor ’14, Mae Cromwell ’14, and Kristina Foutz ’14 5. Joe Radek ’20, Nicholas Zuga ’20, and Howell Baker ’20 6. Ellie Hoffman ’21, Emma Seto ’21, Caelah Cross ’21, Ashley White ’21, Emily Adams ’21, Sarah Talbert ’21, Kamila Redd ’20, and Carson Young ’20
1. From left: Theo Duncan ’13, Logan Meister ’13, Clint Schroeder ’12, Eric Hofmeister ’15, and Ali Paull ’14 2. From left: Andrea Robinson ’16, Patrick Brundidge ’18, Riley Callanan ’18, Rose Caltrider ’18, and Kayla Holmes ’16
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2.
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M I L E S TO N E S
WEDDINGS
IN MEMORIAM
’ 76
Douglas N. Silber and Jennifer Murphy, 6/12/21
’40 Vernon E. Sumwalt
’04
Harry A. Katz and Sara Marsico, 6/5/21
’50 James N. Turner
’05
Anne Marie Newman and Kristofor Carle, 9/18/21
’53
’06
Molly A. Hayeslip and CJ Santos, 9/25/21
’54 Thomas W. Anthony, Jr.
’07
Katelyn P. Lentz and Jesse Will, 6/18/21
’54 Steen G. Westerberg
’08
Kathryn L. Bannantine and Charles Vinsonhaler, 8/13/21
’55
Irvin Ebaugh III
’08
Julia B. Camargo and Aaron Seidel, 10/2/21
’55
H. Dale Wunder
’08
Sara E. Fowler and Kyle Hurley, 8/7/21
’56 Robert C. Virden
’08
Patrick J. Sartory and Kaitlyn Nichols-O’Neill, 8/7/21
’57
Herbert I. Kronk
’09
Stephen J. Abrams and Kelly E. Brown ’09, 9/17/21
’58
Richard A. Inciardi
’09
Kelly E. Brown and Stephen J. Abrams ’09, 9/17/21
’58
Edward R. Miller III
’09
Shelby Grillo and Donnie Walker, 3/21/20
’63
William A. Ferkler
’ 10
Adam B. Green and Mary Yates, 9/25/21
’64 John E. McBride
’ 11
Alexander C. Sidney and Suzanna Yang, 7/10/21
’65 Harold B. Pillatt
’ 12
Alysa M. Delgado and James Misfeldt, 10/2/21
’66 A. Neil Aird
’ 15
Abigail E. Welch and Max Bode, 10/9/21
’68 H. Douglas Kerr
’ 16
Alana K. Phillips and Drew Robinson, 7/3/21
’71
Edward C. Kenney, Jr.
’76
Howard S. Klein
BIRTHS ’ 01
Vivek A. Sarma and Kamu Aysola: Kavya Veda, 3/6/21
’02
Alexa L. Poklemba Hartner and James Hartner: Saylor Becklea
John W. Sinwell
Faculty and Staff Tyler C. Groton
and Stetson James Lane, 3/23/21
Camille Gustus
’03
Travis D. Holmes and Ashley Holmes: Hayden Glen, 8/23/21
Ellen Johnson
’03
Sarah M. Levitt Ramey and Steven Ramey: Elijah Steven, 10/25/21
F. Donald Ludwig
’04 Ajmer K. Dwivedi and Emily Dwivedi: Mason Zach, 11/1/21
Lucy C. Martin
’04 Charles F. Haugh IV and Sinead Mary Nyhan: Nora Ryan, 6/11/21 ’06
Jenna N. Block Cooper and Mitch Cooper: James Harrison, 7/6/21
’07
Kyle A. James and Courtney James: Ella Leigh, 10/30/21
’10
Ben P. Love and Josie Love: Eliza James, 12/16/21
As of January 6, 2022
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C L A S S N OT E S
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On December 8, members of the Class of 1950 and friends enjoyed a holiday lunch at Michael’s Café in Timonium, MD. While this monthly gathering originated with the Class of 1950, alumni from other classes regularly attend and others are always welcome to join. From left: Loretta Reynolds, Gene Reynolds ’50, Fred Mitchell ’50, Ginny Mitchell, Diane Weiss, Jay Weiss ’50, Bruce Baggan ’65, Larry Husfelt ’65, Leslie Zuga, John Sieverts ’63, Barry Rollins ’74, Rod Baker ’65, John Beever ’50, and Kathleen Emmans.
Director of Planned Giving Leslie Zuga with Don Larsen ’53 and Marge Larsen in St. Louis, MO.
daughters, 10 grandchildren, and four great-grandchildren with more on the way. They continue to live in the home they built on St. Louis County farmland in 1971. Don shares, “McDonogh was a turning point in my life—where I was taught self-discipline, truthfulness (at any cost), sportsmanship, the concept of leadership as an article of faith, honor, and ‘We give something more than we take.’”
1953
1956
Columbia University with a NROTC scholarship, and he met his wife, Marjory—now of 64 years—during his freshman year. Following three years of Navy shipboard duty, Don started a career in the aluminum industry with Alcoa in 1960. After 13 total moves, including those in the Navy and Alcoa, the couple landed in St. Louis in 1971 for a job with Phelps Dodge Aluminum Products. Don retired in 1998 and found purpose volunteering at St. Louis’s Science Center and Historical Museum while also tutoring elementary school children for 21 years. Don and Marge have four
in his 80s, decided to change his birthday to February 30 so he wouldn’t get any older despite his children telling him it is not a real day. Len and his wife sold their timber frame house in Fayetteville, PA and moved to a three-stage retirement community with no stairs. This transition has been good for them and their 13-year-old yellow lab who also finds stairs challenging. Len says he needs a walker, but he believes his mental condition to be good, and he is contemplating writing a blog about the features and benefits of timber frame houses.
DONALD K. LARSEN attended
LEONARD R. LINDENMEYER , now
1962
J. MICHAEL HEMSLEY was awarded
a bronze medal in the Automotive Heritage Foundation’s writing competition for a profile in Vintage Road & Racecar magazine. Mike’s piece about the first Ford Mustang Fastback built in 1965 detailed the history of the Ford Motor Company and the development of the Mustang as well as road testing the first fastback.
1963
ROBERT F. STEVENSON is training
docents and leading tours into Thomas Point Shoal Lighthouse. This last working cottage-style screwpile lighthouse in the Chesapeake Bay is one of only 12 National Historic Landmark lighthouses. As the primary spokesperson for the Chesapeake Chapter of the United States Lighthouse Society, Bob also stays busy producing his “Illustrated Lighthouse Talks.” Bob and his wife, Mindy, who have seven grandchildren, visit and photograph lighthouses whenever they can. Bob reports that his son is following in his footsteps as a lighthouse docent and public speaker.
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The Class of 1966 at Roots Farm. Front row, from left: Alan Davidson, Greg Klein, Tim Wright, Frank Marsden, and Tom Dance; back row, from left: John Grubb, Bruce Poole, Mike Kalmer, Marty Weikart, Chris White, Larry DeVan, Mike Costanza, Dick Moser, Stu Kahl, and Bill Geist.
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1966
The Class of 1966 celebrated their 55th Reunion during the weekend of the McDonogh-Gilman game and kicked it off with a casual Friday-evening dinner. After a campus tour on Saturday morning, the class was the first to lunch on pizza baked in the new brick oven at Roots Farm—made possible in part by their generous class gift. Following the football game, the reunion wrapped up with a class dinner.
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John Hedeman ’68 and Scott Sherlock ’77 in Paris, France.
1968
JOHN H. HEDEMAN and SCOTT M.
stories of McDonogh in the 1970s while sitting in a Paris café. John says it was a highlight of the months he and his wife, former McDonogh faculty member Anne Hedeman, spent in France where she spent her days researching French, medieval, and illuminated manuscripts as a part of her next book project.
1970
After one canceled Reunion Weekend and one virtual Reunion Weekend, members of the Class of 1970 were finally able to celebrate their 50th reunion on campus in September. Classmates enjoyed a campus tour, a picnic at Roots Farm, and a festive dinner at the home of STILES T. COLWILL.
1976
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SHERLOCK ’77 recently exchanged
LEROY B. KATZ is enjoying his first
full year of retirement from Nestlé. He has been living in Woodbridge, VA, with his wife, Sue, for almost five years after moving around the country seven times for work. They enjoy spending time with their granddaughter, Beatrice. LeRoy has been working as a starter/marshal at the Old Hickory Golf Club, and has been playing golf every week since March (although he says he sees little improvement in his game). He adds that he misses classmate Howard Klein and all the other 76ers who have passed, and he would love to hear from and see fellow Eagles.
The Class of 1970 reunites on campus. In attendance were Bob Allen, Dexter Beane, Bruce Bilger, Charlie Bowers, Andy Chriss, Fred Cohen, Stiles Colwill, Val Curran, David Diggs, Joe Emrich, Rusty Forbes, Eric Freeman, Michael Friedman, Gil Gardner, Nick Griffin, Larry Hammerman, Glenn Housley, Mac Johnson, Andy Kagen, Bob Kershaw, Doug Kolodny, Hap Krul, Steve Kunkel, Steve Lovejoy, Jeff MacHamer, Mike Moser, Dave Novak, Randy Respess, Bill Rowe, Mark Schneider, Steve Simmers, Michael Solomon, Foster Stolte, Jason Voyce, Mickey White, Gary Williams, Chip Wright, Tom Young, Bob Young, and Rick Zapf.
1977
Phil Lister ’71 published a memoir called A Short Good Life (ashortgoodlife.com)
Officer at FSC First, recently participated in a panel of experts at the 2021 America East Small Business Lending Conference in Philadelphia, PA. Eddie and the panel provided great insight into the new 504 refinancing changes lenders have been waiting for, and their expertise was invaluable to helping America rebuild small businesses and retain and create jobs.
LeRoy Katz ’76 with his granddaughter, Beatrice.
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EDWARD S. TUVIN , Chief Lending
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C L A S S N OT E S
>>> Chris Chambers ’78 (third from left) with staffers from the Ministry of Foreign Affairs of Republic of Georgia in Tbilisi.
1984
JEFFREY R. REGESTER works in
STEWART L. WITTER is in the third year
of his second career after working as an engineer and product manager for tech companies in Silicon Valley. He is currently teaching AP and college prep physics classes at ACE High School in San Jose, CA. Stewart used Robert Smoot, Sr.’s McDonogh chemistry textbook (Chemistry A Modern Course, 4th edition, 1975. Smoot and Price) to study and pass the California state chemistry credential test.
1978
CHRISTOPHER A. CHAMBERS moved
1980
ROBERT D. SIDNEY wrapped up
a four-decade career in radio programming and management in the summer of 2020, but he continues with consulting and voiceover projects. After 35 years together in Miami, FL, Rob and his husband, Patrick, are exploring retirement destinations that don’t involve hurricanes.
1988
ANTOINE W. BURGESS is the
Founder and National Executive Director of Family Man, a non-profit organization in Charlotte, NC that provides a range of services to victims of abuse.
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from the classroom at Georgetown University to running the new think tank, the International Conflict
Resolution Center, specializing in Eastern Europe and the Caucuses. Chris also continues to write best selling crime fiction. His latest novel Scavenger was fêted by the Dashiell Hammett Society in November.
the Department of Physics and Astronomy at High Point University. In early October, Jeff participated in a telescope observation expedition to Spain in support of Lucy, a NASA probe that launched on October 16. Over the next 12 years, Lucy will visit eight asteroids in the outer solar system. On October 1, one of these asteroids, Polymele, passed directly in front of a distant star as seen from Spain. The exact timing of this occultation—both when it happens and how long it lasts—reveals the size, shape, and reflectivity of the asteroid, and allows its orbital path to be determined to extreme precision, all of which are crucial to the success of Lucy’s fly-by.
From left: Dave Farace ’87, Rich Reamer ’88, Sharon Strauss ’89, and Brett Ingerman ’87 reunited at Elon University while visiting their children during Family Weekend.
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Rob Sidney ’80 in front of Allan Building.
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>>> From left: Jamie Ingerman Parks ’90, Katie del Carmen Byram, Cori Horn ’90, Emily MacGeorge Clark ’90, Sara Gur Villalona ’90, and Lisa Ackerman Roberts ’90 gathered for a mini Class of 1990 reunion.
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The Bald Eagles went undefeated in the PLL Sixes Classic championship. Front row, from left: Pat Shek ’01, Austin Widdowson ’99, Ryan Floyd ’99, Rob Weiss, Dan Shaivitz, Greg Tiedeman, Brennan Adams ’99, and Blake Atkins; back row, from left: Andrew Faraone, Mike Gault, Joe Rosenbaum ’99, Bobby Benson ’99, Owen Daly ’99, Thomas Walters, and Pat McClammer.
Debbie Johnson ’93 and Travis Allen ’93 met up in Massachusetts for an epic Red Rover rematch—nearly 40 years in the making.
1993
LAUREN R. LIPSCOMB is the Chief
of the Conviction Integrity Unit in Baltimore City, and her work was featured in the November 1 issue of The New Yorker. The piece was in the works for nearly two years as the writer, Jennifer Gonnerman, studied Lauren’s investigative steps leading to the exoneration of the Harlem Park 3. Lauren says, for many reasons, McDonogh guided her ability to appreciate and measure success in different ways...even in public service. She is happy to answer
any questions or provide additional details about the case. Another exciting McDonogh connection is her investigator, referenced in the story, is a McDonogh Upper School parent.
1999
The Premier Lacrosse League hosted their championship game in September as well as a Sixes tournament to showcase the new format for the Olympics. When they put a call out for teams in the Masters Division, BRENNAN P. ADAMS, RYAN A. FLOYD , and JOSEPH
M. ROSENBAUM formed a team under
the name “Bald Eagles” and added as many classmates as they could, including OWEN DALY, ROBERT J. BENSON, AUSTIN H. WIDDOWSON , PATRICK A. SHEK ’01, and Greg Tiedeman who left McDonogh in eighth grade but remains close to the crew. Bobby is currently coaching Team USA’s Olympic Sixes squad after an amazing first year as Offensive Coordinator for the University of Maryland Terps. The Bald Eagles team went undefeated and won the inaugural Sixes Classic championship.
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SANDY W. OKUN GINSBURG , a
member of the 2010 Stevenson University Women’s Lacrosse coaching staff, and the team were recently inducted into the college’s Hall of Fame for achieving the
Molly Hayeslip ’06 married CJ Santos on September 25 in Baltimore, MD. The wedding was officiated by Natalie Pappas ’06.
program’s first-ever national ranking (No. 17) in the Intercollegiate Women’s Lacrosse Coaches Association (IWLCA) Division III poll.
KORNHAUSER TODRES, SYDNEY R.
2007
2008
Will on June 18 at Hotel du Pont in Wilmington, DE. Fellow 2007 alumni in attendance were TYLER
Baltimore, MD with his wife, Lisa, and their dog, Pretzel. He is working at Benjamin F. Edwards as a Financial Advisor, and he successfully completed his CFP certification over the summer of 2021.
KATELYN P. LENTZ married Jesse
M. GHINGHER, JESSICA L. BERENS HALL, RACHEL A. MILLMAN, KELLY J. WILLIAMS RUMPKE, LAURA R.
BLUM WILLIAMS , and CAITLIN C. XENAKIS as well as Katelyn’s sister, MEGAN E. LENTZ RUSHMORE ’10 .
ZACHARY J. WEINER is living in
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C L A S S N OT E S
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2005
From left: Jess Berens Hall ’07, Laura Kornhauser Todres ’07, Rachel Millman ’07, Katelyn Lentz Will ’07, Kelly Williams Rumpke ’07, Sydney Blum Williams ’07, and Caitlin Xenakis ’07 celebrated the nuptials of Katelyn and Jesse Will.
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Anne Marie Newman ’05 married Kristofor Carle on September 18 at the Maryland Zoo. The wedding was officiated by Kim Bress ’04.
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Patrick Sartory ’08 wed Kaitlyn NicholsO’Neill in Tarrytown, NY, on August 7.
Julia Camargo ’08 married Aaron Seidel on October 2 in Baltimore. From left: Kit Bannantine Vinsonhaler ’08, Alissa Polino Marck ’09, Kitty Cullen ’09, Julia Camargo ’08, Lisa Feroli ’08, Amanda Long ’07, Audrey Olszewski ’08, and Becky Cox Lazaris ’08.
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Alumni gather to celebrate the marriage of Kit Bannantine ’08 to Charles Vinsonhaler on August 13; front row, from left: Lisa Feroli ’08, Kitty Cullen ’09, and Paris Gray ’05; back row, from left: Becky Cox Lazaris ’08 (holding daughter Belen), Graham Bannantine ’05, Amanda Long ’07, Julia Camargo ’08, Kit Bannantine ’08, Liz Bannantine ’12, and Sean Bannantine ’09.
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Shelby Grillo ’09 married Donnie Walker in a family-only ceremony on March 21, 2020. They finally celebrated their nuptials with a beautiful barn party with family and friends on August 14.
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Sara Fowler ’08 married Kyle Hurley on August 7 at Swallow Falls State Park in Oakland, MD.
KELLY E. BROWN and STEPHEN J. ABRAMS were married on
September 17 at Glen Ellen Farm in Frederick, MD. The couple were friends while attending McDonogh, but they didn’t start dating (for eight years) until after graduation. After postponing their wedding for a year
because of the pandemic, they were excited to finally celebrate surrounded by so much McDonogh love (both of their brothers went to McDonogh, Stephen’s nephew is a current student, and most members of their wedding party graduated from McDonogh).
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2009
Alex Sidney ’11 and Suzanna Yang were married in Tagart Chapel on July 10.
>>> Several alumni celebrated the marriage of Kelly Brown Abrams ’09 and Stephen Abrams ’09. Front row, from left: Becca Williams ’09, Kelly Brown Abrams ’09, Connor Rockefeller ’10, Stephen Abrams ’09, Emily Trosch ’09, Morgan Koopman Silcott ’09, Kedrick King ’09, Thierry Damiba ’09, and Gerry Abrams ’04; second row, from left: Brian Berman ’09, Nancy Graham, David Harty ’09, Scott Brown ’08, Rudy Johnson ’10, Sean Bannantine ’09, Justin Gross ’10, Andy Hilgartner, Norman Parker ’10, Colin Brodie ’09; back row, from left: Megan Fiorito ’09 and Landon Abrams ’30.
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C L A S S N OT E S
In May, REBECCA T. MITCHELL graduated magna cum laude and Order of the Coif from Washington and Lee University School of Law. She was a member of the Washington and Lee Law Review, received the Frederick L. Kirgis, Jr. International Law Award and the Washington and Lee School of Law Women’s Law Award, and served as Co-President of the Women Law Students Organization. To celebrate her graduation and passing the Bar, Rebecca went hiking in Montana, Wyoming, and Colorado. She currently lives in Vermont and works for the Vermont Supreme Court as a law clerk
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2014
These 2014 classmates remained tight throughout the pandemic and were happy to reunite at a winery in November. Front row, from left: Lizzie Taylor ’14 and Christy Cwieka ’14; back row, from left: Andi Cwieka ’14 and Heather Greenebaum ’14.
for Justice Harold E. Eaton, Jr.
2015
ABIGAIL E. WELCH married
Maximilian Bode on October 9 at Braglio Farms in Marriottsville, MD—a working farm owned by ROMAN BRAGLIO ’12 . The couple share a special McDonogh history: Max’s brother, MITCH BODE ’11 , and parents, Tammy and Randy Bode, helped coach the McDonogh varsity wrestling team with Abbey’s father, Head Coach Pete Welch, for 10 years. Abbey’s sister, NATALIE WELCH ’19 , brother KEVIN WELCH ’21 , and mother Patty Welch (a Lower School librarian) added to the McDonogh connections.
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From left, former French students Jacob Siegelbaum ’14, Victoria Rudnicki ’14, Kristina Foutz ’14, and Mae Cromwell ’14 gathered for a Friendsgiving celebration in New York City.
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Rebecca Mitchell ’14 graduated from the Washington and Lee University School of Law in May.
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Richard Williamson ’15 graduated from the University of Maryland A. James Clark School of Engineering in 2020 with a Bachelor of Science in Mechanical Engineering.
>>> Meghan Montgomery ’16 graduated from Vanderbilt University in May.
course; Sam attributes his successful completion to the lessons he learned while wrestling at UVA. MEGHAN L. MONTGOMERY graduated
MARIE S. CATANESE received her Fulbright Scholarship grant from the U.S. State Department after more than a year of delay. Marie left in December to teach English at Paññāsāstra University of Cambodia in Siem Reap. Marie welcomes any McDonogh alumni who visit Angkor Wat to connect with her.
Second Lieutenant SAMUEL R. MARTINO received his bachelor’s degree in economics from the University of Virginia through an Army ROTC scholarship, and he graduated from the U.S. Army Ranger School in August 2020. Only 40 percent of Ranger candidates typically pass the grueling 62-day
2017
KATHLEEN G. GIBBONS graduated
Summa Cum Laude from New York University with a bachelor’s degree in politics. ANDREW C. GOLDEN recently
accepted a job with the Washington Post as a Washington Football Team writer; he also works on the sports breaking news desk. Andrew previously served as a reporting intern with the sports department, and he also interned with the Chicago Tribune and the Kansas City Star.
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2016
from Vanderbilt University with dual bachelor degrees in economics and public health policy, and a minor in business. After completing her masters degree in finance (with an investment banking concentration) from Vanderbilt’s Owen School of Business, she is now a senior investment banking analyst with BTIG, a “Top 20” global investment bank in New York City. Meghan specializes in IPO’s and Special Purpose Acquisitions.
Vivian Owens ’18 (right) represented Colombia in the Pan American Lacrosse Association Sixes Cup. Pictured with D Ming ’07 (left), the coach of Puerto Rico’s Women’s team, and her father, Dave Owens ’82 (middle).
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As a freshman at Middle Tennessee State University (MTSU), Alayna Lynchard ’21 helped the women’s soccer team achieve their first postseason victory since 2015 with the winning goal in the sudden-death sixth round of penalty kick shootouts.
Alana Phillips ’16 married Drew Robinson on July 3.
i
SUBMIT YOUR PHOTOS & CLASS NOTES
The deadline for the next issue is May 15, 2022. Upload class notes and photos to mcdonogh.org/classnotes. Photos will be published based on quality and available space. Please be sure to identify everyone. Digital images are preferred and should be at least 2 megapixels [1600 x 1200 pixels]
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Vivek A. Sarma ’01 and wife Kamu Aysola welcomed Kavya Veda on March 6.
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Travis Holmes ’03 and wife Ashley were thrilled to welcome Hayden Glen on August 23.
Ajmer Dwivedi ’04 and wife Emily welcomed their second child, Mason Zach, on November 1.
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Sarah Levitt Ramey ’03 and husband Steven welcomed baby boy Elijah Steven on October 25.
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Ben Love ’10 and wife Josie are the happy parents of Eliza James, born on December 16.
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C L A S S N OT E S B A B I E S
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Lexi Poklemba Hartner ’02 and James Hartner welcomed twins Saylor Becklea and Stetson James Lane on March 23, joining big sisters Anslea (11), Addison (8), and Olivia (7). Addison holds a photo of their brother, Beckett, who passed away in 2020.
Jenna Block Cooper ’06, husband Mitch, and big sister Rory welcomed James (Jimmy) Harrison on July 6.
E VERY EAGLE
It takes Every Eagle in the McDonogh Family to make a difference! Together, we can ensure that current Eagles have an exceptional educational experience. Join in— make your gift today!
@mcdonoghfund
443.544.7043
mcdonogh.org/give
Monthly Payments 443.544.7048
Stock Transfers 443.544.7048 McDonogh School Office of Philanthropy 8600 McDonogh Road Owings Mills, MD 21117
8600 McDonogh Road Owings Mills, Maryland 21117-0380 www.mcdonogh.org
PARTING SHOT Timothy D. and his prefirst classmates enjoy a moment outside on their “shellphones.” This fun, low-tech learning tool allows the budding readers to hear themselves, which helps build confidence and teaches the importance of using expression and inflection while reading. This is just the type of innovative learning we love to SEA!