Old Trail Magazine is published twice a year for alumni, families, faculty, staff and friends by the Old Trail School Marketing and Communications Office. Feedback and suggestions should be addressed to the editor via email at pwarner@oldtrail.org.
Head of School
Sarah Johnston
Associate Head of School
Joe Vogel
Editorial Team
Paul Warner, Editor
Amanda Pry
Ellie Roberto
Joe Vogel
Design and Layout Creosote Affects
Photography
Jeff Downie, Downie Photography
Kristen Fotta P’30, ’32, Kristen Fotta Photography OTS Marketing and Communications
Mission
Old Trail School is a vibrant educational community focused on academic excellence. We develop intellectually curious, independent thinking students who emerge with a passion for discovery, critical thinking and collaborative learning. Our graduates are well prepared to become responsible global citizens who achieve in high school, college and life.
ON THE COVER
Kindergartners Nina Gattuso ’33 and Declan Pesto ’33 join their classmates for an art lesson in the atelier. In 2024, Old Trail introduced a new initiative to strengthen every child’s sense of belonging within the school community.
Old Trail students regularly experience the wonder of the natural world. “One of the children noticed the beehives beyond the pines, which led to a conversation about hives, the bees and why they were there,” said Early Childhood teacher Rania Fowler. “These moments of connection are invaluable to authentic learning.”
A WELCOME FROM Head of School Sarah Johnston
Twenty-nine years ago, I began my first full-time teaching position at Western Reserve Academy, where I had the privilege of teaching many students who had graduated from Old Trail School. Among my ninth grade English students, we tackled challenging material, including Shakespeare—no easy feat for a group of teenagers!
One student in particular stood out. He struggled with the content and often had difficulty maintaining focus in class. His behavior led to frequent redirection, and it was easy to see how this could frustrate teachers. But I decided to take a different approach. Rather than focusing on his distractions, I wanted to understand what would help him feel like his best self in the classroom. How could I help him shine? This student was exceptionally bright and full of potential, but he had fallen into a pattern of believing the narrative others had created about him—one that diminished his abilities. I knew if we could rewrite that story and highlight his best qualities, he would thrive.
Early on, I noticed something: he loved to doodle during class. Back then, in the 1990s, this wasn’t exactly encouraged, and many might have seen it as yet another distraction. But instead of fighting it, I chose to embrace it. I met with him and
proposed an idea: what if he used his doodling to benefit the class? I asked him to create illustrations of our discussions—a form of graphic notetaking that would keep a visual record of our work.
The transformation was remarkable. He came alive in a way none of us had seen before. His creativity and insights brought our class discussions to life, and his contributions became invaluable. For the first time, he wasn’t just participating—he was thriving. He had found a way to express his true self, and in doing so, experienced a sense of belonging that helped reshape the narrative others had written about him. His story remains a powerful reminder of the importance of meeting students where they are, valuing their unique strengths, and helping them see the best in themselves.
At Old Trail, we have long fostered an environment where students feel at home—a place where they are safe, valued and empowered to share their unique voices.
Now, we are asking: How can we deepen this sense of belonging so profoundly that students, faculty, staff, alumni and parents alike feel it the moment they walk through our doors?
This question has inspired a multiyear initiative focused on cultivating belonging through a culture of dignity. I invite you to explore this transformative effort in this edition of Old Trail Magazine and discover how it is enhancing experiences, strengthening connections and driving achievement for all.
Just as my former student found his place through encouragement and trust, Old Trail has always been a place where children are empowered to embrace their strengths and reach their full potential. Over the next several years, I look forward to seeing how this commitment to belonging enriches the very foundation of our school, shaping it into an even more integral part of the Old Trail experience.
All my best,
Sarah Johnston Head of School
4 12
TABLE OF CONTENTS
Belonging
Fostering a Culture of Belonging
OTS Graduate Brings Sense of Belonging
Campus News
OTS Welcomes NatureBased Educators
One of Ohio’s Youngest State Chess Champions
Veteran’s Classroom Visit
Academic Challenge Team Shines
Halloween Hullabaloo
Buffaloes Reign Supreme Old Trail School Honored for Dedication to Community Service
What Are You Reading?
The Big Question
22
Alumni News
A Letter from Joe Vogel Old Trail School Fund Report of Giving Memorial And Honor Gifts
Angus Warren ’12
Kristina (Demas) Woodhouse ’00
John Debo
1972 Reunion
Buffalo Bonds
Alumni Parents
41
The Last Word
Intermediate School students enjoy a joyful moment together on the playground during recess.
FOSTERING A CULTURE OF
STRENGTHENING THE OLD TRAIL EXPERIENCE
AT
Old Trail School, relationships are at the core of everything we do. They inspire trust between teachers and students, create lifelong bonds among classmates and connect families to something greater than themselves. These connections, however, require more than good intentions—they call for deliberate, thoughtful efforts to ensure that every member of our community feels truly seen, valued and supported.
But what does it mean to belong? How can we create a school community where every member feels respected and included, fostering a culture that values ideas, open discussion and curiosity?
These questions are at the heart of a new multiyear initiative at Old Trail. Inspired by author and conflict resolution expert Donna Hicks and guided by the work of educators John Krownapple and Dr. Floyd Cobb, OTS is taking intentional steps to deepen its commitment to fostering an environment where dignity and belonging are lived experiences. Through professional development with Krownapple and his team, our administrators, teachers and staff are learning new tools and strategies to enhance the longstanding foundation of the OTS experience, creating an even more inclusive, empathetic and supportive community.
“This work builds on one of our greatest strengths as a school—our focus on close relationships,” said Head of School Sarah Johnston. “It’s about taking what we already do well and asking, ‘How can we do it even better?’ It’s the kind of effort that transforms a great institution into an even greater one, and I’m so excited to see how it elevates the Old Trail experience for all.”
DRIVING ACADEMIC AND PERSONAL GROWTH
The importance of fostering belonging goes beyond emotional well-being—it directly influences academic success. Research has shown that students who feel a strong sense of belonging perform better academically, with studies from the American Psychological Association linking belonging to higher grade point averages, increased motivation and improved outcomes. A 2018 study published in Educational Psychology further revealed that students with a high sense of belonging are more likely to engage in positive behaviors, participate actively in learning and persist through academic challenges.
Belonging also plays a crucial role in students’ personal growth. Feeling included helps students build stronger relationships with peers and educators, develop empathy and cultivate a sense of responsibility toward their community. This holistic growth empowers students to approach life’s challenges with resilience and compassion.
INFORMED BY RESEARCH, SHAPED BY COMMUNITY
To guide this work, Old Trail has drawn on the expertise of Krownapple and Cobb, whose research on dignity and belonging has shaped school practices across the country. They emphasize that belonging is not just about creating a welcoming environment— it’s about actively affirming the dignity of each individual. Their work highlights how fostering belonging can improve engagement, strengthen relationships and create a school culture where everyone thrives.
“We define belonging as the extent to which people feel appreciated, validated, accepted and treated fairly within an environment,” the coauthors wrote in Belonging Through a Culture of Dignity , which served as the summer reading selection for all OTS faculty and staff. “When students feel that they belong, they aren’t
worried and distracted about being treated as a stereotype or a thin slice of their multidimensional identities. Instead, they are confident that they are seen as a human being, a person of value.”
Their book provided a shared foundation for Old Trail’s belonging work, offering strategies for cocreating environments where everyone feels valued. It also served as the launch point for several days of professional development led by Krownapple and his team over the past year. The process included a survey of all school employees to assess each individual’s sense of belonging. The results revealed areas of strength and opportunities for growth, guiding the next steps and ensuring the subsequent work is data-driven, aligned with Old Trail’s ethos and responsive to the needs of the community.
Grounding school employees in the Belonging Through a Culture of Dignity framework was a critical first step because fostering belonging starts with the role models—teachers, staff and administrators—who shape the school’s culture. When adults internalize these principles, they can consistently model them in their interactions with students and each other.
“Old Trail’s belonging work resonates with me deeply on a personal and professional level,” said Middle School Math teacher Alicia Horn. “I firmly believe every person has inherent value and deserves kindness and respect. Professionally, I’m particularly excited about how this work can enrich our math learning environment. Too often, middle school students carry a negative stigma about math that limits their growth and confidence. I look forward to seeing how our focus on belonging continues to foster a supportive culture where students encourage each other and approach challenges with confidence.”
Horn has already noted positive changes in her classroom. By rotating
seating charts and mixing small groups more frequently, she has seen students become more open to collaborating with peers outside their usual friend groups. This shift has strengthened classroom dynamics and fostered a greater sense of community and support.
In second grade, Old Trail’s belonging work is also making a positive impact, as teachers Barb DiTirro and Laine Vereecken have introduced a daily greeting routine to strengthen connections. Each morning, students choose how they want to be greeted— whether with a fist bump, handshake, wave or even a unique dance—before entering the classroom. “The kids and teachers look forward to this special time each morning to connect,” DiTirro said.
This simple yet meaningful practice adds fun while ensuring each child is personally acknowledged and “checked in” daily. By creating intentional moments of connection, the second grade team helps students start their day with a sense of belonging and positivity.
A FOUNDATION FOR CHARACTER AND GLOBAL CITIZENSHIP
While academic excellence defines an Old Trail education, character development has always been central to its mission of g raduating responsible global citizens with a passion for discovery, critical thinking and collaborative learning.
“Understanding and respecting diverse perspectives is essential in global education,” said Social Studies Chair Clare McGowan, who directs the Intermediate School’s innovative social entrepreneur program, Project 345. “Krownapple and Cobb’s book focuses on dignity—ensuring every individual feels seen, valued and respected—can enhance how we approach cultural differences. By emphasizing dignity in our curriculum, we can help our students develop the empathy and critical consciousness needed to navigate and contribute to an interconnected world.”
This emphasis on dignity and empathy complements Old Trail’s commitment to character development, reflected in its four core values: respect, responsibility, goodness and service. More than just guiding principles, these values shape well-rounded students prepared to lead with integrity and contribute meaningfully to their communities.
The belonging initiative builds directly on this foundation, reinforcing the importance of these core values by fostering a culture where dignity and respect guide every interaction.
“Teachers and staff who feel valued, respected and included are better equipped to foster those same feelings of belonging and self-worth in children,” said Preschool teachers Clare LaTourette and Emily Tenney. “While family dynamics are key to young children’s development, relationships among adults in school communities also play a significant role. By fostering and modeling a cohesive, inclusive and kind community, we strengthen the foundation of nurturing respectful
connections. This sense of belonging empowers teachers to be more reflective, compassionate and intentional, creating an environment where children and educators can flourish.”
While the early results have been encouraging, the work is far from complete. Creating a lasting culture of dignity and belonging requires continued reflection, collaboration and action. Old Trail remains dedicated to building on this foundation, ensuring that belonging becomes an enduring part of its identity and a source of strength for generations to come.
OTS Graduate Brings Same Sense of Belonging to Her Students
Middle School teacher Sarah Weber ’05 brings a valuable perspective to her role, both as an Old Trail alumna and a current faculty member. Fondly recalling her time as an OTS student, she credits her lifelong passion for learning to the exceptional teachers who influenced her formative years. Now, as an educator herself, Sarah is deeply committed to creating a sense of belonging for her students, a principle that has guided her throughout her career.
What is it about this work that resonates with you?
When I was a student at Old Trail, the community was a very safe space for me. It was where I truly felt a sense of belonging. I was known by students and adults, felt comfortable making mistakes, and had a community that helped me learn, grow and try again. I understood the rules, customs and unspoken norms, which gave me the confidence to navigate expectations. Throughout my career, my singular goal has been to recreate this experience for all students in my care. I believe that every child deserves an excellent education and that they can only reach their full potential when they feel a deep level of safety and comfort.
Our work on belonging and dignity creates a foundation for adults to experience that same sense of safety and comfort by fostering a shared language and establishing cultural
norms that encourage us to support one another professionally. Education has experienced so many unique challenges since 2020, and we are still learning how to best serve the needs of our students; with our strengthened interconnectedness, we are building the trust we need to iterate, make mistakes, and lean on our community of individuals who will help us repair things before we try again.
How have you begun to implement this work with your students?
The Middle School English curriculum is centered around two key themes: empathy and hate. Students cultivate a deeper understanding of themselves and others, fostering a singular, unified community that celebrates all its unique parts. They also engage in direct exploration of different forms of prejudice, analyzing the root causes of “the isms” and identifying actionable pathways toward creating a more inclusive community.
Through text analysis, writing and various interdisciplinary projects, students work toward developing their own definition of “dignity” and learn the critical steps necessary to foster belonging for all. Additionally, under the leadership of Carrie Brown, the sixthgrade team has crafted an advisory curriculum that explicitly teaches each tenet of dignity and encourages students to put these principles into action. For example, a recent lesson on
“recognition” culminated in students creating personalized posters with authentic words of affirmation for one another. These posters will be displayed in the hallway as a public symbol of how students “see” and value each other, reinforcing their vital role in building a supportive and inclusive community.
Fifth grader Neko Zufall ’28 learns the fundamentals of trombone in band class.
OTS Welcomes
Nature-Based Educators
Old Trail welcomed the Northeast Ohio NatureBased Early Childhood Educators group in February, highlighting its leadership in nature-based early childhood education.
This statewide network of educators— many of whom have founded, currently work in, or aspire to establish naturebased programs for young children— gathered on our campus to collaborate, share best practices and deepen their understanding of outdoor learning.
“It was an opportunity to come together to enjoy collegial friendships as well as to learn and grow as professionals,” said Rania Fowler, Old Trail Early Childhood teacher.
educators Molly Loar and Jamie Knapp. The group’s hike included stops at the Pine Grove trail, Merryweather Outdoor Classroom, the art atelier, our forts and tunnels area, and the challenge course— all thoughtfully designed to inspire curiosity, resilience and confidence in young learners.
Among the visiting educators were Carol Juergemeier of Shaker Forest School, Jody Halley of Play and Prep Preschool, and Abbey Collins of the Cleveland Metroparks Nature Preschool, each of whom leads or supports an innovative approach to early childhood nature education in Northeast Ohio. Their discussions covered essential topics such as risky play, imaginative play, outdoor gear, the role of hazards in skill development and the philosophies that shape nature-based programs.
By hosting gatherings like this, Old Trail continues to shape the future of nature-based education, fostering a network of educators dedicated to helping young children learn, grow and thrive in the natural world. GROWING
“There was a strong consensus that more and more families are recognizing the importance of outdoor experiences for young children and actively seeking nature-based preschool programs.”
As the only independent school in the country located within a national park, Old Trail School has long been a leader in integrating nature-based learning into its daily curriculum. Through immersive outdoor experiences, children at Old Trail develop a profound connection to their environment while honing essential problem-solving, social-emotional and cognitive skills—foundational abilities that will benefit them throughout their education and beyond.
Old Trail’s commitment to experiential, nature-based learning was on full display as visiting educators explored our expansive outdoor campus alongside Fowler and fellow Early Childhood
“We shared our outdoor play spaces, the outdoor classroom, and a few of our indoor environments,” Fowler said.
Veteran’s Classroom Visit Brings History to Life
In honor of Veterans Day, we had the privilege of welcoming Kevin Pratt, a paratrooper who served in Operation Desert Storm, to our Grade 1 classroom. Mr. Pratt, who is the uncle of Primary School teacher Kelley Pratt, shared personal stories about his experience serving in our nation’s military and even allowed the children to try on his army uniform. It was a truly memorable and unique learning opportunity for our young learners!
Competing against some of the strongest players in Ohio and several surrounding states, Old Trail eighth grader Arjun Soni ’25 made history last fall by becoming one of the youngest state chess champions in the history of the Ohio Chess Congress (OCC).
The prestigious tournament serves as a proving ground for chess enthusiasts of all ages and skill levels. Despite facing seasoned opponents, Arjun, who was 13 at the time, rose to the challenge with remarkable composure and skill.
This year’s open tournament spanned three intense days and featured 132 players, ranging in age from young children to retirees, all competing for the coveted championship title. Matches varied in length, with some lasting up to five hours, demanding both mental endurance and strategic acumen. Players earned one point for a win and half a point for a draw. Arjun, who has been playing chess since he was four years old, emerged victorious by earning 4.5 points out of a possible 5—an impressive score that secured his place at the top.
Academic Challenge Team Shines
The Ohio Chess Congress has a long and storied history, dating back to the late 1800s. Arjun’s win places him in elite company—he is one of only three players under the age of 15 ever to win the championship and one of just five non-masters to accomplish the feat. As the 2024 champion, his name will be engraved on the historic Columbus Trophy, which has been awarded to the state’s top chess player since 1945. As of last winter, Arjun held a United States Chess Federation (USCF) rating of 2115. With his eyes set on the future, he hopes to achieve a rating of 2200, earning the title of National Master. His ultimate dream is to join the ranks of the world’s elite by achieving a Grand Master rating of 2500.
Our Middle School Academic Challenge Team proudly represented Old Trail School at the competitive Copley Quiz Bowl in December. Among 48 teams from 19 area schools, OTS finished with a record of 6-2, including an undefeated streak during the afternoon session.
Halloween Hullabaloo
Over the years, we have been thrilled to witness the incredible growth of our Halloween Hullabaloo event, an enchanting evening on campus featuring trick-or-treating, a bonfire with apple cider and donuts for those in search of something sweet, and a “Halloweenie Roast” for those looking for something more savory. This highly anticipated community event brings hundreds of students, parents, extended family members and friends to Old Trail School each year for an evening of fun, fellowship and unforgettable memories.
OTS Boys Soccer Captures 15th
ISL Championship
Our Middle School Boys’ Soccer team delivered a season to remember, culminating in an Independent School League (ISL) Championship—their 15th title since the league’s inception in 1995.
Throughout the regular season, the 15-member squad dominated the competition, netting an impressive 68 goals across 11 matches while conceding just 16. Their outstanding performance led to a stellar 8-1-2 record, highlighted by decisive victories over longtime rivals Cuyahoga Valley Christian Academy and Gilmour Academy—further solidifying OTS as a powerhouse in the ISL.
Their success secured them the No. 1 seed in the league’s Final Four tournament. In the semifinals, OTS delivered a commanding 4-0 shutout over Andrews Osborne Academy, setting up a dramatic championship showdown against Ruffing Montessori. The title match was nothing short of unforgettable, packed with momentum swings and electrifying play. In one of the most thrilling games in OTS Soccer history, the Buffaloes emerged victorious with a 5-4 triumph, clinched by a dramatic game-winning goal from Drew Swegan ’25.
With this victory, OTS once again proved its strength on the pitch, adding another chapter to its storied soccer legacy.
Old Trail School Honored for Dedication to Community Service
Old Trail School is honored to be named the 2023 Volunteer Group of the Year by the Akron-Canton Regional Foodbank, a recognition of the school’s deep commitment to giving back. Over the past year, students and staff dedicated an incredible 484 volunteer hours to supporting the Foodbank—equivalent to three months of full-time work!
This achievement wouldn’t be possible without the leadership of Middle School teacher and Service Learning Coordinator Mandy Reynolds, who has helped weave service into the fabric of the school community. Old Trail’s partnership with the Foodbank is more than a series of projects—it’s an ongoing effort that brings students together for monthly advisory trips, schoolwide food drives and hands-on experiences that provide direct support to local families.
At the heart of these efforts is the Trail to Service elective, where middle school students take the lead in researching, planning, and carrying out service initiatives that make a real difference. Last September, they focused on raising awareness about hunger and food insecurity, encouraging others to take action and help those in need.
Through these meaningful experiences, Old Trail students are embracing the school’s core values and building a lifelong passion for service and compassion for their community.
Cortney Cook, Junior Kindergarten Teacher
THE FROZEN RIVER BY ARIEL LAWHORN
“The Frozen River is a historical fiction/mystery inspired by 18th Century midwife, Martha Ballard. The novel delves into themes of justice, resilience and the challenges faced by women in a time when their voices were often not heard. I enjoyed this book due to its mix of historical fiction, mystery and strong female lead!”
What Are You Reading?
Carrie Brown, Middle School Social Studies Teacher
THE ONE BY JOHN MARRS
“A friend recommended this book to me because she couldn’t put it down, so I decided to give it a listen, and its thoughtprovoking plot has stayed with me since! The audiobook was so well done as it has British characters, and their accents helped me understand the author’s intent. The premise revolves around the idea of being matched with your perfect partner through a DNA test. It made me question: what if the person you’re with isn’t your true match? Plus, the ending is such a surprise!”
Lynn Gregor, Intermediate School Science Teacher
THE LIGHT EATERS: HOW THE UNSEEN WORLD OF PLANT INTELLIGENCE OFFERS A NEW UNDERSTANDING OF LIFE ON EARTH BY
ZOE SCHLANGER
“I love plants, and this book is a wonderfully written nonfiction piece about our burgeoning awareness of the communication among plants and their sensitivity to the world around them. This book reminds me that there is a constant stream of scientific research that gives us new ways to interpret and understand our world. Sometimes we even find that previously held beliefs are discounted once new scientific information becomes available. I think that is an exciting and important thing for students to understand about science and scientific theories—we are continually building new knowledge about the world around us.”
Megan Gray, School Counselor
THE COLLECTED REGRETS OF CLOVER BY MIKKI BRAMMER
“I shed many tears throughout this book as someone still grieving the loss of her mother. It centers around death and grief, but in such a beautiful and thought-provoking way. The book helped me to think more about the life I’m currently leading for myself and for my kids. Two of my favorite quotes are, ‘But the secret to a beautiful death is to live a beautiful life,’ and, ‘Grief is just love looking for a place to settle.’ This was my favorite read of 2024 by far.”
The Big
QUESTION
Daisy Hunt ’25
“My favorite space on campus is the library courtyard. It’s so peaceful to sit there and I really enjoyed reading there in Mock Newberry class.”
Kavya Iyer ’32
“Outside on the back playground—you know that big stump—I go on top of it or behind it. It’s really warm in the winter and cold in the summer.”
Cyrus Nemer ’35
“We really like to hangout sometimes in the loft. We read books and it’s so cozy with the pillows.”
LIBRARY COURTYARD BIG STUMP LOFT
What is your favorite spot on the Old Trail campus and why?
QUESTION
Zach Farrar ’28
“My favorite place is Indigo Lake. I really like being by it. When you go into it it’s cool, and I don’t like to be hot.”
Iris Hamlin ’31
“I like the playground because I like to be outside. I like the swings. We made an ice shop. We sell ice for ice!”
Evan Houser ’27
“I love the band room because I can listen to all the music, and we can practice our instruments.”
INDIGO LAKE PLAYGROUND BAND ROOM
Middle School Outdoor Education students explored the biodiversity of the Cuyahoga Valley National Park by rotating through 33 stations along the Wildflower Loop, white pines forest and surrounding woods on campus. Each station challenged them to observe, measure, analyze or explore the flora and fauna, then record their findings and reflections.
Dear Alumni,
In this issue, we honor the memory and legacy of Tom and Marilyn Merryweather. While I didn’t have the privilege of knowing Marilyn, my friendship with Tom has been deeply meaningful since I joined Old Trail. His connection to the school— as a parent, grandparent, board member and former executive director— was both profound and inspiring. Our regular lunches and conversations were something I always looked forward to, and my time with Tom—along with Joe Henninger—remains a cherished memory.
Tom was a generous mentor, storyteller and a man of exceptional character. His deep care for Old Trail and its students was evident in everything he did. When he approached me about supporting the construction of what would become the Merryweather Outdoor Classroom, it was clear how much the project resonated with him. Without his generosity and vision, this innovative and award-winning space—now thriving under the leadership of Erin McNamara, Old Trail’s Director of Experiential and Nature-Based Education—would not exist.
I deeply miss Tom and our conversations about Old Trail’s rich history and the remarkable individuals who have shaped its legacy. He and Marilyn’s contributions will endure for generations, and I encourage you to read more about their impact on page 31.
One of the greatest joys of my role is building meaningful relationships with the incredible benefactors who support Old Trail’s vision, as well as with our alumni, especially those from its earlier years. Preserving and honoring Old Trail’s history— including its time as a girls’ high school—remains a priority, and we welcome your stories and memories. Your experiences are a vital part of the school’s legacy, and we are committed to keeping them alive.
Lastly, in the following pages, you will find our annual Report of Giving, which reflects the generosity of those who support Old Trail. Philanthropy is the cornerstone of our continued success, and we are deeply grateful for every contribution. If you have not yet given to the OTS Fund, I encourage you to consider making a gift to support the school’s mission and programs.
With heartfelt gratitude and best wishes,
Joe Vogel Associate Head of School
Pictured (L to R) are Joe Vogel, Missy (McCready) McGinnes ’86, Tom Merryweather, Sarah Johnston and Nick Sirna at the groundbreaking ceremony of the Merryweather Outdoor Classroom in 2019.
Each contribution, regardless of size, is meaningful and embodies a shared commitment to Old Trail School. Together, we have created a ripple effect of positive change that will continue to resonate within our school community for years to come.
MORE THAN $469,000 RAISED FROM 593 GIFTS
55 % increase in Alumni giving
Numbers of donors increased by 10%
61 % of gifts were under $250 THROUGH EMPLOYER MATCH PROGRAMS 8% of gifts were secured
34% of gifts were from
AVERAGE GIFT SIZE WAS $800 CURRENT AND PAST PARENTS
Thank you for supporting Old Trail School. On the following pages, we recognize all donors to Old Trail School for the 2023-24 year.
If your name is incorrect or you have any questions, please contact Amanda Pry in the Development Office at apry@oldtrail.org or 330.666.1118 ext. 306. We are grateful for your support of Old Trail School.
Report of Giving
FOUNDER’S CIRCLE
$25,000+
Ron and Lydia Harrington
Family Foundation
Joe Henninger
Katie and Rob Kagler
Reid Wagstaff*
OTIS & IRA
$15,000-$24,999
Drew and Nancy Forhan
Ashish and Katie Francis
James McCready
Willard E. Smucker Foundation
TRAILBLAZER
$7,500-$14,999
Jennifer and John Blickle
Shereen Boyer
Courtney and Tom ’92 Eaton
Doug ’79 and Myriam Haslinger
Sandra L. Haslinger
Jeff and Sarah Johnston
Dave and Holly Little
Debbie (Smith) Marquardt ’77
Priya Maseelall and Stephen Archer
Joe and Nathan Matuszewski
Tom Merryweather*
Becky (Koper) ’68 and Loren Pool
Nancy (Schoonover) Rhinehart ’53
Lee ’77 and Talis Smith
GREEN & WHITE
$3,000-$7,499
Ashley and Tim Adkins
George and Jihan Albanna
Acme Fresh Market
Joe and Julie Albrecht
Jon and Stefanie Albrecht
Abby and Victor Alexander
Mary Ball and Stuart Rosenberg
Bill Brelo ’88
John Cavanaugh
The Columbus Foundation
Jennifer and Maxwell Deuble
Douglas Ehrler and Tracy McLean Ehrler
Jack ’98 and Kate Godshall
John and Raechel Grabenstetter
Margie (Rowan) ’02 and Richard Hamlin
Alain and Cindy Harfouche
Michael and Olivia Hochschwender
Will and Kathie Holland
Walt Keith ’69
Colin and Suzanne Kinney
Larry Liptak
Andy and Emily Little
Ananth and Emily Murthy
Jill Penrose and Michael Smith
Joanne and John Rohrer
Joe and Karen Schen
Jeff and Jessica Scott
Beverly Shaklee and Michael Heberer
Bruce and Peggy Silver Fund
Brian Steere ’95
Daniel and Krista Yoho
HEAD OF SCHOOL’S CIRCLE
$1,500-$2,999
Carl Blickle
Amy and Brad Bowers
Johnny and Suzanne Buck
Christopher Bues and Jaclyn Jimison
John and Mary Kay Chlebina
Courtney Chlebina Shahidi and Yasha Shahidi
Karen and Tom Clark
Jeremy and Sara Cnudde
Mark and Teresa Davey
Cindy and Ed Eliopoulos
Andy and Debbie Harding
Steve and Carole Hasbrouck
Ean and Wakita Johnson
Grant Dettling and Katie Keith-Dettling ’95
Georges and Muriel Markarian
Missy (McCready) ’86 and Matthew McGinnes
John and Sue McKenzie
Chip ’75 and Laura Preston
Sandra Smith
John and Laura Stropki
Anthony and Leila (Yassine) ’77 Vespoli
Pat Murphy and Jennifer Waldron
FRIEND OF OLD TRAIL
$500-$1,499
Margaret (Silver) ’68 and Peter Allen
Anwar Altaqi and Nadin Samaan
Anonymous
Richard and Becky Antonucci
Willakenzie Archer ’22
Harrison Archer
Anthony and Linda Aulino
Anup and Neena Bains
The Barsella Family
Onker Basu and Sucharita Ghosh
Sandy Belofi
Alex Bertin ’03
John and Vicki (D’Ianni) ’59 Bitner
Joe and Michelle Blanda
Ed Boehmer
Jamie and Tom ’84 Burkhardt
Bradley and Leslie (Keith) ’70 Burnside
Aron Lin and Vicky Ya Chen
Stephen Comunale
Jessica and Steve Czekalinski
Judith Darwal
Cyndee and John Debo
Christopher and Kristen Depizzo
Nell Ding and Ping Zhou
Chuck and Susie Dix
Michelle Fair
Jennifer Caldwell and Peter Farah
William Ferriel
Jim and Meghan Gilbane
Cathy and Doug Godshall
Andy and Erin Gray
Bill ’78 and Lela Henry
Nicole and Steve Hilbert
Jean (Gries) Homeier ’46
Chris and Simone Hoover
Eric and Michelle Houser
Brad Howard and Anca Stoicea
Sonal Jain ’94 and Nuri Kim
Ginny and Jim Johnston
George Kagler ’17
Bob ’63 and Polly Keener
Julie and Samuel Keller
Amanda and Damon Keller
Mark and Sue Koenig
Christine Lababidi
Kara and Steve Levan
Jim and Sally Little
Lisa and Mike Little
Betsy and Bill Lockwood
Brad and Kelly Mendelson
Darlene and Leo Michitsch
Robin Mouck
Sue Mouck
Doug and Julie Neilsen
Arman and Meeta Nosrati
Bob and Pamela Novak
Elizabeth Pal
Bhavin and Shivani Patel
Devon Poling and Jessica Zolton
Haley Preston ’05
Doug and Julia Radefeld
Hallie (Godshall) ’95 and Tom Ritzman
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Aditya and Vibha Soni
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John Downing and Georgia Szalay Downing
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Hamid and Margaret Abdollahian
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Anonymous
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Paul and Phyllis DiPiero
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Gordon Dix ’22
Paige Dix ’20
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Bev Downing
John and Whitney Dronzek
Michael Duff and Susan Black
Betty (Kendig) Eastman ’55
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Alice (Witzeman) ’52 and Richard Edwards
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Marla Ehrler
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Rebecca Emmitt
Amy and Tony Fahd
Bruce and Karen Farrar
Jacob and Lisa Farrar
Kristen Fearon
Laura and Robert Ferguson
Tom Ferry Sr.
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Gully and Jenn Flowers
Andrew Fontanarosa and Liz Martin
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Stephanie and Tyler Forstner
Joe and Kim Gaebelein
Dottie Gaffney
Tony Gattuso and Yun Bai
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Anne and Dan Gentile
Genie German
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Richard and Sharon Johnson
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James Johnston ’23
Shaiana Jones
Jeannine Jones and Rita Ann Livergood
Anita and Craig Joseph
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Candace Kaptain and Patrick Harris
Abby and David Karam
Anne (Forhan) Keane ’06
Alan ’57 and Catherine Keener
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Jamie Knapp
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Irene and Robert McNamara
Erin McNamara and Matt Gary
Mary Meadows
Ann (Seiberling) Mell ’73
Paul Miller and Kathleen Burrell-Miller
Kate Milliken and Adam Karsten
Chrystal Minosky
Malay and Shachi Mody
John and Susan Moorehead
Laurie Morgan Schrank and Gary Lowry
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Joe and Leah Morris
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Lewis Sage and Katharine Sheppard
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Harry and Jane (Parish) ’47 Schwab
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Hannah and Timothy Serafino
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John and Nancy Sharp
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Abigail Siegfried
Angel Siegfried
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Pareena Singh
Jennifer and Raj Sinha
Riordon Smith
Rory and Betsy Smith
Dick and Gindy (Chenoweth) ’72 Smith
Connor Smith
Danielle Smith
Sherry Smith
Stephanie Smith
Anika Soni ’22
Sarah Spradling
Sarah Stimson
Brian and Nancy Stockwell
Christopher and Liz Sullivan
Andrew Suresky ’03
Michelle and Robb Sutton
Amy and Tyler Swegan
Anne Swegan
Elle Swoope ’23
Sally (Hudson) ’75 and David Tellekson
Emily Tenney
Ronald Teunissen van Manen and Sarah Fulton
Susan Thews
Anthony Baldridge and Emily Thews
Adam Thiel
Chris and Lauren Thomas
Penny and Steve Thompson
Kip ’72 and Natasha Tobin
Lesley and Philip Trendell
Cindy and Rick Tripp
Lee Turner ’55
Alysa Ulstad ’04
Mattie Unger
Michael VanBuren
Luke Varner
Megan Vasu
Joseph and Laine Vereecken
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Jennifer Vorachek King and Thomas King
Greg and Jodi Vrabec
Catherine Walker ’18
Jonathan Wanders
Shengyong Wang and Xiaowei Teng
Chet and Ru-Jen Warner
Marilyn Weaver
Jasmine Webb
Ethan and Sarah (Wise) ’05 Weber
Cindy Weiss ’67
Deedee and Ned Welc
Melissa and Park Welker
Penny White
David and Mary (Robinson) ’58
Whittemore
Keira Williams ’02
Lois Wilson
JoAnn and Edward Wilson, Jr.
Sharon Winfrey
Sam Yannerilla
Ken and Sandy Yocum
Katie Zuercher
Memorial and Honor Gifts
IN MEMORY OF KAY BURDETTE
“The Hiking Group” Margaret Liske, Karen Patterson, Judy Brookhart, Sandy Yocum and Carolyn Howell
IN MEMORY OF SUZANNE ROGERS ’49
Lois Wilson
IN MEMORY OF TOM MERRYWEATHER
Lois Wilson
IN MEMORY OF SUE HENNINGER
Lois Wilson
IN HONOR OF CECILY PARKE SESLER’S 90TH BIRTHDAY ’52
The Walker Family
IN HONOR OF LINCOLN ELLSWORTH
Candace Kaptain and Family
IN MEMORY OF PATRICIA BILLOW MORGAN ’43
Carolyn L. Morgan ’52
IN MEMORY OF ALICE MAE PIERCE
Kimberly Pierce Gillenwater ’65
IN MEMORY OF CATHERINE SILVER MCNAMARA ’70
Alex Brown ’70
IN MEMORY OF DARLENE PIZOR
Ronald Pizor
IN MEMORY OF MICHAEL SADDLETON
Lynn Saddleton
IN MEMORY OF PATTY WYMAN
Karin Allen
Michael Duff and Susan Black
IN HONOR OF THE CLASS OF 1958
Sarah (Mabry) O’Reilly ’58
IN MEMORY OF KELLIE WALLERSTEIN
Kelly and Brad Mendelson
IN HONOR OF MS. RUTH ALIGER, OLD TRAIL BIOLOGY TEACHER
Elizabeth Sturtevant ’72 and John Eckhardt
IN MEMORY OF JOSEPH BLANDA
Drs. Joseph and Michelle Blanda, Rachel Blanda, and Jennifer Blanda
IN MEMORY OF MARY ANN LINFORTH ’58
Vicki D’lanni Bitner ’59 and John Bitner
IN HONOR OF SARAH AND JAMES JOHNSTON ’23
Bill and Jane Blewitt
IN MEMORY OF MARETA FROST
Bob ’63 and Polly Kenner
IN HONOR OF SAMUEL LIPTAK, NOAH LIPTAK AND NEKO ZUFALL
Larry Liptak
IN MEMORY OF DAVID AND HOPE (CHANDLER) ’43 GATES
Allan and Sally Johnson
IN MEMORY OF PETER G. WILSON
Lois Wilson
IN MEMORY OF MARTY (GRIES) DAVIS ’51
Anne Viggers Johnson ’51
IN MEMORY OF RICHARD C. HOFFMAN, FORMER HEADMASTER
Wendy Hoffman
THE LEGACY OF Tom Merryweather
Tom Merryweather, who passed away in August, left an indelible mark on both the city of Akron and Old Trail School. His dedication, leadership and vision have shaped the school’s legacy and continue to impact students today. Tom will be dearly missed by the Old Trail community.
Tom and his late wife Marilyn had four children—Melissa ’75, Betsy ’80, Tim ’81 and Greg ’82—and two grandchildren, Ryan ’05 and Amanda ’08, who graduated from Old Trail. In addition to being a devoted parent and grandfather, Tom served as a board member and lifetime trustee, contributing to the school’s success in numerous ways.
In a time of crisis, Tom stepped up to lead Old Trail School as executive director from 1980 to 1981. During this period, the school faced significant financial challenges and complex issues, including the sudden departure of its serving head. Tom temporarily set aside his career as a property developer and manager to guide Old Trail through this turbulent time. His steady leadership ensured the school’s survival and laid the groundwork for its future growth.
One of the most difficult decisions Tom made as executive director was to close the high school due to declining enrollment. He was acutely aware of the emotional and practical impact this decision would have on current students, including his own children, and the many women who had graduated from Old Trail’s high school when it was a girls’ school. Throughout this process and beyond, Tom consistently honored the school’s rich history and the legacy of its graduates while thoughtfully shaping its future. Reflecting on this pivotal time in 2023, Tom stated, “Of all the things I
accomplished professionally, serving as the head of school and ensuring the future of the school is the thing I am most proud of; I think about this often.”
Tom and Marilyn shared a deep love for the natural world, visual arts and architecture. This passion inspired their support of the Merryweather Outdoor Classroom, a space that embodies Old Trail’s commitment to experiential and nature-based education. Thanks to Tom’s financial contributions and guidance, the outdoor classroom became a reality and now serves as a vital hub for hundreds of students each week. Its profound impact on the Old Trail community reflects Tom’s enduring legacy.
The contributions of Tom Merryweather to Old Trail School will never be forgotten. His leadership, generosity and vision have left a lasting imprint on the school’s history and its future. The Old Trail community honors his remarkable life and continues to benefit from his enduring gifts.
ANGUS WARREN ’12
PETER G. WILSON YOUNG ALUMNI ACHIEVEMENT AWARD
Angus Warren is a doctoral candidate in Medieval Studies at Yale University. His academic journey began at Old Trail School and took him to the Groton School, Middlebury College, and the universities of Oxford and Cambridge in England.
“Old Trail School shaped me in profound ways, both directly and indirectly.”
Initially drawn to environmental science, he discovered a passion for ancient languages and medieval history, leading him to specialize in medieval manuscripts and historical research. Now at Yale, he teaches, conducts independent research and organizes the university’s graduate student lecture series. Along the way, he has embraced a variety of roles, from museum interpreter to dinghy sailing coach to bookbinder, weaving together diverse experiences that continue to shape his interdisciplinary approach to scholarship.
How did your time at Old Trail shape you?
Old Trail School shaped me in profound ways, both directly and indirectly. Two teachers stand out as key influences. Jeff Evans, my sixth grade World History teacher, showed me that academic study could be thrilling. His sheer enthusiasm for teaching was contagious, making history come alive. I can now hardly believe that such a thing really went on, but Jeff organized a “field trip” every year from Akron down to Gettysburg, Pa., dragging a gaggle of hyper 12-yearolds and their parents in his wake, and we ran around the National Park like wild things, soaking it all up. I also owe much to Magistra Susanne Tomaschek, who introduced me to Latin. I distinctly remember the very first session of that class, at which point I think none of us students had yet worked out what on earth Latin was, or what it was for. But there, at the front of the room, was Magistra, who brought such amiable joy to the class that we (or at least I)
very quickly forgot to be nervous or confused and simply leapt in.
Beyond academics, OTS nurtured my love for music and performing. I played upright bass, had bit parts in the musical and performed in the talent show, much to my classmates’ horror. None of those activities turned out to be a lifelong hobby, but the love of music and performing has stayed with me. I was a tenor in the chapel choir at boarding school, and ever since, at my various universities, I’ve remained active as a hobbyist and sometimes as a semi-professional. Singing, like studying, has very often made totally unexpected opportunities available to me, including the chance to perform at venues such as King’s College, Cambridge and Lincoln Center in New York.
What skills do you think students need to succeed in advanced academic pursuits?
Critical writing is at an all-time premium. The skills required to construct a written argument— especially a humanistic one—are essential in virtually any profession: sound logic, clear syntax, command of rhetoric for persuasive ends, all of these are in demand, and all are attained by repeated, earnest exposure to the challenge of executing a research project. My own students excel to a truly remarkable degree in their oral skills: they are very much at home discussing complex concepts out loud in seminar settings. But when they turn to writing, all too frequently, they struggle to organize thoughts or to characterize in writing the phenomena
which they so clearly grasp viva voce. I find this disconnect fascinating, and I try to treat it as a source of inspiration rather than of despair: how can I modify my own teaching in order to capitalize upon my pupils’s demonstrated strengths, to enable them to unlock other skills and thus accomplish the tasks they will be set in their professional lives?
The Peter G. Wilson Rising Star Award is presented to an Old Trail alumnus who is under 30. The recipient has shown professional and community leadership and exhibited an appreciation for Old Trail School. The Award is named in honor of Peter G. Wilson, former Old Trail Headmaster. Nominees must have attended Old Trail School, contributed to their community and/or to the betterment of others, earned the respect of Old Trail alumni and exhibit a continued loyalty to Old Trail School.
KRISTINA (DEMAS) WOODHOUSE ’00
LINCOLN GRIES DISTINGUISHED ALUMNI AWARD
Dr. Kristina Woodhouse is a board-certified radiation oncologist and the Senior Clinical Director at Merck in Houston, Texas, where she leads global oncology clinical trials in women’s cancers. She attended Old Trail for nine years before continuing her education at Hathaway Brown School and graduated from Harvard College with a degree in Biological Anthropology. After earning her MD from The George Washington University School of Medicine, she completed her residency in radiation oncology at the University of Pennsylvania.
“Old Trail was more than just an educational institution for me—it was the foundation of my lifelong love of learning, exploration and meaningful friendships.”
What inspires and motivates you professionally?
I became a radiation oncologist not just to treat cancer but to be a strong guiding presence for patients and families facing some of the most uncertain and difficult moments of their lives. My passion for medicine was ignited early on, watching my father care for his patients in Akron. I saw firsthand the power of human connection in medicine, the trust between a physician and their patients, and the profound impact of compassionate care. Now, I have the privilege of working in drug development at the forefront of oncology, where I help translate groundbreaking science into realworld treatments that have the potential to make a great impact and change many lives.
I am focused on improving treatment options for gynecologic cancers, where the need for innovation is critical— particularly for Black women and other historically underserved communities who face significant disparities in outcomes. I am passionate about expanding access to innovative therapies, ensuring that advancements in radiation, drug development and precision medicine reach all patients, not just those with the resources or access to cutting-edge care.
How did Old Trail impact you as a student and individual?
Old Trail was more than just an educational institution for me—it was the foundation of my lifelong love of
learning, exploration and meaningful friendships. I vividly remember my history lessons on ancient Egypt, the pyramids and civilizations like the Maya, where every new discovery felt like uncovering a hidden treasure. Those lessons ignited my imagination and planted the seeds of curiosity that continue to shape the way I approach learning today.
Beyond the classroom, OTS nurtured my curiosity in countless ways. Walks to Indigo Lake on crisp fall afternoons with my classmates deepened my appreciation for nature, while the school’s high academic expectations set the stage for my future success. My love for field hockey, first ignited at OTS, carried me through high school, where I was part of HB’s state championship-winning team. These unique experiences not only laid a strong foundation for my intellectual and personal growth but also instilled in me the value of lifelong friendships and the pursuit of excellence— qualities that ultimately led me to a career dedicated to patient care and oncology innovation.
Do you have a favorite memory from your time at OTS?
Mrs. Morgan’s second grade classroom at Old Trail was pure magic—a place where learning felt like an adventure every single day. Walking into her room was like stepping onto The Magic School Bus, where curiosity and imagination ruled. Beyond that, Mrs. Morgan gave me something even more valuable: confidence. She made me believe that my ideas mattered,
that my curiosity had power, and that I was intelligent enough to achieve anything I set my mind to. It was in her classroom—surrounded by bridges we had engineered, rainforest creatures we had studied, and the life-sized whale we had built—that I first declared I would become a cancer doctor. She saw something in me before I fully saw it in myself, nurturing not just my love of learning but my belief that I could do something big with it.
That sense of wonder has never left me. It shaped how I approach challenges, problem-solving and even my career in medicine. To this day, my friends and I still reminisce about her—a testament to the lasting impact she had on so many of us. Mrs. Morgan wasn’t just a teacher; she was a spark, igniting a love of learning and science that still burns brightly in my life.
The Lincoln Gries Distinguished Alumni Award is presented to an Old Trail alumnus who has made an important contribution or given extraordinary service to others in some field, as a professional or as a volunteer. It is named after Lincoln Gries, a former parent, board member and board chair who provided exemplary service to Old Trail School. Nominees must have attended OTS, contributed to their community and/or to the betterment of others, earned the respect of both Old Trail alumni and future Old Trail students, and shown a continued loyalty to Old Trail School.
JOHN DEBO
HONORARY ALUMNI AWARD
John Debo has been a dedicated supporter of Old Trail School, serving on its Board of Directors twice—from 2011 to 2017 and again since 2020. A longtime leader in conservation and regional planning, John spent 33 years with the National Park Service, including 21 years as Superintendent of Cuyahoga Valley National Park.
Following his retirement from the NPS in 2009, he continued his commitment to preserving natural and cultural resources as Chief Development Officer for the Conservancy for Cuyahoga Valley National Park until 2020.
Your connection to Old Trail is that of a past and present member of the board of directors. Why did you initially decide to serve on the board and why did you decide to serve again?
When initially asked to join the Board during the tenure of Head of School John Farber, I jumped at the opportunity to be involved with an organization that I had considerable involvement with during my 21 years as Superintendent of Cuyahoga Valley National Park. I was always impressed with the quality of school board and executive leadership, and especially Peter Wilson over those many years. Peter even asked me to give the
“Who wouldn’t want to serve on the board of the only school located within the boundary of a National Park?”
commencement address at OTS graduation ceremonies one year, which I considered a very high honor. When asked to serve a second round on the board after time off, I did not hesitate. Who wouldn’t want to serve on the board of the only school located within the boundary of a National Park?
CVNP and Old Trail School are both special places. Tell me what makes each so special and how do you view Old Trail’s role as a resident of CVNP?
CVNP is a very special national park, as it is much more like Great Britain’s model of national parks, in that it is a lived-in place with considerable
privately owned property, including Old Trail School, within its authorized boundaries. CVNP is also the last of its legislative kind, whereby Congress authorized substantial funds for the acquisition of private lands and the development of the new park. Budgetary and political realities will preclude any parks from being established along this model in the foreseeable future.
Beyond its legislative background, CVNP is such a special place because of the beauty, environmental value and historical uniqueness of the Cuyahoga Valley. Under CVNP’s legislative formula, Old Trail School is to be embraced as a working component of the National Park. What an enlightened view of a privately owned asset in a National Park!
As you reflect back on your time as superintendent of CVNP, what accomplishment has had the most impact on the valley and the visitors to the park?
It’s impossible to choose just one— much like picking a favorite child! However, several moments stand out. Preventing the development of a megamall on the former Richfield Coliseum site was a particularly close call, and preserving that land helped maintain the park’s natural beauty. Establishing the Cuyahoga Valley Environmental Education Center was another milestone, as it has since become one of the finest programs in the National Park System. The preservation and development of the Cuyahoga Valley Scenic Railroad was also a significant
achievement, especially since it was nearly lost.
Another transformative project was the creation of the Ohio & Erie Canalway, a 101-mile corridor stretching from Cleveland to New Philadelphia. Uniting more than 50 communities required countless nights on the road—and more chicken dinners than I care to remember! Lastly, rebranding the park as Cuyahoga Valley National Park, rather than the less compelling “National Recreation Area,” significantly elevated its profile and recognition. Each of these accomplishments played a vital role in shaping CVNP into the cherished destination it is today.
The Alumni Association Honorary Alumni award is presented to a person or persons who has/have made an important contribution or given extraordinary service to Old Trail School. Nominees must have contributed significantly to the welfare of Old Trail (parent, trustee, volunteer or benefactor), deserved the respect of both Old Trail alumni and future Old Trail students and shown a continued loyalty to Old Trail School.
1972 REUNION
The following reflection was written by Gindy (Chenoweth) Smith ’72, who, along with several of her former classmates, organized an alumni gathering for the OTS Class of 1972 last summer.
What began as a simple Zoom call to brighten our days during Covid soon blossomed into an ambitious plan to reunite as many of our 1972 classmates as possible to celebrate our 50th Class Reunion. Although that reunion never materialized, our collective enthusiasm remained strong, leading us to gather two years later to celebrate another meaningful milestone—our 70th birthdays. With classmates traveling from coast to coast, Akron provided the perfect backdrop to relive old memories and create new ones.
Our weekend was filled with delightful moments, from dinners hosted by local classmates to a walk along the Towpath, a stop at Boston Mills—where we spent countless Fridays at Ski Club—a trip to the Farmers Market at Howe Meadow, a lunch at Skyway, and a nostalgic tour of the OTS campus!
A special and unexpected highlight of the weekend was the presence of Yuriko Tanigawa ’71, our AFS student from Japan, who had lived with Patricia Silver’s family during her senior year. Traveling all the way from Japan to join us for the weekend made the occasion even more meaningful!
We were all anxious to walk the halls of Old Trail again to see the transformations that have taken place over the years. Since our class moved from the Covington location to Ira campus in 1967—halfway through our seventh grade year—the changes have been many! Once a K–12 institution—with our class including just 17 girls—we were used to a campus with three separate buildings linked only by sidewalks and small classrooms.
(L to R): Cathy (Roberts) Doud, Karen (Hay) Chadwick, Brooke (Bynum) Crouter, Libby (Voke) Sturtevant, Missie (Arthur) Broers, Heather (Thorburn) Beauchamp, Tricia Silver, Gindy (Chenoweth) Smith and Tara (Rickards) Earley
It was truly heartwarming for us to witness the remarkable progress that Old Trail has made over the years.
From the beautiful grounds and amazing classrooms to the impressive athletic center, well-equipped science labs, and the extraordinary outdoor classroom, every detail reflected the school’s incredible progress! Being back in the school where we shared many unforgettable years together brought back countless fond memories and made for an unforgettable weekend!
Pictured
Buffalo Bonds:
A LIFETIME ROOTED AT OLD TRAIL
For Bob and Polly Keener, their story began the way so many great friendships do—at Old Trail School. But unlike most childhood friendships, theirs grew into something much greater—a lifelong, multigenerational story of connection, shared history and community that continues to shape their family today.
Bob Keener and Polly Leonard first met in Kindergarten at Old Trail in 1950 when Polly joined the school to be with her sister, Lucretia. Their first memories together include attending each other’s childhood parties—Bob at Polly’s fifth birthday and Polly at his Halloween party. But after Kindergarten, their paths diverged. Bob remained at Old Trail, while Polly moved on. Living in different neighborhoods, their lives didn’t intersect again until middle school, when Polly returned to Old Trail for seventh grade, just as Bob was entering eighth. “Seventh graders were pretty much in awe of those older ‘big kids,’” Polly playfully reminisced.
Following their Old Trail years, Bob and Polly once again went their separate ways; Polly attended Buchtel High School and Bob enrolled at Western Reserve Academy. But through a chance encounter, fate brought them back together one more time—this time for good.
“On the day after Thanksgiving in 1961, I got my driver’s license and, after driving my mom home, I went to O’Neil’s Department store downtown,” Bob recalled. “At the top of the escalator stood this incredible vision who, miraculously said, ‘Hello, Bob Keener.’”
Later that winter, Bob and Polly went on their first date at the Princeton Ball. “We fell head over heels,” Bob said. They married in 1967.
Bob went on to earn a Ph.D. at the University of Michigan before building a successful career in financial services. Later, he transitioned to academia, serving as an Adjunct Professor of History at the University of Akron until his retirement in 2015. He was also one of the founders of The Hallstar Company and dedicated six years to serving on Old Trail’s Board of Directors.
Throughout it all, Bob and Polly’s connection to Old Trail never wavered. Decades later, their grandchildren—first grader Hunter Dronzek ’32 and preschooler Tucker Dronzek ’35—now attend the same school where their journey first began.
“Old Trail provided me with a marvelous academic foundation as well as, through the gentle guidance of an amazing set of teachers, social skills that have served me well throughout life,” Bob reflected. “Watching my grandsons develop and thrive there is much more than gratifying. Today’s OTS just seems to get better and better!”
Alumni Parents
What impact did Old Trail have on you as a student and person?
Old Trail School has had a profound impact on my life. It has shaped who I am today professionally and socially, and paved the path for my success. Old Trail is not just a school for academics; it is a wholesome community with core values that built the foundation for higher education, good citizenship and lifelong friendships. The small class size, individualized teaching and emphasis on critical thinking allowed me to discover my strengths and potential at a young age. The ample hands-on learning in both art and science contributed to my curiosity and ultimate interest in becoming a dentist.
MARGIE (ROWAN) HAMLIN ’02
Why was it important for your child to attend Old Trail?
Even before I became a mother, I always knew I wanted to send my child to Old Trail because of the wonderful experience I had when I was there. I was lucky to transfer to OTS in the sixth grade, and I can honestly say it had an enormous impact on my life. While the academic excellence at Old Trail is among the best in Northeast Ohio and certainly prepared me for higher levels of education, it was the school’s culture and sense of community that left a lasting impact on me. I immediately felt a sense of comfort and belonging at Old Trail. The faculty and staff were top-notch, and I still have fond memories of my teachers. Some of my dearest friends to this day, I met at Old Trail. That was the experience I wanted for my only daughter, Iris [Class of 2031]. I wanted her to feel comfortable and supported in her surroundings while also being challenged to grow and build selfconfidence. I am lucky to call Old Trail my alma mater.
What was your favorite memory of Old Trail when you were a student?
MARGIE
Some of my favorite memories at Old Trail include making a pinhole camera out of cardboard and developing my own photos in a dark room, our class trip to Colonial Williamsburg and the annual tug-of-war contest at Spring Fling. Additionally, our class trip to CVEEC is one I will never forget. That was the first time I went “camping” and experienced real hands-on, naturebased learning. I have many favorite memories of my time at Old Trail, but I would have to say Spring Fling was always a highlight!
To honor the legacy of multigenerational Old Trail families and the impact the school has had on them, we will be using this space to highlight alumni who have children currently enrolled at Old Trail. If you are interested in participating, please contact us at: communications@oldtrail.org.
HALA
HALA ELSHAAR ’02
THE LAST WORD
Ever since I was a child, the outdoors has always been my favorite classroom. The rustling leaves, the lovely scent of the earth after a rain, and the symphony of bird song provided a living, breathing curriculum that sparked my curiosity and ignited a lifelong passion for connecting young children with the natural world.
As an early childhood educator, this passion has guided me to create learning environments where children not only explore but truly belong within the embrace of nature, where every twig, every rock and every creature becomes a portal to discovery.
My earliest memories are of wandering through the woods behind my house, constructing forts from fallen branches, and tracing the paths of tiny insects. The sense of wonder and connection to the environment is what I strive to cultivate in the outdoor classroom, a space where children can freely investigate the wonders of the outdoors, whether it’s observing the metamorphosis of a caterpillar, making feeders for birds with pine cones and seed, or simply lying in the snow and watching the clouds drift by.
One particularly memorable moment occurred during a nature walk with a group of our youngest preschoolers. We climbed the stairs heading toward the outdoor classroom, and one young boy commented, “I feel evidence of a spider.” We had been discussing using our senses and introducing vocabulary words such as ‘observation’ and ‘evidence.’ He continued to describe a stringy web that he had brushed up against. That day, I was reminded of the power of nature to spark curiosity, ignite imagination, encourage communication and foster a sense of connection to the living world around them.
I see the outdoors as both a beautiful backdrop for building brains through play and a rich educational environment.
By incorporating nature-based activities into our schedule, we explore math concepts through sorting and counting found objects, we investigate science concepts through observation and inquiry of worms, we practice language skills by taking turns speaking and describing observations or expressing thoughts, and we develop fine motor skills by collecting natural treasures such as rocks and sweet gum balls. These experiences not only nurture cognitive development but also promote a deep appreciation for the natural world, fostering environmental stewardship from a young age.
My goal as an educator is to be a guide, a facilitator of discovery, and a protector of our planet. By offering children the opportunity to learn amidst the beauty of nature, I am confident that I am planting seeds of environmental awareness through experiences that allow children to love the earth, and that will in turn blossom into a lifelong commitment to sustainability. The whispering leaves, the tiny ladybug, and the vibrant colors and sensations of the changing seasons are all teachers waiting to be discovered, and it is my privilege to lead children on this journey of exploration and wonder.
Rania Fowler Early Childhood Teacher
“How can we deepen this sense of belonging so profoundly that students, faculty, staff, alumni and parents alike feel it the moment they walk through our doors?”
