2024 Under The Elm by Harford Day School

UNDER THE ELM 2024

WELCOME

This past year has been marked by numerous significant accomplishments. We successfully completed our 10-year AIMs accreditation, a rigorous process that reaffirms our commitment to educational excellence. We also celebrated a milestone 65 years of Harford Day, reflecting on our rich history and the many achievements along the way. Additionally, we finalized the Campus Master Plan, setting a clear and ambitious vision for our future development. Our enrollment and fundraising efforts have also continued to thrive, demonstrating strong community support and engagement.

In this issue, we are excited to share stories that vividly illustrate our mission and core values in action. You’ll read about a student’s remarkable leadership in a local charitable organization, showcasing the impact of our educational philosophy on the community. We also feature profiles of young alumni who are passionately pursuing their artistic endeavors in high school, highlighting the enduring influence of our arts programs. Furthermore, we pay tribute to five years of faculty passion project trips, celebrating the dedication and enthusiasm of our educators in exploring new ideas and experiences. Additionally, we shine a spotlight on the innovative 8th grade capstone projects and our dynamic STEM programming, reflecting our commitment to fostering critical thinking and problem-solving skills.

Finally, we take great pride in sharing pictures of our cherished annual events and traditions. These moments capture the essence of who we are and what we stand for, providing a glimpse into the vibrant and supportive community that defines our wonderful school.

MISSION

At Harford Day School, learning is a joyful process rooted in respectful relationships, strong traditions, and an innovative program that fosters confidence, imagination, curiosity, and engagement with the world.

WELCOME TO OUR NEW BOARD PRESIDENT

Dr. Aaron Rabinowitz has been elected President of The Board of Trustees.

Aaron is a parent of two current HDS students and has served on the Board since 2019. Aaron is Senior Vice President, General Counsel, and Corporate Secretary for University of Maryland Medical System. In this capacity, Aaron leads the Medical System’s legal team, and provides guidance on all legal initiatives, including advising on corporate governance, corporate and commercial transactions, litigation, employment, regulatory matters, intellectual property, and other aspects of system development and integration. He works closely with the executive leadership team and Board of Directors to help set and implement UMMS’ overall strategic direction.

After receiving his undergraduate degree from Haverford College, Aaron earned his master’s degree in economic policy evaluation and planning from the National University of Ireland, Galway as a George J. Mitchell Scholar, his law degree from Harvard Law School, and his PhD in Health Policy from the Harvard Graduate School of Arts and Sciences. Prior to joining UMMS, Aaron worked as an antitrust economic consultant, a health policy advisor on Capitol Hill, and in private practice as a healthcare attorney.

Thank you to the departing members of the Board of Trustees, Dr. Dennis Kurgansky and Dr. Niteen Milak, for dedicating their time and energy to Harford Day School over the years. We deeply appreciate their leadership and service.

Go Blue. Go Green. Go Dragons.

Susan Bond Kearney HEAD OF SCHOOL

CELEBRATING 65 YEARS OF HARFORD DAY SCHOOL

In November, nearly 300 alumni, current and former teachers, trustees, staff, parents, and grandparents gathered together to celebrate 65 years of Harford Day School, marking a remarkable journey in educational excellence.

Since its inception, Harford Day School has nurtured young minds, encouraged creativity, and instilled a deep-seated love for learning. This enduring mission has been sustained by the steadfast support of our community, allowing us to preserve valued traditions while adapting to the evolving educational landscape.

The generosity of our supporters and their unwavering belief in our school’s vision highlight the enduring strength of our community.

A Snapshot of Harford Day History

1957

When Haford Day School opened its doors to 30 children in kindergarten through second grade in September of 1957, it marked the realization of a dream of a small group of parents who wanted to provide an educational choice for Harford Country families with young children. They leased an abandoned former tworoom schoolhouse in Bel Air from the county. The group was led by Sara Brumfield, who became the founding Headmistress and also taught; Mignon Cameron, who taught French and history for 20 years; and Sidney Poor.

Together, we commemorated this significant milestone, paying tribute to the countless individuals who have shaped our history, ensuring that Harford Day School continues to inspire and prepare future generations for success.

Reflecting on this anniversary, we acknowledge the pivotal roles played by numerous individuals, families, and friends in shaping our school’s journey. Their ongoing involvement continues to enrich our legacy and equip our students for the challenges and opportunities that lie ahead.

We extend our heartfelt thanks for your support. Together, we are shaping a future that will resonate for generations to come.

1957-1975 1975-1983

The school added a grade each year, as well as students to existing grades, and it quickly outgrew its original space. A capital campaign fell short of its goal, but Harford Day borrowed money, bought eight acres on Moores Mill Road, and built a new building with six classroooms and a multipurpose room in 1961. An old farm building on the site was converted into a kindergarten. The school continued to grow in its new home, and in 1963 Harford Day held its first commencement and graduated five students. In the ensuing years, more classrooms, a science lab and library would be added, and the multipurpose room expanded. By the time Sara Brumfield retired in 1975, the school had 197 students.

Robert Sarkisian, the school’s second Head, brought energy and new educational approaches during his tenure. Esther Bennett, who had been the fifth-grade teacher, followed him from 1979, continuing to improve the curriculum. Under her leadership, the pre-kindergarten program was started, an addition to the main building was completed, and French teacher Andree Leath led the first European trip.

1983-1993

Leith Herrmann came from Gilman School to be Head in 1983. Among the many accomplishments during his eight years were an improved athletic program, outdoor learning, computers throughout the school, and the first long-range planning session. Perhaps the most significant change was the expansion from one homeroom to the two per grade beginning with kindergarten in 1988. The school would grow steadily over the next 10 years as the first “double class” moved through the grades. Lynn White became Head of School in 1991, adding Spanish to the curriculum, expanding the library, and making improvements to the physical plant.

1993-2014 2014-2018 2018-2019

Under Su Harris, who became Head in 1993, the school reached full enrollment and completed two major capital campaigns. A new kindergarten building opened in 1995, and a new middle school building in 2000. During her 21 years as Head, Harford Day saw its greatest expansion on every front: athletics, performing arts, faculty salaries, technology, science, curriculum development, as well as facilities. The visiting artists program began, the first Arts Festival was held, and middle school students participated in the first smARTS week in 2005.

Harford Day’s seventh Head of School, Gray Smith, came from the Severn School in 2014. While maintaining the school’s AIMS accreditation, Dr. Smith launched new initiatives including a three-year-old program, inquiry based learning, an innovation lab, the art gallery, 1:1 iPads, and the first international students.

In 2018 Ashleigh Wilkes, Lower School Head, was appointed Interim Head of School. At the time, Wilkes had been a teacher at Harford Day for sixteen years, and she expertly guided the school through a transitional year during the search for the school’s 8th Head of School.

2019-Present

Harford Day welcomed eighth Head of School, Susan Bond Kearney, in June of 2019 with an Installation Ceremony held in September. The COVID pandemic took over shortly after her arrival. With a hardworking and dedicated faculty and staff, Mrs. Kearney was able to pivot quickly to virtual schooling for the rest of the year. By the following fall Harford Day was open, offering a hybrid of in person and virtual classes.

2023

As Harford Day School celebrates 65 years, the school is more vibrant than ever with the highest enrollment in over a decade, waiting pools in several grades, an expanding preschool program, and strong philanthropic support.

For more images from the Harford Day School 65th Celebration see the following page.

LIVING THE HDS MISSION IN LOWER SCHOOL

BY ASHLEIGH WILKES

“Learning is a joyful process” is the foundation of what we do at HDS. This foundation is built upon, among other elements, strong traditions. These strong traditions, or rally points, are vital to the development of well-rounded and capable young adults. Not all aspects of school are joyful, as by definition student growth and learning come from challenge and hard work — things that are not inherently fun. Rally points ensure a sense of joy is abundant in the lower school hallways at any given time, as faculty and students engage in rich traditions and celebratory activities.

One of the highlights of being a division head is helping to plan events and rally points for the students. Research shows that rally points, defined as “school-sponsored events that students really look forward to, are typically involved in preparing, enjoy, and talk about favorably afterward,” often lead to lasting memories. Rally points can increase student engagement, achievement, and overall well-being and include long standing school-wide traditions but also different events that may occur throughout the year. Research suggests that planning rally points at least every 6 weeks is advisable. At HDS, it is safe to say we have many more!

Some of our rally points have become long-standing traditions at HDS. Events such as the annual Halloween Parade, the Turkey Trot and Tango, the Holiday Program, and presentations to teach the children about holidays such as Hanukkah, Kwanzaa, Christmas, Diwali, Chinese New Year, Ramadan, and Eid, to name a few, all contribute to educating our children to be global citizens who are welcoming of all types of religions and cultures. In addition, the school-wide traditions of Grandparents’ and Special Friends’ Day, the annual Blue and Green Games, and 8th grade graduation, have become hallmarks of the HDS experience.

A sense of community is palpable in the lower school and is cultivated through weekly Town Meetings and bi-weekly Morning Gatherings during which students work in mixed-age groups to complete STEM challenges, to engage in team building activities, and to celebrate milestones and accomplishments. Having recess twice per day with multiple grade levels, along with the option to choose the desired location (fields or playground), also fosters a strong sense of community across grade levels and helps to develop bonds with older and younger children.

Yearly class plays performed at each grade level are a wonderful example of fostering our children’s imagination, performance, and public speaking skills. Assembly time each Friday brings the HDS community together for outside performances, guest speakers, visiting authors, and most importantly, buddy time! Our HDS buddy program is a beloved tradition as older students are paired with younger students to engage in fun activities such as board games, crafts, free play, and more. It is heartwarming to watch the older children embrace their leadership roles as they display empathy and care with the younger students.

NAEL LEWIS-SHAKUR ’26: EMPATHY IN ACTION

Nael Lewis-Shakur ’26 began his involvement with The We Cancerve Movement, Inc. in May 2023, during his fifth-grade year, through a connection with HDS graduate Mario Nandalal ’20 and his family.

We Cancerve, founded by Grace Callwood, operates with the purpose of gathering, assembling, and delivering treats and themed bags to individuals facing hardship. Their activities extend to various occasions, including holidays and collaborations with organizations such as Boys and Girls Clubs for initiatives like Camp Happy during the summer.

TEACHER PROFILE

The organization was highlighted in a recent article in the Baltimore Sun. The beneficiaries of We Cancerve’s efforts are diverse, ranging from healthcare institutions like Sinai and Hopkins Hospitals, to foster care facilities and domestic shelters. Their mission is to support anyone experiencing difficulties.

Nael serves as a board member within We Cancerve, joining six other individuals aged 11 to 15. When asked about his involvement, Nael expressed that helping people feels good — a simple yet impactful motivation driving his dedication to the cause. Nael embodies our core values of

empathy, perseverance, integrity, community and growth; his work with We Cancerve is a wonderful example of empathy in action.

JOANN CAIN: A JOURNEY OF CONTINUAL GROWTH

Congratulations to Lower School Music teacher

JoAnn Cain, the recipient of the 2024 Avivo Prize. This prestigious award “honors a music teacher who demonstrates noteworthy creativity in teaching and the ability to provide students with a strong foundation in musicianship skills.” Mrs. Cain was selected for this honor due to her “faithful commitment to her own development as a musician, and how this manifests in creative, inspired teaching.”

Mrs. Cain, who joined the Harford Day School team in 2022, exemplifies one of our core values: Growth. In the two years she has been with us, she has dedicated considerable personal time to pursuing additional learning opportunities.

Her continuous efforts to enhance her skills as a music educator reflect her unwavering commitment to professional development. Her approach to teaching not only imparts musical knowledge but also instills confidence, creativity, and a sense of belonging in her students.

We are incredibly fortunate and proud to have Mrs. Cain on our team. Her passion for music and education, coupled with her innovative teaching practices, enriches the lives of our students and exemplifies the spirit of Harford Day School. Her recognition with the 2024 Avivo Prize is a testament to her hard work, dedication, and exceptional talent.

LOOSE PARTS AND FREE PLAY

BY DEVIN WOOTTON

I write this having just finished reading The Anxious Generation by Jonathan Haidt. The book serves as a dire warning of the consequences of children growing up over-supervised in the real world and under-supervised in the digital world. Haidt provides empirical evidence to support the benefits lost when families, often encouraged or forced by society, over-supervise and over-structure their children’s play. The book has prompted several members of the HDS faculty and administration to examine our current practices to see how we align with Haidt’s research. While this article is not long enough to delve into all the elements described in the book, two that I want to highlight are free play and loose parts.

The first, free play, has long been a staple at HDS. We are proud to offer recess twice a day, at least, for every grade from Little Dragons up through eighth grade. Many teachers at all levels find time to add additional playtime when class objectives have been completed. This time is crucial for students’ social development. Students naturally learn to create terms for fair play and strategies for resolving conflict.

The second component, loose parts, is a term that gained popularity with the surge of “Maker’s Spaces” on campuses across the country. While HDS boasts a dedicated space, our Innovation Lab, it is not the only time or place on campus where students can build, get comfortable with trial and error, and learn from the greatest teacher of all: failure.

One of the earliest examples a parent can see of loose parts play is the “found item” sculpture in art class. Now, I know I am not the only parent who has forced a smile at the pile of hot glue, yogurt tops, and other objects that my child proudly brought home. Before that sculpture goes into the trash — or the circular file, as we call it in our house — consider the fact that your child used imagination and critical thinking on that masterpiece, and likely also got some experience grappling with frustration when it did not turn out as imagined. Of course, once the treasure is forgotten, feel free to do with it as you wish. The process is far more important than the product.

As students get older at HDS, there are many more opportunities to work with loose parts with varying levels of structure and guidance. On the playground, one can often find pinecones arranged on the ground to form lines for made-up games or designs from someone’s imagination. From the youngest grades on up, science and art classes, in particular, lean into this concept naturally.

Science labs in the beginning of lower school utilize the scientific method and engineering process in many projects. You might see

students building boats to see which design can hold the most pennies before sinking in a tub of water, or children designing different-sized beds for Papa, Mama, and Baby Bear to support different weights. Students may also use a hair dryer to propel cars of their own design, striving to go the farthest distance down the hallway. Later in lower school, students use marshmallows and dried pasta to build freestanding towers and dive deeper into designing cars using specific parts like axles and wheels to figure out the best way to build something that moves. Students practice these skills, leading to a more explicit understanding of the thought patterns needed for engineering, which are applied in the older grades. In sixth grade, students design and build scale models of both the earth and an invention intended to solve an environmental problem the Earth faces. In a seventh-grade hydraulics lab, students use loose parts to build hydraulic joints that mimic those used in prosthetic limbs.

Of course, I’d be remiss if this article did not elaborate on the Innovation Lab, the dedicated space for all things coding, power tools, and loose parts. Innovation Lab is a class taken by students each year from first through seventh grade. Students who have a particular fondness for building and making can also take a longer version of the class as an eighth-grade elective. Those budding skills first seen with the found object sculptures and nurtured through free play, science labs, and art classes, come out in full force as students design and build everything from cardboard arcade games to functional tables and benches used at lunchtime. There is even an opportunity for students to pit their designed battle bots against each other to see who can pop whose balloon.

As a parent or other onlooker, it can be hard to spot the forest for the trees at Harford Day School. After all, the program spans up to 11 years of a child’s life. It is easy to get pulled into a false sense of productivity when we swoop in to solve a conflict or find a solution. It is hard to allow your child to sit with their frustration. In order for us to run an innovative program that fosters confidence, imagination, curiosity, and engagement with the world, we rely on our faculty to guide students through processes that give space for frustration and failure, so that they may grow to be the confident problem solvers tomorrow’s world will need. This may look like tears over a marshmallow tower collapsing, angry muttering about a model car that didn’t move, or an argument with a partner over the best way to design a mini-golf hole. With skillful suggestion and guidance, our teachers help students navigate these setbacks because avoiding them or stepping in to end them leaves a significant portion of the learning out of the joyful process.

8TH GRADE CAPSTONE PROJECTS

Before processing to the stage at graduation and sitting in the warm sun waiting to hear your name read, there is another rally point that marks the end of one’s time at Harford Day School. A relatively new addition in the school’s 65-year history is the Eighth Grade Capstone. With deceptively simplistic directions — choose a topic of focus and relate it to the school’s core values — students go on to complete research, interview experts, put together a project, teach, and ultimately present their experience. What they produce embodies the school’s mission and core values while reflecting the individual personalities of each student. In recent years, students have built a go-kart, taught a dance class, practiced sports photography, and so much more.

Capstone is both a project and a regularly scheduled class for eighth-grade students. The process is broken down into four phases: Exploration and Brainstorming, Planning and Research, Implementation, and Reflection and Presentation. In the first phase, students are guided through a process where they stop, look inward, and consciously think about what truly interests them. For some, 14 is an age where they confidently base their whole identities around interests like basketball or piano. For others still finding themselves, answering the simple question, “What am I interested in?” is a challenging first step.

Once students have identified a topic, their next challenge is to plan and research it. A hallmark of this phase is identifying, contacting, and interviewing an expert. For many, this involves a mix of anxiety, excitement, and anticipation. If part of the school’s mission is to foster confidence and engagement with the world, students need to know how to make connections and learn from others under their own direction. Through their Capstone projects, students have spoken to doctors, artists, and police officers. While some are intimidated by this task, they all persevere and grow in the process.

From its conception, the Capstone project was never intended to be just another research project. There had to be a product, something students could imagine, plan, and implement. During this phase, the campus comes alive with evidence of the eighth graders’ efforts. Bins for collecting items like books for the Maryland Book Bank or school supplies for students in St. Thomas can be seen in hallways. In classrooms, you might find eighth graders leading classes on lizards or baking organic dog treats. Capstone becomes a community affair.

Before it’s all said and done, the final step is for students to reflect and share their experience in a formal presentation. Students can choose the size of the audience they present to based on their topic. Some opt for a small panel of adults, while others choose to present to a class or division, and still others select to present to the whole school. When watching these presentations, it is impossible to miss the school’s core values. Students develop empathy by supporting causes and teaching younger students about their passions. They persevere by overcoming setbacks in scheduling and overcoming nerves about speaking to their expert. Their integrity can be seen in the self-directed nature of the project, where they set their own goals and follow through. Many HDS students focus their projects on the broader community, and they all share their passions with our school community through their teaching and presentations. One of the greatest privileges of working at Harford Day is seeing the growth inspired by this project and the advancements it has showcased.

HARFORD DAY SCHOOL SCHOLARSHIPS

Harford Day School is proud to recognize deserving students NEW to our school with the scholarship opportunities outlined below.

Mignon Cameron Scholarship

This endowed scholarship, named in honor of one of the founders of Harford Day School, is for a mission-appropriate student whose presence in the school will increase the diversity of the student population, whether on a racial, ethnic, socio-economic or any other meaningful basis. This need-based scholarship is awarded every three years to a new student entering Grade 6 with demonstrated financial need as established through the indexed tuition application process.

Ventaja Scholarship

Established in 2015, in recognition of the growing Latinx community in Harford County, the Ventaja Scholarship seeks to provide the opportunity of a Harford Day School education to deserving students of Latinx heritage with demonstrated financial need as established through the indexed tuition application process. Recipients will be notified with their Indexed Tuition awards.

Harford Day School offers a variety of scholarships.

Mannion Scholarship

This endowed scholarship was established in memory of Frederick Mannion, an alumnus of Harford Day School. The Mannion Scholarship is awarded every three years (next in 2025-2026) to an incoming 6th grade student new to Harford Day School with a record of strong academic achievement, excellent school citizenship, and a desire to contribute to Harford Day both inside and outside of the classroom. The award is 50% of the annual tuition for Grades 6-8. Financial need is not a criterion for this award.

Growing Minds Scholarships (Kindergarten & Grade 1)

Applicants admitted to Kindergarten from Goddard School Bel Air, Goddard School Forest Hill, Grade 1 from Monarch Montessori, and a limited number of other new applicants to Kindergarten displaying extraordinary academic promise will receive a one-time scholarship of $2,000. Financial need is not a criterion for this award.

If you would like to learn more, please contact Diane Russell, Director of Enrollment Management, at drussell@harfordday.org or 410-838-4848.

EMPATHY, PERSEVERANCE, INTEGRITY, COMMUNITY AND GROWTH

At Harford Day, a passionate, talented faculty, small classes, innovative curriculum, and inclusive atmosphere are driven by our mission and EPIC-G values.

Take the first step by joining us for 1st Fridays Coffee & Conversation or scheduling a private tour to see how we Make Every Day Count.

APPLICATION DEADLINE FEBRUARY 1ST

JEAN ANDON FACULTY PASSION PROJECT

Trips Through the Years

The Jean Andon Faculty Passion Project was established by former parent, Libby Andon (Jamie Haven ’18 and Fin Haven ’21) in the winter of 2020 to enable Harford Day School to recognize and reward deserving teachers, to take a trip — with or without their families — to explore a passion of theirs and enjoy time for reflection and renewal.

The project was named in honor of Ms. Andon’s grandmother, Jean Eisel Andon, an avid world traveler. Jean Andon and her husband shared a love of travel and world cultures and passed that passion on to their grandchildren. According to Libby, Mrs. Andon, at 101, has “always been ahead of her time. She was one of the first to travel to the Sudan, and an early adopter in all ways; she embraced technology long before her contemporaries, using her iPhone until the age of 100.”

Education was very important to the Andons as they believed that it created pathways to more opportunities in life. Libby shares their belief that teachers can have a profoundly positive and influential impact on children, as she witnessed when her own children attended Harford Day. She believes that establishing and supporting the Jean Andon Faculty Passion Project enables teachers to receive the recognition that they so deserve while giving them the opportunity to re-energize and grow in their own learning. Furthermore, she believes offering the opportunity to teachers allows HDS to attract and retain excellent teachers; “teachers who take these trips of a lifetime return to school more excited and energized, and that

Jean Andon, pictured with grandchildren (from left) Greg Andon, Christine Andon and Libby Andon (seated)

Mrs. Westervelt and daughter, Anna, HDS ‘20, enjoying beautiful Copenhagen, Denmark.

Miss Marr and her sister-in-law trekked in the Andes, ending up at Machu Picchu

Senora Ramos captured this beautiful sunrise photo from the top of Volcán Barú, the highest peak in Panama.

positivity is passed along to their students in a wonderful, continuous cycle.”

In the 5 years since the trips have been established, 9 teachers have enjoyed remarkable trips to the Hawaiian Islands, Copenhagen, Australia and New Zealand, Costa Rica, Alaska, the American Southwest, New England, Panama, New York City, U.S. National Parks, and Peru. This summer, 3 teachers will be traveling to Alaska, Hawaii and Peru.

The Jean Andon Faculty Passion Project summer trips have left an indelible mark on our school community, elevating teacher morale,

enriching student learning, and reinforcing our mission to engage with the world. These experiences embody the ethos of experiential and global education, demonstrating the profound influence that genuine passion, immersive experiences, and a commitment to global engagement can have on both teachers and students.

We are so grateful to Libby Andon for her generosity in establishing and funding this life-changing initiative, and we are eager to ensure that the project lives on in perpetuity. If you have any interest in contributing to this wonderful endeavor, please reach out to Director of Advancement, Lauren Milan, lmilan@harfordday.org.

Waikiki Beach near Diamond Head, Honolulu Hawaii from Jackie DeMarco

(Left to Right) Senora Bowen and Mr. Bowen enjoying La Fortuna waterfall in Costa Rica. Mrs. Poole, cozying up to a koala on her trip to Australia and New Zealand. Here, she is pictured at the Kuranda Koala Gardens in the Daintree Rainforest. Mrs. Downey and family toured ancient ruins in Diamondback Gulch in Sedona, where they saw petroglyphs and pictographs dating back to 2000 BC.

MS English teacher and Theater director, Andrea Sarsfield and husband Bryan, after enjoying a performance of Hamilton on Broadway, Mrs. Sarsfield’s first ever Broadway show.

Mrs. Bradshaw and her family visited Portland Head Light in Maine as part of their New England road trip during the summer of 2023.

CAMPUS MASTER PLAN

After more than a year of comprehensive planning with architecture firm Hord Coplan and Macht, the Board approved the Campus Master Plan: Building Our Future Together (CMP).

The plan is a living, working document with a range of options and priorities to be implemented in phases over several months to several years. The goal of these institutional efforts is to create a shared vision for Harford Day School’s future and a road map for how to achieve it. The order and magnitude of the projects identified in the CMP will be determined through future capital campaigns, grants, and other revenue streams beyond tuition.

Growing and sustaining a program with Harford Day’s reputation has been a labor of love for several generations of educators, former parents, alumni and trustees. Thank you in advance for your support as we continue to move our school forward while remaining true to our mission of learning as a joyful process rooted in respectful relationships, strong traditions, and innovative programs.

You can learn more about the CMP via the following link: https://www.harfordday.org/campus-master-plan.

PROPOSED THEATER RENOVATION

PROPOSED FUTURE CLASSROOM UPDATES

FACULTY & STAFF MILESTONES

Each year at our End-of-School-Year luncheon, we celebrate and honor the milestones of Harford Day School faculty and staff. We sincerely thank them for their dedicated service and invaluable contributions.

Kate

Tracy

25 Years (left to right) Molly Levis pictured with Susan Kearney

15 Years Susan Kearney, Julie Morgan, Gay Myers, and Melissa Annen

30 Years (left to right) Leslie Bowen pictured with Susan Kearney

10 Years (left to right) Diane Russell pictured with Susan Kearney

5 Years (left to right) Susan Kearney, Holly Plescia, Martin Lucey, and Kate Bradshaw

Years of Service

Leslie Bowen

Years of Service

Molly Levis

Years of Service

Jennifer Easter

Diane Russell

Years of Service

Bradshaw

Daniels

15 Years of Service

Melissa Annen Gay Myers

Julie Morgan

Jennifer Dippel

Christi Grieninger

Susan Kearney Martin Lucey

JAMES T. DRESHER III MEMORIAL FOUNTAIN

Revitalization Project

In September 2023, in partnership with the Dresher family and architect Paul Edmeades, the school sought to revitalize the James T. Dresher III Memorial Fountain, which had been in place for over 20 years. The fountain, originally installed during the construction of the Middle School, was dedicated, along with the building, in memory of James T. Dresher III, a graduate of the Class of 1985.

The revitalization project was successfully completed this spring, and the new fountain leaves a striking and lasting impression on all who pass by the simple yet elegant water feature. We are profoundly grateful to Mr. Paul Edmeades for his advice and active participation in the redesign and to Jim and Patti Dresher for their generous support.

We are profoundly grateful to Mr. Paul Edmeades and Jim and Patti Dresher for their participation and support.

Patti and Jim Dresher with grandsons Caleb ’29 and Mason ’30

Rain Curtain feature and smart lighting designed and installed by Fountain Craft

Original Fountain

HDS HAPPENINGS

8-9.

10-11.

1st Day of School smiles. 3. Students enjoying one of the two daily recesses offered. 4-5. Students celebrating 100 Days of School.

6. Students celebrating Holi, a Hindi celebration for the beginning of Spring. 7. 3rd Grade Ramadan presentation.

Little Dragons showcase.

1st Grade Tea Party. 12. Fiesta Carnaval celebration.

13. The 3rd Grade class performance of Character Matters.

14. The Middle School performance of High School Musical.

15. The 1st Grade class performance of Cookies.

16. The Little Dragon Class participates in the Olympics.

17. Annual 8th Grade vs. Faculty/Staff Basketball Game.

18. The 5th Grade Class Science Fair.

19. Girls Lacrosse Team with Coach Bradshaw.

20. 5th Grader Wynne Roarty acting as Head of School for the day.

21. Boys Lacrosse Team with Coach Lucey.

22. Alumni Induction Luncheon.

23. HDS Cross Country Team with Coaches Bowen and Russell.

GRANDPARENTS’ & SPECIAL FRIENDS’ DAY

Every year, we joyously celebrate Grandparents’ and Special Friends’ Day — a delightful event where families and loved ones gather for a morning of discovery, camaraderie, and enjoyment. Guests are warmly welcomed to join their students in classrooms for enriching activities, captivating performances, delicious treats, and memorable photo moments. Throughout the morning, the halls of HDS resonate with laughter and pride as our students showcase their school to those dearest to them. This cherished tradition at HDS is eagerly anticipated each year.

Families and loved ones gather for a morning of discovery, camaraderie, and enjoyment.

FOR THE LOVE OF THEATRE

Harford Day Continues to Inspire Future Thespians

BY DIANE RUSSELL

Harford Day alumni share many enviable traits but public speaking is almost universally recognized as a skill at which our graduates excel. An invaluable life skill, it is developed through K-Prep and Kindergarten animal reports, years of class play performances, and an eighth grade speech (among other experiences).Through carefully selected roles and the encouragement of dedicated homeroom teachers, even the most timid child learns to not only memorize lines but to embody a role, stand with confidence, and speak with certainty. These opportunities lead HDS students to participate in middle school fall plays and spring musicals and consistently develop thespians that go on to perform in high school, college, and beyond. Many of our alumni credit Harford Day for inspiring them to pursue the theatre.

Lila Plescia ’23, a talented visual artist and accomplished academic, comes alive on stage. For Lila, it is the sense of community fostered through theatre that has sustained her participation in productions in and out of school. She recalls, “During lower school, I loved how involved the class became in the performance by practicing constantly, creating our set, and listening to the soundtrack during lunch. It was such an amazing bonding opportunity for our class.” Lila participated in HDS productions every year from Kindergarten through eighth grade, taking on leading roles in middle school. For her, theatre became her favorite part of the day where she could have fun. Now a sophomore at Garrison Forest School, Lila continues to perform saying, “Without HDS I never would have realized how amazing the theatre community can be. I have no idea what I will do with my future; all I know is I want to stay a part of this inspiring group of people.”

Siena Bauer ’23 began participating in community theatre at age four. Nonetheless, Siena, who came to HDS in Kindergarten, fondly remembers her first HDS play, “A Froggy Day in Lindentown.” She says, “I was so happy when I was cast as Talula the Turtle because I “conducted” one of the songs. I remember how excited I was to do my first show at Harford Day.” Siena has remained active in community theatre over the years gaining important experience that has informed her school performances in HDS middle school productions and

now in high school. When asked if she will continue with theatre in the future, Siena states, “Definitely! I want to go to college somewhere in New York and I hope to be on Broadway. If I don’t pursue it as a career, I will always do community theatre. I have always loved theatre and I think I always will.”

Sarajane Roarty ’23 shares Siena’s passion for the theatre although her journey began with ballet at age four. Active in dance and theatre outside of school, Sarajane credits Harford Day’s middle school productions for sparking her interest in theatre remarking, ““The Little Mermaid Jr.” was my first musical where I was cast in a lead role and it was so wonderful. It made me truly realize that working hard to achieve your dreams is 100% worth it. I realized in those moments on the Harford Day stage that performing is my destiny!” Since she rolled around the stage in 7th grade as Kira in “Xanadu, Jr.,” Sarajane has gone on to play the roles of Maria in “The Sound of Music,” Cinderella in “Into the Woods,” and Vivienne in “Legally Blonde.” Sarajane thanks Harford Day for leading her down the path toward a career in professional theatre.

One would wonder how Carroll Scholar, Jonah Wade ’22, a John Carroll School junior, can be involved in multiple productions at the same time while pursuing honors and AP courses. Always an outstanding student academically, Jonah’s talent on the stage was immediately evident when he arrived at Harford Day in second grade and shined in the class production of “Wing It.” Seemingly unstoppable, Jonah has performed in countless community theatre productions while garnering high school roles typically reserved for upperclassmen. Steeped in theatre life, Jonah credits Harford Day for teaching him not to be afraid of trying new things and being able to make connections with people. Through his experiences at Harford Day, Jonah learned the importance of all aspects of theatre from stage management to music and set design. He has auditioned for and worked with directors from NY, and was recently the youngest member of the cast of “Sweeney Todd” at the Havre de Grace Opera House.

Harford Day would like to thank the Getz family for their continued support of musical theatre, in loving memory of Lyn S. Getz.

Did Harford Day inspire your love for theatre? We would love to hear from you and share your story.

ADVANCEMENT EVENTS

The Blue & Green Classic, featuring the 32nd Annual Golf Tournament, 4th Annual 5K & 1 Mile Fun Run, and 2nd Annual Tennis and Pickleball Tournaments, was a day filled with sportsmanship, unity, and a vibrant sense of community.

Through the generosity of supporters like you, we raised over $120,000 for the Annual Blue & Green Fund. The Annual Blue & Green Fund is an essential component of the School’s annual operating budget; contributions to the fund have a direct impact on teaching and learning at HDS.

We want to extend our heartfelt thanks for the incredible support that made this day of events a success. With over 500 individuals participating in the day’s activities, it is clear that our school has strong community support. The enthusiasm and energy of the school, along with contributions from sponsors and participants, combined to create a truly memorable event for everyone involved.

If you would like to get involved, sponsor an event, or join the committee, please contact Director of Advancement, Lauren Milan at 410-809-2402 or lmilan@harfordday.org.

GO BLUE. GO GREEN. GO DRAGONS.

SPECIAL THANKS TO, THE BLUE & GREEN CLASSIC

COMMITTEE

Amy Jahnigen

Greg Jastrab, ‘97

Kelly LaVardera

John Mardenborough

Jennifer Nesaw

Megan O’Brien

Gerald Williams

Doug Jeruzal, Chairman

Lauren Milan, Director of Advancement

Tracy Daniels, Admissions & Development Associate

SPECIAL THANKS TO THE BLUE & GREEN CLASSIC

AUCTION COMMITTEE

Karla DelGallo

Kelly LaVardera

Whitney Nechay

Jennifer Nesaw

Megan O’Brien

THANK YOU, LEAD SPONSORS

Mr. Tim Jahnigen

WHAT IS THE ANNUAL BLUE & GREEN FUND?

As an independent institution, Harford Day School operates without financial support from local, state, or federal taxes. The school relies on tuition income, successful fundraising initiatives, and generous contributions to cover operational expenses. The Annual Blue and Green Fund serves as the primary avenue for alumni, parents, grandparents, former parents, and friends to bolster the school and enhance the Harford Day experience.

Contributions to Harford Day’s Annual Blue and Green Fund provide essential unrestricted financial resources for the school’s operating expenses. These gifts play a pivotal role in maintaining our exceptional faculty, programs, and facilities for future generations. The Annual Blue and Green Fund fosters a sense of unity within our school community by rallying everyone around the shared goal of supporting our students.

Giving to the Annual Blue and Green Fund signifies a profound commitment to Harford Day School and its mission. Last year, our faculty, staff, and board of trustees showed their dedication with a remarkable 100% participation rate, emphasizing their strong

WAYS TO CONTRIBUTE

support for our school. Furthermore, current parent participation has reached an impressive 66%.

As a school serving children from age 3 through grade 8, Harford Day faces distinct challenges in fundraising, especially when competing against high schools and colleges. Former parents, alumni, and friends who continue to support the Annual Fund are deeply cherished. Participating in the Annual Fund is a meaningful way for families to demonstrate their gratitude and commitment to our school.

For more information about the annual Blue & Green Fund or other giving opportunities, please contact Lauren Milan, Director of Advancement, at lmilan@harfordday.org or 410-809-2402. Thank you for your continued support!

DRAGON DRIVE

2nd Annual Dragon Drive

All Harford Day School families were invited to participate in the 2nd Annual Dragon Drive. This class competition among all grade levels aimed to increase family involvement in the annual Blue & Green Fund. The competition not only boosted momentum for the fund but also educated our students and families on the importance of philanthropic giving.

The annual Blue & Green Fund plays a vital role in supporting the school’s operational needs by providing essential unrestricted financial support. It serves as a unifying force within our school community, rallying everyone around the shared goal of enhancing student experiences. High participation rates not only signify confidence but also indicate strong belief in our school’s mission to external funders, influencing their decisions to support us.

Each morning of the Dragon Drive began with special appearances from parent volunteers, students, and Dexter, who greeted families enthusiastically, offering high fives and photo opportunities in Blue & Green attire. All grade levels showcased their competitive spirit, aiming for 100% participation to

secure the top spot. Together, we raised an impressive $16,810 in just one week, a testament to the generosity and dedication of our school community. Parent participation soared from 23% to an outstanding 66%, marking a significant increase in engagement and solidarity. Special recognition goes to the 5th Grade for achieving the highest overall participation rate of 87%. Way to go, 5th Grade families!

We extend our heartfelt gratitude to our current parents and students for their generous contributions to the annual Blue & Green Fund. Special thanks to our dedicated parent volunteers who played crucial roles in planning and advocating for the importance of giving back to our school. Every contribution, regardless of size, makes a significant impact and empowers us to fulfill the mission of HDS.

Every gift, every year, makes a difference.

AWARDS CEREMONY

Congratulations to all Award Recipients

We gathered as a community to recognize and celebrate our 5th and 8th graders for their many achievements in academics, athletics, and the arts. Awards were given to students at the end of their 5th and 8th grade years to honor academic success in the classroom as well as educational growth, improvement, and commitment in academic subjects and the arts. Congratulations to all of the 2024 Award Recipients from the 5th and 8th Grade Classes.

1. Award recipients of the President’s Award for Educational Achievement: Cate Bianco, McKayla Boyle, Jackson DeReamer, Charlie Heinze, Presleigh Seims, and Connor Sullivan.

2. Congratulations to all of the 2024 Award Recipients from the 5th Grade Class.

3. Mrs. Kearney presenting the Sara W. Brumfield Award to Cate Bianco.

4. Mr. Wootton presenting the Academic Excellence Award to Elliott Russell.

5. Mr. Wootton presenting the Middle School Faculty Award to Sam Attanasio.

6. Mr. Wootton presenting the Middle School Faculty Award to Mary Grace Casem.

7. Mr. Wootton presenting the Citizenship Award to Kiran Milak.

8. Mrs. Kearney presenting the EPIC-G Empathy Award to Madeline Nesaw.

9. Mrs. Kearney presenting the EPIC-G Perseverance Award to Presleigh Seims.

10. Mrs. Kearney presenting the EPIC-G Community Award to Gauri Kamboj.

11. Mrs. Kearney presenting the EPIC-G Growth Award to Derrick Adams.

MOVING UP CEREMONY

On this special day, all students participate in a ceremony welcoming them to their next grade level. The Moving Up Ceremony is a longstanding HDS tradition that takes place after the Awards Ceremony.

GRADUATION 2024

It was a picturesque day as the Class of 2024 gathered to mark their Harford Day School education. Aaron Rabinowitz, newly elected Board President, and Susan Kearney, Head of School, proudly awarded diplomas to twenty-eight graduates.

CLASS OF 2024 STUDENT SPEAKER, ELLIOTT RUSSELL

Elliott Russell was selected by his peers to deliver the student graduation speech. He was also honored with the Academic Excellence Award, History Award, Athletic Excellence Award, Sportsmanship Award, and The Premio de Oro Foreign Language National Exams Award.

During his address, Elliott proudly expressed his affection for Harford Day and gratitude for the teachers who influenced his education. He remarked, “One of the key lessons we’ve learned here is the value of hard work and perseverance through challenges. As Jerry Seinfeld once said, ‘Effort always yields a positive value.’ This mindset, instilled in us at Harford Day, will guide us through life’s challenges.”

CONGRATULATIONS TO THE CLASS OF 2024

Derrick Christian Adams II

Karim Almouradi

Liam Alexander Andrejczuk

Samuel Nicholas Attanasio

Catherine Anne Bianco

McKayla Grace Boyle

Chase Anthony Brown

Mary Grace Casem

Jackson Edward DeReamer

Charles William Heinze

Laney Caroline Jastrab

Gauri Kiran Kamboj

Fletcher Meehan King

Finley Drake Kolano

Ella Amelia Lukaszewicz

Jack Edward Maynard

Kiran Jai Milak

Braelyn Clare Moiles

Madeline Katherine Nesaw

Cuauhtemoc Emiliano Ortiz

Soren Michael Parker

Elliott Owen Russell

Ariana Claire Schulze

Presleigh Hayden Seims

Ryan Daniel Stephens

Connor Reid Sullivan

Kyland Andrew Todman

Matthew Keith Westervelt

Elliott concluded his speech with an optimistic message: the Class of 2024 now has the opportunity to achieve success through hard work and determination.

The Class of 2024 graduates will be attending the following schools: Bel Air HS, Boys’ Latin, Calvert Hall College, C. Milton Wright, Gilman, Harford Tech, IMG Academy (FL), John Carroll, Pathways in Technology (Joppatowne), Science and Math Academy (Aberdeen), and St. Paul’s School for Girls. This year’s graduates also received nearly $475,000 in scholarship offers.

Graduates from the Class of 2024.

Elliott Russell ’24 addressing his fellow graduates.

CLASS OF 2024 COMMENCEMENT ADDRESS, MR. STEWART HARRIS ‘87

Stewart Harris ’87 is the son of Mrs. Su Harris, former Head of School. Stewart graduated from Harford Day School and The John Carroll School before attending Bucknell University, where he was a four-year varsity swimmer and captain of the men’s team his senior year. Following college, Stewart worked for the Chesapeake Bay Foundation, where he led one of CBF’s outdoor education programs on the historic skipjack Stanley Norman. He also led CBF’s oyster gardening program and advocated on behalf of CBF before the Maryland legislature. After completing a Master of Science degree from the University of Maryland, Stewart worked for NOAA, engaging with Congress on national and international fisheries management policies and regulations. Moving to the private sector, he represented state and municipal governments, advocating for environmental restoration and flood protection projects.

Currently, Stewart is Senior Director of Global Plastics Policy at the American Chemistry Council’s (ACC) Plastics Division. He is responsible for developing and implementing ACC’s global policy to create a more circular economy for plastics and to eliminate plastic pollution. He chairs the plastics industry’s Global Action Team, which implements the Declaration of the Global Plastics Associations for Solutions on Marine Litter. As part of the Global Declaration, 80 signatories from 43 countries have implemented over 395 projects addressing marine litter since 2011. Stewart engages in international advocacy and global diplomacy on behalf of the World Plastics Council and International Council of Chemical Associations. Stewart enjoys spending time with his wife and two boys, boating on the Severn River and Chesapeake Bay.

We extend our sincere thanks to Stewart for taking the time to visit our campus and get to know this year’s graduating class. We appreciate your continued commitment to Harford Day School.

Mr. Devin Wootton, Dr. Aaron Rabinowitz, Mrs. Susan Kearney, and Mr. Stewart Harris.

Mrs. Su Harris, Mr. Stewart Harris, and Mrs. Susan Kearney.

During his speech, Stewart also emphasized that the Class of 2024 is now an integral part of a significant alumni community, sharing a history with over 60 previous graduating classes. Closing his speech, Stewart shared three things for the class of 2024 to remember:

1. “You are part of a community. Although your time at Harford Day has come to a close, there is a strong community of parents, teachers, friends, and alumni supporting you.

2. Stay in touch with your classmates, reach out to your teachers to share exciting news, and don’t forget to visit the campus when you can.

3. You are well-prepared. Harford Day has given you a strong foundation in knowledge and skills that will enable you to excel. Trust in your preparation and don’t be afraid to take on challenges. You have learned to tackle difficult things. Learning is a lifelong pursuit. There are always interesting people to meet and new perspectives to explore. Take advantage of any opportunity to travel or learn about different cultures. Engage with the world!”

Anna Westervelt ‘20, James Westervelt ‘23, Jake Van Metre ‘23, and Andrew Maynard ‘23

(Left to Right) Caroline Meerholz ‘23, Emily Wilkes ‘23, Emily Giordano ‘23, Luke Boyle ‘23, Izzy Hammond ‘23, and Corinne Vatenos ‘23. Glenn Gall, Lin Gall, Andree Leath, Stewart Harris ‘87, Libby Green ’68, and Su Harris.

Finley Kolano ‘24

HARFORD DAY SCHOOL

715 Moores Mill Road

Bel Air, MD 21014

410-838-4848 / 410-879-2350 www.harfordday.org

2025 SUMMER PROGRAMS

JOIN US

on our 12-acre campus for learning and fun!

Summer 2025, programming for ages 3 through 15!

Job opportunities starting at age 16.

For more information on our Summer smARTS Program, please contact Janelle Schmidt at jschmidt@harfordday.org