UNDER THE ELM 2025
A HARFORD DAY SCHOOL PUBLICATION
DISCOVER THE DIFFERENCE
WELCOME
IN THIS ISSUE, we celebrate the joyful creativity and meaningful learning that thrive in our Harford Day community. Across all grade levels, students are engaged in experiences that challenge them to think deeply, work collaboratively, and express themselves in new and imaginative ways. From interdisciplinary projects that blend science, art, music, and history, to innovative STEM activities that foster problem-solving and exploration, students are learning to see the world through a connected lens. ese opportunities spark curiosity, encourage creativity, and help our students understand that learning is not con ned to a single subject or classroom.
Even our youngest learners in Preschool are laying the groundwork for this journey. In warm, nurturing classrooms where every child is known and valued, teachers build strong connections that help students feel safe, seen, and supported. rough hands-on play, rich storytelling, and discovery-based learning, children are encouraged to ask questions, make connections, and explore the world around them. ese early relationships and experiences create a deep sense of belonging and spark a natural curiosity that sets the stage for a lifelong love of learning.
As we look forward, we also pause to honor the legacy of those who have helped shape the heart of our school. is issue includes a special tribute to Paula Farrell, who is retiring after 35 years of extraordinary service to Harford Day. Her impact as a teacher, mentor, coach, and friend has touched generations of students and families, and her legacy will continue to inspire our work for years to come.
We are also proud to feature pro les of current students and alumni who embody the values and spirit of a Harford Day education. Whether they are competing in athletics or STEM pursuits, excelling in careers in environmental sustainability, or giving back as educators and mentors, these individuals highlight the many paths our students take — and the strong foundation that supports them. eir stories re ect the lasting power of meaningful connections and the sense of purpose and belonging nurtured at Harford Day.
ank you for being an essential part of this vibrant community. We are deeply grateful for your continued support as we learn, grow, and celebrate all that makes Harford Day School so special.
Go Blue. Go Green. Go Dragons.
Susan Bond Kearney HEAD OF 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 THE BOARD
Harford Day School is happy to welcome former HDS parent and trustee, Glenn Ross, back to the Board of Trustees.
Glenn retired from investment firm, Marquette Associates, in 2023 where he was a Managing Partner and Owner. Glenn holds a B.S. in Finance from Towson University and an M.B.A. in Finance from Loyola University of Maryland. He is a past Treasurer and Finance Committee Chair for HDS. He formerly served the Towson University College of Business and Economics as a Board Member, a Finance Department Advisory Board Member, and an Adjunct Professor of Finance and Investments. He was a founder and former Chair of the Spending Affordability Committee for Harford County, Maryland — where he retired as a Member in 2022 after serving for 30 years. Glenn is also a former Board Member of the Upper Chesapeake Health System Foundation. Glenn is the co-author of How to Select Investment Managers & Evaluate Performance: A Guide for Pension Funds, Endowments, Foundations, and Trusts, Wiley & Sons, 2007. He is a member of the Society of Quantitative Analysts and an active Volunteer at the Perry Point VA Medical Center in Cecil County, Maryland. Glenn and his wife Debbie have two HDS alumni, Matthew ’04 and Bradley ’06.
We are grateful to Rachel Klein ’01 for her 5 years of service on the Board, and we thank her for her continued dedication and support of the School!
CONNECTIONS LEAD TO LEARNING IN PRESCHOOL
AS CHILDREN EMERGE from their cars each morning, Mrs. Levis greets them by name and says, “Welcome to school today, we’re so glad you’re here!” A parent recently shared that she was met with big smiles of recognition and happiness when she greeted her daughter’s fourth birthday party guests with a similar welcome. One of the children stopped and joked, “Wait, you’re not Mrs. Levis!” The parent continued welcoming the children with the same expression seeing how much joy they derived from that familiar phrase.
From the moment Harford Day preschool students arrive at school, the teachers are mindful of making connections with them, giving them a voice, and allowing them to see themselves in the books and artwork around the classroom. These connections are woven into the day and grow over time, fostering a sense of belonging and agency, whether on the playground or in music, art, Spanish, library, or physical education classes. Our nurturing and highly qualified teachers instill empathy through active engagement with every child. Through intentional planning, consistency, and individual attention, our youngest students are building a foundation for future success.
This approach to teaching and learning has been a staple of the Harford Day experience from the very beginning and is alive today in our EPIC-G (Empathy, Perseverance, Integrity, Community, and Growth) values. Research on motivation and resilience supports the importance of belonging and learning the value of hard work, “Simply put, we must structure opportunities into each child’s daily routine that will enable him or her [them] to experience
feelings of competence, belonging, usefulness, potency, and optimism” (Sagor, 1996).
Reflecting on what makes our preschool program distinctive, now with two classrooms for Little Dragons (ages 3-4) and two classrooms for K-Prep (ages 4-5), Preschool Head Molly Levis said, with a tear in her eye, “What we do is joy. We are truly grateful that each child is here. Our day is better because they are here.”
Our nurturing and highly qualified teachers instill empathy through active engagement with every child.
JOYFUL CREATIVITY IN THE CLASSROOM
VENTURE DOWN to the science wing of Harford Day School, and you will soon notice a large periodic table occupying most of the long wall along the hallway. Each individual square contains the usual information — the element’s atomic number, symbol, and common name. Before long you will also notice the student creativity that was sparked by two subjects coming together. Students researched individual elements during their eighth grade chemistry unit and then put their knowledge into visual form by designing a tile in Mrs. Lyon’s art class to illustrate their findings. When these tiles are put together, the result is an amazing visual of the periodic table with unique individual element tiles. When the different subject area teachers come together to plan projects, interdisciplinary projects are born. These projects encourage students to use creative and critical thinking in new ways and to understand their academics as interrelated subjects instead of separate pursuits.
In fifth grade history, students study all about ancient civilizations, including their geography, customs, religions, government, and contributions to modern society. During their study of Egypt, students created oil pastel drawings of Egyptian Gods and ceramic sarcophagi in Mrs. Lyon’s art class. Bringing together art and history allows for a greater understanding and appreciation of both subjects.
Lower school art teacher, Mrs. Nelson, frequently partners with her colleagues to enrich core subject area projects with art and student creativity. When third grade students study the regions of the United States of America, they take a deep dive into famous artists and styles of each region. They worked on a mixed-media collage project inspired by the artist Romare Bearden to create individual city blocks displayed together to make a “neighborhood.” While studying the Pacific Northwest, students simultaneously worked on creating Indigenous Form Line Art and paper weaving. Students also created Oil Pastel Owl Drawings while studying owls in science, enhancing a lesson on dissection of owl scat. Students also tackled clay owls and
a flower painting inspired by Georgia O’Keeffe to complement their study of the Southwest region.
Recently Mrs. Nelson partnered with lower school music teacher, Mrs. Cain, to lead first graders in a Piet Mondrian-inspired interdisciplinary project. Mondrian, a Dutch artist regarded as one of the greatest artists of the 20th century, was inspired by music to create art using primary colors. Mrs. Cain used art to inspire her young musicians by assigning primary colors to different musical values (quarter note = red, eighth notes = yellow, half note = blue). They listened to the piano and explored how it feels to move to different combinations of the three rhythms. In art class, students created 16 square grids, filling each square with the primary color of their choosing, and then brought their creations to music class to collaborate in playing the grids using instruments.
Kindergarten students love their underwater unit during which they research different creatures and sea life. Through science lessons, reading stories, and art class, students learn about their chosen animals and create visual models, all leading up to Underwater Day. For added fun, students can wear their bathing suits to school and showcase their knowledge for family and friends. Anyone visiting Kindergarten on Underwater Day truly feels as though they are immersed in the ocean!
When learning is enhanced through student creativity, it becomes more than a list of standards and objectives students must check off before graduation. It becomes a joyful pursuit of knowledge that creates lasting memories and learning. At Harford Day School, creativity is not just about completing art projects. It is an essential element of learning as a joyful process.
STEM PROGRAMMING AT HDS
THE FIELD OF SCIENCE, Technology, Engineering, and Mathematics (STEM) is constantly growing and evolving. According to current trends, some of the most promising STEM careers in 2025 include: Software Developer, Data Scientist, Biomedical Engineer, Information Security Analyst, Mechanical Engineer, Chemical Engineer, Aerospace Engineer, Civil Engineer, Actuary, and IT Manager; all of which are expected to see high demand due to the growing reliance on technology across industries. STEM learning can be found in all grades at HDS, providing opportunities for students to explore various topics and ignite passions for the future.
In Mrs. Annen’s lower school science classes, students are often presented with challenges and tasked with creating solutions to these problems. As part of their unit on forces and motion, Kindergarten students designed a roller coaster with the goal of determining what course would cause a marble to roll the slowest! They also got to design a den for a bear as part of their animal studies using toothpicks and marshmallows. Around Thanksgiving, first graders designed a table to hold a feast. The goal was for the table to support all of the delicious food as the different dishes, represented by weighted washers, were added on.
When second grade students studied natural disasters, they were challenged to construct an earthquake-proof structure made of Legos. When Mrs. Annen added a golf ball under a long board and rocked it back and forth, students hoped that the structures they had created wouldn’t fall over! They also got to design and build a hurricane-proof house that could withstand a flood and high winds, all while keeping a clay animal dry. Another challenge tasked students with building a volcano — on a $8.00 budget! Each material had a price tag, and students had to decide which materials they would use without exceeding their budget.
Third graders got in on the STEM action too when they built a car out of recycled materials in conjunction with their study of inventor, Henry Ford. Cars had to have wheels and an axle that rolled or
moved, in addition to a steering wheel and a driver’s seat. To add to the challenge, students could only spend $12.00 to “purchase” needed materials to meet the constraints of the task in a classroom marketplace.
Fifth grade students enjoyed a seed dispersal activity in Mrs. Peck’s class. First, they created a seed made out of paper, then used a hair dryer to mimic the wind. Students then measured the distance the seed moved from the parent plant to its germination spot. On subsequent trials, students strived to move the seed farther from the parent plant.
A past HDS tradition, the seventh grade businesses historically provided an opportunity for students to choose a product, design a business model, and manufacture and sell their products to students in other grades. Profits from the sales were put together for a class gift to be given to the Blue and Green Fund upon the class’s graduation. This year, Mr. McGonigal revamped the tradition to incorporate a modern twist, using the school’s 3-D printers. Products offered included fidget toys, bag tags, personalized keychains, and even stickers.
When students engage in STEM learning, they are applying skills learned in the classroom to projects that also help develop their critical thinking, problem solving, and planning abilities. Often, students might struggle with constraints that reality puts on their designs and plans, having to rely on their perseverance to see the project through to the end. Ultimately, students experience the joy of hard work and creativity coming together to produce something that is uniquely theirs, and who knows, maybe for some, an HDS STEM project will be the spark of inspiration that leads to a career of the future.
MAKING WAVES IN ROBOTICS! A QUIET FORCE
INTRINSICALLY MOTIVATED, Kendall Adams ’26, a three-season HDS athlete, plays soccer, basketball, and lacrosse, while also competing at the club level in soccer and lacrosse. Watching Kendall play each of these sports is a pure joy. She’s quick, skilled, and the intensity of her gaze shows that she is always watching the ball, planning her next move. Quiet and reserved in the classroom, Girls’ Basketball Coach Dan McGonigal says,
SEVENTH-GRADER omas Stoeber may have been the youngest member of his FIRST® Tech Challenge (FTC) team, but he quickly proved that perseverance, innovation, and teamwork matter more than age. FIRST Tech Challenge (FTC), is a robotics competition for students in grades 7–12. Participants design, build, and program robots to compete in an alliance-based format against other teams. is year’s competition took teams on an underwater adventure, where they designed, built, and programmed robots to simulate deep-sea exploration.
At the heart of FTC is the spirit of “coopertition” — a unique blend of competition and cooperation — where teams push each other to succeed while sharing knowledge and support. One standout moment for omas came at the Johns Hopkins Applied Physics Laboratory, where he and his teammates collaborated to re ne their robot for high-stakes matches.
“Kendall is a tenacious defender and was our leading scorer this year.”
A skilled basketball player, Kendall’s main sport is lacrosse, where she has played for Coppermine North 2030 for the past three years. She began playing Bel Air Rec lacrosse with her HDS friend and classmate, Eva Hart, when the team was coached by Eva’s father, Dan Hart, who has since coached the HDS girls’ lacrosse team. When asked what motivates her, Kendall said, “I just want to improve. I love the sport and how fast-paced it is, and I love the people.”
Kendall trains four days a week, with league practices twice a week, shot coaching two days per week, and weekend tournaments during the summer and fall. Yet, she still dedicates time to HDS teams, quietly leading by example with her hard work and positive attitude. When asked what advice
she would give to younger players, she con dently said with a smile, “You can do this. It’s just practice, everyone is here trying to improve, and it’s really fun!”
Thomas Stoeber (pictured left) and fellow teammates.
A LEGACY OF DEDICATION: Paula Farrell Retires After 35 Years at Harford Day School
THE PATH TO HDS
In January of 1990, Paula Farrell’s life took an unexpected turn. Her husband’s job transfer brought them from New Jersey to Harford County, and with that move, she took a two-year leave of absence from her position as a high school physical education teacher. Unsure of what the future held, she began searching for new opportunities. One day, while ipping through the Baltimore Sun, Paula spotted a job posting that caught her attention — HDS was looking for an athletics director. e idea intrigued her. It was a chance to bring her passion for physical education into a new setting, one that served students from pre-kindergarten through eighth grade.
By September 1990, Head of School, Leith Herrmann had hired her, marking the start of what would become a remarkable 35-year career at the school. As the only physical education teacher for the entire
student body, Paula quickly found herself immersed in the rhythms of the school community. Determined to make an impact, Paula embraced the role, setting the stage for years of growth, mentorship, and dedication to the students of HDS.
HOW HDS HAS EVOLVED
When Mrs. Farrell rst arrived at HDS in the fall of 1990, the school looked very di erent from what it is today. ere was no eldhouse — the gymnasium that would become a central hub for athletics and school events hadn’t been completed yet. at winter, in December 1990, the school celebrated its opening, marking a new era for the athletic program.
Over the years, Paula witnessed — and played a role in — expanding the school’s sports o erings. When she started, middle school girls could only play eld hockey and basketball, while boys had soccer and basketball. But as time went on, opportunities grew. Girls’ soccer and boys’ and girls’ lacrosse were added, along with cross country, providing more students the chance to compete and develop their skills.
e facilities themselves also transformed. In the beginning, the campus was much smaller — just the main school building and the little blue kindergarten house. ere was only one eld, limiting space for outdoor practices and games. But as the school grew, so did its landscape, evolving to meet the needs of a larger, more active student body.
THE ENDURING SPIRIT OF HDS
Despite all the changes over the years, Mrs. Farrell believes that the heart of HDS has remained the same. e school continues to be a place where teachers create a nurturing environment, fostering deep and lasting connections with their students. Walk through the hallways on any given day, and you’ll nd the same warmth and dedication that have always de ned HDS. It’s no surprise that alumni love to come back, eager to reconnect with the teachers who
From left to right: Megan Farrell ‘99, Paula Farrell, Stephen Farrell ‘04 with grandchildren Culley and Mikey.
shaped their lives. eir return is a testament to the impact of those relationships — teachers love their students, and students love their teachers. at sense of care and belonging has never faded.
Parent involvement, though it has evolved, remains strong. Families are still deeply invested in their children’s education, forming meaningful partnerships with faculty and sta . ose relationships have always been at the core of HDS, creating a community where parents, teachers, and students all work together to build something special.
And at its foundation, HDS continues to instill a love of lifelong learning. e school’s mission — to cultivate curiosity, resilience, and intellectual growth — has remained unchanged. Year after year, students leave HDS with not just foundational knowledge, but a mindset that carries them forward, shaping the way they engage with the world long after they’ve graduated. e essence, the root, the core of HDS is still about creating lifelong learners.
en, of course, there are the traditions. e Blue and Green spirit remains as strong as ever, with students, faculty, and alumni rallying behind the friendly rivalry that has de ned generations of HDS experiences. e excitement, camaraderie, and shared history of these traditions continue to bind the community together, reminding everyone — past and present — that HDS is more than just a school. It’s a home.
HEART OF WHAT MAKES HDS SPECIAL
HDS wasn’t just a place where Paula Farrell worked — it was a place that shaped her. Over the years, she grew as a teacher, as a mentor, and as a person. e school challenged her in ways she hadn’t expected, pushing her to a higher standard. It wasn’t just about academics; excellence was the expectation in every area. Even in a special subject like physical education, Paula found herself working harder than she had ever imagined.
Determined to make an impact, Paula embraced the role, setting the stage for years of growth, mentorship, and dedication to the students of HDS.
But beyond the challenge, what made HDS so special was the relationships. Paula didn’t just teach — she built deep, lasting connections with her students. As Kemper Robinson ’17 re ected, “Mrs. Farrell was not only everyone’s biggest supporter but also their best friend. From mat ball to winning championships, she was truly my greatest cheerleader. My time at Harford Day would not have been the same without her, and she will always be a mentor, leader, and friend. I will never forget winning my 8th-grade soccer championship and sprinting over to give her the biggest hug. She has impacted my life in ways she will never fully know, and I am so lucky to have had the opportunity to know her and call her a friend.”
ese bonds extended beyond the classroom and the athletic elds. Abby Earnest ’16 recalled, “Mrs. Farrell will forever be a major part of my time at Harford Day. She was my advisor in middle school, but I consider her a friend — not just to me, but to my whole family. Mrs. Farrell was always at the center of endless pranks and jokes, with Kristina and me stealing her phone weekly to take sel es. Now that we’re adults, I love calling her just to check in and give her all my life updates. She is a saint who has supported countless students over the years at Harford Day. She is truly an HDS icon!”
Left: Paula with Head Su Harris and M. Scot Kaufman, CFO of MBNA America, at the 1997 HDS Golf Tournament. The event, which drew a soldout crowd of 128 golfers, raised more than $20,000 for program enhancements at Harford Day.
Paula giving some pointers to Fifth Grade field hockey players.
Kristina Buchanan ’16, added, “Mrs. Farrell played a signi cant role in my time at Harford Day and well beyond. It was my greatest honor to be her advisee, and I will always be grateful for her wisdom and guidance. I’ll never forget those early morning pickup basketball games she allowed us to play — they were such a highlight. Her in uence on Harford Day School will undoubtedly last for years to come, just as her impact on me will forever remain.”
Paula embraced the school’s values and its commitment to fostering independence, growth, and a love of learning. She loved the autonomy she had in shaping the curriculum, designing programs that built con dence and teamwork. She valued the relationships she built with parents, faculty, and students, many of whom remained part of her life long after they graduated. Noah Chizmar ’17 shared, “Mrs. Farrell was more than just a teacher — she was a constant source of support and a true friend. Whether she was coaching, cheering us on during sports, or o ering guidance in other areas, she was always there. My time at Harford Day wouldn’t have been the same without her, and I will forever be grateful for her mentorship. I will always cherish our time together and the relationship we built.”
e relationships she built spanned decades. Maddie Brightman Madore ’09 re ected on the lasting impact Paula had on her life: “After nine years at HDS and eight more in high school and college, Mrs. Farrell remains my favorite teacher. She has been there for so many important milestones — including my wedding — and has encouraged me every step of the way. She cheered me on from the sidelines when I had a great game and was always available in her
“She has been one of my biggest supporters as I’ve grown up, and I feel so lucky to have had a teacher who has continued to care about me long after my years at HDS.”
—Maddie Brightman Madore ’09
o ce when I was having a bad day. She has been one of my biggest supporters as I’ve grown up, and I feel so lucky to have had a teacher who has continued to care about me long after my years at HDS.”
Paula also took pride in making opportunities possible for students. Sammy Bowen ’12 recalled, “When I was in middle school, I spent a lot of time outside of school doing gymnastics but really wanted to play eld hockey as well. Mrs. Farrell made this possible by allowing me to play whenever I could. Her exibility gave me the opportunity to participate in multiple sports and create many happy memories.”
Former student, current parent and Trustee, Sumi Yalamanchili ’85 shared, “I remember Mrs. Farrell encouraging me to try new sports and back then, we had a middle school eld hockey team. I remember her the same as she is today—bubbly, encouraging, and enthusiastic! I ended up playing eld hockey for the team and still have my stick!”
As Alex Gromacki ’10 re ected, “As both a student and, years later, a colleague, Mrs. Farrell was always one of my greatest cheerleaders at HDS — whether on the eld and court, during PE when we earned a ‘foot’ keychain for running laps, or in my early years as a coach and teacher. She was a mentor, advisor, and, most importantly, a cultivator of community and Dragon spirit at Harford Day School, forging deep connections with students, faculty, and families. e Blue and Green Games after graduation remain one of my and my three siblings’ favorite memories of Mrs. Farrell and Harford Day School events. She will be deeply missed at HDS.”
Owen Jordan ’99 re ected on Paula’s embodiment of HDS spirit: “I don’t know Harford Day without knowing Mrs. Farrell, so I can’t think of someone who more embodies the spirit of Harford Day in what she exudes in her everyday life. When I think of Harford Day, it is blue and green, the dragon, the umbrella tree, and Mrs. Farrell. When I think of her speci cally, I think of her warm personality and her smile. Always greeting people, myself included, and especially the students with that smile and excitement for the day. She always stresses doing things the right and fair way on and o
the eld. Working and trying hard, but always keeping the spirit of competition in perspective. She is every student’s biggest fan.” For Paula, the heart of her work was always about building con dence in her students and helping them see their own potential. Natalie Gotzmann ’21 shared, “Mrs. Farrell has left a lasting impact on me, not just in the classroom but also on the eld and court. I have never met a coach or teacher who has motivated me as much as she did throughout my athletic career. She consistently instilled con dence in me, inspiring me to strive not only to be a better athlete but also a better person.”
For Paula, HDS wasn’t just her workplace — it was home. It was a place that shaped lives, built connections, and left a lasting impact on everyone who walked through its doors — including her own.
GROWING UP WITH MRS. FARRELL: A FAMILY’S PERSPECTIVE ON HER LEGACY
To Megan ’99 and Stephen Farrell ’04, their mother’s career at Harford Day School is more than just years of teaching — it’s a lifetime of dedication, relationships, and memories that shaped not only her students but their entire family. Growing up as a faculty child meant that HDS wasn’t just a school; it was home. From forgotten lunches to surprise detentions for missing a PE uniform, their mother held them to the same high standards as every other student. But she was more than just a teacher — she was a mentor, an advisor, and a motherly gure to so many.
ey watched as their mom built lifelong connections, not just with students but with their families, staying in touch long after graduation, attending weddings, and even sending homemade treats to former students in college. She took pride in helping kids nd joy in sports, encouraging those who struggled, and always advocating for the ones who needed extra support.
rough the years, they saw rsthand the depth of her commitment — coaching every sport, attending every trip, and shaping traditions that became part of the school’s fabric. Whether it was eld trips to Williamsburg, New York City, or the annual golf tournament she helped to establish, their mom poured her heart into every experience.
HDS was never just a job for Paula Farrell — it was a calling. She knew every student’s name, their families, and their stories. She celebrated their victories, consoled them in tough moments, and made sure they always felt seen. To Megan and Stephen, her legacy isn’t just in the gym or the classroom — it’s in the generations of students who still come back to visit, still call her for advice, and still consider her an integral part of their lives. Her impact reaches far beyond Harford Day, but for them, one thing is certain: HDS will always be home, because their mom made it that way.
A LEGACY FOR FUTURE GENERATIONS
Paula hopes that her legacy at HDS will be measured not just in years, but in the deep connections she has formed — connections that have spanned decades and generations. Teaching the children of her former students has been one of the greatest honors of her career, a reminder that the bonds built at HDS don’t fade with time. ey endure, weaving together past, present, and future in a way that makes the school feel like one extended family.
rough triumphs and tragedies, the HDS community has always shown up for each other. Paula has been there through it all — celebrating weddings and births, mourning losses, and o ering support when it was needed most. at unwavering sense of commitment and care is what she hopes will live on long after she steps away. HDS isn’t just a place where students learn — it’s a place where people lift each other up, through every season of life.
While her career doesn’t de ne her, it is undeniably a part of her. She is proud of who she is, of the work she has done, and of the impact she has had on the students and colleagues she has worked alongside. She hopes those who follow in her footsteps will feel the same sense of purpose and pride in their work, understanding that what they do matters beyond just the day-to-day responsibilities.
Perhaps most of all, Paula wants to pass down a sense of ownership — not just of programs and traditions, but of the school itself. HDS is more than just a workplace, more than just a collection of classrooms and playing elds. It is a home, and like any home, it deserves to be cared for. She hopes that future teachers, coaches, and sta will embrace that responsibility, taking care of this special place as if it were their own. Because in the end, it is.
Paula with Eighth Graders Kim Lewis and Andrew Lazor, showing off new basketball uniforms in 1998.
2024 – 2025 SPORTS RECAP
Harford Day School’s Middle School athletic teams once again delivered an exciting and successful year of competition, teamwork, and growth — proving that big spirit often comes in small packages.
Soccer Season Highlights
Girls’ Soccer, coached by Kate Bradshaw and Kelly Burgess, showcased incredible talent and leadership. 8th graders Delaney Boyle and Reagan Jeruzal provided experience and poise, while 7th graders Kendall Adams, Eva Hart, Presley Sappington, and Siena Shaffer brought dynamic energy and strong performances all season long.
Boys’ Soccer, led by Coach Martin Lucey, featured a standout group of 8th graders: Nathan Sulkowski, Aaron Zayas, Jackson Voss, Neil Davar, Donnie Adams, Bryson Landing, Ezra Parker, Alex Azamar, and Rocco Batista-Sestito. 7th grader Keller Haisfield also made his mark on the field, helping to drive the team’s success.
Cross Country Champions
Harford Day’s Boys’ Cross Country Team, coached by Leslie Bowen and Diane Russell, continued its legacy of dominance, earning the 2024 Baltimore Athletic Conference Championship. Leading the charge were Nathan Sulkowski — now ranked #1 All-Time for HDS Boys — and Jack Leach, who holds the #7 spot.
The Girls’ Cross Country Team also turned in a remarkable season, led by Hope Eliason (#8 All-Time for HDS Girls), Carol Rabinowitz (#12), and Abigail Reeder (#15), showing just how deep the talent pool runs.
Basketball Brilliance
The Girls’ Basketball Team, coached by Dan McGonigal and Julia Ramos, saw strong leadership and teamwork from 7th graders Kendall Adams, Hope Eliason, Eva Hart, Presley Sappington, Carol Rabinowitz, Siena Shaffer, and standout 6th grader Abby LaVardera.
Coach Sarah Westervelt’s Boys’ Basketball Team was driven by starters Jackson Voss, Neil Davar, Luke Meerholz, and Nathan Sulkowski, with key contributions off the bench from Donnie Adams, Aaron Zayas, Bryson Landing, and Nathan Drane.
Lacrosse Leadership
The Girls’ Lacrosse Team was led by a powerhouse coaching team — Dan Hart P’26, Kate Bradshaw, Josh Bauer, and Allie Eliason. On the field, 8th grader Delaney Boyle and 7th graders Kendall Adams, Eva Hart, Presley Sappington, Carol Rabinowitz, Siena Shaffer, Jillian McLaughlin, and Hope Eliason dominated with skill and teamwork.
On the boys’ side, Nathan Sulkowski and Nathan Drane stood out as team leaders for the Boys’ Lacrosse Team, coached by Martin Lucey, Billy Chizmar ’13, and Mitch Kearney.
ATHLETIC PARTICIPATION BY THE NUMBERS
Harford Day continues to shine in participation and enthusiasm for athletics: (31 of 35) of our 6th graders participated as well.
100% of our 20 8th graders played on at least one athletic team.
90% 89% (27 of 30) of our 7th graders joined at least one team.
Championship Legacy
In total, 78 out of 85 Middle School students (91.76%) represented Harford Day in athletic competition this year.
This year’s accomplishments build on a rich tradition. Current Middle School students have helped earn the 14 trophies and plaques proudly displayed on the top shelf of our school’s trophy case, including individual and team victories in the 2022 and 2023 Boys’ Cross Country Championships and the 2024 Boys’ Team Cross Country Title
While participation was only offered to 5th Grade Students in 6 of our 8 sports, 19 (68%) of our 28 5th Grade Students participated in 1 or more Athletic Teams. Many of our 5th Grade Student Athletes participated in more than 1 sport with an amazing 7 Girls (Violet Attanasio, Emma Bauer, Maddie Drane, Kathryn Fields, Cici Hart, Amelia Maynard and Kate Voss) playing all 3 seasons. An outstanding group of 10 (Emma Bauer, Maddie Drane, Cici Hart, Amelia Maynard, Tahjir Pearson, Abigail Reeder, Jack Seitz, Rocco Trancucci, Kate Voss and Tucker Willey) started in 1 or more sports — not bad for a bunch of 5th Graders!
Field Hockey Excellence
Under the guidance of coaches Holly Plescia and Missy Gentile, the Girls’ Field Hockey Team blended experience and emerging talent. 7th graders Eva Hart, Siena Shaffer, and Jillian McLaughlin set the tone, while 6th graders Emersyn Tan, Maddie Frei, Jovie Peaco, Wynnie Roarty, and Halle Jastrab made significant contributions to a strong season.
THANK YOU, REID FAMILY
HARFORD DAY SCHOOL is proud to announce a generous donation from the Reid family, which will significantly enhance the school’s commitment to fostering a hands-on, innovative learning environment. The donation, which includes microscopes and 3D printers, marks a major step in expanding the school’s STEM (Science, Technology, Engineering, and Mathematics) initiatives and giving students access to cutting-edge tools for learning and experimentation.
The donation aims to provide students with the resources they need to develop crucial skills in these rapidly evolving fields. The addition of high-quality microscopes will offer students the ability to explore the microscopic world in greater detail, enhancing their studies in biology, chemistry, and environmental science. The additional 3D printers will open up a world of possibilities for engineering, design, and technology projects, allowing students to create prototypes and models that bring their ideas to life.
The Reid family is excited to support Harford Day School by providing such meaningful resources. They believe in the importance of advancing STEM education to prepare the next generation of leaders. By contributing these advanced tools, they hope to inspire curiosity, creativity, and innovation among students.
Harford Day School has long been committed to providing an engaging and rigorous curriculum that encourages students to think critically and problem-solve. This donation aligns with the school’s mission to offer educational experiences that challenge and inspire students, preparing them for future success in an increasingly complex and technology-driven world.
The gift ensures that Harford Day School can continue to offer top-tier educational experiences for its students.
Head of School, Susan Kearney, expressed immense gratitude for the Reid family’s contribution, noting that this donation will have a lasting impact on students by providing them with opportunities to explore, experiment, and learn in new ways. The gift ensures that Harford Day School can continue to offer top-tier educational experiences for its students.
The donation of microscopes and 3D printers has already been integrated into the school’s existing STEM programs, allowing students to gain hands-on experience and deepen their understanding of scientific concepts. Whether conducting experiments in the lab or designing and printing their creations, students now have access to the tools and technologies that will help them thrive in a rapidly changing world.
As Harford Day School continues to prioritize innovation and excellence in education, the Reid family’s thoughtful contribution will undoubtedly inspire future generations of learners and thinkers.
WHAT IS THE ANNUAL BLUE & GREEN FUND?
Why is it so important to give?
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 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!
WAYS TO CONTRIBUTE
@HDSblueandgreenfund
Please mail or drop off your check to: Harford Day School Office of Advancement 715 Moores Mill Road Bel Air, MD 21014
Recurring Monthly Payments
You have the option to setup credit card payments or automatic check payments.
Contact your employer to see if they offer a matching gift program. It is a very easy process, and your gift could potentially be doubled. Check Email, Phone, Stocks, Securities, Wire Transfers, and IRA
Matching Gifts
ALUMNI REFLECTIONS
From classroom dreams to real-world triumphs — two recent graduates reflect on their journeys, achievements, and the lessons that shaped them at Harford Day School.
FINDLAY HAVEN ‘21
Congratulations on your acceptance to McPherson College!
In this interview with Findlay Haven ’21, we were excited to explore his journey from HDS to McPherson College, his passion for automotive restoration, and the exciting opportunities that lie ahead as he prepares for the next chapter in his academic and professional life.
NAVIGATING THE TRANSITION
Q: What has been the most surprising part of your transition from HDS to high school as you prepare to head to McPherson College next year?
A: My time at Harford Day School has truly set a solid foundation for my high school experience, both academically and socially. e smaller class sizes at HDS helped me build strong relationships with teachers and peers, which has made the transition to high school smoother. e most noticeable di erence I’ve encountered is the shift to larger classes. Looking ahead to college, one of the bigger challenges will be the distance I’ll need to travel to McPherson College, as it’s a signi cant move from home. However, I feel wellprepared for these changes thanks to the skills and independence I developed at HDS.
Q: How have your past experiences prepared you for this next chapter at McPherson?
A: roughout my life, I have embraced new experiences with an open mind, and I believe this mindset has been key in preparing me for the next chapter at McPherson College. My past experiences — whether in academics, extracurricular activities, or personal growth — have taught me adaptability, resilience, and a willingness to step outside my comfort zone. is opportunity feels like the
right t for me, and I am excited to challenge myself, grow, and explore new possibilities in this next stage of my journey.
SHARING THE AUTOMOTIVE JOURNEY: KEY INFLUENCES AND MILESTONES
Q: How have your academic interests evolved over the years, and what are you most excited to explore at McPherson College?
A: Over the years, I have realized that I learn best through hands-on experiences rather than just traditional classroom instruction. is has fueled my passion for working on cars, and I’m excited to take that passion to the next level at McPherson College. I can’t wait to immerse myself in a learning environment where I can apply my skills in a practical setting. More than anything, I look forward to connecting with like-minded individuals who share my enthusiasm for automotive restoration and learning from experts in the eld. is is the start of an exciting journey, and I’m eager to see where it takes me!
Q: Were there any specific professors or mentors who helped shape your decision to attend McPherson?
A: I have been around cars and working on them since I was a young child, and my passion for automotive restoration was de nitely inspired by my Dad. He has been my biggest mentor, teaching me the
Findlay as a child, working on cars with his father.
skills and appreciation for cars that ultimately led me to pursue this path. His in uence, along with the support of others who recognized my passion, helped shape my decision to attend McPherson College, where I can turn this lifelong interest into a career.
JOURNEY OF PERSONAL GROWTH
Q: Looking back, how do you feel you’ve grown personally and academically since you began your journey at HDS?
A: Looking back, I realize how much I’ve grown both personally and academically since starting my journey at HDS. One of the biggest lessons I’ve learned is how to balance responsibilities — managing my studies while also gaining real-world experience through handson work. e strong connections I built with my teachers at HDS played a huge role in my development, providing me with guidance, support, and a learning environment where I felt truly seen and understood. ose relationships have shaped who I am today, and the lessons I’ve learned will continue to stay with me as I move forward.
Q: What challenges have you faced along the way, and how have they influenced your perspective on higher education?
A: One of the biggest challenges I’ve faced is staying motivated and managing my time e ectively. Learning how to balance responsibilities and stay on top of my work hasn’t always been easy, but it’s something I continue to improve on as I grow. ese experiences have given me a greater appreciation for the discipline and self-motivation required in higher education. I know that college will bring new challenges, but I’m ready to take them on with a mindset focused on growth, persistence, and learning how to push myself to succeed.
MCPHERSON COLLEGE EXPERIENCE
Q: What are you looking forward to most about being a part of the McPherson College community?
A: I am really looking forward to becoming part of a community where everyone shares a passion for cars like I do. Connecting with people who have the same enthusiasm and drive will be an incredible
experience, and I’m excited to learn from both my peers and industry professionals. I’m also eager to take advantage of internship opportunities, whether with well-known gures or lesser-known experts in the eld. e chance to gain hands-on experience and build relationships with others who share my passion makes this next chapter especially exciting.
Q: Do you have any particular goals or aspirations for your time at McPherson, both academically and outside of the classroom?
A: During my time at McPherson, I hope to grow both academically and personally. Academically, I want to take full advantage of the hands-on learning experiences in the automotive restoration program, developing my skills and deepening my understanding of the craft. Outside of the classroom, I’m excited to immerse myself in a new environment — meeting new people, exploring the area, and nding unique places to visit. I also hope to get involved in campus life and build strong connections with classmates and mentors who share my passion. Ultimately, my goal is to make the most of every opportunity, both in and out of the classroom, as I work toward a future in the automotive industry.
GUIDANCE AND INSPIRATION
Q: What advice would you give to students who are considering a similar journey or transition to a college like McPherson?
A: I would say it’s important to have a clear vision of what you want and be willing to work hard to achieve it. If you’re truly passionate about something, dedication and persistence will take you far. I also recommend seeking guidance when needed — don’t be afraid to ask questions or reach out for support if you’re unsure about something. Additionally, take the time to build a strong resume and prepare thoroughly for interviews, as these will be key steps in opening doors to new opportunities. Planning ahead and staying proactive can make all the di erence in achieving your goals.
FUTURE OUTLOOK:
Q: How do you envision your time at McPherson shaping your future, both academically and professionally?
A: I’m not entirely sure what to expect, but that’s part of what makes this journey so exciting. I know that McPherson will provide me with the skills, knowledge, and hands-on experience to succeed in my program and prepare for a future in the automotive industry. Beyond academics, I look forward to meeting new people, building connections, and embracing opportunities that will help shape both my personal and professional growth. I believe this experience will open doors I never even considered, and I’m excited to see where it takes me.
One of Findlay’s project cars.
NATE GIORDANO
‘22
Congratulations, Nate!
We are thrilled to catch up with Nate Giordano ‘22 and hear about his incredible journey from Harford Day School to John Carroll. Nate has not only grown as a student but has also made impressive strides in his golf career. His dedication, perseverance, and passion for the sport continue to set him apart.
In this interview, Nate shares insights into his transition to high school, how his time at HDS helped him prepare both academically and athletically for the competitive environment at John Carroll, and his goals for the future. HDS taught him vital skills in time management, resilience, and hard work, all of which have played a significant role in his continued success.
Q: Could you share some insights into your journey from Harford Day School to John Carroll, particularly how it has shaped your development as a golfer?
A: During 8th grade at HDS I found a love for golf and started to play competitively with the Under Armour Junior Tour and PGA Jr. League. Before that I had only played for fun with my Dad and Grandpa.
NAVIGATING THE TRANSITION
Q: What has been the most surprising part of your transition from HDS to high school both in terms of your academic and athletic experience?
A: e most surprising part of my transition was the size of the school. My HDS graduating class size was 22 students and now in JC we have over 200 students in my junior class. I also found myself playing against seniors in my freshman year, which was a big change but forced me to rise to the challenge.
Q: How did your time at HDS prepare you for the competitive golf environment you experience today?
A: HDS helped me build a strong foundation for competitive golf in high school by teaching me hard work and perseverance. It also helped me with time management and how to handle pressure.
SHAPING THE GOLF JOURNEY: KEY INFLUENCES AND MILESTONES
Q: How has your approach to golf evolved over the years, and what aspects of your game are you most excited to improve at John Carroll?
A: Physically and mentally my golf game has grown over the years at John Carroll. Golf is always a challenge - you are not just playing against your opponent; you are playing against the course. I also get to play at a lot of fun courses where I get to challenge my skills.
Q: Were there any specific coaches or mentors at HDS or John Carroll who have influenced your approach to the sport?
A: Mrs. Grieninger at HDS supported me in countless ways. Not only did she teach me how to stay organized and study e ectively, but she also served as a constant source of encouragement. At HDS, my favorite class was Innovation Lab with Mr. McGonigal, where we designed Sea Perch robots and competed against other middle schools from across Maryland at the U.S. Naval Academy. I had the chance to return to the Naval Academy last year to participate in the MIAA Individual High School Golf Championship. HDS taught me that success doesn’t come easily,
Nate Giordano ’22
but with dedication, hard work, and practice, you can achieve your goals.
JOURNEY OF PERSONAL GROWTH
Q: Looking back, how do you feel you’ve grown both personally and as a golfer since you began your journey at HDS?
A: I’ve really grown and matured since my time at HDS. Golf is a constant mental challenge, and it’s a game you play on your own. I’ve gained more confidence in my game and learned that every shot is a new opportunity.
Q: What challenges have you faced in your golf career, and how have they shaped your perspective on sports and academics?
A: One challenge I face is when I’m having an off day and trying to figure out how to turn it around. Is it the weather, am I not feeling my best, or am I just not hitting the ball well? I remind myself that every time I swing, it’s a new start, and I have to shake it off and keep going.
IMPACT OF THE JOHN CARROLL EXPERIENCE
Q: What are you most excited about in terms of continuing your golf journey at John Carroll? Are there any tournaments or goals you’re particularly focused on?
A: I am most excited about our new coach, Mr. Scannell, he is great and this year’s team — we have some great players. I am also excited about the Under Armour Jr. Summer National Tournament, JC matches, and MIAA Individual Matches.
Q: Do you have any specific academic or athletic goals for your time at John Carroll, both on and off the golf course?
A: At JC, I want to make sure that I keep my good grades and take on a leadership role on the golf team.
GUIDANCE AND INSPIRATION:
Q: What advice would you give to young athletes who are considering playing golf at the high school level, particularly at a competitive school like John Carroll?
A: Practice, practice, practice! It’s not just about hitting balls at the driving range,
you’ve got to spend time on the course to face different shots and challenges. Your putting and short game are the most important.
Q: Is there any golfer, coach, or public figure who has inspired you throughout your high school golf career?
A: Someone who has been an inspiration to me is my swing coach, Bernie Najar. He has taught me to focus on practicing efficiently, proper nutrition and strength training, and mental game.
LOOKING AHEAD: FUTURE OUTLOOK:
Q: How do you envision your time at John Carroll shaping your future, both as a golfer and in terms of your academic goals?
A: My time at John Carroll is flying by, but I’ve met so many awesome people and teachers who help to shape my future in the classroom and the golf course. I feel like JC has given me a solid foundation for college, just like HDS helped prepare me for JC.
Q: What are your long-term goals in golf and academics, and how do you see your time at John Carroll helping you achieve them?
A: My long-term goals are to go to college and play college golf. I am not sure exactly what schools I am interested in, but I think I want to stay in MD. We will see what the future holds but I think that JC has given me a great foundation for success.
What did you love about your time at HDS?
Do you still keep in touch with your classmates? Were you on the Blue Team or Green Team?
We love hearing from our Alumni!
Please send us your updates so we may stay connected with you!
Go to www.harfordday.org and click on Alumni Updates at the top of the webpage.
MARIO NANDALAL ’20
Mario is making his mark in the world of international relations while staying engaged with HDS as an active alumnus.
Currently attending the University of Delaware, Mario is majoring in International Relations with minors in Spanish and Latin American & Iberian Studies. His academic journey began at John Carroll, where he earned a Fine Arts Diploma of Distinction. Now, he is gaining hands-on experience through research, public service, and an oncampus internship.
With a passion for global affairs, Mario aspires to serve as a Foreign Service Officer or work in international development. No matter where his career takes him, he is committed to lifelong learning, traveling abroad, and making a meaningful impact.
CONNOR SCHOENE ’19
Connor, a sophomore at McDaniel College, is the team’s dedicated kicker, known for his powerful and accurate leg. His impressive career-long field goal of 54 yards highlights his commitment to excellence. Off the field, Connor is majoring in criminal justice, with aspirations of becoming a crime scene investigator, where he hopes to apply his analytical mindset and attention to detail in solving complex cases.
KENNETH SCHOENE ’18
Kenneth, a junior at Methodist University, serves as the punter for the football team, showcasing his exceptional skill and precision on the field. His talent has
earned him USA South Conference Special Teams Player of the Week honors twice. Beyond athletics, Ken is pursuing a degree in political science and plans to further his education in law school after graduation.
NOAH CHIZMAR ’17
Noah is a fourth-year student at the University of Virginia’s McIntire School of Commerce, where he has distinguished himself both academically and athletically. As captain of UVA’s Men’s Lacrosse team, Noah has demonstrated exceptional leadership, dedication, and teamwork — qualities that have defined his time at the university.
In addition to his achievements on the field, Noah has pursued a rigorous course of study at McIntire, preparing for a future in
finance and investment. Upon graduation, he will be joining Brown Advisory in their Baltimore office as part of the firm’s new initiative, the Research Institute. This exciting program is designed to cultivate innovative thinking and deepen market insights, and Noah is eager to contribute his skills and experience to its inaugural class.
As he transitions from collegiate athlete and student leader to young professional, Noah is ready to bring the same energy, integrity, and strategic mindset to the next chapter of his journey.
KEMPER ROBINSON ’17
Kemper feels incredibly grateful for the journey she’s had so far, and it truly began at Harford Day. The foundation she built there — academically, athletically, and personally — has carried her through every stage of her life since. The supportive environment and strong sense of community at Harford Day taught her how to lead with empathy, humility, and confidence, which set the stage for success at McDonogh and now Vanderbilt!
At Vanderbilt, Kemper has had the privilege of being part of the Women’s Lacrosse team, where she’s grown immensely as both a player and a teammate. Over the past four years, she’s served as a two-time team captain, which has challenged her to lead with consistency and integrity. Last season, she was named to the American Athletic Conference (AAC) First Team and the AAC All-Tournament Team, and this year she was recognized as
the AAC Preseason Midfielder of the Year. Each of these milestones reflects not only her personal commitment but the collective strength and support of the incredible women she’s played alongside.
Being part of a team at this level has taught Kemper how to thrive in a high-performing, fast-paced environment where teamwork isn’t just encouraged — it’s essential. She’s thankful for everything Vanderbilt Lacrosse has given her and is excited to take the lessons she’s learned into the next chapter of her career. It all started at Harford Day, and she’ll always be proud to be a Dragon.
NIKHIL MATHUR ’15
Nikhil is currently pursuing his Juris Doctor at the University of Maryland School of Law, where he is set to graduate in 2026. Reflecting on his time at HDS, Nikhil shares that some of his closest friends today are those he met during his years at HDS. He credits the school with instilling in him a love of learning from a young age, a foundation that has greatly influenced his academic journey and success.
JOHNATHAN
KOHLES ‘13
Johnathan is a graduate of the University of Delaware class of 2021. Commissioned as a Second Lieutenant in the US Army from UD Army ROTC, he graduated from the University of Maryland School of Dentistry in May 2025. Johnathan will begin a one year Advanced Education in General Dentistry residency at Fort Carson in Colorado Springs this summer. Thereafter, Johnathan will serve as an Army dentist.
MEERA BALASUBRAMANIAN ’11
Meera played collegiate tennis for four years at Goucher College after graduating from HDS in 2011. She recently reconnected with the HDS community through a post on LinkedIn and was excited to share an update.
DR. TARA BALASUBRAMANIAN ’10
Tara Balasubramanian has embarked on an exciting journey in medicine and is eager to connect with current HDS students interested in healthcare careers. Now a first-year Emergency Medicine resident at the University of Maryland Medical Center, Tara graduated from the
University of Maryland School of Medicine in May 2024. Before medical school, she conducted research at the National Institutes of Health (NIH) in the NIDCD, studying hearing loss caused by blast exposure and regenerative therapies.
Tara’s academic path began at RandolphMacon College, where she double-majored in Biology and French (a special shoutout to Mme Buchser!). She attended West Nottingham Academy for high school but holds her time at HDS close to her heart. Passionate about mentorship, Tara is excited to support current Dragons exploring careers in medicine. If you’re a student interested in healthcare, she would love to connect!
KRISTEN KOHLES CHRISMER ‘10
Kristen is a graduate of Virginia Tech and then received her Doctorate in Physical Therapy from the University of Maryland. She currently works as a Sports Physical Therapist in Annapolis, Maryland. Kristen and her husband, Derek, were recently married 6 months ago.
ELAINA KOHLES SOUTHWORTH ‘07
Elaina graduated from St. Mary’s College and lives in Southern Maryland with her husband, Kevin, and two children: Tristan (age 4) and Nora (age 2). She works as a scientist for Booz Allen Hamilton.
STEPHEN FARRELL ’04
A graduate of Salisbury University, Stephen is currently living in Hereford, MD with wife, Annie, and 2 children, Culley (2 years old) and Mikey (1 year old). Stephen works at ZimmerBiomet as a Sales Representative specializing in Orthopedics and Trauma. In his spare time, he enjoys golfing, waterfowling, and fishing with his friends, Adam Johnston (‘04) and Kurt Dunn (‘04).
MEGAN FARRELL STEWART ’99
Megan is a graduate of Cabrini College. She is living in Birmingham, AL with her
Kemper Robinson ’17
ALUMNI HAPPENINGS
husband Jaysen and is expecting their first child in June. She is working at Bristol Myers Squibb as a sales representative specializing in hematology oncology. Megan serves on the Board of the Alabama Chapter of the American Foundation for Suicide Prevention.
SARAH KLEIN ’97
Congratulations to Sarah Klein for being named an Emerging Leader by The Baltimore Banner, a highly competitive and prestigious honor!
The Emerging Leaders program recognizes individuals who are shaping Maryland’s
future through their leadership and dedication to community service.
Congratulations to MR. & MRS. ANDREW (‘13) MORGAN on their wedding! Wishing you both a lifetime of love, joy, and beautiful memories as you embark on this exciting new chapter together as husband and wife. May your journey be filled with happiness and adventure!
Friends for over 20 years … Andrew, Nick, Billy, and Ryan have shared countless memories, laughter, and milestones. From late-night conversations to unforgettable adventures, their bond has only grown stronger over the years.
Left to
Parents – Richard and Kara Chizmar (P ‘13 and ‘17), David and Kim Myrick (P ’12 and
FR. STEPHEN ARABADJIS ’97
Fr. Stephen has dedicated his life to faith and service as a member of the Society of St. Pius X. Currently in his ninth year of sabbatical, he continues to seek spiritual growth and connection.
Fr. Stephen reached out to HDS with a heartfelt request for prayers and support, specifically a 54-day Rosary novena for his intentions. He expresses his deep gratitude to those who join him in prayer, trusting in the blessings of Our Lady.
HDS appreciates hearing from Fr. Stephen and wishes him well on his spiritual journey.
I never could have imagined that the friends Andrew made in K-Prep would one day stand beside him on his wedding day, 20 years later. These lifelong friendships are a testament to the incredible HDS community — a place where bonds are formed and cherished for a lifetime. Andrew was truly fortunate to have such wonderful teachers guiding him along the way.”
—Julie Morgan (P’13 ‘16, Faculty - Lower School Mathematics)
From
Right, HDS Alumni
‘16), Robert and Lauren Burch (P’15), Adam and Julie Morgan (P’13 and ‘16), Mr. and Mrs. Andrew (‘13) Morgan, Bob and Barbara Fey (P’13), and Robert and Mary Matejka (P’ 06, ‘10, and ‘13).
Groomsman Nick Matejka, Billy Chizmar, and Ryan Fey with groom Andrew Morgan (second from right) all from the HDS Class of 2013.
From Left to Right, Stephen Farrell ’04, Paula Farrell (P ‘99 and ‘04), Andrew Morgan ‘13, Julie Morgan (P ’13 and ’16), Philip Morgan ‘16, Ryan Fey ’13, Nick Matejka ’13, and Billy Chizmar ’13.
CELEBRATING EARTH DAY
Honoring HDS Alumni Making a Di erence
As part of our Earth Day Assembly on April 22nd, we proudly recognize and thank Stewart Harris ’87, Dr. Samantha Wright
Leigh ’05, and Chloe Meyer ’17 for their inspiring contributions to environmental science, advocacy, and conservation.
Stewart Harris, Class of ‘87
Stewart received a Bachelor of Science Degree in 1995. After completing a Master of Science Degree from the University of Maryland, Stewart worked for the National Oceanic and Atmospheric Administration engaging with Congress on national and international sheries management policies and regulations. Moving to the private sector, Stew represented state and municipal governments, advocating for environmental restoration and ood protection projects.
Presently, Stewart is responsible for all international advocacy for the American Chemistry Council (ACC), a Washington D.C.-based trade association. In this role, Stew leads ACC’s engagement in the plastic pollution treaty negotiations and oversees sta working on international trade, chemicals management, and climate change issues.
Samantha Wright Leigh, Class of ‘05
Dr. Samantha Leigh is a professor and marine scientist at California State University Dominguez Hills. She graduated from HDS in 2005 followed by St. Paul’s School for Girls in 2009. She went on to earn her B.S. Degree in Marine Science from Coastal Carolina University in 2013 and her M.S. (2017) and PhD (2019) in Ecology and Evolutionary Biology from the University of California, Irvine. Her research covers everything from the digestive physiology of sharks to the impacts of microplastic pollution on marine organisms.
Her work has been highlighted by National Geographic, the New York Times, USA Today, and has been on display in the American Natural History Museum. She was also featured as a mentor on the PBS Kids television show, “SciGirls.” Dr. Leigh currently lives in southern California with her husband and three children where she enjoys hiking, camping, running, and going to the beach in her free time.
Chloe Meyer, Class of ‘17
Chloe Meyer is a senior at the College of the Atlantic, where she is studying bat populations in Acadia National Park (ANP). She graduated from North Harford High School, where she researched microplastics in the Susquehanna River. Chloe always thought she would study marine mammals, but two years ago, she had an internship with the National Park Service that changed her mind. e rst time she held a bat, she realized she wanted to work in wildlife management on public lands.
Chloe worked as an intern for two summers with the ANP wildlife biology team, learning about bats, beavers, peregrine falcons, brook trout, monarch butter ies, and songbirds. She is interested in how human activities, like visitors to parks, a ect wildlife. Chloe will continue her studies next year at the University of British Columbia in Vancouver, where she will pursue a Master’s degree to learn how land use and climate change e orts are impacting endangered bat species in Canada.
HDS FAMILY SPREADS AWARENESS FOR SUDC
In an effort to raise awareness for SUDC – HDS parents Katie CzajkowskiFell and Justin Fell share the story of their devastating loss.
Sudden Unexplained Death in Childhood (SUDC) affects approximately 500 families in the U.S. each year. In November 2022, we tragically became one of those families when our healthy 17-month-old son, Hayden Fell, passed away unexpectedly in his sleep following a febrile seizure.
Hayden and his twin brother, Cameron, should have started Little Dragons together at HDS this past fall, joining their big sister, Leo. Instead, Cameron took on this milestone alone. In honor of Hayden, we want to raise awareness about SUDC and ongoing research that could help prevent these tragedies.
Ten days before his first birthday, Hayden experienced his first febrile seizure. Unfortunately, this was just the beginning, as he went on to endure a total of five, with the last one occurring while he peacefully slept - the one from which his body was unable to recover. Despite this challenge, our little guy was under the care of an excellent pediatrician at Johns Hopkins and a fantastic pediatric neurologist at Kennedy Krieger. We sought this expertise to err on the side of caution, even though the consensus was that these seizures weren’t considered a significant concern and that he would be perfectly fine and grow out of them with time. Beyond these febrile episodes, Hayden was in perfect health, always on the move, spreading smiles and positive energy wherever he went.
The night he left us, Hayden sang “The Wheels on the Bus” with the whole family before bed. He was fine. He was happy. We were unaware that he experienced a febrile seizure while he slept that night. We found him in his bed, already gone, the next morning.
Determined to find answers, we connected with NYU Langone’s research team, enrolling Hayden in their study just days after his passing. The research that Hayden is part of has since been published in the Journal of Neurology and is helping uncover potential links between febrile seizures in sleep and unexplained childhood deaths.
NYU Langone is expanding its research, focusing on living children who experience febrile seizures. It is particularly looking for families with crib-cam footage of sleep-related seizures. If you
or someone you know may be interested in contributing, please contact Justin Fell (justinjfell@gmail.com) or Katie Czajkowski-Fell (katie@katiecee.com) for more information.
We encourage you to share this information about febrile seizures and ongoing research with your pediatrician. Doing so can help raise awareness and potentially contribute to life-saving discoveries. Your pediatrician may be interested in the latest findings and could help advance the NYU Langone study.
You can also learn more about Hayden and the research he has been a significant part of through a feature by the AP.
Thank you for taking the time to read about Hayden and SUDC. We are forever grateful for the HDS community’s support — it has meant the world to our family.
Sincerely,
Katie Czajkowski-Fell and Justin Fell
NYU Langone Study
AP Video
Hayden and Leo Fell with photo of their brother Cameron.
HDS HAPPENINGS
1.-2. Founders Day Fun
3. 1st Grade lear ns about Germany
4.-5. HDS Buddies
6.-7. 1st Grade Performance of Bunnies!
8. Dexter’s Drive In Dragon Brew & Gratitude
9.-10. 4th Grade Performance of We Are Monsters!
11. Field Day Fun
12.-13. Little Dragons Holiday Sing-a-Long
14. HDS Bread Baking Tradition
15.-18. 4th Grade WishTree Project
19.-22. 5th Grade Performance of Press Start
23-24. Inter national Day of Peace
HARFORD DAY SCHOOL
715 Moores Mill Road
Bel Air, MD 21014
410-838-4848 / 410-879-2350
www.harfordday.org
HELP US GROW!
The Blue & Green Fund provides the funds necessary to fulfill the School’s greatest and most immediate needs. Harford Day’s Blue & Green Fund Campaign ends June 30th. Gifts are tax deductible and may be paid in installments through June 30th.
