The Bulletin: Winter 2014 by Gilman School

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Bulletin

4 A New Era Begins Headmaster Smyth jodi pluznik

Bow Ties & Cupcakes

20 Higher Mathematics for All

Upper School faculty member James Kraft co-authors a number theory textbook. 2 Message from the Headmaster 54 In Memoriam: Walter Dandy, Jr. ’43 56 In Memoriam: Curran W. Harvey, Jr. ’47 59 In Memoriam: K. Graeme Menzies ‘47

Departments 24 School News Armistead Webster named Head of Lower School; Johnnie Foreman receives National Diversity Leadership Award. 46 Alumni Blue and Gray Weekend 2013 recap. 64 Athletics The volleyball program sweeps the MIAA Championships. 70 Development Paul E. K. Mullan ’97 Photography Center dedicated.

At opening convocation, School President Tyler Wakefield â&#x20AC;&#x2122;14, left, rocks a bow tie in honor of newlyinaugurated Headmaster Henry P. A. Smyth. Read more about convocation and Headmaster Smythâ&#x20AC;&#x2122;s installation on page 14.

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From the Headmaster

Dear Gilman Family, For the Smyth family, 2013 was a year of transitions. As I assumed a new role at Gilman and changed offices in Carey Hall, Elizabeth, the boys, and I moved into a new home on the Gilman campus. Of course, none of these moves happened in isolation. Each was connected to the other, and all continue to shape this next chapter of our family life. Furthermore, none of these moves occurred without the support of other people. We simply would not have been able to settle into House A (or I into my new office) without the help of many hands. Similarly, my work as Gilmanâ&#x20AC;&#x2122;s Headmaster is really the work of many. Every day, I count on the knowledge, wisdom, talents, and dedication of an army of faculty, students, staff, administrators, trustees, parents, and alumni to make our school run. None of us works in isolation, and we depend on each other to keep the dots connected. When I reflect on my first months on the job as Gilmanâ&#x20AC;&#x2122;s Headmaster, my mind immediately turns to these connections and interdependencies that make Gilman life so rich and deep. Time after time, I am struck by the way in which people feel a bond with our school, both while here and long after they have graduated. I am also reminded daily of the fact that, while our students progress from one class to the next and one grade to the next as time moves forward, their experiences are not simply linear. Instead, they draw on past

experiences to form meaning in the present and anticipate the future, and they connect the different parts of their educational experience to construct a more complete whole. Finally, I am moved by the way in which Gilman people seem to support each other. My family and I have certainly felt that support, and we are most appreciative. The pages of this edition of the Bulletin are full of examples of the interconnectedness of the people, places, and events that shape our lives. Whether it is alumni reconnecting at various events, the launching of new programs and initiatives on campus, or our remembering and honoring beloved community members who have passed away, the Gilman experience that these stories help to illustrate is not one that occurs in isolation, and it is one that draws on the experiences of many. I hope that, as you read this publication, you gain a better understanding of and appreciation for the richness of Gilmanâ&#x20AC;&#x2122;s mission to educate the whole boy in mind, body, and spirit. It is a mission that, as these pages suggest, can and should form the work of a lifetime.

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July 1, 2013

A new era begins.

Student flag-bearers bow their heads during the invocation at the opening convocation, which marked the start of the Schoolâ&#x20AC;&#x2122;s 117th academic year, and served as Henry Smythâ&#x20AC;&#x2122;s official installation as Headmaster.

Headmaster

Henry P. A. Smyth officially began his term as Gilmanâ&#x20AC;&#x2122;s 14th Headmaster on July 1, 2013.

SMYTH Henry Smyth is the 14th Headmaster of Gilman School. jodi pluznik

n the day he officially became the 14th Headmaster of Gilman School, Henry P. A. Smyth was some 150 miles away from Roland Avenue attending the International Boys’ School Coalition conference in Richmond, Virginia. It took a day or so for him to remember to introduce himself as headmaster, not assistant headmaster. In Smyth’s defense, on June 30, the conference’s first day, he was still the assistant headmaster, but starting the second, July 1, he was officially the top greyhound. Mindful of his career transition, he carried two sets of business cards. Though colleagues congratulated him, as did Gilman faculty members who attended the conference, the weight of his new title didn’t register fully until the end of August. In baseball, the season starts when pitchers and catchers report for spring training. In academia, the year begins when teachers, coaches, and students return to campus from summer break. So the moment he took the podium on Monday, August 26, to address faculty and staff at his first all school faculty meeting,

three years after he found just the right K-12 school environment in which to expand his career, ten months to the day after the October 26, 2012, announcement that he had been named headmaster, nearly two months after his new job officially began, and just weeks after a July move south from the Swani House at 5501 Roland Avenue to the Headmaster’s House at 5407-A Roland Avenue, he was in his element.

henry smyth is gilman school headmaster. School starts with the blast of an imaginary starting gun: new student orientations and picnics, senior-parent breakfast, opening convocation (doubling this year as Smyth’s formal installation, see page 14), LongRange Plan steering committee meetings, administrative council meetings, Board of Trustees meetings, and more meetings, football, volleyball, soccer, cross country, and water polo matches, intramurals, mentoring program opening breakfast, three parent nights, photo days, lunches

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with donors — all within the academic year’s first month or so. By the time Smyth reached the Founders’ Society dinner on October 2, he began his opening remarks, in his characteristic good humor, with a comment that he was out of material. At heart, he’s a student of history and humanities, so his “material” — gleaned through reading lengthy magazine articles, editorial pages, op-eds by New York Times columnist David Brooks, and maybe even Sports Illustrated, his guilty pleasure — provides the fodder for him to relate what’s going on in the world to Gilman and its boys. His thoughtfulness and his ability to draw parallels and comparisons often translates into what, some years down the road, future observers might consider “Smyth-isms,” phrases that he often uses to reiterate his messages and beliefs, words he often prefaces with a rather Southern “What I call . . .”

smyth-ism 1: “finding shape in the negative space” The ability to look for good in what one believes to be terrible. Smyth’s upbringing in Charlotte, N.C., was certainly happy. His mother Alice still lives in the home where she and his late father Ross raised their three children, eldest son Jordan, daughter Elliot, and Henry, the youngest. Only four school years separated Henry from Jordan, whom he worshipped as boy. The three were raised in an independent school setting, attending Charlotte Country Day School, which ascribes to Mrs. Carey’s mission to educate in mind, body, and spirit. Henry spent summers at Camp Carolina. The family was, and still is, extremely close. Jordan, when he was in ninth grade, broached the possibility of attending a different school to their parents. To broaden his horizons, he said. “My parents’ version of the story is that they wanted a school that would give Jordan a different perspective, so they

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focused on New England boarding schools rather than looking for schools in North Carolina or the South,” says Smyth. The family selected Phillips Academy, Andover for Jordan. Then Elliot enrolled. There was almost no question that Henry would follow, especially because he had seen how cool the experience was for his siblings.

Something about a teacher’s lifestyle resonated with him; these were people who loved what they do, whose salaries did not determine their happiness. At Andover, Henry played soccer and basketball, participated in the radio club, and was elected school president. During these years, Henry decided he wanted to become a teacher largely due to the influence of the adults in his life, first Coach Kevin Daly from Charlotte Country Day, then his Andover soccer coach Bill Scott, house counselors Lou Bernieri and Jay Rogers, athletic trainer Mike Kuta, and Tom McGraw, his basketball coach and Shakespeare teacher. Something about a teacher’s lifestyle resonated with him; these were people who loved what they do, whose salaries did not determine their happiness. This observation remained with him. His life may seem a bit charmed — no skeletons in the Smyth closets, though there might be an errant Winnie-the-Pooh costume — so where is the disappointment, the angst that would lead him to coin his “shape in the negative space” phrase? Angst happens when you are 17, and you adore your older brother, who was a Morehead scholar at University of North Carolina-Chapel Hill, and you interview for the same scholarship, but you don’t get it. But you choose Princeton instead, and years later, you can’t imagine not having the college friends that you do.

Smyth embraces his son Pitman, then in first grade, after the October 26, 2012, pre-McDonoghGilman football classic pep rally, where Board of Trustees president

Paul F. McBride P’14 announced to faculty, staff, and students Smyth’s selection as Gilman’s next Headmaster.

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Henry Smyth, as William Shakespeare, and RPCS Head of School Jean Brune, as Queen Elizabeth I, pose with Ron Heneghan, an artist with the Chesapeake Shakespeare Company, at the annual Shakespeare Festival. The December festival featured more than 200 sophomores performing eight “Twelfth Night” scene performances on the main stage, a renaissance dance, and several musical selections.

Shape (Princeton friends) in the negative (no Morehead scholarship) space. Or after one year teaching in Prague, another at Charlotte Country Day and five in the middle school at St. Albans in Washington, D.C., after finishing a master’s in education at Stanford, and after teaching U.S. history, serving as sophomore dean (like a form chair) and assistant director of admissions at the Head-Royce School in Oakland, Calif., you and your wife Elizabeth decide to move back to the east coast in 2004. You take a job back in D.C. as upper school head at St. Patrick’s School. There upper school means grades four through eight. You decide that you like working in school administration, and you begin to think that maybe you should get some experience working at a school with upper grades. You realize that you are missing something in not having worked in a high school setting. All along, you and Elizabeth imagined a return to North Carolina (Elizabeth is also a native), and you begin to explore jobs in the Tar Heel State. You are disappointed

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when none of these opportunities work out, and face the disappointing realization that the move home will not happen. You decide to apply for an assistant headmaster position at a school in Baltimore, looking to broaden your administrative experience. You get the job, in 2010. The negative space: not getting a position in North Carolina. “The positive is coming to Gilman, which really is a better fit for me,” he says. “Things happen for a reason. I really do believe that’s true.”

smyth-ism 2: “meaningful, productive citizenship” The goal for all Gilman boys. During that September sprint, there are parent nights, one for each division. At the Lower School night, Smyth wore two hats. He offered his welcome, then took his seat in the audience beside Elizabeth, transforming from Henry Smyth, Gilman Headmaster, to Henry Smyth, Pitman and Billy’s dad. When the assembly broke to

visit classrooms, Elizabeth headed to kindergarten and Henry to 2A. Parenting is a careful balance for any working parent and especially for those in leadership positions. Smyth and his wife Elizabeth are deep in the “mommydaddy” years. Their boys are most likely the youngest children to live in the Headmaster’s home in the past 20 years, and most definitely the only in the past decade. That he is Pitman and Billy’s dad makes his goals for Gilman even more personal. Smyth believes that schools are in the business of laying the foundation of meaningful, productive citizenship for their students. He believes that the best schools put together talented students and dedicated teachers, develop programs that encourage relevant exchange of ideas, and construct spaces to promote and facilitate these exchanges. These three factors do not change, ever. What does change is the world in which schools operate. Boys — to achieve that meaningful, productive citizenship — need to be critical, creative, and nimble thinkers. They need to have values, they need to have world view, and they need to have the ability to apply both to any situation. They need to know how to follow and make good rules, and how to follow an ethical path when the rules don’t exist. “I can guarantee you that some of today’s seniors, and certainly my boys, are going to have careers that don’t exist yet. That’s how fast things are moving,” Smyth told the audience at the Founders’ Society dinner. It’s his task to make sure Gilman keeps up.

smyth-ism 3: “timelessness and modernity” The Gilman of the future. One of Smyth’s major goals is for the School to learn as an institution, adding pedagogies and programs that will keep a Gilman education responsive and relevant. In short, he wants Gilman to be

awesome. “Timelessness” lives in the mission to educate boys in mind, body, and spirit, as well as in character and values education, and in pairing great kids and great adults to exchange great ideas. “Modernity” grows from the School’s agility to adapt to changes in educational theory and the world at large. Smyth doesn’t lose sight of the fact that there is a lot to learn, both for Gilman as an institution and for himself as a headmaster.

One of Smyth’s major goals is for the School to learn as an institution, adding pedagogies and programs that will keep a Gilman education responsive and relevant. In short, he wants Gilman to be awesome. In fact, he is aware of the ongoing dance to “balance the big picture with infinite details related to operation of the school.” These infinite details reside in his key goals for his initial year in the headmaster’s office. Granted, his three years as assistant headmaster have made his transition easier — at the very least, he knows names and faces, the schedule, and the locations of the bathrooms, seemingly minor points that heads completely new to a school face in their first days on the job. When asked how he hopes his headmastership will be remembered, Smyth simply says for his care of students. Yet he made the decision to step out of the history classroom this first year, a difficult choice for a leader with a warm and genuine rapport with the boys: He had the courage to appear in a student-produced “Six Don’ts of Gilman” video. He is comfortable enough in his own skin to admit, at his installation, that he both sweats profusely (whipping out a red bandana to clear his pate) and cries freely,

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Family portrait: Elizabeth, Henry, Pitman and Billy Smyth.

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as he did when he saw the entire student body wearing blue and grey bow ties, his signature article of clothing, and when he spoke of his father, whom he considers “the best man I’ll ever know.” He knows that this decision, for now, is the right one, though he misses the classroom interaction with the boys.

These goals point toward his wish that the Gilman of tomorrow blends timelessness and modernity, that a Gilman education is always about people and values and educating boys in mind, body and spirit, yet responsive enough to meet changing needs. His leadership style is considered, collegial, and cooperative, and his goals will be accomplished thorough partnership in teams of faculty and staff. First, he will look at the administrative team, partly to determine if he should hire an assistant headmaster, though hiring outstanding new division heads for the Lower and Upper Schools has risen to the fore. (See page 43.) In the fall, Leith Herrmann ’64 and Iva Turner, respectively, announced plans to retire at the end of the 2014 school year. He will monitor the refreshed faculty and staff evaluation system implemented this year, and support the division and department heads and teachers in carrying out the evaluations. He will extend his leadership to the ongoing Long-Range Plan implementation, working with the Academic Council, now in its second year, and helping to discern what makes the most sense in global programs, community service and outreach, and leadership development. And he is aware of minding the School’s ongoing financial sustainability, while looking at facilities and space needs.

These goals point toward his wish that the Gilman of tomorrow blends timelessness and modernity, that a Gilman education is always about people and values and educating boys in mind, body, and spirit, yet responsive enough to meet changing needs. In fact, in his October 2012 letter to the community announcing Smyth’s appointment, Board of Trustees President Paul McBride wrote, “[Smyth] believes in the importance of Gilman’s traditions while appreciating that we cannot be complacent as we enter the School’s next era. Under his stewardship, we are confident that Gilman will continue to advance and evolve, remaining one of the finest independent day schools in the country.” “Our mission is Gilman’s singular quality,” Smyth says. “It’s about developing program and providing spaces that are going to allow our boys — and my boys — to prepare for a changing world. We need to be thinking about that all the time.” It’s about combining timelessness and modernity: mixing the venerable aspects of the nation’s first country day school with the fresh open leadership of a young headmaster. Gilman is in the good hands of Henry Smyth.

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“I’m loving the way everyone is dressed today,” quipped Henry Smyth of the bow tiewearing student body when he took the podium at his installation. “We might need to change the dress code around here.”

Jason Sport imagined that Delhi would be overrun with monkeys, which was not the case. He did encounter some in Jaipur.

BOW TIES & Cupcakes

“Mr. McBride, Board of Trustees, faculty, staff, and students, thank you for entrusting me with this role, which I accept with humble appreciation of what this school represents.”

With these words, Henry P.A. Smyth, P’24, K accepted the mantle of Gilman’s 14th Headmaster at the annual opening convocation held August 30, which marked the start of the School’s 117th academic year and Smyth’s official installation. Each of Gilman’s 1,033 students — and some faculty, too — sported blue and gray bowties as a special salute to their new leader. “I’m loving the way everyone is dressed today,” Smyth quipped as he took the podium. “We might need to change the dress code around here.” “Today there is extra magic to these proceedings, for we launch a new era for Gilman School as we install Henry P. A. Smyth as 14th Headmaster of Gilman School,” said Board of Trustees President Paul F. McBride as he conducted the Smyth’s formal installation. “With Southern charm, good cheer, and humor — as well as his ever-present bow tie — he connects with our boys, our parents, our alumni, and our faculty,” McBride continued. “He consistently demonstrates a deliberate, collegial and collaborative approach to leadership.

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Students, faculty, staff, and invited guests celebrate Henry Smythâ&#x20AC;&#x2122;s formal installation.

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Tyler Wakefield, school president, at podium, and Kyle Tarantino, senior class president, present Headmaster Smyth with a gift from the students — a custom Gilman baseball jersey. Smyth is an avid baseball fan.

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He believes in maintaining Gilman’s traditions and appreciates that we, as a school, must continue to advance and evolve.” In his address to the student body, Headmaster Smyth invoked the memory of his father, whom he considers “the best man I’ll ever know.” He spoke particularly of two qualities of his dad: his ability to be comfortable in his own skin and his acute awareness of his place in the world. His father, he said, “lived in a space where privilege and humility coexist.”

“My great hope is that Gilman is a place of integrity and humility. I hope that Gilman is a place where students are comfortable in their own skin and where we recognize that we are a part of something very special and much greater than ourselves.” “In fact, the two characteristics I’ve described in my dad define, for me, two of the Gilman Five: integrity and humility,” Smyth said. “When we are comfortable with who we are, we have integrity, and when we understand that we are part of something much larger than ourselves, we’re truly humble.” “My great hope is that Gilman is a place of integrity and humility. I hope that Gilman is a place where students are comfortable in their own skin and where we recognize that we are a part of something very special and much greater than ourselves,” he said. Smyth encouraged the boys to be friendly, to say hello to each other, to welcome newcomers into their groups. He asked that they celebrate each other’s successes, support each other in difficult times, and be comfortable making mistakes — and have the ability to own up to those errors.

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He urged the boys to live in that space where privilege and humility coexist, to take their access to opportunity and their privileges and use them to make the world a better place. He concluded his remarks with a challenge: “Gentleman of Gilman, I challenge you to be comfortable in your own skin, recognize that we are all in this together, and make use of this special environment and this awesome opportunity.” The convocation began with the senior class joining with members of the kindergarten and pre-first classes in an opening procession. After an invocation delivered by Shaka Arnold, Middle School dean of students, Alumni Association President Mitch Ford ’82, P’16, Parent Association President Chel Cavallon P’15, School President Tyler Wakefield ’14, and Senior Class President Kyle Tarantino ’14 each offered readings. To mark Smyth’s installation, Ford, on behalf of the School’s more than 5,000 alumni, gave Smyth a custom Gilman bow tie (available in the bookstore), as well as a traditional necktie. Cavallon gave him a captain’s chair, so that parents who stop by and visit would have a place to sit. Wakefield and Tarantino presented him with a #14 varsity baseball jersey, signifying Smyth’s position as the 14th Headmaster of Gilman School and that the Class of 2014 is the first graduating class under his tutelage. Smyth is an avid baseball fan. At the end of the proceedings, Smyth’s young sons joined him at the podium. Celebrations require cake, and special blue and white cupcakes were handed out after the ceremony. Visit http://bit.ly/1dkkkF9 to view a photo gallery from the convocation.

6 1. Lower School Head Leith Herrmann ’64 helps guide the procession of class flags. 2. The Traveling Men sing the national anthem.

3. Alumni Association President Mitch Ford ’82, P’16 presents a Gilman bow tie to Headmaster Smyth.

4. Number 14 represents Smyth’s first graduating class as well as his place among Gilman Headmasters. 5. Pitman, standing, and Billy join their dad at the podium.

6. Family: (Front) Pitman and Billy Smyth. (Midde, l. to r.) Holbrook Newman, Frances Newman, Elizabeth and Henry Smyth, Alice Smyth, Elliot, Alice, and Lucy Berndt. (Back) George Newman, Shelagh Meehan, Jordan Smyth, Andy Berndt.

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HIGHER MATHEMATICS FOR ALL

James Kraft brings number theory to students.

Dr. James Kraft, who recently co-authored a number theory text, teaches in the Upper School mathematics department.

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Kraft and his co-author Lawrence C. Washington hope that their book will become one of the standard textbooks for undergraduate number theory classes.

In his valedictory, Rishi Bedi ’13 maintained that what makes Gilman a special place is the people who shape each student’s experience. He illustrated his point by telling a tale of number theory at Gilman. Armed with the knowledge that number theory is Dr. James Kraft’s area of specialization, Bedi and a few friends approached Kraft at the end of 2012, Kraft’s first year teaching at Gilman, to ask if he would teach a senior elective on the subject. It turned out that only three students — basically Bedi and those two friends, John Chirikjian and Anthony Kim — registered for the class. The administration informed Kraft that there were not enough students to justify a class. However, Kraft, a consummate instructor who has taught at all levels, high school, community college, and university, in both public and private settings, carried on. He taught the three number theory, in addition to teaching four classes (geometry, pre-calculus, and calculus), advising, and coaching. That Kraft would clear time in his crowded day to offer the class meant the world to the boys. “We may forget congruences, Fermat’s little theorem or the RSA crypto system, but we will not ever forget the kindness

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and the affection that Dr. Kraft and the rest of the faculty show for us day after day,” Bedi said. Now Kraft is poised to help extend his love for number theory to, and, consequently, teach, countless mathematics students. In September 2013, he and co-author Lawrence C. Washington published “An Introduction to Number Theory with Cryptography,” which they hope will become one of the standard textbooks for undergraduate number theory classes. The notion to publish came about when Kraft was teaching a number theory class, and he thought it would be fun to write a book. He approached Washington, his Ph.D. advisor and professor and mathematics graduate director at University of Maryland, College Park, himself the author of several mathematics texts. But what would be different, what would be the twist, about another number theory textbook, Washington asked. Number theory, along with geometry, is the oldest form of math, first posited by Euclid some 2,500 years ago. Accordingly,

there are lots of academic resources supporting the subject. The difference is the two decided to write the book with cryptology, the art of secrecy and clandestine messaging, blending Kraft’s number theory background with his experience as a cryptologic mathematician for the National Security Agency. The project took 18 months to complete, start to finish. “It was advantageous that Larry had published and is a well-known mathematician,” said Kraft in describing what it takes to get a book published. “Larry greased the wheels because of his reputation.” Despite Washington’s repute with his publisher, the two were asked to send about eight chapters, which were, in turn, sent to “referees” who test the material for validity and accuracy. The text also includes a companion solution manual — basically the answer key for teachers. Kraft’s son would often find him up at 11 p.m. working on solutions. It is too soon to report the textbook’s entry into undergraduate classrooms.

Along with posting the book to Amazon and other booksellers’ websites, the publisher sends summaries to math departments and advertises in appropriate media. The early fall release date was just in time for when colleges generally select texts for the next year’s first semester courses. Though he knows that the text’s success will not be ascertained until summer, when it’s been on the market for a full academic year, that doesn’t mean Kraft isn’t curious. He sheepishly reports he checks Amazon periodically. “Hopefully, I’ll get more than 10 cents an hour in royalties, because writing the book took an awful lot of hours,” he quips, ever the mathematician. Kraft joined the Gilman faculty in 2011. He received his undergraduate degree from Stony Brook University, his master’s degree from Brown University, and his Ph.D. from the University of Maryland. His current load includes AP B/C calculus and honors B/C pre-calculus and number theory. This year, there are 10 seniors in the class.

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School News

New to School The 2013–2014 cohort of teachers new to Gilman includes an alumni quartet: Q. Attenoukon ’09, Matt Baum ’93, John O. Schmick ’97, and Richard Shock ’08.

Upper School

Matt Baum ’93

Christian Beitel

History

Modern Languages

An experienced classroom teacher, advisor, and coach, Baum returns to his alma mater to teach U.S. history and American government, and to work with his mentor, Dr. Jerry Thornberry. Baum holds bachelor’s and master’s degrees in history from Brown University. He most recently taught at the Wheeler School in Rhode Island.

Beitel begins his teaching career as he joins the faculty to instruct Spanish. He holds a bachelor’s from Dickinson College in international studies and Spanish. He also is a member of the ice hockey and lacrosse coaching staffs.

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Anna Follensbee

Robby Ford

College Counseling and English

Math

Follensbee, a veteran admissions officer at Loyola College and Providence College, brings her insider’s knowledge to our college counseling team. A graduate of Franklin & Marshall College, Follensbee also teaches English and coaches intramurals.

Ford, a 2011 Gettysburg College graduate, teaches algebra and geometry, as well as contributes his vocal and conducting skills to the Traveling Men and his athletic experience to the football and track teams.

Jason Hogan

Peter Lander

Science

Instrumental Music

A Duke University graduate, Hogan earned his master’s degree from Harvard University this past spring, with a special focus on life and earth science. He teaches physics and chemistry, and uses his wilderness training experience to help build outdoor leadership programs. He is also an accomplished photographer and creator of 3D models.

Lander, an accomplished musician (trumpet) and conductor, is our new instrumental music instructor. He teaches in all three divisions. Many students know him through his work with OrchKids and Gilman musicals. Most recently, he chaired the Hereford High School music department for six years. He holds a bachelor’s of music education from The University of New Mexico and a master’s of music performance from the Peabody Institute of The Johns Hopkins University.

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James Pettit

Will Schutt

Architectural Design

Tickner Writing Fellow

Pettit, a graduate of the University of Virginia, teaches architectural design. He has extensive professional experience. His work is visible in structures throughout the city from the Lord Baltimore Hotel to Johns Hopkins University. Petit also served as associate professor of architecture at Morgan State University.

The 2013 recipient of the Yale Younger Poets Prize, Will Schutt, has been published by countless literary journals, most recently by The New Republic and Poetry Daily. He earned his bachelor’s degree from Oberlin College and a master’s in fine arts from Hollins University. He was a Stadler Fellow at Bucknell University and, most recently, taught seminars in New York City.

Middle School

John O. Schmick ’97 English Next, a familiar name: John Schmick. This Schmick is John Oliver, the 1997 Gilman, University of the South bachelor’s, University of Richmond master’s degree graduate, St. Christopher’s School faculty member, and, now, Gilman English teacher. Bringing classroom and curriculum expertise, summer programs experience, honor council, advising, and football and lacrosse coaching experience, Schmick is well prepared for the next chapter of his Gilman career.

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Jill Anthony Latin Anthony, a seasoned teacher of eight years, teaches Latin and drama in the Middle School. She earned her bachelor’s in classical studies and sociology at Vanderbilt University and her master’s in historic preservation from Savannah College of Art and Design. She started her career at Wardlaw-Hartridge School in New Jersey,

followed by five years at Antilles School in St. Thomas, U.S.V.I., where she created a Latin curriculum for the middle and upper schools, and, most recently, Kincaid School in Houston.

Lower School

Lisa Shapiro Kindergarten

Richard Shock ’08 Henry Callard Teaching Fellow Gilman alumnus Richard Shock returns to his alma mater as the Henry Callard Teaching Fellow. He is a graduate of Loyola University, where he earned both a bachelor of arts in political science and a master of arts in teaching. He works closely with members of the Middle School social studies department, coaches three seasons and, as a former Traveling Man, lends his vocal talents to the Middle School choir and the Middle Ts.

Lisa Shapiro, Gilman eighth-grader Charlie’s mom, is a veteran teacher who taught pre-K, kindergarten, and pre-first at Garrison Forest School, as well as pre-K and kindergarten in Baltimore County Public Schools. She holds two master’s degrees and is certified in Orton-Gillingham instruction for children with reading disabilities.

Houegnon (Q.) Attenoukon ’09 Michael Howard Cooper Fellow Houegnon “Q.” Attenoukon works under the mentorship of Claudia Friddell in the 1C homeroom and assists with varsity sports. Attenoukon graduated from Davidson College, where he was a four-year college Presidential Scholar, last spring with a bachelor’s in psychology and a concentration in education. Q. also played football and ran track at both Gilman and Davidson. winter 2014

School News

Trustees Join Board 2014 marks the beginning of a transition in leadership for the Board of Trustees as Paul F. McBride P’14 is in the midst of the fourth and final year of his presidency. To prepare for the July change in leadership, the Board named past-parent Scott A. Wieler P’08, ’09 as president-elect.

dara schnee

scott wieler

Wieler is founder and chairman of Signal Hill Capital Group, a privately-held investment banking partnership with a sole focus on growth companies. Wieler, who joined the Board in 2005, is a member of the executive committee. He serves on the governance (co-chair) and budget and finance committees. He and his wife Mary have two sons, James, who graduated from Gilman in 2009, and Alexander, who attended Gilman before transferring to boarding school in the eighth grade. He has served as co-chair of The Gilman Fund special gifts and the recent Headmaster search committees. Additionally, the School’s governing body includes several new and returning members for 2013-2014. Two begin their first terms as regular trustees: Dara S. Schnee P’18, ’20 and Karlo Young ’97.

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Dara Schnee, special events coordinator at Kennedy Krieger Institute, and her husband Charles, a neurosurgeon at University of Maryland Medical Center, have two sons in Gilman’s Middle School, eighth-grader Max and sixth-grader Lucas. Schnee is a member of the major gifts committee, and she is serving as the Lower School coordinator for this year’s annual giving campaign.

karlo young

Alumnus Karlo Young ’97 is director of advisory practice at KPMG, a U.S. audit, tax, and advisory services firm. A longtime Gilman alumni volunteer, Young served on the search committee for the 14th Headmaster and is co-director and

co-founder of the Gilman Black Alumni Leadership Institute (GBALI). He is immediate past president of the Baltimore Chapter of the National Association of Black Accountants (NABA). Living Classrooms and Baltimore Business Journal named Young as one of 23 “Maritime Magic Rising Stars” in 2010, and the NABA named him as a National Rising Star in 2012. He and his wife Ngozika Olandu live in Baltimore. After a brief hiatus, architect Henry I. Myerberg ’73 returns to the Board as a regular trustee. He is principal at HMA2, his New York-based firm specializing in the design of learning spaces. Myerberg previously served on the Board from 2004–2012. He and his wife Karen live in Manhattan. Cheo D. Hurley ’92, P’25, moves from an alumni trustee to a regular trustee position. Subsequently, Gerard C. “Rock” Harrison ’93, Alumni Association immediate past president, will serve as alumni trustee. Additionally, the rising leaders of The Gilman Fund and Alumni and Parents Associations, respectively, join the Board to represent their area of interest.

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Delano J. “Del” Schmidt ’99, Alumni Association vice president, joins the Board to represent his association. His older brother Jay Schmidt ’83 has also been a trustee by virtue of his own leadership roles with the Alumni Association. His family legacy at Gilman extends to his father Eric Schmidt ’59 and his nephew Henry Schmidt ’14. A loyal annual giving volunteer, Schmidt works as an associate at Chase Fitzgerald & Co. Inc. He and wife Meghan have a young daughter, Rory Elizabeth.

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David H. Carroll, Jr. ’88, P’18, co-founder and principal at Capital Strategies, an Annapolis-based lobbying firm, represents The Gilman Fund leadership team as annual giving trustee. His and wife Darcy’s son Hudson is in the eighth grade. Carroll helped plan his 25th class reunion this past year and is a dependable annual giving volunteer.

Lynne B. Kahn P’17, Parents Association vice president, brings the parents’ voice to the Board. She and husband Howard, owner of Consulting Group, LLC, a computer/high technology firm, have one son at Gilman, Max, a freshman. Kahn is a hardworking volunteer who has assisted with virtually every aspect of Parents Association programming. A quartet of trustees left the Board in 2013: Michael S. Beatty P’12, ’18, Nicholas D. Cortezi P’11, ’13, ’19, Kris Groenke P’13, and Michael D. Hankin P’12. Thanks to them for their service.

winter 2014

School News

Reading is Fundamental Lower School homeroom teachers implement individualized reading assessments to personalize reading instruction. In an effort to personalize instruction to the individual needs of boys, Lower School homeroom teachers will now conduct bi-annual individual reading assessments with their students. The first round of assessments took place in the fall; the second will be conducted in the spring. â&#x20AC;&#x153;These assessments are a system of identifying a detailed reading profile for each child,â&#x20AC;? says Lower School Learning Specialist Patti Friel, who in partnership

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with Lower School Reading Specialist Andrew Holt, introduced the new assessment program. The goal is to individualize reading instruction for each Lower School boy by gaining specific scores in word calling accuracy, reading fluency rate (words per

minute), comprehension of story details, and writing responses. Teachers administer the reading assessments to each boy individually. Following administration, the scores are then used to identify the boy’s independent and instructional reading levels. The School purchased assessment kits from two nationally respected companies: Fountas and Pinnell Benchmark Assessment System 1 and 2 and DRA-2 (Developmental Reading Assessment K-3 and 4-8). The Fountas and Pinnell kit is being used in the primary grades, kindergarten through second, and the DRA kit in grades three through five. Each of the systems provides materials to test through a grade eight reading level, since many Lower School students are advanced readers. The School purchased kits for each homeroom teacher, as well as for Friel and Holt. Having these materials in Lower School from two different companies provides more book choices at each assessment level to use throughout the school year. Friel and Holt have trained each teacher to use the assessment kit appropriate for his or her grade level. Each set contains multiple books, both fiction and non-fiction for each reading level. A book’s reading level is determined by the presence of certain characteristics of text, from basic to complex. For example, in primary books, the illustrations provide high support, the pictures show familiar objects and actions, and there is a repetition of one to two sentence patterns. In books at the upper elementary levels the illustrations provide low support, unusual and challenging vocabulary is used, literary language is present, and the story line contains elaborate episodes and events. When scoring the assessments, teachers use the rubric provided to see if boys understand the concepts of character and setting, can make predictions, have retained important story details, can employ insightful thinking, and make connections to what they have read. Literary words such as plot, character, time

and place, and setting are used. These terms which students will use throughout their academic careers are employed and reiterated. In past years, Lower School teachers have administered a variety of group standardized reading tests, as well as informal, individual inventories, to help inform their instructional planning. Employing these new individual reading assessments will provide each teacher with more information that they can use when designing and planning their grade level reading curriculum. They will also know the current range of reading levels within their class. This is particularly important information to have when boys are reading non-fiction content in social studies, science, and math. Even though Gilman’s program is accelerated, developmental diversity exists among students. “It’s about personalizing reading instruction, deepening engagement, and making sure boys love reading,” says Friel. “We want our boys to read for enjoyment and read to learn. We’re developing the whole reader.” So what does all of this mean for teachers, students, and parents? Teachers can use the assessment information to guide direct instruction, match books from leveled classroom libraries to readers for independent reading practice, and provide parents and students with lists of leveled trade books that can be checked out of the Lower School library or purchased from a retail vendor. Many wonderful books on topics of high interest for the boys, but not on either their independent or instructional reading level, can be shared and enjoyed with a parent. In this instance, the parent becomes the reading role model, a wonderful experience for both the child and adult. Understanding their son’s reading level, as shared by their teachers during parent-teacher conferences, helps parents assist their boys in selecting appropriate reading material. “It’s really about knowing our students well,” says Holt.

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School News

MS Launches 1:1 iPad Initiative This year, iPads are among the notebooks, textbooks, pens, and pencils carried in a Middle School boy’s backpack.

The boys in Jessica Nelson’s seventh and eighth grade Spanish class stood before their classmates, holding a photo and answering, en Español, their teacher’s questions: How many siblings do you have? Is your brother older or younger? Where does your sister go to school? It’s not unusual for Sra. Nelson to ask her students to share a family photo to strengthen their Spanish vocabulary. What’s different is that she asked them to bring not a printed photo, but a digital file on an iPad. Instructional technology in the Gilman Middle School progressed this year with the launching of a 1:1 iPad program. The Middle School distributed 160 school-issued iPads, with clam cases (hard plastic) and keyboards, to students this past fall. The rest — roughly 100 — chose to bring in family-owned devices. The School also issued each faculty member an iPad, and installed an AppleTV and a wireless projector in each classroom. The AppleTV allows any iPad user to project his work for the entire class to see.

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Middle School Head Peter Kwiterovich ’87 stresses that how teachers use the iPads in classroom instruction is very organic and fluid, and there are very few expectations about how they should use them. “We felt that there were a good number of faculty ready to move forward, who were very adept at using technology in their classroom,” says Kwiterovich. The decision to move to the 1:1 iPad program was made largely because the previous technology paradigm — shared laptop carts with 90 total computers and 40 communal iPads — made it difficult to use technology effectively in a 40-minute period. “The iPads open up new possibilities for using technology in the classroom,” he says. Each boy received an initial orientation to his iPad, and Don Abrams, Middle School coordinator of instructional technology, and fellow technology teacher Gretchen Martin instruct the boys how to use the iPad as a tool for academic productivity and creative expression. What was previously a quarter-long computer

Jessica Nelson explains an assignment to her Spanish students. The boys display the same document that Nelson projects on their iPads.

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3 1. John Mandel shows a family photo to his classmates as he describes in Spanish those pictured.

2. Sra. Nelson gives instructions as students ready their iPads.

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3. Khai Wilson, foreground, and Rich Kim, rear, use their iPads in class. Middle School boys use the devices to take notes, create flashcards for studying or complete writing assignments.

course in grades six and seven has evolved into a year-long seminar that meets twice within the ten-day class cycle, thus freeing teachers to focus on creating engaging lessons, not teaching how to use the iPad. “The iPad initiative has been an exciting and empowering activity,” says Abrams. “Teachers are taking a fresh look at their pedagogy and best practices.” In fact, teachers are encouraged not to use the iPads all the time, but to carefully employ them to enhance a lesson or improve student understanding. Perhaps a math teacher will ask boys to plot points and draw lines on an interactive coordinate grid, a history teacher will ask boys to critically read a primary document, or a geography teacher will ask the boys to find a location using Google Earth. Learning becomes much more student-centered and student-directed. Some boys have replaced the physical academic planner, a Middle School staple, with the My Homework app, which, among other attributes, offers pop-up calendar reminders. Boys use their iPads to take notes, create flashcards for studying, or even complete writing assignments. In language arts classes across the division, one book this year will be an e-text. The electronic books include audio companions for boys to read and listen at the same time, helping build comprehension for those who are aural learners, and built-in dictionaries for easy word reference. “These students will be a tech-savvy group as they move to the Upper School,” comments Abrams, “well-schooled in using technology for academic productivity.” Spanish teacher Jessica Nelson is one of several faculty to jump head first into the deep end of the iPad pool. “I describe myself as a 21st century learner, not a 21st century teacher,” says Nelson, despite her enthusiastic embrace of the iPads. During this first year, she’s asking herself one fundamental question: Does increased use of technology enhance student achievement, or does their achievement remain the same?

Nelson is intensely aware that, even with the instructional support of Abrams and Martin, “time needs to be taken away from instruction to prepare for learning” — telling the boys to take out their iPads, open which app, and so on. Still, she decided to test a paperless model in her classes, which is optional for the boys. In one class alone, in the first quarter, three students agreed to go paperless; in the second quarter, nine. Paperless means that 75% or more of their class materials will be electronic. So instead of handing out paper warm-up activities or worksheets to each boy, the paperless boys pass around one copy and use Doc Scan (an app) to capture the worksheet and place in their Google Drive. Her students also use Notability, a note taking app to complete worksheets and exercises using their finger as a stylus to “write” on the document. In the second quarter, she introduced Explain Everything, which, among a variety of multi-media tools, allows boys to draw an illustration and record their voices as they explain what they are drawing. Nelson plans to introduce only one or two new apps each quarter, emphasizing those that will help students manage workflow or improve the boys’ Spanish proficiency. Learning has been a two-way street; each week, Nelson feels she learns three to five things she didn’t know about how to simplify and make things more effective. By the end of the year, her paperless students will have amassed a personal electronic portfolio that will serve as a valuable resource throughout their middle school years. “The iPads are complementing instruction, enhancing learning and making us more efficient,” remarks Kwiterovich.

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The structure at the corner of Roland Ave. and Northern Pkwy. provides space for signs promoting school events.

Graceful curves create a flagship entrance to Gilmanâ&#x20AC;&#x2122;s campus.

A bended wall sits at the turn into the front driveway.

School News

Gilman Welcomes You Campus entrances receive a summer facelift.

The entrance from Northern Pkwy. to the Lower Parking Lot gives Gilman a “back door.”

Four new brick structures grace the perimeter of campus, anchoring Gilman to its location and signaling to the community where the School welcomes its visitors. The project’s focal point is a handsome entrance along Roland Avenue, flanking both sides of the slate walk leading to Carey Hall, effectively creating a pedestrian ingress and a “front door” for the School. A curved wall sits at the turn from Roland into campus, just below the Headmaster’s home. A second semi-circular structure, located at the corner in front of the Middle School, balances the curved wall and creates a physical car entrance to campus as well as provides bench space for waiting students. The corner of Roland and Northern Parkway boasts dignified brick posts that frame space for signs announcing various events. The Northern Parkway entrance, adjacent to the bridge to Bryn Mawr School, gives Gilman a “back door.” This identification sign will become even more significant after Baltimore City installs a planned traffic light at this location, and Bryn Mawr aligns its driveway to the light. Each of the structures features the Gilman wordmark and shield. End caps added to the existing low brick wall in front of Carey Hall echo the details of the new structures.

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School News

Here’s to Johnnie National Diversity Leadership Award to Honor Johnnie Foreman Johnnie Foreman, Gilman’s longtime teacher, coach, mentor, and director of community and diversity, was honored with the 2014 National Association of Independent Schools (NAIS) Diversity Leadership Award, which celebrates outstanding independent school leaders who have worked to advance diversity and inclusivity on a national and/or international scale. Foreman received the award at the 2014 NAIS annual conference in Florida in February. “Here at Gilman School and beyond, Johnnie Foreman has made a significant impact on us all with his commitment to and passion for diversification, inclusion, and community building,” says Headmaster Henry Smyth. “Johnnie has been an important part of the Gilman community for the last 30 years and we congratulate him on this well-deserved honor.” A native Baltimorean and graduate of Morgan State University, Foreman began his education career in 1974 as a Baltimore City School teacher. After 10 years of teaching in the public school sector, Foreman made the transition to independent schools, where he has served since 1984 at Gilman School. He served as the School’s first associate athletic director and was appointed the head outdoor track coach in 1988. He has since coached nine championship seasons.

Foreman also teaches African American literature in the Upper School. Foreman’s introduction to diversity initiatives began as he worked closely with Bill Greene, retired assistant head, on a city-wide educational project called Upward Bound. Foreman now holds the title of Gilman’s inaugural director of community and diversity. He is also current chair of the Association of Maryland & DC Independent Schools (AIMS) Diversity Committee, former local Student Diversity Leadership Conference Chair, past co-chair of the Baltimore People of Color Conference (POCC), an NAIS Call to Action committee member and Diversity Leadership Institute facilitator, and he was awarded the “Rays of Hope” honor from the Black Professional Men Organization. In addition to his diversity work, Foreman is an accomplished musician who spent 11 years as the trombone player for Sound Experience. The group opened up for and played with major musicians and groups, including Earth Wind and Fire, Richard Pryor, The Temptations, and The Delphonics. He is married to Marjorie M. Foreman, and is the father of two adult children, stepfather of two, and a proud grandfather. NAIS has honored those who work with diversity since 2004.

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School News

Rosalind Wiseman Internationally recognized author brings national book tour to Baltimore and Gilman. Straight from a morning appearance on The Today Show, Rosalind Wiseman brought her national tour for her new book, “Masterminds and Wingmen: Helping Our Boys Cope with Schoolyard Power, Locker Room Tests, Girlfriends, and the New Rules of Boy World,” to Baltimore and to Gilman on September 11, 2013. Held in the Redmond C.S. Finney Arena on an uncommonly warm evening, Wiseman’s program included an engaging look at the life of boys, followed by a Q&A and book signing. “It’s always great to hold events where we can draw members from a larger community together to engage in discussion about things we think are important,” said Headmaster Henry Smyth when introducing Wiseman. Wiseman, an internationally recognized expert on children, teens, parenting, bullying, social justice, and ethical leadership, and author of “Queen Bees and Wannabes,” a massive bestseller and the basis of the hit film “Mean Girls,” told the audience that “Masterminds” grew from her realization that she was

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offering boys advice that did not work for them. When helping boys, she found they would, with one quick drop of their eyelids, non-verbally communicate “OkayI-came-to-you-for-advice-and-you-aregiving-me-really-stupid-advice-that-I-cannever-ever-ever-ever-implement-into-myown-life.-It’s-not-going-to-work.-You-areuseless-to-me.” “I don’t like getting that look,” she says, “because boys deserve our best.” That look motivated her to begin a two-year process resulting in “Masterminds” as well as a companion project speaking directly to boys. During her research, she stopped just talking to boys, and began listening. She visited schools around the country and met with boys from all ages and backgrounds attending all different kinds of schools. In fact, Gilman Lower School boys participated in her research process. Arranged by counselor Laura Jordan, fourth and fifth graders connected and collaborated with Wiseman remotely, using Edmodo, an online tool, to answer

Wiseman’s questions and give wonderful insight into their lives. The book and project came about, much like “Queen Bees and Wannabes,” to give boys the social and emotional tools to handle conflict so they can be proud of themselves, be successful, and be happy. Wiseman believes that our culture has not given boys a credible language to talk about their experiences in a way that they don’t feel ashamed. “Boys need a language, a way to be able to be about to talk about what’s important to them,” she says.

She found that in the boy world, who decides which video game to play, to which music to listen, or even where to eat, shows who has power. As she did in “Queen Bees,” Wiseman describes the roles boys assume within their inner circles of friends: mastermind, associate, bouncer, fly, entertainer,

punching bag, conscience, and champion. The mastermind directs the group movement and holds the most social power, the entertainer is obnoxious but not mean and has a hard time turning his chatter off, the conscience worries about rules and consequences and can be an effective screen in talking to adults. Recognizing these roles provides a starting place for conversation between boys and their parents and also helps boys understand how they are mostly likely going to behave in certain situations. Wiseman also believes that although these roles diminish with age, they provide a framework for how an older child will deal with conflict. “The moment an abuse of power or a serious conflict occurs, the roles come right to the fore,” she says. Wiseman offered relatable advice to parents during her talk. What parent, when first seeing his or her son at the end of the day, hasn’t asked a seemingly innocuous “How was your day?” and received a curt “Fine” as a response? Wiseman learned that the boys perceive these well-intentioned queries as an “absolute inquisition.” She recommends giving kids time to let go the armor of persona they carry around at school and allow them to time decompress. Then talk later. She also advised parents to adopt a strategy to talk to their sons, especially when angry or frustrated: focus on three points you want to say, say them in three minutes, and do not repeat what you are saying, no matter how hard your son tries to deflect the conversation. Wiseman gave parents additional tips to help their sons build social competence through giving suggestions as how to discuss teasing incidents and “the bad news bomb.” She said that boys are often afraid to come forward because they fear the situation getting worse or retribution. Instead, Wisemans encouraged parents to help their sons understand that they will be held accountable and that they, and others, deserve to be treated with dignity. To learn more about Rosalind Wiseman, visit www.rosalindwiseman.com.

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School News

You Are My People Outreach specialist Rosetta Lee launches Gilman’s 2013–2014 Community & Diversity gatherings. “You are my people,” national diversity and bullying activist Rosetta Lee told Middle Schoolers during assembly on Thursday, October 24, 2013. “You are at an amazing stage of your life when you’re starting to understand the way things work. And, you have a strong sense of justice and hope.” A middle school science teacher and professional outreach specialist at Seattle Girls’ School, Lee was at Gilman to launch the 2013–2014 Community & Diversity Gatherings. Lee is known nationally for her research and trainings on topics including cross-cultural communication, gender, and sexuality diversity, bullying in schools, and gender bias in the classroom. In her engaging address to the Middle School, Lee discussed the cycle of bullying and its similarities to systematic oppression. She explained how the boys can become allies for each other and help everyone “do the right thing.” “Bullying is not just about good or bad people, it’s about the climate in which it happens,” Lee said. “I like talking about this with the entire school community, because ultimately, bullying hurts everybody.”

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Later in the day, Lee joined the Upper School Student Diversity Council for a lunchtime conversation about building and fostering inclusive communities. She spoke personally about her family history and what motivates her work in this field. The students opened up too. “Rosetta really enjoyed the openness of the young men, especially as they delved into the cultural aspects of their classmates and the school,” said Johnnie Foreman, director of community and diversity and organizer of Lee’s visit to campus. “Acknowledging and being aware of various cultural aspects of identity will certainly help enrich the learning environment here at Gilman.” To conclude her visit to Gilman, Lee discussed “Who We Are: Identity Development” in an event for parents, faculty, and community members. She helped the audience think about what shapes one’s identity and how to talk about identity with students. In all of her discussions, Lee left the Gilman community with the charge to create inclusion and justice wherever one goes.

New Division Heads Named

Dr. Armistead Webster

Armistead Webster appointed Head of Lower School; Rob Heubeck will lead the Upper School. Rob Heubeck

Headmaster Henry P.A. Smyth announced two major leadership changes: Dr. Armistead Webster as the next head of Lower School and Rob Heubeck, a current Gilman teacher, coach, and advisor, as the next head of Upper School, beginning July 1, 2014. Webster comes to Gilman from West Hartford, Connecticut, where he has served as head of school at Renbrook School, a day school for students age 3 through ninth grade, since 2010. Prior to Renbrook, Webster served as the Lower School principal at Norwood School in Bethesda, overseeing the school’s K-4 division for 11 years. He also worked as a teacher, administrator, and principal in a number of Denver area elementary schools. Smyth praised Webster for demonstrating “a keen intellect, a depth of character, a warm and engaging manner, and a palpable enthusiasm for the education of our younger students.” Webster will succeed Leith Herrmann ’64, head of Lower School, who is retiring at the end of June after a 33-years career at Gilman and 19 years in his current position.

Heubeck joined the Gilman history department in 2004. He served as grade form chair from 2007–10, and he supports the Upper School Admissions Office. As the Upper School coordinator of instructional technology, Heubeck was instrumental in creating and implementing the division’s 1:1 laptop program in 2012 and notably, he taught the school’s first iPad course, European Ideology, in 2011–12. Prior to joining Gilman’s faculty, Heubeck taught and coached at John Carroll School, his high school alma mater and where he is a member of the Athletic Hall of Fame. Heubeck “impressed people with his intellect, thoughtfulness, and passion for secondary education,” said Smyth. “His love for and commitment to Gilman were also plainly evident, and he is eager to work to make a wonderful place even better.” Heubeck succeeds Head of Upper School Iva Turner, who came to Gilman as a college counselor in 1995 and has served as head since 2002. Turner is retiring following this academic year.

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School News

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First Issue The Gilman News marks 100 years of publication. Volume 1, Issue 1 of The Gilman News published on January 13, 1914, by a four-man editorial board, consisting of Editors D. K. E. Bruce ’15 and W. D. Dickey ’15 and Business Managers T. B. S. Denham ’16 (advertising) and R. H. Randall ’15. In a column on page 2, they introduced publication: “The purposes of our paper are as follows: To bring before all those interested in the Gilman Country School frequent and reliable news of the school and all its activities; to publish other news that may be profitable and of interest to the school; and lastly to foster and give expression to that most essential homage due Alma Mater, namely: ‘School Spirit.’”

One hundred years later, the same purpose remains, both in print and online. A few examples: Then: “Panama Canal Ready in 61 Days” Now: “Kenya Mall Incident: The Global Threat of Terrorism” Then: “Hopkins Has Completed Its Baseball Schedule” Now: “Orioles Recap: Success Came to Eutaw Street” Read the modern Gilman News by visiting gilmannews.com.

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Alumni

Blue & Gray 2013

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Greyhound pride was out in full force in the days leading up to Blue & Gray Weekend, November 8-9, 2013: the boys wore orange on Empathy Day, the Raiders raided, and the Pep Rally engendered spirit. The weekend included the parent

and alumni golf outing, pre-game tailgate, and Gilmanâ&#x20AC;&#x2122;s march to the field for the 98th Gilman-McDonogh Classic, and a young alumni happy hour. Despite the 37-6 loss to the Eagles, this great tradition and rivalry continues.

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Pep Rally

1. The annual pep rally features McDonogh â&#x20AC;&#x153;farmersâ&#x20AC;? who hijack the program and capture star Gilman athletes. 2. Middle School boys show their Gilman pride.

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3. Seniors Will Richardson, left, Garrett Weinstein, center, and Huntington Williams enjoy their last pep rally.

4. The captured school leaders and athletes await rescue. 5. The Raiders save the day. 6. Lower School boys scramble for candy tossed into the crowd.

Blue & Gray Golf Outing

1. Players gather on a brisk Friday morning for instructions before the outing’s shotgun start.

3. First-grade dads: Brad Hoag P’25, Andrew Fones P’25, Ernest Asiedu P’25, Brett Cohen P’25.

2. George Grose ’68, Bob Grose ’59, Jamie Snead ’68, John Snead ’61.

4. Elkridge Club provides an autumnal setting for the Blue & Gray Golf Outing.

5. Players tee off. 6. John Nelson ’01, Bart DeLuca ’98, Michael Rodgers ’01, Graham Savage ’98.

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Pre-game Tailgate

1. Spencer Churchill ‘18, Khai Wilson ‘19, and Mehki Johnson ’18 display their school pride.

3. Mitch Ford ’82, P’16, left, thanks seniors Ty Washburn and Adam Aist for helping distribute spirit items.

2. The Alumni Association provides fans with buttons, pennants, and rally towels.

4. Dads and boys from the first grade pose with Finney, the school mascot.

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5. Andrew ’14, Matthew ’17, Albert, and Lisa Lee. 6. Pre-game tailgate activities included corn hole played with custom boards.

GilmanMcDonogh Football Classic

1. Greyhound fans march en masse, from the tailgate location to the McDonogh stadium. 2. The banner flies proudly for Gilman.

3. The expressions on the faces of seventh-graders Tyler Witherspoon, James Schloeder, and Dutch Furlong foretell the game’s unfortunate result. 4. The team takes the field.

5. The Raiders rally spectators to cheer the Greyhounds. 6. No amount of cheering could help rally a win — McDonogh won 37-6 in the teams’ 98th meeting.

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Alumni

Inaugural Baltimore Alumni Regional Reception

Henry and Elizabeth Smyth

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Local alumni flock to meet Gilman’s new Headmaster. Perhaps you’ve lived in Baltimore all of your life and never visited the Walters Art Museum, or you’ve never driven down to D.C. to go up the Washington Monument. Just as residents often overlook hometown attractions, alumni associations frequently assume that nearby graduates are the primary purveyors of campus or area happenings. Why would they need their own event? A new Headmaster provided the Alumni Association with the perfect opportunity to change the paradigm and introduce a program especially for local alumni: the first-ever Baltimore Alumni Regional Reception. More than 150 alumni and guests took advantage of the opportunity to meet Henry P.A. Smyth on Wednesday, October 16, at Mt. Washington Tavern. Alumni Association President Mitch Ford ’82 introduced Smyth, who made short remarks. A highlight of the evening included Gilman door prizes presented to several lucky winners. The Baltimore reception promises to become an annual alumni program. The Baltimore gathering kicked off a series of alumni regional receptions in cities around the country, including Washington, D.C., New York, Charlotte, N.C., (at the home of Henry Smyth’s mother) and Boston. Check gilman.edu for details.

6 1. Baltimore area alumni network at the first-ever local regional reception. 2. John Andrews ’61, Taylor Brown ’61, Bill Hardy ’61, Jim Garrett ’61, and Edie Garrett.

3. Jeremy Batoff ’05, far left, Justin Batoff ’03, center, and Ross Taylor ’03 listen to remarks.

4. Mitch Ford ’82 and Headmaster Henry Smyth P’24, K pull business cards for a raffle.

5. Scott Schelle ’79, Del Schmidt ’99, and Bernie Rhee ’85. 6. Austin Brown ’05, Khalil Uqdah ’06, and Kiara Uqdah.

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In Memoriam

Always Further:

Dr. Walter Dandy, Jr. ’43

patrick smithwick ’69

Dr. Walter Dandy, Jr.’43 was a man who loved learning. Throughout his career in medicine, he was a leader. Never satisfied with orthodox or conventional procedures and theories, he relentlessly pushed for improvement, for innovation, for new ways of thinking. Dr. Dandy also loved teaching — whether the anesthetic techniques of intensive care medicine or the aesthetic appreciation of a Renaissance painting. His motto could be that of the Dutch abstract-expressionist, Mondrian: “Always Further.” Walter Dandy attended Gilman School during one of its most trying and critical periods — the years of World War II. He remembered well standing outside Carey Hall and watching the Army tanks roll down Roland Avenue. “The war kept us together,” he recalled in 2007, when this article was first published. “We had a great class: Richard Thomas, Owen Daly, D. C. Finney — we have remained lifelong friends. During the war years, we couldn’t do any driving because of the gas rationing. When we did go somewhere, we traveled as a pack in a street car or in a bus.” 54

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Dr. Dandy entered anesthesiology in the early 1950s because it was a “new” specialty with room for improvements and innovation. He joined Union Memorial Hospital’s department of anesthesiology in 1955 when there were only a dozen anesthesiologists in the entire city of Baltimore. In 1969, he was a major force behind establishing the hospital’s Intensive Care Unit, becoming the first full-time ICU medical director on salary at a community hospital. He flourished there, keeping the hospital on the forefront of developments in anesthesiology and intensive care for the next 16 years. In 1981, he received the prestigious Golden Apple Award in Teaching. It all started at Gilman where Dandy was inspired to read and study history by the legendary head of the history department, Herbert Pickett. Pickett also ran a summer camp in Hydes Bay, New York, near Cooperstown. Dandy loved and was inspired by the way Pickett and his Gilman colleagues ran the camp, which was like a team-spirited cooperative, with faculty, counselors, and campers all working together and helping one another.

A prominent anesthesiologist and the first ICU medical director at Union Memorial Hospital, Dr. Walter Dandy, Jr. ’43 was also an extraordinary volunteer, both at the Walters Art Gallery and Gilman School.

After graduating from Gilman in 1943, Dandy attended Princeton for just 14 months before going straight to medical school at Johns Hopkins University (where besides medicine, he also studied German). Because of a childhood injury to his eye, he hadn’t been drafted during WW II, but as soon as he had his medical degree from Hopkins and had served an internship in surgery at Duke, the Army snatched him up — and he was Captain Walter Dandy, M.D. for two years during the Korean War. In 1985, Dr. Dandy retired as medical director of Union Memorial Hospital’s Intensive Care Unit. Throughout his career, Dr. Dandy was known as being an individualist, an iconoclast, even a provocateur — always putting the care of the patient first — and a natural teacher to whom many young doctors and nurses owe their hands-on medical training. As Dandy contemplated retirement from medicine, he craved to fill in the vacuum in his liberal arts education caused by leaving Princeton so early for medical school. “I decided I’d like to learn some

thing about art history,” he said. He went into a one-year training program at the Walters Art Museum to become a docent, and soon launched a 20-year career in community service, combining his passion for teaching with his love of history. “The work was fun. My job was mainly to keep young people interested in art. Also, my wife, Anne, and I like to travel, and this training made the trips more interesting.” He was a Walters docent for more than 20 years. He also remained active at Gilman — where he dutifully penned one of the most well-researched and well-written Class Notes columns of the last 60 years. He retired from writing class notes in 2010 and Sid King, his successor, acknowledged his service in the next edition: “After many long years as our faithful scribe, Walter Dandy has set down the quill pen and retired as our class secretary. With no prospect of ever equaling Walter’s creativity and tenacity, I humbly beseech you to help me keep these columns informative, as time goes by.” Dr. Walter Dandy Jr. died of pneumonia on Thursday, July 11, 2013. He is survived by his wife of 65 years, Anne Allen Boyce Dandy, two sons, Walter E. Dandy III ’69 of Vail, Colo., and John Dandy ’77 of Prospect Harbor, Maine; two daughters, Carol Beckley of Austin, Texas, and Nancy Patz of Grand Junction, Colo.; three sisters, Kathleen Gladstone of Wellesley, Mass., Mary Ellen Marmaduke of Portland, Ore., and Margaret Gontrum of Eugene, Ore.; seven grandchildren; and four great-grandchildren.

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In Memoriam

Remembrance:

Curran Whitthorne Harvey, Jr. ’47 charlotte bruce harvey

Many knew my father in different ways, and I can’t hope to fathom what you’ve learned from him. I can only tell you a handful of things that he taught his four kids. When we were young, each of us four kids figured out that if you wanted to spend time alone with Dad, the trick was to follow him down to the garden. He probably went there for peace and quiet — a rare commodity in our household — but we weren’t deterred. I have a vivid memory of sitting next to Dad while he explained the importance of a good hole. We lived in Roland Park at the time, and Dad planted hybrid tea roses in the only sunny patches. Peace and Tropicana are the varieties I remember. He would mail order bare rootstock — gnarly dead-looking things — and soak the dormant roots in a bucket of water to get them soft enough to grow. Then he would dig a hole. A 10-dollar hole for a 10-cent plant, he used to say. He would break up the dirt with a spading fork, and then work in mulch and

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bone meal. He would shovel out the hole, make a little mound of soil in the bottom, and spread the rose’s bare roots over that mound. Then he would fill the hole with water and soil, tamp it down with his foot to settle the roots, and build a little dam of earth to direct the rain toward the roots. When we moved to Ruxton in 1972, Mom and Dad had more space to garden and loads of sun. Mom planted perennials, and Dad focused on rhododendrons, fruits, and vegetables. He researched his purchases carefully, and he planted for the long run — a mini-orchard of dwarf apple and peach trees, and patches of blueberries and several kinds of raspberries so he and Mom could pick them for breakfast all summer long. I write this, not because Dad such a terrific gardener (though he was!), but because nurturing — whether it be plants, dachshunds, goldfinches, companies, or friends and family — was one of his greatest gifts. He was in it for the long haul. Dad cultivated friendships the way he did plants. Even in their seventies and eighties, his best friends were the boys from

Cub Harvey would “block or tackle you and then try to help you up,” recalls classmate Redmond C. S. Finney. A well-rounded student leader, Harvey played starting guard on the varsity football team in his junior and senior years.

than to make people laugh at stories about his dogs and his grandkids. As he got older, those stories lost a little in accuracy, but they gained more through his enthusiasm and repetition! One of his most loyal supporters was J.R. Mendrez, who cared for Dad the last year of his life. J.R. called my father Sir Harvey, and he said his goal was to make Dad laugh first thing every morning. J.R. wrote an appreciation of Dad that he shared with us last week: “One time I told Sir Harvey, ‘Your smile is not expensive. You always give it to everyone,’ and he laughed.” his kindergarten class at Calvert School. And those in the Gilman class of 1947, who voted him “best natured,” “most thorough gentleman,” “most likely to succeed,” and “most respected.” (He tied for the latter honor with Reddy Finney — pretty fabulous company!) Dad was a renegade among his Gilman classmates — he went to Yale instead of Princeton — but he made lifelong friends in college, too. He met my mother on the Vassar College golf course; their marriage lasted almost 59 years. And at T. Rowe Price he fostered a couple of generations of leaders. In business, as in gardening and friendship and marriage, he was in it for the long haul. Dad dreaded his birthday — he hated opening gifts — so for his 80th, in 2008, my brother Roland asked some of his former colleagues to send letters. They wrote, quite passionately, that the economic disaster we’ve come to call the Great Recession would never have happened if people like Dad had been leading the financial markets. Dad had a huge heart and a joyous sense of humor. He loved nothing more

Charlotte Bruce Harvey delivered these remarks at a memorial Mass held January 3, 2013. Curran W. “Cub” Harvey Jr., died of pneumonia on December 15, 2013, at Naples Community Hospital in Naples, Fla. He was 84. A member of Gilman’s Class of 1947, Harvey served on the School’s Board of Trustees from 1971 until 1979. In addition to his daughter Charlotte, he is survived by his wife of 58 years, the former Marjorie Jo "Jody" Simons; two sons, Curran W. “Whit” Harvey III ’76 of Baltimore and Roland S. Harvey of Reisterstown; another daughter, Marjorie Harvey Swift of Weston, Mass.; and nine grandchildren, including Curran W. “Curry” Harvey IV ’05.

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Cub Harvey: A Wholesome and Benevolent Character

Curran Whitthorne “Cub” Harvey, Jr. was one of the kindest, most honest, self-effacing, and gentlemanly people I have ever had the privilege to know. He was a dear and steadfast friend to countless numbers of people, literally everyone with whom he became well acquainted. I am sure that we will never know just how many people he helped in his quiet, ever sincere, and tremendously perceptive and intelligent way! But I know that his circle of friends included a very large number of people, larger than we will ever realize. Cub went about “doing good for others” throughout his life. He reached out to people of all ages and stations, especially society’s parents and children of underserved and minority families in the urban environment. He also consistently watched over and helped many young adults who were on the threshold of starting their own business professional life at T. Rowe Price and thereafter. He also served on the Boards of Trustees at both Boys’ Latin and Gilman Schools as well as numerous other community boards of directors. I first met Cub on the football field when he and I were playing for our respective sixth grade football teams way back in the fall of 1940, Cub on the Calvert School team and I on the Gilman team. Cub was one of the few football opponents I ever encountered who would block or tackle you and then try to help you up! After Cub moved to Gilman in 1941, we became classmates and teammates. He was one of the principal leaders and student-athletes in our class. His involvement with and contribution to numerous activities were prodigious, including class officer, student council, managing editor of both The Gilman News and the Cynosure yearbook, and debating club. He also distinguished himself in athletics, playing starting guard on the varsity football team and catcher on the varsity baseball team in both his senior and junior years. When the time came to make college decisions in our last year at Gilman, our class followed the same pattern of applications and typical college choices that characterized earlier senior classes, namely that the largest contingent of graduates would invariably matriculate at Princeton. In the case of our Class of 1947, 12 of 42, almost 30 percent, chose the College of New Jersey. When this Princeton contingent discovered that our steadfast and very reliable classmate Cub Harvey had elected Yale and not Princeton, we could not believe it. Not only would he be leaving us, but Yale was Princeton’s prime competitor! When questioned by his classmates about this “momentous” choice, Cub’s answer was both understandable and typically succinct. He said that he would love to be a part of a sizeable Gilman college contingent, because he would certainly miss his Gilman friends, but he also welcomed the opportunity to be part of a fresh new educational experience and make new

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friends. He also said that his Harvey family, in particular his older first cousins, Bart, Bobby, and Xandy Harvey, who had been earlier attendees at Gilman, had gone their separate ways to three different Ivy League colleges, Harvard, Princeton, and Yale, and he wanted to follow their example. This experience was very typical of the “Cub Harvey” all of us came to know and love. It completely reflected his single-minded nature and never failing ability to make his own thoughtful decisions. This was so typical of Cub’s overall approach to life and his handling of the whole variety of life’s challenges. The quotation personalized on Cub’s yearbook page in the 1947 Cynosure echoes this behavior: “One cool judgment is worth a thousand hasty counsels. (Wilson)” Another special remembrance I have of Cub has to do with a summer experience we shared when we were in college. Both of us were between our freshman and sophomore years. I always loved farm life and had worked in the summer on various farms in the Worthington Valley. In this particular year, one new owner had asked me to serve as foreman and to hire three additional hands because there was so much work to be done, including repairing structures, laying long stretches of fencing, and making, baling, and storing hay. The job was immensely physical and virtually unending. The weather also was always seemed to be oppressively hot! I turned to my old Gilman classmates to find farm hands. At first I did not have any trouble finding prospects, but the attrition rate proved to be very high. Cub Harvey was the only candidate, in addition to my younger brother Jerv, who lasted the whole summer. All of the others quit, or should I say “elected to discontinue,” within several days. Whatever the task, Cub never stopped, nor did he ever complain, from early morning to the late afternoon and quitting time. On one occasion he dug by hand almost the whole foundation for a new silo by himself! I report the above about Cub because it demonstrates what a completely conscientious and tremendously reliable person he was. All that I have said also relates to Cub’s family, for he was a magnificent role model and an exceptionally devoted husband and father. His daughter Brucie’s wonderful tribute clearly speaks to these attributes. To his lovely wife Jody, and to each of his four children, Brucie, Whit, Maggie, and Roland, the entire Gilman community extends its most heartfelt sympathies over the loss of their husband and father. Cub Harvey will be sorely missed, but the magnificent example of his wholesome and benevolent character will continue to live on in our minds and our hearts. — Redmond C. S. Finney ’47

In Memoriam

A Tribute:

Kenneth Graeme Menzies ’47 redmond c. s. finney ’47

The capacity crowd of people that overflowed the sanctuary of St. Thomas’s Episcopal Church in Garrison/Owings Mills on the afternoon of September 9, 2013, was a clear demonstration of the abiding affection and great love untold numbers of people have had for Graeme Menzies. If Graeme was your friend, he was always your friend, whether you were one of his students, one of his players, a fellow teacher, or a classmate or teammate. Graeme never failed to reach out to help and to support you. He especially loved and respected his students, and they loved and respected him in return. His outlook on life was always upbeat, and his infectious laugh completely matched his consistently positive attitude. He also had a wonderful way of helping to turn life’s setbacks and inevitable disappointments into productive learning experiences. Personally, I had the great privilege and joy of being one of Graeme’s classmates ever since we entered the Gilman Lower School, Graeme in the fall of 1937, and I in fall of 1936. Both of us shared common

interests, especially the out-of-doors and team sports. Each of us eventually played interscholastic football, wrestling, and lacrosse in the Upper School, and we were part of a wider circle of friends and teammates who spent a lot of time together and became very close. “In game after game in 1945 and 1946, Graeme would score on pass receptions or on a reverse run from his wingback position — with occasional help by a block on the end from a pulling guard . . . Warren Magruder.” – Warren Magruder ’46 Graeme was a skillful athlete and one tough and rugged competitor. Although no more than 145-150 lbs., in his upper-class years, he was Gilman’s starting wingback and defensive halfback in varsity football as a junior and senior. He was an elusive ball carrier and pass receiver, an excellent blocker, and a sure and reliable tackler. He was also a first string member of both the varsity wrestling and lacrosse teams for all four high school years.

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“In football, wrestling, and lacrosse at Gilman he was a valuable team player . . . and, as always, taking little of any praise or credit. At Washington College, he earned All-American honors in lacrosse.” – Bill Crawford ’47 Following graduation from Gilman, Graeme went on to Washington College where he became one of their most outstanding lacrosse players and team leaders. He was chosen team captain in his senior year, and he was also selected as his team’s “most valuable player.” Although a small school, Washington College competed most successfully with many of the “big school” programs, such as the Atlantic Coast Conference, during his four undergraduate years. After finishing college in 1952, Graeme went to work for Cross and Blackwell where his father and two older brothers were employed. However, in response to a persuasive invitation from Headmaster Henry Callard, Graeme returned to Gilman in 1956 as a member of the Lower School faculty. He taught and coached the sixth grade. When the Middle School building was completed in 1973, and grade six was joined with grades seven and eight as part of this new division, Graeme joined the Middle School faculty and taught there until his retirement in 1992. There are many anecdotes about Graeme’s Gilman teaching career, their common denominator that he always wanted to plan and organize activities and experiences that his students would enjoy and would make them laugh. Each year, for example, he and his Lower School teacher colleague Bill Merrick ’51 would write a musical show for the whole class. The kids were formed into a small band, and the script would include original songs and jokes written by Graeme. Graeme also played the ukulele, and he taught Bill Merrick and many of the kids as well to play this instrument. The actual fact was that most of Graeme’s jokes were so awful that they turned out to be funny!

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“The lucky kids who had Mr. Menzies as their teacher and coach learned a special wisdom not found in school books. In the classroom, he was famous for his jokes. The corny punch lines brought the most howls and groans from the young folks. Graeme had his own way of finding a friendly resting place in a boy’s heart. It would remain there, happy and at home.” – Bill Crawford ’47 Graeme also coached the sixth graders in football, wrestling, and softball. Fall football included the traditional game against Calvert School, which Graeme used to say he never lost! Graeme also taught softball, and he would always control the game by pitching himself, assuring that the game would end in a tie. He just could not bear to have one team or individual labeled as a loser, especially kids of this young age. In addition to all of his Lower School and, eventually, Middle School duties and responsibilities, Graeme coached the Upper School junior varsity lacrosse team from 1961 through 1970. During this 10-year span, his teams compiled an overall 81-7 record and won six conference championships. Graeme then was asked to assume the leadership of the varsity lacrosse team following legendary coach George Chandlee’s retirement. Graeme produced some outstanding teams and players in this four-year period, particularly the outstanding championship team of 1974. His head coaching career also included the famous “stall” game of 1973 when our opponent Calvert Hall held the ball for 34 minutes without attacking the goal which led to an immediate rule change nationally disallowing such a tactic. “In our 75 years of friendship, I can only remember him being upset once or twice, and that was because of an undoubtedly wrong call by a lacrosse official.” – Warren Magruder ’46 The last 15 years of Graeme’s life were made increasingly painful and difficult when it was discovered he had prostate

An outstanding lacrosse player during his own high school and college days, Menzies coached the School JV team for ten years, then succeeded George Chandlee as varsity coach, which he led for four years.

Reflections of Dad Twenty years ago, my family was given a gift of time. My Dad was told he had two to five years to live. He was put on a hopeful 10-year treatment plan. Thirteen years later he went to the doctor and said “Doc, sorry but I have to sue you.” The doctor said, “What do you mean? We put you on a 10-year plan 13 years ago, things are looking great, I don’t understand?” To which my father responded, “That’s just it, you told me 10 years; I spent all my money.” This type of humor followed him everywhere. When I was in sixth grade, there was only one American history teacher so I had to have my Dad as my teacher. On the first day, I was reminded that I couldn’t call him “Dad” in class. I had to call him Sir or Mr. Menzies. Throughout his years of teaching, his Gilman family was very important to him. As a teacher, coach, or father he was always pushing us to be a little better. If it didn’t work out that was okay, you tried; he would always be there to support you. Years later it was always a treat for him when he was out somewhere and he would be stopped by a former student who would be excited to run into him after all these years I was recently told a story by a classmate who, when he first came to Gilman, had never seen a lacrosse game. He was curious, so he went to ask my Dad about the game. Dad told him that it was the fastest game on two feet and that there was to be a particularly good game that afternoon and he should come out and watch. Needless to say, the classmate went out to watch the infamous Calvert “stall” game. He was not impressed.

As a coach, Dad was particularly proud of the 1973 championship team that won it all, and although he personally received many accolades, he was be quick to remind us all that it was the players that won. He never took a shot. In 1970 he was asked to shepherd a group of college students to play lacrosse in Australia and Hong Kong and then continue around the world. This trip presented many entertaining moments, like the time he had to rescue Baltimore’s future mayor Kurt Schmoke from quarantine in Russia because his vaccinations weren’t up to date. Dad spent a lot of his free time on the water, whether fishing on the bay alone or with friends. He took several trips along the Intercostal Waterway, which always provided some interesting stories. One day my Dad and I left Belhaven, N.C., and we couldn’t see five feet in front of the boat. We were under a time crunch, and I said we should push on. Dad was concerned as we had no radar, in the days before GPS. I told him that dead reckoning was pretty simple, you just run a certain speed on a particular heading for a set time, and you would find your next mark. Off we went. We continued slowly from point to point, and as the fog began to clear, along came a tug pushing a large barge. Dad looked at me and said “OK, I get this dead reckoning thing, but how do you account for something like that?” To which I responded, “You don’t.” — Kenneth G. Menzies, Jr. ‘78

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cancer which was likely to spread through his whole body. Even though he was treated regularly by doctors and given a variation of prescribed medications, his customary and vibrant physical strength deteriorated, and he eventually succumbed to this virulent disease. All during these more than ten years of affliction, he remained optimistic and positive, and his family and close friends rallied to support him. His son Kenny and daughter Trennie and her husband Carter Naeny were especially supportive and devoted, together with his sister Patty Fusting and sister-in-law Priscilla Fuller Menzies. In addition, a nucleus of his most devoted friends led by Bill “Toba” Crawford and Warren “Maggie” Magruder maintained close contact with regular visits and weekly telephone calls. “Graeme’s full life revolved around family, friends, and the kids,” says Bill Crawford. Graeme Menzies is now a legend in the Gilman family. He devoted most his life to the school, and he will always be remembered as a model of character, integrity and caring that the school wishes to inspire. It is so very fitting that in 2008 he was awarded the May Holmes Award for “distinguished and meritorious service to Gilman School,” an award only given to Gilman family members of exceptional renown. “We all have wonderful memories of our good friend Graeme, a character builder for every boy and young man he taught or coached, making learning experiences fun and rewarding.” – Warren Magruder ’46 “An enduring, fond memory of Graeme Menzies was his easy, natural way of always being true to himself. Just being around him provided a valuable lesson plan to follow in becoming a caring, contributing citizen. He was just great company . . . a pleasure to be with . . . to enjoy his thoughtful kindness . . . good humor . . . and loyal friendship.” – Bill Crawford ’47

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How can one express a fitting conclusion to these words which want so much to articulate sufficiently and most fittingly a proper tribute to this wonderful man who has meant so much to Gilman, a school to which he was so exceptionally devoted? Perhaps it is fitting to conclude this tribute by quoting a poem by Sam Walter Foss that Graeme admired and loved: Let me live in a house by the side of the road Where the race of men go byThe men who are good and the men who are bad, As good and as bad as I. I would not sit in the scorner’s seat Nor hurl the cynic’s banLet me live in a house by the side of the road And be a friend to man. “Graeme, Bill Crawford, and I were fishing in my boat south of the Bay Bridge. I ran over a crab pot float, and the line was wrapped around the propeller. Without hesitation, Graeme took off his shirt and jumped into the water, cutting the rope off so we could continue fishing.” – Warren Magruder ’46 “He loved dogs, and they loved him. Flica and Poppy were his two faithful shadows . . . on sunny days and rainy ones.” – Bill Crawford ’47 Kenneth Graeme Menzies died on September 1, 2013. He was 84 years old. He is survived by his two children, Evelyn Trenholm Menzies Naeny of Stevensville, Md., and Kenneth Graeme Menzies, Jr. ’78, of Severna Park, Md., and four grandchildren: Thomas Dyson Naeny, Evelyn Alden Naeny, Kirstin Nina Menzies, and Kenneth Graeme Menzies, III. Thanks to Warren Magruder ’46 and Bill Crawford ’47 for their recollections.

In Memoriam

Gilman remembers those alumni who have died in recent months. May they rest in peace.

Dr. Robert R. Bowie ’27

Mr. William B. Widhelm ’54

Mr. William F. Wingard ’35

Mr. Sherlock S. Gillet ’55

Mr. Charles Callery ’39

Mr. C. Willing Browne III ’58

Mr. C. Webster Abbott ’40

Mr. Thomas P. McDavid ’59

Mr. Duryea Cameron ’42

Mr. John T. Menzies III ’62

Dr. Walter E. Dandy, Jr. ’43

Mr. Clinton P. Stephens, Jr. ’68

Mr. Donald L. Symington ’43

Mr. G. Brown Benson III ’71

Mr. J. Harlan Williams, Jr. ’44

Mr. D. Jeffrey Rice ’71

Mr. Frank Kunkowski ’47

Mr. David H. Davis ’72

Mr. Curran W. Harvey, Jr. ’47

Mr. Jonathan W. Pine Jr. ’75

Mr. K. Graeme Menzies ’47

Mr. William O. Reisfeld ’79

Mr. William H. Ryland ’53

Mr. Richard C. Rice ’80 Mr. Donald U. Lee ’85

Deaths reported to Gilman between May 23, 2013, and January 13, 2013.

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Varsity volleyball brought home its first league championship since 2008.

Athletics

a competitive fall

The volleyball program rose to the top of Gilman’s consistently competitive fall athletics program, claiming twin championships for 2013. The #2 seed in the post-season tournament, the varsity volleyball team, led by coach Neil Gabbey, battled adversary LoyolaBlakefield in the MIAA Championship, ultimately bringing home the team’s second league title, its first since 2008. The team defeated Loyola in four games, 25-22, 29-27, 21-25 and 25-19. Junior setter Jack Auen finished with 25 assists; senior Tyler Wakefield had 23. Outside hitter junior Torben Ginsberg and middle blocker Chris Kohler, a senior, both had 11 kills. Senior Will Richardson led the team with 13 kills and two blocks. The JV team also earned an MIAA Championship, defeating Boys’ Latin 25-22 and 25-23 clinching a terrific finish for a steadily strong sport.

Varsity soccer ended its season 10-7-3 with a crushing 0-4 loss to top-seed McDonogh in the MIAA semifinals. To reach the semis, the Greyhounds defeated defending champion Loyola 1-0 in the quarterfinals; senior Andrew Gemma scored the winning point on an assist from senior Sam Wancowicz. Coach Jon Seal’s team finished tied with Loyola for a respectable fourth place in the MIAA A conference. Under the leadership of coach Vaughn Smith, the water polo program continues to build. Perhaps the highlight of the season was when, in a show of spirit, the entire Upper School jumped in the pool after the McDonogh match, a powerfully-fought 8-10 loss for the Greyhounds. Water polo posted three wins as it hosted the Gilman Classic, beating St. Pius 7-4, Walt Whitman 15-2, and Landon 13-2. The season wrapped at the Eastern Prep High Water Polo Championship held at The Lawrenceville School in New Jersey, with the Greyhounds finishing fourth out of eight in the Prep B Division. Juniors C.J. Roebuck and Justin Mun were named

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Sean Oâ&#x20AC;&#x2122;Donnell â&#x20AC;&#x2122;14 rallies his teammates before a varsity soccer match. The team ended its season 10-7-3 with a crushing loss in the MIAA semi-finals.

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to the B-Division 2013 All-Tournament team. Longtime coach Joe Duncan’s varsity cross country team finished seventh in both the MIAA and the DC and Maryland Private School Championships, posting a 3-5-1 season record. In the words of Charles Dickens, “it was the best of times, it was the worst of times” for the varsity football program and coach Biff Poggi ’79, his players, and staff. The Greyhounds opened the season against Manatee High (FL) in the UnderArmour Brothers In Arms Football Classic on Sunday, September 1, 2013, played at Capital One Field Byrd Stadum at University of Maryland, College Park, and fell to the Manatees 44-14. The Greyhounds went on to beat Good Counsel 14-20 and Anacostia High School 56-6 and lose to Paramus Catholic (NJ) 0-28 in other highly competitive, non-conference play. The Greyhounds were not deterred. By the time they reached the 98th GilmanMcDonogh Football Classic on November 9, they were undefeated (5-0) in conference play, as were the Eagles. This year, the MIAA returned to its previous format of awarding the title to the team with the best season record, rather than holding a league tournament championship game, as it had the past two years, so the annual Gilman-McDonogh game was also the championship game. Number one-ranked Gilman, which had won the last four Gilman-McDonogh Classics, left the trophy in Owings Mills with number two-ranked McDonogh, suffering its first league loss since 2010 in a heartbreaking 37-6 loss to the Eagles. The Greyhounds’ only points came from a 13-yard run from sophomore Antonio Dupree. In other news, Gilman linebacker Melvin Keihn was one of 90 players selected to play in the Under Armour All-America game, Jan. 2, following alumni Darius Jennings ’11, Cyrus Jones ’12, and Henry Poggi ’13 to the national game.

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Fall 2013 MIAA Athletes Football Kai Locksley ’15 – Quarterback Chibuzo Ukandu ’14 – Offensive Tackle Sheldon Johnson ’14 – Offensive Guard Jelani Roberts ’15 – WR/KR/PR Melvin Keihn ’14 – Defensive End/Linebacker Ellison Jordan ’16 – Defensive Tackle Soccer Sam Wancowicz ’14 – Back Chase Wittich ’14 – Goalkeeper Volleyball Chris Kohler ‘14 Tyler Wakefield ’14 Alex Witherspoon ’14

Baltimore Sun All-Metro Athletes Football First Team Defense Ellison Jordan Melvin Keihn Second Team Offense Kai Locksley Chibuzo Ukandu Soccer Sam Wancowicz

All State Soccer Maryland Association of Coaches of Soccer First Team Sam Wancowicz

High School All-Region III National Soccer Coaches Association of America Sam Wancowicz

6 1. Hair stands on end as Chris Wolfe â&#x20AC;&#x2122;16 battles to win the ball.

3. The water polo program continues to build, posting three wins when it hosted the Gilman Classic.

2. Cole Sutton â&#x20AC;&#x2122;15 dribbles.

5. The cross country team finished seventh in the MIAA and the D.C. and Maryland Private School Championships.

6. A strong varsity football season ended with a second place conference finish.

4. Volleyball players dominate the net on the road to a championship.

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Development

the gilman fund 2013–2014

I AM . . . Are You? At Gilman, there is an opportunity for every boy to explore, learn, and shape what his tomorrow will be, with a bit of (unconditional) help, encouragement, and support along the way. “Learning all about James Buchanan when we studied presidents makes me want to be President of the United States when I grow up,” says second-grader Zach. I am the president. “Through my seventh grade music class, I realized that I love music, and I’m pretty good at it too,” says eighth-grader Matthew. “Who knows what’s ahead . . . writing scores for movies, writing new songs and hopefully much more!” I am a composer. “I definitely want to become an engineer, and the robotics course was the perfect opportunity to boost me in my field,” says sophomore Race. I am an engineer. Offering curricula that inspire boys, experiences that uncover hidden talents, and tools and supplies that engage boys in self-discovery are not possible without resources above and beyond tuition. Gifts to The Gilman Fund provide the flexible, immediate support that helps to attract and retain the best faculty, preserve our historic campus, and sustain a talented

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and diverse student body. These critical dollars define our excellence. An annual gift to The Gilman Fund enables Gilman’s students and teachers to proudly state “I AM” Gilman. The campaign, with a goal of $2.3 million, runs until June 30, 2014. Give to The Gilman Fund and proudly say “I AM a Gilman supporter.” Make gifts online at gilman.edu/ onlinegiving

2013-2014 Gilman Fund Leadership Team Frank A. Bonsall III ’82, P’25 Chair David H. Carroll, Jr. ’88, P’18 Vice Chair – Alumni Mark D. Neumann ’81, P’13 Vice Chair – Special Gifts Brenna F. & John B. McGowan P’19 Chairs – Parent Division

Matthew

Zach

8th grade

2nd grade

i am...

i am... Race Race

10th 10th grade grade

the gilman fund supports unique curricula that inspire boys.

iiam... am...

Sam Klein â&#x20AC;&#x2122;03 and Jake Klein â&#x20AC;&#x2122;05

the gilman fund provides experiences that uncover hidden talents.

i am... winter 2014

The Foundersâ&#x20AC;&#x2122; Society Dinner Harris Terrace and Lawn transforms to a wonderful space for bringing people back to campus.

Development

At the annual Founders’ Society dinner, held October 2, 2013, alumni Kumasi Vines ’96, Shawn Bose ’93, and Andy Cameron ’87, reflected upon the influence their Gilman years continue to have on their lives, all three speaking on common themes of confidence and community. “Gilman nurtured me, and helped mold me and equip me with the tools to actually reach my dreams and beyond . . . I can honestly say that Gilman gave me my own rod and taught me to fish,” said Kumasi Vines ’96. Vines is chief of the Office of Board and Commissions, the City of Baltimore’s prequalification office for the approval of all construction-related contractors and design consultants.

Vines said he co-founded the Gilman Black Alumni Leadership Institute, a Saturday-morning business and leadership development program for Baltimore-area high school students, so that he could pass on lessons he learned at Gilman — those of humility, confidence, exposure to others different than you, and extended family — to others. “The greatest value Gilman provides to the world is in the shaping of young boys into outstanding young men,” he said. Shawn Bose ’93, an entrepreneur who while in business school helped create a business plan project that became uShip, an online transportation exchange connecting shippers with excess truck capacity in the

freight industry. After graduation in 2005, he joined full-time as the head of product and development, tasked to oversee the strategy and development of uShip’s marketplace platform. A deep desire to solve new problems drives entrepreneurs, and, like Vines, he owes his confidence to Gilman. He learned about learning, and, in the words of Teddy Roosevelt, “to dare mighty things.” He said that Gilman taught him importance of the story of man, the importance of community and one’s contributions to it.

Alumni Kumasi Vines ’96, Shawn Bose ’93, and Andy Cameron ’87, reflected upon the influence their Gilman years continue to have on their lives, all three speaking on common themes of confidence and community. “What I realize now that is it was not the subject matter that I was learning, I was learning about frameworks, broad contexts for understanding, learning to view the world around me through a variety of lenses, and to use that knowledge to form my own way of making sense of it,” he said. “I can think of nothing more important than having so many perspectives imprinted on me at such an early age.” The commitment to others that he learned in school today translates to his business. uShip boasts a “Highway to Help” program that lists items that need to be shipped for free; for example, books for schoolchildren on the Gulf Coast or water and food supplies to Super Storm Sandy victims. “What I learned at Gilman is currently helping me with the biggest problem in my life,” said Andrew Cameron ’87, surgical director of liver transplantation and an associate professor of surgery at Johns Hopkins Hospital. “My biggest problem is at work.”

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Cameron’s dilemma is that he works with terribly sick, critically ill patients who need a transplant. With it, they live. If they don’t get that rare gift, they die. Echoing Bose’s comments about community, Cameron believes that getting the general public to embrace the sense of community taught at Gilman will save lives. Although most Americans favor organ transplantation, less than 40% register as donors, fearing, however irrationally, that if they were ever in an emergency situation, they would not be saved. But, Cameron says, if he were to go into a church or a synagogue or a school to ask for help for a fellow member, people would compete to give an organ. Now donation is not about taking, but giving. “Gilman taught me this approach: You are special; you are valuable; you are worth something. This is an incredibly important lesson,” he said. But, he also learned that although each individual is special, everyone is also part of something bigger, a team, a class, a community. Helping to make the larger group better makes one part of something even more wonderful: a community. It’s that sense of community he wishes to engender in the greater population. The Founders’ Society recognizes alumni, parents, grandparents, and friends who contribute a total of $2,500 or more to Gilman in one fiscal year, regardless of restriction. These donors display a special commitment to the educational standards established in 1897 by the School’s founders. Through their generosity each year, members of The Founders’ Society help to ensure that the quality of a Gilman education continues today. The annual dinner celebrates the members for their generous and steadfast support of Gilman School. To view video of The Founders’ Society speakers, visit gilman.edu/dinnervideo.

5 1. Headmaster Henry Smyth mingles with guests before the program begins.

2. Charlie Fenwick ’66 greets classmate Ben Legg ’66 as Taylor Classen ’82 looks on.

3. Kumasi Vines ’96, Shawn Bose ’93, and Andrew Cameron ’87 spoke about how their Gilman experience has affected their lives.

4. Brenna and Jack McGowan P’19 enjoy the company of their tablemates. 5. Johnnie Foreman delivers the blessing before the meal.

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The Mullan Photography Center boasts a permanent set-up with a backdrop and lighting, as well as a professional large-format digital printer and a dedicated computer.

Love. Courage. Resilience. 76

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Development

Paul E. K. Mullan ’97 Photography Center Dedicated

“Try to look at every photograph not just as a picture, but as a story. A story that is still going, a fight for life. I want people to take a better look at what is so often overlooked in our fast-paced world,” wrote the late Paul E. K. Mullan ’97 in a statement on his website. Mullan, who died February 27, 2013, after a decade of living with brain cancer, is remembered for his many loves: surfing, Ocean City and the Ocean City beach patrol, Gilman School, and photography. “When he loved something, he gave it his all,” says his father, Dr. Paul Mullan. “He loved [Gilman] with a passion.” The school that Paul Mullan loved so deeply now stands ready to pass his passion for photography and give future generations of visual artists the chance to tell his own story through a single image. Thanks to the thoughtfulness and generosity of Bill Buppert ’97 and Brian Margerum ’97, Gilman’s Upper School art facilities now include the Paul E. K. Mullan ’97 Photography Center. When Buppert and Margerum began to think about how they could honor their classmate, they visited the student publications lab, where Mullan, a photo editor of The Gilman News, would have spent an enormous amount of time were he an Upper Schooler today. The two loved the creative energy buzzing in the pub lab,

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3 1. Carol Mullan and Bill Buppert read the inscription to Paul that hangs by the photography center’s door.

2. Brian Margerum ’97, Dr. Paul Mullan, Carol Mullan, and Bill Buppert ’97.

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3. Guests view a display of Paul Mullan’s photography work.

and they determined that a similar area dedicated to photography would be a fitting tribute to Paul. The Mullan Photography Center occupies an area already used for the study of photography. The refurbished room, located adjacent to the Upper School art studio and student publications lab, now boasts a permanent studio set-up with a backdrop and lighting, as well as a professional large-format digital printer and a dedicated computer. It could be said that Mullan “gave it all” from the moment of his birth, days after which he was abandoned in the mailbox vestibule of a Towson garden apartment complex. Wrapped in a plaid blanket, he was dressed only in a JC Penney shirt and a diaper held together with scotch tape. It was January 1979. Authorities took the infant to St. Joseph’s Medical Center, where staff dubbed him Joseph Francis Towson — Joe Towson. Dr. Paul A. Mullan, a pediatrician on staff at St. Joseph’s who cared for the abandoned infant, and his wife Carol, who had no children of their own, sought to adopt the baby. Paul’s story again hit the local news as the adoption proceedings morphed into a jurisdictional conflict — the Mullans lived on Charles Street, in the city, a short distance from Baltimore County, where the adoption was filed. After a two-day hearing, the Mullans formally adopted the boy they would name Paul Edward Kennedy Mullan in July 1979. Doctors discovered that Paul had a congenital heart condition not long after his adoption. He underwent successful open-heart surgery at Hopkins. Despite this bumpy start, Paul Mullan grew into a young man full of “love, courage, and resilience,” according to John Schmick ’67, Mullan’s advisor. “Paul never let cancer defeat him. No matter what happened, he still emerged with a smile, operation after operation,” said Schmick. “He still relentlessly pursued what he loved, and he cared about those he loved during that time.”

He fell ill in this third year at Catholic University, where he studied architecture. When it became apparent that the disease and treatment left him unable to retain necessary information, he left school and returned to photography. He spent his days counseling others, taking pictures, nurturing his faith, and working on the beach patrol. “My photography took on a new dimension,” Paul Mullan also commented on his site. “Being faced with life altering, or ending, circumstances, I want to show life in every photograph. How people live, or how everything in nature has to fight for a place on earth.” In memory of Paul Mullan, photography has found its place on Earth at Gilman. Watch the video of the dedication at http://bit.ly/JIaqQB and see more photographs at http://bit.ly/1bfbD8p

Artist Statement Photographs cannot have smells, tastes, texture, or sounds, but I try to involve all the senses in each photograph by capturing enough to have the viewer associate the image with the actual subject. Your mind can generate the feeling of bark off a tree by seeing a vivid image of one. As well, one’s mind knows the sound of waves rolling softly up the sand or crashing upon rocks. By working hard to capture the image in perfection, that image can create the feeling of being there by your imagination or a quick day-dream. Through my life I have had many obstacles to overcome. When I left for college, I left photography behind and began to study architecture. After three years I was diagnosed with a brain tumor, after trying several times my memory was too impacted by my surgeries and other treatments. That brought me back to my photography, after the past years the realization of how many things we overlook was clearer than ever. My photography took on a new dimension. Being faced with life altering, or ending, circumstances, I want to show life in every photograph. How people live, or how everything in nature has to fight for their place on Earth. Try to look at every photograph not just as a picture, but as a story. A story that is still going, a fight for life. I want people to take a better look at what is so often overlooked in our fast-paced world. Paul Edward Kennedy Mullan ’97

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