Tower Hill Bulletin Spring 2022
ONE SCHOOL
Boys’ basketball wins state championship THE Hub brings school together in central location New division heads work collaboratively Cross-curricular learning enhances student experiences
On the Cover COMMUNICATIONS OFFICE Amy Schrei Director of Communications and Marketing Amy Wolf Assistant Director of Communications and Marketing Kirk Smith Marketing Specialist ADVANCEMENT OFFICE Kristin Mumford Director of Advancement and Enrollment Management Laura DiVincenzo Director of Advancement Services Heather Weymouth Lowry ’97 Director of the Annual Fund Linda Ogden Administrative Assistant Melissa Pizarro Associate Director of Advancement Matthew Twyman III ’88 Director of Alumni Relations and Associate Director of Admission PHOTOGRAPHY Kirk Smith LAYOUT Amy Wolf The Tower Hill Bulletin magazine is published twice annually to share how alumni, faculty, staff and students embody the school’s motto Multa Bene Facta, Many Things Done Well. Send Class Notes to thsalumni@towerhill.org with a high-resolution photo. TOWER HILL SCHOOL 2813 W. 17th Street Wilmington, DE 19806 302-575-0550 | towerhill.org HEAD OF SCHOOL Elizabeth C. Speers 2021-2022 BOARD OF TRUSTEES Eric Johnson, M.D., Chair Benjamin du Pont ’82, Vice Chair Jack Flynn, M.D., ’81, Secretary Marna Whittington, Ph.D., Treasurer Suzanne Ashley Kimberly Wright Cassidy, Ph.D. Régis de Ramel Robert DeSantis Heather Richards Evans ’80 W. Whitfield Gardner ’81 Laird Hayward ’02 Henry Mellon Catherine Miller David Nowland ’85 Lisa A. Olson ’76 Kenneth A. Simpler Genelle Trader ’70 Isabella Speakman Timon ’92 Carmen Wallace ’93 Gina Ward Earl Ball, Ed.D., Emeritus
Tower Hill School does not discriminate in its educational, admissions and personnel programs and policies or activities on the basis of race, color, national or ethnic origin, age, religion or religious creed, sexual orientation, gender identity and/ or expression, disability or any other characteristic protected under applicable state or local law. 2 federal, Tower Hill Bulletin Spring 2022
The boys’ basketball team won the state championship for the first time in Hiller history! The team is pictured with Coach Pat Kaiser ’02 and Deb Kaiser, former Physical Education Department Chair. After the game, players cut pieces of the net off of the basket and tied them to their hats. On these pages, a Lower School student plays in the Experiential Outdoor Classroom.
Tower Hill BULLETIN
SPRING 2022
IN THIS ISSUE 6 THE Hub
NEELA PATEL CENTER FOR INNOVATION PROVIDES GATHERING SPACE FOR WHOLE SCHOOL
12 Three Divisions, One School
DIVISION HEADS AND FACULTY WORK COLLABORATIVELY
22 Social Justice
SOCIAL JUSTICE TASK FORCE UPDATE
30 BioHiTech Digester
NEW FOOD DIGESTER SUPPORTS ENVIRONMENTAL INITIATIVES
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From the HEAD OF SCHOOL
Dear Tower Hill community, As we prepare to celebrate the culmination of the 103rd academic year of Tower Hill School, we have learned many things about ourselves and our community, especially over the past two pandemic years. I have found that metaphors about music are especially apt as we reflect on the challenges we have faced in schools. As Carolo Maria Giulini said, “The great mystery of music making requires real friendship among those who work together.” Navigating new ways to teach and learn, reimagining beloved traditions and maintaining community, above all else, were surely among lessons learned. However, there was a secret ingredient that was integral to our success as a school community and that was … collaboration. The Latin root laborare, or labor together, is exactly what Tower Hill students, faculty, parents, trustees and alumni achieved to ensure Tower Hill did not miss a beat through this challenging time. Academic excellence was delivered each day through the pandemic, because we found a new “gear,” and this gear required collaboration at the highest level. Teachers, students, staff, parents and administrators all had to perform new dance steps together, the likes of which we had never done before. The only way to succeed was to collaborate, collaborate again, collaborate some more and collaborate always with both head and heart. Independent schools are
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certainly well designed for collaboration, and of course there has been great evidence of collaboration at Tower Hill for years. Most teachers and students find joy in collaborating, but to do so in the ways our teachers and students have exhibited over the past two years has been nothing short of inspirational. For the duration of the pandemic, we have reflected upon and logged lessons learned—different and creative ways to teach and learn that have enhanced the student experience. We call this list Tower Hill COVID Keepers. For instance, faculty looked at what is important in the curriculum, incorporated more reading for pleasure and writing acitivites, brought more flexibility to the classroom, and cultivated social-emotional connectivity. These are examples of teaching and learning pedagogies that we have embraced and will keep long after the pandemic. Throughout this issue of the Bulletin, you will see evidence of wonderful schoolwide collaboration in academics, the arts, athletics and across disciplines and ages. If you strolled into the new Neela Patel Center for Innovation—affectionately called THE Hub—you could witness for yourself the collaboration that goes on all day: students gathered in quiet huddle rooms studying together, meeting in the TLC (Teaching and Learning Center, which is in THE Hub), playing a chess game, doing a puzzle, reading a quote from a senior speech on the digital wall or
perusing the collection of books in the stacks. THE Hub has fast become the academic heart of Tower Hill, and like any strong organ, it supplies energy and vital learning that reach far and wide across the veins of the school. Please be sure to read about the work of our Social Justice Task Force, whose members deserve recognition for the hours of collaboration via Zoom last year. Accountability is key to successful collaboration, and social justice work is predicated upon successful collaboration. We are proud to be making progress in this work, while also being humble enough to know that this work should never cease, as it will ensure that each student, teacher, staff member and family must not only be respected but celebrated for their full humanity each day and every day at Tower Hill. Whether it is Tower Term in the Upper School, Tinker Term in the Lower School, Wilmington of the World Wednesdays in the Middle School, Learning for Life Initiatives school-wide, the sunflower project to honor the people of Ukraine, the first Green Summit, designing over 30 elective offerings in the humanities, welcoming fabulous international students who enrich our community, Costa Rica and Spain trips as part of our Global Initiatives program, athletic state championship victories for the first time in school history, conversations about women in STEM with our students and alums, or our students and families engaged in a school climate study to ensure a holistic approach to education—collaboration is at the heart of it all. Our strong enrollment and robust admission interest signal that collaboration and real-world learning are key elements of a top-notch education. Alumni and faculty spotlighted within illustrate the incredible talent we are so very proud to claim. As we celebrate the successful completion of Tower Hill’s largest campaign ever—Tower Hill 100 Centennial Campaign—we celebrate teachers, alumni, parents, trustees and all who contributed to this historic campaign supporting People, Programs and Partnerships. As we begin a new strategic visioning process next year, we hope you will continue to collaborate with Tower Hill. We salute the Class of 2022 as they join the ranks of Tower Hill’s wonderful alumni across the globe. Tower Hill is thriving thanks to the collaboration, love and care of so many of you! With sincere appreciation,
Social MEDIA instagram.com/ towerhillschool
219 likes towerhillschool Upper Schoolers enjoyed an impromptu touch football game with Head of School Bessie Speers after their advisory meeting!
232 likes towerhillschool Seniors and SGA leaders greeted Lower Schoolers at drop-off with fist bumps, elbow bumps and smiling eyes. What a fun way for our Upper School students to get to know our youngest learners!
twitter.com/ thsde
MIDDLE SCHOOL HOUSE SYSTEM 8 likes This year Middle School started a house sorting system to engage students in fun team building activities and healthy competition! Students belong to the same house all four years and receive points for their house over the course of each year.
facebook.com/ thsde
Elizabeth C. Speers Head of School
READING PARTY 43 likes In November family and friends surprised first graders at the annual reading party inspired by the book “The Relatives Came.”
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Around SCHOOL Tower Hill Educators’ Collaboratory
Career Day
In August, Tower Hill faculty members attended the third annual Tower Hill Educators’ Collaboratory—a day of professional development organized by teachers for teachers. The day included a keynote lecture about curriculum planning by a diversity, equity and inclusion consultant, followed by colleagueled seminars on topics including school leadership, the college admissions process, children’s literature, mindfulness and more.
Tower Hill alumni and parents shared their professional experiences with Upper Schoolers for Career Day. Students attended both in-person and virtual panels exploring a variety of career paths in law, science, nonprofits, self-employment, education, government, finance, medicine and technology. Pictured is Mona Yezdani Gillen ’01, a urologic surgeon at Brandywine Urology Consultants.
Of Wilmington
Health and Wellness
Logan Herring, CEO of the nonprofit WRK Group, spoke to Middle and Upper School students in February about his experience growing up and going to school in Wilmington and his desire to give back to his community after graduating from college. The WRK Group is composed of three organizations— Kingswood Community Center, REACH Riverside and The Warehouse—that share a collective mission to empower the Wilmington community to reach its full potential by eliminating the barriers of structural racism and revolutionizing teen engagement.
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In December, Lower School psychologist Amy Cuddy, Ph.D., nurse Alexis Herbein and Director of Mindfulness Andrea Sarko led a conversation about the newly expanded Lower School Wellness curriculum. Parents learned about the goals of this program as it relates to the wellness needs of our youngest students and our schoolwide commitment toward whole-child education. They also discussed health-related trends and areas of well-being that are most relevant to the lives of our Lower School students.
The Arts
Veterans Day
Tower Hill observed Veterans Day in multiple ways this year. There was an all-school patriotic red, white and blue dress down day, and each division honored veterans in age appropriate ways. Students mailed “thank you for your service to our country” notes to veterans. Students, faculty and staff watched a Zoom about how to properly care for the American flag thanks to first grade teacher Meghan Donlon and her son Josh, who is in the ROTC program at Bucknell.
Climate Change Walk
In November, Upper School art students took a trip to the Philadelphia Museum of Art and enjoyed a guided tour of New American Exhibits from curator and Tower Hill parent Alexandra Kirtley.
MLK Day of Service In January, the Tower Hill community honored Dr. Martin Luther King Jr.’s legacy by collecting food items, including ingredients to make dry soup jars, benefiting Lutheran Community Services and Mom’s House of Wilmington.
Professional Development This fall, a group of Tower Hill students along with Penny RodrickWilliams, Upper School science teacher and Director of Green Initiatives, participated in the 2021 Walk for our Grandchildren and Mother Earth.
Dr. Lisa Damour, a New York Times columnist and the author of the bestselling books “Untangled: Guiding Teenage Girls Through the Seven Transitions into Adulthood” and “Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls,” spoke to Tower Hill faculty in January about how teachers can best manage students’ emotions while maintaining a sense of equilibrium for themselves.
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The nexus and hub of the school, and what was long-imagined, has now become reality
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When Tower Hill’s new Neela Patel Center for Innovation opened at the beginning of the 2021-2022 school year, students and teachers were amazed at how the space was transformed. From the spectacular digital wall to the floor-to-ceiling windows, it was hard to believe what they were seeing was in fact the former Middle and Upper School Library. The Center for Innovation looked like something that belonged on a college campus. “ When our students saw the completed Center for the first time, they were stunned by its beauty,” said Andrea Glowatz, Dean of Teaching and Learning. “Everyone is overjoyed to have such an amazing place to work.” However, a dazzling design and thoughtful vision does not automatically translate into successful adoption. Would the visual awe of the remodel mean that students would fall in love with being in the Center for Innovation? The Tower Hill Educational Hub—affectionately called THE Hub—was designed and planned to be used for interdisciplinary and interactive learning and collaboration. But would students lean into THE Hub to make it the place for studying, problem solving, teamwork and socializing? The answer is yes! Students and teachers are not only using the space how it was intended—quiet, independent study in glass huddle rooms, small group discussions in the surrounding booths and full class engagement in front of the digital wall—but creative and original ideas are blooming all around. “The space allows a group to carry on a full conversation in one area while in another, a student can sit with headphones on, laptop in front of him or her, book to the left, water bottle to the right,” said Matthew Jackson, Director of THE Hub. “Kids are just jamming away getting their work done.” An example of using THE Hub in out-of-the-box ways are “Hub Happenings,” small events that encourage cross-divisional experiences that take learning to a new space, like advanced chemistry students performing fun hands-on experiments for Lower Schoolers. Or Hub Happenings might provide a few minutes of respite from a busy day, like when Benjamin Miao ’22 played a selection of music on his cello. And for Women’s History Month in March, the digital wall played a full suite of documentaries and movies depicting women’s impact and contribution to American history. Just like all areas of THE Hub, the Teaching and Learning Center (TLC) is thriving and taking full advantage of the expanded footprint.
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“I use the Teaching and Learning Center every day. Almost any time I have a free period, I’m here,” Megan Angeny ’24 said. “It is a quiet study space but also a space of collaboration to get opinions on my ideas.” What was once a quaint but purposeful space in the center of the library has now become a cutting-edge five-room suite, equipped to serve more than three times the number of students compared to prior years.
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I use the Teaching and Learning Center every day. Almost any time I have a free period, I’m here.
After a comprehensive and thorough inventory and sorting of the collection, thanks to Jackson, the books are back. They line the perimeter of THE Hub and occupy low-profile shelves in the center of the space for easy access and browsing. Head of Upper School Sarah Baker happily reported that when she took her English students to THE Hub, two “fought” over a book, so there is no doubt that the books are being used and loved. Middle School students now enjoy special ease when borrowing titles, thanks to the self check-out system Jackson installed. Visionaries at Tower Hill expected the Center to be the perfect amalgamation of all aspects of 21st century learning—with human, electronic, hard copy and space resources ergonomically placed and therefore easily accessed. The Center for Innovation has truly become the nexus and hub of the school, and what was long-imagined, has now become reality. “The best learning happens when students are organically engaged and feel comfortable collaborating and connecting. Student-centered learning is what I see in real time every time I am in THE Hub, and I could not be more proud of the way our children and teachers are embracing the new space,” Head of School Bessie Speers said.
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The Theater Department collaborated with fifth grade science on a unit about light and color theory; students were tasked with sorting Skittles by color under a variety of different colored stage lighting.
CROSS-CURRICULAR LEARNING COLLABORATION BETWEEN DEPARTMENTS ENHANCES STUDENT LEARNING BY ANTHONY PISAPIA, ASSOCIATE HEAD OF SCHOOL AND CHIEF INNOVATION AND INFORMATION OFFICER
“The life of today is a constantly and rapidly changing thing made so by the increase of science, discoveries and inventions. The need for open-mindedness, adaptability and self-reliance is apparent.” Those words, written in 1929 by the then academic leaders of Tower Hill, seem prescient in retrospect. Even then, the rapid pace of invention and discovery was demanding a new form of education, one in which self-efficacy and the ability to ask questions was primary. As I look back at my schooling, the experiences that stick with me are the ones that made me ask new questions and dive deep into a subject beyond the classroom. My high school chemistry teacher sparked my curiosity in patent law during a lesson about peroxalate esters and Dr. Chandross, the inventor of modern glow sticks, who never sought a patent. I remember being daunted by a Shakespeare project and finding the answer in theater class. I recreated an old-time radio show version of Macbeth, Act 3 and earned an A!
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Tower Hill has a spectacular lineage of great teachers and great teaching. Teachers acted boldly to help students create connections between subjects, encouraging students to ask even bolder questions. In describing the first grade circus, a feature of Tower Hill’s 1929-1930 school year, our forebearers write, “One morning, a few weeks after Christmas, a little boy brought in a toy monkey. For several days there was a group play among a number of the children centered around the monkey. Gradually more and more children became interested in the play, and so our ‘real circus’ evolved.” What is most striking about the description is the effect this circus was said to have on students: “A greater interest in their own pets was very evident, clippings of all sorts were brought in about dogs that were being trained to lead the blind, experiences of Commander Byrd with Eskimo dogs, and schools of whales.” Large easel paintings, songs and performances were all mustered by students. “As a result of all of this, the children developed an ability for group organization, a greater love for and interest
when we stretch ourselves and our students outside of our realm of expertise. Of this, Berger writes, “One of the many interesting and appealing things about questioning is that it often has an inverse relationship to expertise—such that, within their own subject areas, experts are apt to be poor questioners.”
So much of learning takes place in between subjects, when students begin asking cross-curricular questions and bring together knowledge from various subjects.
When we ask questions of each other, and of other experts—questions we don’t know the answer to—the understanding of all involved expands. Questions like these, where we purposely push ourselves beyond our comfort, are at the heart of learning.
In his book “A More Beautiful Question,” Warren Berger asks, “What if our schools could train students to be better lifelong learners and better adapters to change, by enabling them to be better questioners?” Tower Hill has focused on questions like these and found answers in cross-departmental and crosscurricular collaboration. One of the primary venues for such collaboration is our Department Chair group, which meets monthly to identify opportunities and challenge colleagues to adopt current pedagogies.
COLLABORATION
in animals, an eagerness to know more about them, more skill in reading, an enriched vocabulary and added power in oral self-expression, a beginning to writing technique, skill in all art and handiwork, more rhythm in movement, and a real development of muscular coordination.”
When contemplating the kind of preparation society demands of citizens, Berger says, “The consensus seems to be that this new world demands citizens who are self-learners; who are creative and resourceful; who can adjust and adapt to constant change.” We agree, and through collaboration we ensure our students become the kind of citizens society demands.
Department Chairs at Tower Hill have a large impact on our school and the way our curriculum is developed. In their roles, they lead and oversee the development and implementation of their departments’ curriculum, pedagogy and assessments in grades 5-12 and provide influence in curriculum decisions K-4. In collaboration with one another is where the magic happens. It is during these meetings that opportunities for collaboration are identified. The outcome of some of that activity is apparent in our Floating Gardens Tinker Term (read more on page 20!), our Art History course (History and Art departments) and our Web Design Course (Science and Art departments). Unseen, but equally important, are the many ways in which Department Chairs work to bridge gaps between divisions and ensure that students have a single experience, PK-12, that leads them to a place of great understanding and gives them the ability to ask more beautiful questions. The benefits of collaboration are many. Teachers, being the quintessential lifelong learners they are, have much to learn from one another and from encountering new topics with their students. Many discoveries await
Top to bottom: A Lower Schooler works on a Tinker Term project in the Lower School library. Lower Schoolers work on floating gardens.
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NEW DIVISION HEADS WORK COLLABORATIVELY TO UNITE SCHOOL
BY HEAD OF UPPER SCHOOL SARAH BAKER, HEAD OF MIDDLE SCHOOL TIM WEYMOUTH AND HEAD OF LOWER SCHOOL AMY BICKHART
Walking a visitor from the front 17th Street door of Tower Hill’s main school building to the du Pont Theatre is a frequent mission for division heads and a happy reminder of one of the most remarkable physical features of the school: the location of three divisions, with students aged 3 through 18, in one building. The trip from reception to the theater wends its way first through the hallways of the Lower School, bulletin boards decked out with seasonal displays, the uplifting jingle of teachers’ voices ringing out above the hum of their students’. Just past the third grade classrooms, at most hours of the day, travelers must step aside to let pass a gaggle of Middle School students, books and pencil cases balanced precariously, clamoring down the stairs and off toward THE Hub. And it is a mere few steps farther down this hall that—just out of earshot of the little voices drifting down from the Lower School music room—the biggest kids on campus, the Upper Schoolers, visit with their college counselors, socialize with one another and slide into classrooms at the figurative bell. As is so often the case, the architecture tells an important story. It speaks to the journey that is a Tower Hill education. It reminds us that the little ones are watching—and reminds us how quickly they grow. But, for us, as we each begin our first years in divisional leadership at Tower Hill, it encourages us daily to continue as we have begun: to see ourselves not as three leaders of three respective divisions but as a team charged with leading one school. We take on this effort not only in our own work as a Division Head team, but also in encouraging our teachers to work with others across the school and in bringing our students into valuable exchanges with their younger and older peers. What follows is an exploration of some of the fruits of these labors this year, a reflection on the fulfilling work of working together. COLLABORATIVE ADMINISTRATIVE LEADERSHIP From day one, we as Division Heads made a decision to move forward with intention, modeling a “one for all and all for one” mindset. This direction, encouraged by both our Head and Associate Head of School, has resulted in a flow of ideas and collaboration that helps to unify the school. We are able to convey important all-school vision and
COLLABORATION
THREE DIVISIONS, ONE SCHOOL
expectations shared by our Head of School with us as Division Heads and the Administrative Council. Although our titles reflect that our work is directed toward our specific divisions, we cannot dismiss the importance that each of our actions has on each of our successes. We share hallways and classrooms, conference rooms and theaters, faculty and schedules; therefore, in order to forward the goals of all, the blinders must be removed so that we can see the entire landscape. And what a beautiful vista it is! As circumstances arise, we are able to reach out to one another, administrative colleagues and our faculty to assist and problem solve. For instance, Upper School found a need to tweak its schedule, which in turn had a domino effect on the other two divisions. Recognizing the necessity to make a change for improved student learning, solutions were found that bettered the experience for the Upper School. What made this change so successful was that the Lower and Middle School had a seat at the table. As school leaders, we committed to one another to stand with and support the needs of all faculty and students regardless of division. Overall, the goal is to deliver a trio of coordinated voices with common messages for our divisions. Each week through Weathervane articles and divisional
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weekly updates, communication, whether received by a third grade teacher, Middle School parent or Upper School faculty member, relays consistent messaging and relevant information to the reader. Evidence as to the result of shared messaging throughout the school is offered by a cross-divisional faculty member: I’ve truly appreciated the consistency of message between the division heads as they build cohesion between the divisions. While the message is appropriately tailored to the specific nature of each division, Amy, Tim and Sarah craft the big agenda items together so the entire school community is on the same page. I’ve also appreciated their flexibility with the complexities of my cross-divisional schedule; they make it clear what events are most important to attend and work together to ensure my professional responsibilities are manageable. Being able to remove walls opens up a plethora of opportunities for faculty and students alike. Having spent last year closed off from one another, the inner feeling is a desire to reconnect as one. Faculty are ready, students are ready and the work has been exciting and inspiring to see cross-divisional connections once again. TEACHERS TEACHING TEACHERS THE Collaboratory (Tower Hill Educators’ Collaboratory) is a prime example of cross-divisional collaboration, thanks to the creative and thoughtful leadership of our colleague Andrea Glowatz, Dean of Teaching and Learning. The Student Support Team, led by Glowatz, plans and executes this all-school professional development event during our faculty meetings at the end of the summer. Our teachers are a tremendous resource, and hence we have an afternoon of teacher-led seminars with “teachers leading teachers.” According to Glowatz, the term “collaboratory” suggests a room without walls. Thus, our mission is to tear down those proverbial walls and bring faculty and staff members together to examine topics that are critically relevant to those working with students of all ages. THE Collaboratory has enabled teachers in all three divisions to become more aware of (and more appreciative of!) the work of colleagues in every other division and department of the school. Such an approach continues during the school year. Rather than having a top-down leadership structure, we have a collaborative and innovative attitude and remain aware of national trends. Recently, this led to English and history teachers collaborating on refreshing the curricula, aligning units and resources used in the classroom. We do not want to teach and 14
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learn in silos. Our work between teachers leads to deeper understanding where students can more clearly draw conclusions and see connections. STUDENTS LEADING STUDENTS The Language Department adeptly combines students and curricula from the three divisions in many ways. Our Día de los Muertos altar and ofrenda at THE Hub this year was a collaboration between THE Hub director, members of the Art Department and members of the Language Department. In early December, eighth grade Spanish and Mandarin students sang in Lower School classrooms. The Spanish classes sang parranda music, a Puerto Rican version of caroling, while playing traditional maracas and güiros. Mandarin students sang tunes with which the Lower School students were familiar. In addition, junior and senior students in the Spanish Culture and Conversation class wrote libritos— illustrated mini-stories. Many chose to write about family stories, pet adoptions and sports. Later in the year, the older linguists will visit Lower School Spanish students to share their books. During Chinese New Year, the Middle School students brought their dance, music and yo-yo skills to the entire school community. Another organic example occurred in Matt Jackson’s Modern Black History class. The students were asked to do a final project on a topic of their choosing. One of the Upper School students chose to write a children’s book on the subject of redlining. She did it at an age appropriate level for first grade and read the book to Lower School students. This article itself was made in our usual collaborative fashion. A lengthy email thread and rapid fire texting yielded a productive brainstorming session, a shared document, some weekend inspiration and, eventually, the distillation that is this writing. In the end, we worked toward demonstrating here, in this piece, the “one voice” style in which we try to lead. New to our roles this year, we look forward to years ahead to refine our own individual practices in the best way— with help, guidance and genuine camaraderie from our peers.
Opposite: 1. Upper Schoolers demonstrate a chemistry experiment for Lower Schoolers in THE Hub. 2. A Middle School student demonstrates a volleyball technique for a fourth grader as part of the Fourth Grade Stay Day program. 3. An Upper Schooler greets a Lower Schooler at drop-off. 4. Madi Donlon ’22 reads a book she wrote to first graders. 5. An Upper School student demonstrates a robotics lesson for a Middle Schooler. 6. A Middle Schooler and Lower Schooler have fun in the Experiential Outdoor Classroom.
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SCIENCE SHOW
SIXTH GRADERS TEACH PRE-K STUDENTS ABOUT DENSITY BY MARY HOBBS TAYLOR ’09, MIDDLE SCHOOL SCIENCE TEACHER
The topic of density can sometimes be a boring one. It is difficult to visualize the concept of how much matter is packed into a given space. Copying definitions of mass, volume and density into a notebook and doing practice problems using the formula is not very exciting. In sixth grade, we decided to spice it up! Throughout the unit, students were shown several demonstrations about various aspects of density. Some involved classic examples of density, like why different objects sink or float in water, and others involved “discrepant events,” which happen when the outcome of the demonstration is surprising or somewhat “magical.” Students wrote about and diagrammed the demonstrations in their notebooks, and they brainstormed explanations about how they might work.
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One of the best ways to reinforce a concept is to teach it to others, and we knew we were lucky enough to have a captive preschool audience available within a minute’s walk from our classroom. We decided to organize a Science Show during which the sixth grade students could not only reinforce the concepts learned in the classroom, but they could also practice their writing and theatrical skills by creating and performing scripts. The sixth grade students chose from the following list of density demonstrations: • Float or Sink Challenge – various objects sinking/ floating in water • Density Column – stacking liquids based on densities • Rising Ping Pong Ball – magically turn a golf ball into a ping pong ball
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Mystery Bead Bottle – beads in a bottle that behave unexpectedly Ping Pong Levitator – ping pong ball appears to hover in mid-air Fresh Card Trick – card defies gravity when flipped upside down Garbage Bag Hug – shrink wrap a student using the effects of air pressure
After making their choices, they wrote their scripts. When writing their scripts, students were encouraged to create easy-to-understand explanations and try to incorporate fun ways for the preschoolers to participate. Here are some examples:
On the day of the performance, the sixth graders pushed their demonstration cart, filled with supplies for their different activities, to the stage of the Experiential Outdoor Classroom. As the preschool audience arrived, the excitement could be felt on both sides of the stage. The sixth graders performed with enthusiasm and professionalism, and the preschoolers watched with curiosity and engagement. The Science Show was a great success, as it gave the sixth graders an opportunity to reinforce concepts learned in the classroom, and it gave preschoolers the chance to learn a thing or two about density!
COLLABORATION
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*** Becket: Our first material will be a tennis ball. (Becket holds up item) Jayden: Raise your hand if you think that the object will float in the water. (kids respond accordingly) Becket: Now raise your hand if you think it will sink. (kids respond again) Becket: OK, let’s see if it floats or sinks. 3… 2… 1… (drops item into water) Jayden: The reason why the tennis ball floated Becket: is because it is less dense than water, and it is hollow inside. *** Bella: Time to pour in vegetable oil! Now this time if you think it will mix, rub your tummy. If you think it won’t mix, tap your head! (audience makes prediction) (Bella pours in material) Chase: Did you get it right? Give yourself a pat on the back if you did! ***
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Middle School history teacher and varsity wrestling coach Greg Spear demonstrates a wrestling technique.
FOURTH GRADE STAY DAY
NEW PROGRAM BUILDS COMMUNITY BETWEEN MIDDLE AND LOWER SCHOOLERS BY GREG SPEAR, MIDDLE SCHOOL HISTORY TEACHER AND VARSITY WRESTLING COACH
Tower Hill sports encompass a tradition of winning athletics centered on the values of community and open opportunity. As students walk through the locker room area and tunnel to the Field House, they frequently stop and pause to see the pictures of our alumni athletes who represented the Green and White before them. Our annual Field Day champions intramural competition throughout our Lower and Middle Schools, incorporating both divisions in a friendly competition that celebrates effort and integrity in athletics. This year, we added a new program to build on that community spirit between our Lower and Middle Schoolers. Our fourth grade students were given the opportunity to stay for Middle School practices in the fall and winter seasons to learn from our Middle School athletes. Throughout the year, we help our seventh and eighth graders grow into future leaders, and this serves as a great chance for them to practice mentoring their fourth grade counterparts. On the Stay Day, fourth graders rotate between each of our Middle School sport offerings for that season. The coaches stand back and facilitate as our Middle School athletes share the skills they have learned throughout the season thus far.
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This program builds on the essential elements of our Middle School sports program. While these seventh and eighth graders are the bedrock of our Upper School athletic successes, the purpose of Middle School sports is to try something new and develop relationships within the Tower Hill community. Many students try a new sport for the first time in seventh grade and are supported by Middle School coaching staff equipped to serve a range of experiences with their sport. Our athletic programs in the Middle School can support the advanced athlete but also focus on inviting all students to be a part of our illustrious athletic tradition. We see the Stay Day as an extension of Multa Bene Facta; students are trying something new to do it well, not perfectly. There will always be room for growth, and this is the first step on that path toward mastery. As our Lower School students move from sport to sport, their enthusiasm for doing their absolute best and trying something new is truly inspiring. We are looking forward to our Stay Day in the spring and to see these young Hillers matriculate up through the Middle and Upper School athletic programs!
GYM TEACHERS INCORPORATE CLASSROOM LESSONS INTO PE CURRICULUM BY CHRIS AITKEN, PHYSICAL EDUCATION DEPARTMENT CHAIR
Physical education is an integral part of Tower Hill’s curriculum—particularly in the Lower School—and contributes to the well-being of students through activities designed to meet their physical and recreational needs. At Tower Hill, the three main goals of physical education are social development, physical development, and mental and emotional development. But in true Multa Bene Facta fashion, there are multiple ways we incorporate classroom curricula into PE as well. Here are just a few examples of the ways in which classroom lessons have been incorporated into PE: • From very early on our Tower Tot students will have reinforcements in letter recognition and colors by some of the games that we play. The equipment we use serves as a functional tool first; however, when we ask questions and play games that ask the students to identify colors/letters or to count certain objects, we are reinforcing what they have learned in the classroom. • We touch upon character education concepts in our pre-K and kindergarten classes, where ideas of playing cooperatively together and being a good friend are key. We take these concepts and use them during games where we need to be able to share equipment, take turns, listen to one another and be able to express our emotions. • Our first and second graders begin to learn about STEM concepts through building a variety of objects in class. We create hula huts, which are stacked hula hoops that create a “house,” and we incorporate holiday activities with creating and building snowmen, Thanksgiving turkeys and other holiday objects just by using our PE equipment. • In third and fourth grade we use math concepts to calculate scores and to track our laps that we run during our track days. We also touch upon problem solving skills and collaboration through a very popular activity we call “cross the river.” It is a game where you need to get your whole team across the gym floor by using scooters, mats, poly spots and ropes. • We also do a great job of introducing the students to non-traditional and international sports games and activities. We cover everything from cricket
to a Grandparents’ and Friends’ Day tradition of Tinikling, where the second graders use rhythm and dance techniques to jump over beating bamboo sticks.
COLLABORATION
PHYSICAL EDUCATION
The benefit of bringing classroom curriculum into the gymnasium or out on the field is that it simply reinforces ideas and concepts presented in class, and it allows some of our students to see the information presented in a different way. Many students benefit from learning things through activity, and our PE class is a great place to see some concepts or teachings in an alternate fashion. These activities also help our students become more engaged. We certainly see a heightened level of excitement when we can connect a game or activity to something that they are learning in the classroom. We tend to see more students answering questions, and they tend to be more engaged as they are playing the game. The homeroom teachers also see the benefit and are very excited to hear about when we can reinforce ideas from the classroom into physical activity. One of the benefits of our PE curriculum is that it is very fluid. We are able to see our students every day for PE, which isn’t common at most schools. We can adjust our activities in class seamlessly if a teacher approaches us to help the students understand a concept through active means, which benefits everyone.
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FLOATING GARDENS
“TINKER TERM” PROJECT CULTIVATES PROBLEM SOLVING SKILLS BY AMY SCHREI, DIRECTOR OF COMMUNICATIONS AND MARKETING
Tinker Term is a direct outcome of Tower Hill’s new Learning for Life initiative, an interdisciplinary program that cultivates critical thinking and problem solving skills through experiential learning and application. More specifically, Learning for Life projects offer opportunities for our teachers to create extended learning timeframes that incorporate student agency and partnership with schoolwide programs such as Global Studies, Social Justice and Environmental Stewardship. The Tinker Term program is part of the Lower School curriculum led by science teacher Nancy Tate and librarian Megan McCrery. The aim of the program is for students to work in collaborative small groups to identify school-based or community problems and generate a range of solutions. Students will research, design, develop and prototype a solution, taking it through real-life testing and multiple iterations to achieve a viable working model.
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Combining fundamentals of STEM and makerspace, Tinker Term provides an opportunity for Lower School students to take a “deep dive” through the exploration of real life problems of Wilmington (school or community-based) and of the world (broader issues affecting global citizens). When students learn within the context of an authentic, problem based design challenge, the experience builds engagement, helps students clearly see the impact of their learning and provides a genuine connection between skills and application. Fourth graders have been working on floating gardens, a project inspired by flood ridden communities in Bangladesh. In Bangladesh, millions of people are experiencing the effects of climate change; the rainy season has grown increasingly longer and farm land suffers catastrophic flooding. Hunger and poverty result when those affected can no longer grow crops to feed their families and sell at
PROGRAMS COLLABORATION
market. The challenge presented to students: design a system for growing crops on flooded land, and work together to create, test, improve and retest tangible solutions. At the beginning of the project students were visited by two new residents of Wilmington who shared experiences from their home country of Bangladesh. Students were fascinated to learn that in some parts of Bangladesh, children go to school on long boats— floating schools—as well as utilize floating libraries and playgrounds. Over several weeks students worked in small teams to prototype and test their designs and worked toward presenting their final solutions. They directly guided their own learning by taking intellectual risks, building resilience and solving problems along the way. Students used local materials and collaborated to test and improve their garden designs with the goal of growing crops on flooded land. In total, nine floating garden models were designed and constructed by teams of fourth graders, using the same basic materials. Students covered bamboo poles or wood branches with a burlap layer, then heaped on dried grasses, their substitute for the traditional
Bangladeshi water hyacinth. Last came a layer of soil and some seed. Many teams fastened the burlap to the poles by sewing or lashing it in place using jute twine taped to a wood skewer. One team added a model chicken coop, as they had learned this was sometimes done on the floating gardens in Bangladesh. After several trials, three models remained, and they were left in a flooded raised garden bed and covered with plastic sheeting to simulate a cold frame. On returning to school Jan. 4, students discovered that all three floating garden models had sprouting seeds! Students recorded predictions about the success of their floating garden models, and they were happy to see the positive outcome. The remaining teams are planning improvements to the next model they will build. Experiential learning like this Tinker Term project allows students to gain age appropriate practical experience with critical thinking, design thinking, collaboration and creativity—all skills that will be in great demand as they continue their education and eventually become global citizens pursuing jobs in the future.
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SOCIAL JUSTICE TASK FORCE RECOMMENDATIONS
BY AMY SCHREI, DIRECTOR OF COMMUNICATIONS AND MARKETING
Update to the Social Justice Program
Curriculum Subcommittee
Tower Hill School is committed to social justice, and it is our mission to prepare students from all backgrounds for full and creative engagement with a dynamic world. Diversity and inclusivity, in all aspects of identity, broaden and enhance the educational experience and are embedded within Tower Hill’s mission. Varied perspectives are a source of strength, creativity, enrichment and renewal in our community.
The Curriculum Subcommittee is committed to eradicating racist and biased curricula as well as expressions of racism and other expressions of bigotry. This subcommittee compiled three shortterm recommendations to be carried out in the 2022-2023 school year, which included detailed questions and notes faculty can use as a tool for reflection and revision. The recommendations are focused on immediate impacts for students and include the establishment of norms in each classroom, coursework that provides “windows” and “mirrors,” and student-centered syllabi that clearly states each teacher/department’s policy with regard to DEI.
The social justice team was strengthened during the 2021-2022 school year with additional Equity and Inclusion Coordinators for a total of eight, two in each division and two in preschool. The team is led by the Director of Social Justice and the Assistant Dean of Recruiting and Social Justice. The coordinators worked with the Director of Social Justice to launch four new committees, who meet regularly to discuss and implement community-building ideas and educational initiatives. Tower Hill School’s Social Justice Program also includes guest speakers, professional development workshops, community conversations and other initiatives that invite students to engage in courageous conversations about building and engaging a more inclusive and student-centered community. Task Force Recommendations During the 2020-2021 school year, three Social Justice Task Force subcommittees met throughout the year and developed specific recommendations to build a more inclusive, equitable school community. The subcommittees accomplished their goal of compiling a list of action items; however, the real work was in the thoughtful, honest and sometimes difficult conversations, which were possible due to the commitment, authenticity and vulnerability of the participants. More than 80 people—including students, alumni, parents, trustees, faculty and administrators—worked collaboratively for 14 meetings, with numerous emails, many hours studying resource materials and dozens of working notes. Tower Hill extends sincere gratitude to all who participated.
In addition, three long-term recommendations, focused on the sustainability of culture change, were identified to be carried out in the 2023 academic year and beyond, as well as determine ways to evaluate and measure success. Time was dedicated during the February in-service day for departments to develop three DEI commitments to be implemented in their curriculum. Recruitment and Retention Subcommittee The Recruitment and Retention Subcommittee’s aim was to provide advice and make recommendations on programming, initiatives and services affecting the recruitment and retention of faculty that is in alignment with Tower Hill’s strategic plan. The building blocks for many of the recommendations were already in place. For example, the school engages with Nemnet, an organization committed to assisting schools in the recruitment and retention of diverse faculty and staff. The school is utilizing many of Nemnet’s strategies and best practices. Interviewers at Tower Hill have taken anti-bias training, and the school is exploring other ways to improve internal processes. Retaining excellent faculty is a top priority for Tower Hill, which starts with making new faculty feel included and giving them the tools to make an impact. The school has a mentor program for new faculty, which has been strengthened with a detailed handbook. The subcommittee discussed ways to article continues on page 26
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PROGRAM UPDATES
Lower Schoolers participated in a Dr. Martin Luther King Jr. Day assembly led by fourth graders Abigail Lewis, Mannie Esaka and Somerset Phillips. Students learned about the life and legacy of this important person. Phillips created a unity chain filled with every student’s name in the Lower School as a representation of MLK’s dream.
Seventh and eighth grade students participated in LEAD @ Tower Hill. Leaning into Equity Awareness and Diversity (LEAD) Day is an annual event hosted by Tower Hill School to bring students together for meaningful dialogue about equity, inclusion and diversity. The keynote performers this year were Hip Hop Fundamentals, a dance group that teaches the value of music and dance as an art form that can break down barriers and bring about connections between people.
Tower Hill’s Office of College Counseling and PAATH collaborated to celebrate HBCU Week with a breakfast talk with alumni for current Upper School students, parents and faculty about their college experiences at various HBCUs. Also, Delaware State University invited Upper School students and their parents to attend its Homecoming.
Tower Hill faculty members, staff and administrators participated in anti-bias, anti-racism trainings at the beginning of the school year, including: virtually listening to diversity speaker and trainer Rosetta Lee during the MCRC@ADVIS Cheryl Irving Cultural Competency Institute; participating in professional development training led by Dr. Beverly Daniel Tatum (pictured above), author of “Why Are All the Black Kids Sitting Together in the Cafeteria?”; and hearing a keynote lecture about curriculum planning by diversity, equity and inclusion consultant Penn Pritchard.
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TASK FORCE RECOMMENDATIONS CURRICULUM 2021-2022 Recommendations
Progress
2023 and beyond
• Establish and adhere to norms in and beyond our classrooms
• Established detailed guidelines for questioning and analyzing to help create a culturally responsive curriculum for faculty, students and administrators
• Challenge bigotry and racial injustice in the real world
• Made commitments by faculty departments to be undertaken during the 2022-2023 school year
• Acknowledge and address challenging content
• Vary coursework/classwork so that the curriculum can act as both mirrors and windows for all students • Adopt a student-centered syllabus/ class outline/class contract for all students
POLICIES AND PROCEDURES
Recommendations
Progress
• Anti-hate statement will be shared broadly
• Anti-hate statement shared at opening assemblies and meetings
• Strengthen response protocols and reporting system for incidents of racism, bias and bigotry
• Changes were made to both the student and faculty handbooks
• Outline a framework and establish a flowchart for who to contact and how the process will be documented and resolved
• Created a flowchart of the procedural steps that will be taken both for students and for faculty and staff
• Language in handbook, on policy and around traditions, will be suited to non-gender conforming language
• Policy and procedure changes are in place for the student handbooks to be published in the 2022-2023 handbook
• Social Justice team met with ninth grade students during Freshman Seminar to review and discuss expectations around bias/bigotry
• Designed an infographic for students to easily understand who they can turn to for help. This infographic is now in final review and will be displayed throughout the school.
• Encourage and elevate student voices
Conduct an assessment/survey of inclusivity climate
Improve exit interviews with staff and families to enhance internal reporting
Continue internship/fellowship opportunities for prospective new teachers
Progress • Students, faculty, staff and families participated in a school climate survey in April 2022. Results will provide actionable data that will lead to positive school enhancements. • Exit interviews for faculty and staff have been underway for a few years, and interviewees have been expanded
Strengthened current relationships with: • University of Delaware’s Student Teaching Internship Program • Delaware State University’s School of Education • Fellows Program in the Lower School and in Upper School Science • Partnerships with Wilmington’s Eastside Charter - APEX Honors Program in our Middle School
Expanding DEI staff
• Staff expanded to include Assistant Dean of Social Justice and Dean of Hiring and the number of Divisional Equity and Inclusion Coordinators increased from six to eight • Continue to work with Nemnet Minority Recruitment Services and other agencies that promote diverse candidates • Continue to provide anti-bias training for faculty and staff who are involved with interviewing and hiring
Board involvement/outward reporting in hiring process
Improve mentoring program especially with faculty of color/ diverse faculty
• Regular outward reporting to the Board of Trustees of open positions and hiring
• Created mentoring handbook • Continue to optimize mentoring program • Director of Social Justice meets regularly with new faculty of color • Director of Social Justice founded a multi-school affinity group of LGBTQIA+ faculty/staff that meets regularly for both social and education events • Director of Social Justice founded a multi-school affinity group of faculty/staff of color that meets regularly for both social and educational events • Continue to sponsor the Delaware DEI Practitioners group made up of diverse faculty/staff that meets regularly
RECRUITMENT AND RETENTION
Recommendations
continued from page 22
improve and expand upon the existing mentor program specifically for faculty of color. The Director of Social Justice has regular meetings with each new faculty member of color to establish rapport, provide support and answer questions that might ease their transition into Tower Hill and the Wilmington area. The school is working to create a support system that
ONGOING SOCIAL JUSTICE INITIATIVES • SEED faculty training (Seeking Educational Equity and Diversity) is in its fifth year • AMAZE (young student anti-bias literature program) taught by all Lower School teachers • LEAD @ Tower Hill (Leaning into Equity and Awareness). LEAD is a multi-school Diversity conference sponsored and held by Tower Hill School. • Community Conversations (create a more aware and even kinder, more compassionate Middle School community) once a month • Upper School Student Voices Series (second year) small group chats with scenarios and discussion prompts - Upper School Diversity Club, Social Justice Student Government and the Black Student Alliance • The Symposium 2020: This is the third annual diversity, equity and inclusion conference held at Tower Hill School for Upper School students. • PAATH (Parents of African Americans at Tower Hill) and DISTINCT (Diversity and Inclusion at Tower Hill) hosted many events this year • Black History Month dinner/celebration with speaker • Continuing Faculty/Staff Professional Development • HBCU events in fall and spring
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specifically embraces diverse faculty and staff. One approach being explored is establishing affinity groups to build connections within the school. Policies and Procedures Subcommittee The goal of this subcommittee was to identify and develop schoolwide policies and procedures for students, faculty and staff to swiftly and systematically respond to any instances of racism, bias and/or bigotry. One of the first tasks of the subcommittee was to modify divisional and employee handbooks, which have been updated to further detail what will not be tolerated with respect to diversity, equity and inclusion. For the 2022-2023 school year, student handbooks will be adjusted to contain non-gendered language, and most awards and leadership roles will be nongendered. At the same time, the school will make sure there is an equitable distribution of awards. To strengthen its response protocols around incidents of racism, bias and bigotry, Tower Hill has created a flowchart of the procedural steps that should be taken both for students and for faculty and staff. It was recommended that the Director of Social Justice be included and consulted throughout the inquiry and disciplinary process as necessary for the given incident. An infographic has been created so that students easily understand who they can turn to for help, and it will be displayed throughout the school. Future Focus Tower Hill’s work on creating a more equitable, diverse and inclusive school is ongoing, and our Head of School, Board and school leadership are all deeply committed. The values of engaged citizenship, respect for others and critical thinking have always been part of Tower Hill’s mission and are the bedrock of our commitment to inclusivity. This work is fundamentally about ensuring academic and community excellence at the highest level. While our progress is measurable, we recognize that we still have work to do. We look forward to advancing our social justice program and improving diversity, equity and inclusion, which will strengthen our community. To those who served on the task force, thank you for your strength, honesty, time and dedication to this important work.
After reading “The Circles All Around Us” by Brad Montegue, preschool teachers led an expanding circle activity, which started a discussion about how to expand our worlds with kindness and inclusivity—even if it seems scary or uncomfortable. For young children, the first six weeks of school are a time to transition into their new classroom family and begin to expand their circle of friends to include all preschool students and teachers.
THANK YOU TO OUR SOCIAL JUSTICE TASK FORCE MEMBERS Carmen Wallace ’93, Trustee, Chair Dyann Connor, Director of Social Justice, Vice Chair Rachel Ashbrook Suzanne Ashley Sam Barrett ’16 Nadia Belkadi Evelyn Brady Alaina Brandon Jane Chesson Christine Cirillo Gilbert Courtney Collier-Beyer Katie Conway Cristina Cooke Joseph Cooke Selene Costello Francine Davis-Motley Rick Deadwyler Yvonne Deadwyler Andy Dickerson ’99 Everett Dickerson ’97 Ellen Ellis Paityn Farrow ’24
Vickie Fedele Tara Fletcher Robert Freeze Shawn Futch ’16 Andrea Glowatz Jennifer Griffin Charles Habgood ’23 Art Hall Paula Hall Xiangdong “Hancock” Han Natalie Haskins Courtney Hayman ’14 Monty Hayman ’87 Diamond Howell-Shields Kelly Hunter Suchi Iyengar Olivia Jordan ’24 Aislynn Kator ’22 Saira Kazmi ’24 Dr. Saima Khan Jody Lanza-Gregory ’13 Emani Larkin ’23 Delaney Leonard ’22 Dr. Lauren Lineback Victoria Longo ’13
Carmen Martinez Dr. Nicholas Matlin Dr. Anna Miller Jalyn Miller ’22 Lois Miller Susan Miller Jasmine Minhas ’18 Natalie Moravek Rachael Morrison ’22 Zipora Morrison ’23 Paul Mulvena Dana Nestor Mikelle Phillips Anthony Pisapia Reece Ratliff ’21 Penny Rodrick-Williams Chloe Sachs ’23 Andrea Sarko Claire Saunders ’23 Andrew Scibilia Bertram Scott Sabrina Scott Shefali Shah-Munshi Stephanie Silverman Laura Simon
Asha Smith Caitlin Smith ’23 Funke Soleye Bessie Speers Ilicia Strasser Ann Sullivan Katie Sullivan ’21 Dr. Sabrina Thomas Matt Twyman ’88 Bill Ushler Mary Warren Foulk ’87 Makayla Warthen ’25 Maya Warthen ’27 Michael Warthen Rikki Warthen Kaiya Whitfield ’23 Michelle Wrambel Alexis Wrease ’17 Roy Wright Hannah Zhao ’23 Jen Zuck
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INTERNATIONAL STUDENTS ASSIST SCHOLARS SHARE ABOUT THEIR EXPERIENCE AT THS Q&A WITH AMY WOLF, ASSISTANT DIRECTOR OF COMMUNICATIONS AND MARKETING
What have you learned from your experience as an international student at THS? I’ve learned to be open to new things and to try new things, even if they sound a little weird or if it’s something you’ve never heard of before. Something here I thought was weird was Old Bay seasoning. I thought that was really weird and I’d never tried a seafood seasoning before, but one of my friends brought it to school one day and we tried it on the dining room food and it was really great!
CARINA FISCHER ’24, GERMANY What has your experience been like as an international student at Tower Hill? It’s been super fun so far. It’s been very exciting. It’s been great to get to know a new culture and learn how people in America go to school and what their lives are like on a daily basis. If you visit as a tourist, it’s completely different than if you actually live here for a year. All of the teachers and all of my classmates have been amazing. I’ve been enjoying everything, and I’m really grateful to be here. What are some differences between Tower Hill and your school at home? The academics are a lot more stressful than they are in Germany. There are a lot more tests. In Germany I would only have tests like three times a semester, but now I have one about every two weeks. That changes it up a lot. There’s a lot more homework and more subjects. The spectrum of academics is a lot bigger here, and you get to focus on what you want to do as opposed to having to do a general thing that everybody’s doing.
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What would you say to encourage a student to study abroad? I would tell them about my experience so far and all of the things I’ve been able to experience that I wouldn’t have experienced otherwise. It’s really a great gain for yourself, and it’s great to know that you can live in another country, and it’s an experience that is absolutely worth it. I would also tell them to be open to everything and engage in as many things as possible. If you’re in a class that none of your friends are in, try to talk to the person you’re sitting next to or someone you’ve never talked to before. Coming into a school where there are already established friend groups is kind of hard. When you first come here you have to find people to sit with at lunch, and you have to find people you know who are in your classes, but in the end it all pays off and is an amazing experience.
SCHOOL LIFE
this education. In my country, all of the subjects you take are mandatory, and you cannot choose anything except language, while here, you choose what you like. You take fewer subjects, but you focus more on those subjects. I’m really enjoying orchestra. That’s something that I wouldn’t take in my country in school. Those types of hobbies are done outside of school; it’s not part of school subjects. What has your experience been like with sports? Sports take a lot of your time because you have them every day, but at the same time, you get better so much faster because it’s so frequent. You go to practice every day, and it can be a bit tiring, but at the same time you can really see the improvement that you made. This year I did volleyball and swimming.
STEPANKA POVOLNA ’23, CZECH REPUBLIC What has your experience been like as an international student at Tower Hill? It’s been really great. I’ve met a lot of really friendly and amazing people, and it’s just been a great experience. I don’t think anything else could replace this experience. It’s a one-of-a-kind experience that everyone should try at least one time in their life if they have the opportunity to. Why did you decide to study abroad? When I was in fifth grade, my parents decided that they wanted to host an international student from Mexico, and I got really close with her. It was from that experience that I decided I wanted to study abroad in the future. When this opportunity came up, I jumped right into it and I was really excited. I’m really happy I did it. What are some differences between Tower Hill and your school at home? I have to say it’s harder. It’s more complicated. You get more homework. It takes more of your time. It’s academically more demanding. But at the same time, I have to say it’s given me so much. It’s really different from the experience I had in my country, and I’m just really grateful that I get a whole year of experiencing
What would you say to encourage a student to study abroad? I would say it’s definitely worth a shot. I’m definitely learning so many new things here, and it’s just an experience that everybody should go through. I don’t think there is any other school like Tower Hill that can give you the same experience. The dedication of the teachers at Tower Hill is what makes the school special. The teachers are always willing to help you. When you’re having a problem you schedule a meeting with them and they try to do their best to help you, and I really appreciate that. The teachers and students here are really friendly and outgoing, and I’m happy that I’ve met a lot of nice people here. What are some of the challenges you’ve faced this year? I didn’t think the language would be a problem, but the subjects are made so that they’re challenging even for people whose native language is English, so for me the language was a bit challenging at the beginning, but over a few weeks I got used to it. It’s definitely not easy, but it’s worth it. You’ll go through times where you’re doubting it and you’re wondering if you made the right choice, but in the end you get so much from it that you’re not going to get anywhere else and you won’t regret it. The experience is worth it.
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BioHiTech DIGESTER
PLANTING THE SEED FOR FOOD WASTE SUSTAINABILITY BY COALE CROUCH ’24
While many schools were online or hybrid last school year, we were in person, presenting an entirely different set of challenges, one of those being lunch. In order to keep all of us safe, lunch was provided in takeout containers, and many of us took extra food in case we were still hungry. Because of that, I began to notice the mounting food that was being wasted at lunch, and I wanted to make a change. Even this school year, on Monday, Jan. 24, the school wasted over 40 pounds of food. It turns out that food waste is a national issue, not just one relegated to Tower Hill. From 2007 to 2016, food waste at landfills increased by 28%, and today food waste produces 6% of total greenhouse gas emissions. After looking through a variety of solutions, I came across one in our own state with the University of
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Delaware having several BioHiTech Digesters in its Caesar Rodney Dining Hall. These BioHiTech digesters at Caesar Rodney are the ones that I decided to be the best fit for Tower Hill. BioHiTech digesters, specifically the BioHiTech Seed or just Seed, are aerobic digesters that turn the food waste into effluent, or a food waste smoothie. The smoothie can be flushed down the drain and head straight to a wastewater treatment plant, like how you would flush your toilet. The creation of the smoothie starts with the ingredients of water, waste and some microbes. Once the food waste is added, warm water is sprayed down while two arms churn to break up the food. Then the microbes get to work. They begin eating the food scraps and excreting that wonderful smoothie. I call it
SCHOOL PROGRAMS LIFE
wonderful not because of the taste, but rather because of what we can do with it. With the high nutritional value—especially nitrogen—from the food, it could potentially act as a fertilizer for our own gardens, thus creating a cycle in which we can grow food with any leftovers we have, extracting as much as we can out of it. Additionally, biogas can be produced using anaerobic digestion. While the current uses at Tower Hill may be limited, if enough is produced, it could actually heat the school as well. Food waste would no longer just be waste but fertilizer and an energy source. Notably, a good amount of water is used during the digestion process, but even that can be reused. Biogas and fertilizer production don’t require the liquid aspect of the effluent, so the water can be easily reused. This is just one step in achieving sustainability for the school and the planet. Any suggestions for future applications or solutions to solving sustainability would be greatly appreciated. Coale Crouch ’24 shows Head of School Bessie Speers how the BioHiTech food digester works.
On April 22, 2022, Earth Day, Tower Hill held the inaugural Green Summit, bringing together educators from around the region to share inspiration and actionable ideas for incorporating green initiatives in their curricula, operations and school life. Stay tuned for more details in the fall 2022 Bulletin.
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SCHOOL LIFE
FACULTY FOCUS
UPPER SCHOOL ENGLISH TEACHER MICHELLE WRAMBEL BY AMY WOLF, ASSISTANT DIRECTOR OF COMMUNICATIONS AND MARKETING
Michelle Wrambel loved writing so much as a child that when she was in fifth grade, her mother signed her up for a writing camp. However, when she got there, she found out the camp was for struggling writers, not students who loved writing. “What happened was I ended up becoming like a TA to this camp counselor to help out all these other students who were struggling writers,” Wrambel said. “A moment I’ll never forget is, we were working on word processors in the computer lab and I was leaning over and helping someone, and the counselor came over and said, ‘You’d make a really good teacher one day.’ I said I didn’t want to teach, but that was the first germination of thinking I could actually be good at this.” In her 13 years of teaching English, Wrambel has taught everything from advanced English, to journalism, to creative writing. “I think the thing that I love most about teaching English is the ability to question, particularly the idea that literature is a lens into humanity, and oftentimes the answers that we seek as individuals can be found in text,” she said. In addition to teaching ninth and 10th grade English, Wrambel teaches four electives: Science and Ethics in Literature; Who Are You? Understanding the Self Through Memoir; Trauma and (Re)Memory: Trauma Theory in Literature; and Adaptations: Transformation of Text, which studies the ways short stories, novels and memoirs are adapted into film and television. “What I think is best about teaching English in particular is it allows me to take all my supplementary and tertiary interests and pile them together,” Wrambel said. “If I have an interest in psychology, there’s a book for that. If I’m interested in science and understanding how the world works in terms of medicine, there’s a book for that. I think particularly in teaching English, it’s allowed me to supplement all my interests into one happy home.” While traditional literary analysis essays are a part of Wrambel’s classes, she also incorporates creative projects into all of her courses. She once had a group of students write a novel-sized sequel to a book they read in class. She’s had students paint portraits. She’s
had students design clothing based on a book they read. “Final projects can consist of anything that really extends their understanding of a given text,” Wrambel said. “That’s the really cool thing—if you can take and analyze what you’re doing and further expand it into a creative realm, then it shows me, in terms of the literature, you’ve gone up a level to really synthesize and extend your understanding of a given book. That’s what we always want to achieve in our English classes and in electives in particular.” Wrambel’s classes also don’t consist of only novels. Rather, classes are centered on a variety of texts. For example, in her trauma class, students study two novels, two documentaries and one play. “In English class, we consider all forms of media as text—things that can be read, heard and analyzed,” she said. “No matter the genre—whether it’s a poem, a piece of short fiction, a drama—all those are rife with material to not only analyze what’s happening in the piece itself but how it’s situated within the context of the larger cultural conversation.” As an example, in Wrambel’s Science and Ethics elective, students read “The Cider House Rules” by John Irving, which takes place during World War II but was written in the 1980s. “It’s responding both to the time period in which it’s depicting and the time period in which it’s written,” she said. “In English class, books are never an island. They’re never isolated sources unto themselves. They’re always situated within a larger cultural, sociopolitical, historical context.” While Wrambel said she’s passionate about the content she teaches, it’s the kids that make her job special. “I think one of the things I enjoy most about teaching specifically at Tower Hill has to do with the population of students I teach,” Wrambel said. “I love the ability to get into a classroom where students come in excited to learn every day, and their interests and excitement often inform the things I’m able to do. They are excited to learn in a way that I have never seen or encountered anywhere else.”
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FACULTY FOCUS THIRD GRADE TEACHER STEVE MAXWELL
BY AMY WOLF, ASSISTANT DIRECTOR OF COMMUNICATIONS AND MARKETING
When Steve Maxwell graduated from college, he knew he wanted to work with kids in some capacity, but he wasn’t entirely convinced he could see himself in the classroom. But when he began working as a substitute teacher at The Haverford School, he said things just clicked. “The relationships that you form throughout the year and the growth that you see with the kids—the ebbs and flows of the year—it’s just something I fell in love with,” Maxwell said. Maxwell began teaching third grade at Tower Hill this year after most recently teaching second grade at St. Peter’s School in Philadelphia. It was Tower Hill’s reputation that brought him to Wilmington. “Tower Hill is one of those schools where you’re lucky just to get a chance to get an interview,” he said. “Once I was offered a position, it was a no-brainer. Just from its reputation, from its campus—I knew it would be a great place to be. The expectations of the students and the demands placed on young kids is pretty rigorous. It’s a special place. The kids are great, and I couldn’t be happier.” Throughout his career as a teacher, Maxwell has taught both Middle School and Lower School, but he’s found that older elementary is the age he enjoys most. “With younger kids, they look up to you as a teacher,” he said. “You’re playing such a significant role in their development as a human and learner and person—you have a big effect on younger kids.”
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Keeping school fun is one of Maxwell’s top priorities. He said he’ll often joke around with the kids, and he plays music throughout the day. In math in particular, he’ll incorporate age appropriate competitive games into the curriculum. He also makes sure students are given lots of opportunities to work together on group projects. “There are high expectations of these kids, so we find a happy medium of working hard but also enjoying our time with each other,” he said. “When mistakes inevitably occur, the kids don’t get too worked up about it, and they learn from their mistakes. If you’re not making mistakes, you’re not learning.” In addition to teaching third grade, Maxwell will be coaching lacrosse this spring. With both coaching and teaching, Maxwell said the best part of his job is the relationships he forms with students and athletes. He also loves seeing the growth a student can make over the course of a sport season or a school year. “Coaching and teaching are similar in a sense where you treat everyone equally, but everyone is unique and has their own strengths and weaknesses and responds differently to different tactics,” he said. “I tell my class that we’ll essentially spend more time together throughout the year than they will with their family members—that’s how much time is spent in class—so it’s important to treat each other with respect. In a sense we’re kind of like a family.”
SCHOOL LIFE
ACADEMICS
SCHOLASTIC ART AND WRITING AWARDS
ART AWARDS Congratulations to this year’s students recognized by the Scholastic Art Awards! Ella Clevens ’22, Amelia Gregory ’23, Caroline Kirtley ’22, Emma Liao ’22, Veer Pahwa ’24 and Lucy Zhang ’22 were regional Gold Key recipients and will go on to be considered for national recognition. Janie du Pont ’24, Aleezah Ehtasham ’23, Aidan Quig ’22, Alice Liu ’23, Chloe Sachs ’23, Ava Tatasciore ’23 and Alexander Williams ’22 also won awards. WRITING AWARDS
Congratulations to this year’s students recognized by the Scholastic Writing Awards! Hannah Zhou ’22, Jake Frietze ’22 and Claire Saunders ’23 were regional Gold Key recipients and will go on to be considered for national recognition. Molly Sugalski ’23, Cameron Haskins ’23, Katie Lu ’22 and Emani Larkin ’23 also won awards.
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ACADEMICS AMERICAN MATHEMATICS COMPETITION Mathematically minded eighth graders competed in the American Mathematics Competition (AMC 8) in January, following a pep talk from Sarah Gano ’22. The AMC 8 is a 25-question, 40-minute, multiple choice examination in Middle School mathematics designed to promote the development of problem solving skills. The AMC 8 provides an opportunity for Middle School students to develop positive attitudes toward analytical thinking and mathematics that can assist in future careers.
EXPERIENTIAL LEARNING Fifth graders participated in an orienteering activity at Brandywine Creek State Park where they learned to use a compass and a map to navigate a course. In addition, they monitored the health of the Brandywine River by doing some visual surveying, water chemistry and searching for macroinvertebrates.
U.S. PRESIDENTIAL SCHOLARS Seniors Stanley Chen, Rebecca Hankins, Benjamin Miao, Paige Zhang and Lucy Zhang are among the 4,000 candidates named in the 2022 U.S. Presidential Scholars program, selected from the 4 million students graduating from U.S. high schools this year. Inclusion in the U.S. Presidential Scholars Program is one of the highest honors bestowed upon graduating high school seniors. Candidates are selected on the basis of superior academic and artistic achievements, leadership qualities, strong character and involvement in community and school activities. From among the candidates, 800 semifinalists and then up to 161 Presidential Scholars will be chosen. FORUM SPEAKER SERIES In September, NASA scientist Kimberly Ennico-Smith, Ph.D., presented “Worlds of Possibilities: Inspiration through Exploring Space” during the Forum Speaker Series. The theme of this year’s Forum is The Future: Fast Approaching. The Forum was established in 1998 by the Rappolt family.
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SCHOOL LIFE
ACADEMICS NATIONAL MERIT RECOGNITION
Congratulations to our 18 seniors who were named National Merit Scholarship Qualifiers and Semifinalists: Stanley Chen, Connor Cuddy, Jacques de Ramel, Jacob Frietze, Sarah Gano, Isabella Gattuso, John Gray, Rebecca Hankins, Revati Iyengar, Benjamin Miao (Semifinalist), Jacob Pena, Benjamin Racape, Rohan Sajja, William Zakielarz, Campbell Zehner, Paige Zhang (Semifinalist), Zhenling Zhang (Semifinalist) and Hannah Zhou. Qualifiers represent students who scored roughly in the top 1% of test-takers by state in the nation. The semifinalists will have the opportunity to compete for scholarships and recognition by colleges and universities during the admissions process. Finalists will be selected during the school year and announced in the spring of 2022. COLLEGE BOARD RECOGNITION
SCIENCE TALENT SEARCH
Cameron Haskins ’23 was named a National African American Recognition Program Scholar by the College Board. This honor is in recognition of her exceptional academic achievements and outstanding performance on the PSAT and/or AP. Congratulations!
Benjamin Miao ’22 was named a top 300 scholar in the Regeneron Science Talent Search, the nation’s oldest and most prestigious science and mathematics competition for high school seniors. Regeneron STS recognizes and empowers the most promising young scientists in the U.S. who are creating ideas and solutions that solve urgent challenges. Miao will receive a $2,000 scholarship, and Tower Hill will also receive $2,000 to use toward STEM-related activities. Tower Hill Bulletin
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ACADEMICS RENEWABLE ENERGY Third graders explored renewable energy and wind power in science class. Students used anemometers they built themselves to calculate the wind speed by measuring its rotations per minute.
MOCK TRIAL In March, the Tower Hill Mock Trial team competed in the annual Delaware High School Mock Trial State Championship! Revati Iyengar ’22 won three best attorney gavel awards, and Leo Malik ’23 won a best witness gavel award. The team was coached by Tower Hill parents John Malik and Rob Saunders and Tower Hill alumnus Chip Sheridan ’03.
GREEK MYTHOLOGY Sixth graders studied Greek mythology and performed a series of short plays based on Greek myths that they re-imagined and wrote themselves.
NBA MATH HOOPS Middle Schoolers practiced their fundamental math skills while enjoying the game of basketball. Using players’ current stats, students learned about decimals, percentages, strategy, problem solving and more while playing the NBA Math Hoops board game.
POETRY JAM In March, first and seventh graders shared many passionate and creative writings for the Poetry Jam in THE Hub.
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SCHOOL LIFE
HILLER INSTINCT ROBOTICS TEAM WINS STATE CHAMPIONSHIP
Congratulations to the Hiller Instinct robotics team on winning the FIRST Robotics Delaware State Championship! In addition to winning the championship, Tower Hill won the Control Award— which celebrates a team that uses sensors and software to increase the robot’s functionality in the field—and Ben Jordan ’23 was named a Dean’s List Finalist for demonstrating leadership, technical expertise and creativity. Bravo to Coaches Haine and Soistmann and the entire team on an extraordinary day and victory!
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BOYS’ BASKETBALL STATE CHAMPIONS HILLERS MAKE HISTORY BY WINNING STATE CHAMPIONSHIP
The boys’ basketball team won the state championship for the first time in Hiller history! The Hillers defeated No. 1 seed Salesianum 79-43, tying the largest margin of victory in the 55-year history of DIAA Boys’ Basketball Tournament championship games. Congratulations to Coach Pat Kaiser ’02 and the entire team on an amazing, history-making season!
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SCHOOL LIFE
IT’S A THREE-PEAT!
GIRLS’ SWIMMING WINS STATE CHAMPIONSHIP FOR THIRD CONSECUTIVE YEAR
The girls’ swim team won the state championship for the third consecutive year! Lainey Mullins ’23 won her fourth consecutive state championship in the 200 Free and broke the state record! She also defended her state championship in the 500 Free. Sydney DeBaecke ’22 won her third state championship in the 100 Back and finished second in the 200 IM. Grace Gilbert ’24 reached the podium in the 100 Free, finishing in third place. Mullins, DeBaecke, Gilbert and Brooke Griffin ’23 won the state championship and broke state records in both the 200 Free Relay and 400 Free Relay. This was the fourth consecutive year Tower Hill has won both the 200 Free Relay and 400 Free Relay. Congrats, Hillers!
BOYS’ SWIM TEAM PLACES FIFTH The boys’ team placed fifth in the state championship. Tom Conaty ’23 earned his second consecutive state title in the Boys’ 50 Free. Conaty also reached the podium in the 100 Free, finishing in third place, and the 200 Free Relay, finishing in second place along with Jake Frietze ’22, Yaseen Belkadi ’22 and Jamie Brinsfield ’26.
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ATHLETICS
FALL AND WINTER SPORTS HIGHLIGHTS FOOTBALL The varsity football team finished the regular season 7-2 and earned the 7th seed in the DIAA Football Class 2A State Tournament, losing to Woodbridge High School in Round 2. FIELD HOCKEY The field hockey team finished its season 6-7-2. The team had a strong second half of the season and will look to build on this closing success heading into next year with many young players returning. CROSS COUNTRY The varsity girls’ and boys’ cross country teams each finished with 3-1 records in dual meets and strong performances in a number of highly competitive invitationals. Both teams ended their seasons in the DIAA State Championships at Brandywine Creek State Park. The girls’ team finished 10th in the state for Division II, and the boys’ team finished 12th in the state for Division II. VOLLEYBALL The varsity volleyball team finished the regular season 10-5 and earned the 17th seed in the DIAA Volleyball State Tournament. The team advanced in Round 1 on the road versus 16th seeded Archmere before ultimately falling in Round 2 versus 1st seeded St. Mark’s. The regular season was highlighted by the team’s thrilling comeback victory over Archmere after trailing in the match 2-0. BOYS’ SOCCER The varsity boys’ soccer team finished the regular season 8-6-1. An unforgettable highlight from the season was the team’s thrilling double overtime 1-0 victory under the lights of DeGroat Field in the pouring rain versus St. Andrew’s. Congratulations to Thomas Vanni ’23, who scored 22 goals in the season, the most scored by any player in a single season during head coach Chris Aitken’s 17-year tenure. GIRLS’ BASKETBALL The girls’ basketball team ended the season with a winning 12-8 record.
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SQUASH The squash team placed fourth in Division IV at the U.S. High School Team Squash Championships. The Hillers entered the tournament as the 10th seed before upsetting both the seventh and second seeds on their run to the semifinals. WRESTLING The wrestling team won the DISC Championship for the fourth consecutive year and competed in the DIAA Independent Qualifier, with 10 Hillers earning a spot on the podium and a fifth place finish overall as a team. Aiden Pratt ’25, Brady Koch ’24, Drew Pratt ’23, Shane Pierce ’25, Jack Duffy ’24, Anthony Lucian ’23 and Brendan Hickey ’22 competed in the DIAA Individual State Tournament. Three wrestlers earned spots on the podium at the DIAA Individual Championships. Jack Duffy ’24 was a state finalist at 145, finishing in second place after upsetting both the second and third seeds on his way to the finals. Anthony Lucian ’23 placed fourth at 170, and Drew Pratt ’23 placed fifth at 126. As a team, the seven qualifying wrestlers earned the fourth most points among Division 2 schools and finished 11th overall in the state. INDOOR TRACK AND FIELD The indoor track and field teams competed in the DIAA Indoor Track and Field Championship Meet, with four individual athletes and two relay groups earning top 10 finishes in the state for their respective events. Those top 10 finishes are as follows: • • • • •
Reagan Squire ’25 - Girls’ High Jump: 5th place Vincent Grillo ’23 - Boys’ Shot Put: 6th place Dominick Pietlock ’23 - Boys’ Long Jump: 6th place Brianna Chi ’23 - Girls’ 800 M: 9th place Zoe Heifetz ’24, Jalyn Miller ’22, Campbell Zehner ’22 and Brianna Chi ’23 - Girls’ 4 x 800 M Relay: 6th place • Alex Rice ’25, Zoe Heifetz ’24, Bella Gattuso ’22 and Ava Tatasciore ’23 - Girls’ 4 x 400 M Relay: 10th place
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OPENING DAYS
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2 1. Head of School Bessie Speers greets students on the first day of school. 2. Kindergarten teacher Janel Hall ’16 and a Lower School student. 3. Lower School teacher Mary Jane Martin helps students with an activity. 4. Head of School Bessie Speers greets a Lower Schooler.
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OPENING DAYS
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5. Head of School Bessie Speers welcomes students at the all-school opening assembly. 6. Director of Upper School Admission Bill Ushler and Zoey Ushler ’25 get breakfast at J.R.’s Cafe, which is named after beloved former English teacher John Robinson and offers smoothies, coffee, snacks and more. 7. Upper School students gather in THE Hub. 8. Lower School students toss a beach ball at the all-school opening assembly. 9. Parents walk their Lower School student to school.
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HALLOWEEN
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5 1. A preschooler parades through the Lower School hallway. 2. and 3. Lower Schoolers show off their costumes on the du Pont Theatre stage. 4. Middle School field hockey team members wear their costumes to practice. 5. Middle School English teachers Kathryn Reese, Jill Zehner and Laurie Edinger dress up as “Ice Ice Baby.” 46
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THS IN PHOTOS
THANKSGIVING
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1. Head of School Bessie Speers and Associate Head of School Anthony Pisapia recognize Madeline Mojica, who leads Tower Hill’s cleaning services team, during the all-school Thanksgiving assembly. 2. A Middle School student shares a message of gratitude. 3. The Upper School concert choir performs. 4. Marty Coyne ’23 shares what he is thankful for. 5. Upper School musicians perform. Tower Hill Bulletin
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TREE TRIM
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THS IN PHOTOS
GLOBAL
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3 1. Second graders learn about Día de los Muertos (Day of the Dead). 2. Upper Schoolers perform a traditional Chinese fan dance. 3. Aileen Zhang ’26 performs a tai chi dance. 4. Middle School Spanish teacher Carmen Martinez teaches students about Día de los Muertos. 5. Middle School students celebrate different cultures during their Winter Olympics. 6. Lower School parent Monica Patel teaches second graders about Diwali.
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ARTS 1
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6 1. and 2. Upper Schoolers perform in the fall play, Puffs, a twist on a familiar story about kids, wizardry and magic. 3. Middle and Upper School art teacher Torrey Kist helps a student with her sculpture. 4. Band Director Scott Zeplin conducts rehearsal outside on a beautiful fall day. 5. Upper School Band Director Drew Keim and the Guitar Ensemble perform at the winter concert. 6. and 7. Second graders and their family members attend the annual hoedown.
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8. Kindergartners perform their musical. 9. Theater teacher Renee Liciaga leads a Lower School class. 10. An eighth grader upcycles an old book into a prop for Puffs, the fall play. 11. Benjamin Miao ’22 plays the cello for Lower School students in THE Hub. 12. A Middle School student performs at the winter orchestra concert. 13. A Middle Schooler works on a sculpture in art class.
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FOUNDERS’ DAY
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1. The tiger mascot embraces a Lower School student (and they happen to be brothers!). 2. Brendan Hickey ’22 leads the school in a cheer. 3. Middle Schoolers show their school spirit. 4. Middle Schoolers pose with Head of Middle School Tim Weymouth, dressed as Tower Hill’s first Head of School, John Davis Skilton. 5. The Upper School band performs at the pep rally. 6. Upper Schoolers show their school spirit.
HOMECOMING
HOMECOMING
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6 1. Upper Schoolers pose for a photo. 2. Tori Maxmin Gravuer ’86 and Diana Wardenburg Maxmin ’55. 3. Randall and Marina Attix. 4. Head of School Bessie Speers, Ellen Jamison Kullman ’74 and Michael Kullman at the Kullman Commons ribbon-cutting. 5. Director of Athletics Steve Cacciavillano at the inaugural Athletic Hall of Fame induction ceremony. 6. Jack Smith is recognized with a Founders’ Achievement Award. 7.7 Parents, students, faculty and alumni gather at the ribbon-cutting ceremony for the Neela Patel Center for Innovation - THE Hub. Tower Hill Bulletin
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ALUMNI AWARDS
The 2021 Distinguished Alumni Award and Young Alumni Award were presented to Anne Cascells ’76 and Nick Patel, M.D., ’06, respectively, during Homecoming Weekend. The Alumni Awards recognize alumni who exemplify the qualities of a Tower Hill graduate, have distinguished themselves among their peers and have been involved with the school through volunteer work, contributions or other ways. DISTINGUISHED ALUMNI AWARD Anne Casscells ’76 is a managing director, co-president and chief investment officer of Aetos. Prior to cofounding Aetos Alternatives Management in 2001, Casscells was chief investment officer of the Stanford Management Company, where she was responsible for the investment of over $10 billion in endowment funds and other assets on behalf of Stanford University. Prior to assuming her position as CIO in 1998, she served as managing director of Investment Policy Research, where she was responsible for asset allocation and for the endowment’s absolute return investments. Prior to joining the Stanford Management Company, she was a vice president in Goldman Sachs’ fixed income division and an analyst at Morgan Stanley & Company. Casscells graduated from Tower Hill in 1976 and went on to earn a B.A. in British studies, cum laude, from Yale University, and subsequently an M.B.A. from the Stanford Graduate School of Business, where she was an Arjay Miller Scholar. Casscells has been an active volunteer, serving as a board member, finance and investment committee chair, and fundraiser. At Stanford, she has served
as a trustee of the Stanford GSB Trust (the business school endowment) and as coordinator of the LGBTQ alumni chapter. She has also funded fellowships at Stanford for business school students planning careers in the nonprofit field. At Yale, she serves on the Dean’s Leadership Council for the School of Nursing, where her priority has been financial aid for nursing students. In October 2020, Casscells was honored at the Silicon Valley Business Journal Women of Influence Awards as one of the 100 most influential women in the Silicon Valley.
Grady Memorial Hospital, one of the busiest trauma centers in the nation. While in residency, Patel performed research on the anterior approach for hip replacement along with methods to reduce infection in joint replacement.
YOUNG ALUMNI AWARD Nick Patel, M.D., ’06 is a joint replacement specialist at Delaware Orthopaedic Specialists. After graduating from Tower Hill in 2006, he earned a dual degree in biology from Emory University and biomedical engineering from Georgia Institute of Technology and his medical degree from Emory University School of Medicine. He completed his residency in orthopaedic surgery at Emory, and his training included high volume elective surgeries at a dedicated Orthopaedic Hospital along with extensive trauma experience at
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After residency, Patel pursued a prestigious fellowship in hip and knee reconstructive surgery at Harvard University’s Brigham and Women’s Hospital. He has extensive training in both primary and complex/ revision joint replacement. Patel also has a particular interest in the anterior approach for hip replacement, partial knee replacement and use of robotics in joint replacement surgery. Patel is a member of the American Association of Hip and Knee Surgeons (AAHKS) and the American Academy of Orthopaedic Surgeons (AAOS). His current research interests include integrating his engineering background with clinical medicine to improve outcomes in joint replacement patients.
HOMECOMING
REUNION 2021 CLASS OF 1971
50th REUNION Class of 1970
Class of 1965
CLASS OF 1970
50th REUNION
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REUNION 2 0 2 1
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HOMECOMING
CLASS OF 1996
25th REUNION
CLASS OF 1995
25th REUNION Tower Hill Bulletin
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THS 100 Centennial Campaign
Closing Celebration May 5, 2022 6-8 p.m. Join us!
Join us for our THS 100 Centennial Campaign Closing Celebration on May 5, 2022. All alumni, parents, students, faculty, staff and friends—past and present—are invited to take part in celebrating the completion of the Tower Hill 100 Centennial Campign! Register at towerhill.org/RSVP
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FOUNDATION PLAYS CRITICAL ROLE IN DEVELOPMENT OF THS CAMPUS BY MELISSA PIZARRO, ASSOCIATE DIRECTOR OF ADVANCEMENT
Crystal Trust, the Wilmington-based foundation led by Trustee and loyal Tower Hill alumnus Irénée “Brip” du Pont, Jr. ’38, has played a critical role in the development and modernization of the Tower Hill campus for more than two decades. In 1999 and 2001 Crystal Trust provided two leadership grants totaling over $1 million in support of The Campaign for Tower Hill – Phase I. This initial campus improvement initiative saw the reconfiguration of the Middle and Upper Schools and the renovation of just about every classroom in each division. In 2004, Crystal Trust provided a major gift in support of a new music building on campus, which helped fund the creation of a magnificent new music facility for our talented student musicians and the conversion of the existing space to additional prekindergarten classrooms. In 2006, a leadership grant was received in support of The Campaign for Athletics at Tower Hill – Phase II. Crystal Trust provided its fifth grant to Tower Hill in 2015 to help establish and develop a sustainable archival program, which was especially significant in preparation for Tower Hill’s Centennial celebration in 2019.
“THE Hub is a great place to study and collaborate with friends! The atmosphere is always vibrant, and it encourages me to be productive during free periods,” Rebecca Hankins ’22 said.
TOWER HILL 100
CRYSTAL TRUST
“This grant has enabled us to capitalize on the timing and delivery of this much needed learning space—a center in which students will have the opportunity to share ideas and opinions, engage in independent research and take part in collaborative teaching and learning. This new space supports Tower Hill’s strategic plan and mission of academic excellence and innovative programs. We are so grateful for the trust, partnership and commitment demonstrated by Crystal Trust,” Head of School Bessie Speers said.
This past December, Tower Hill became the fortunate recipient of a sixth leadership grant from the foundation to complete work on the Neela Patel Center for Innovation - THE Hub, which opened to students in fall 2021. In less than a year since opening, this dramatically renovated space has already become an invaluable addition to the Tower Hill campus. THE Hub features an Innovation Center, a suite of spaces that encourage collaboration, creativity and entrepreneurship, as well as an interactive visual display wall, digital design classroom and fabrication lab with 3D printing; an expanded Teaching and Learning Center; Resource Commons; expandable classrooms; and a biophilic design, featuring increased natural light and a green vegetated wall surface, which increase occupants’ connectivity to the natural environment.
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ENDOWED FUNDS
THREE NEW ENDOWED FUNDS ESTABLISHED DURING HOMECOMING WEEKEND BY MELISSA PIZARRO, ASSOCIATE DIRECTOR OF ADVANCEMENT
There was much to celebrate during Homecoming and Reunion Weekend 2021, which took place Oct. 1-2. In addition to being the first time since the Centennial celebration in 2019 that the entire Tower Hill community was invited to gather in-person on campus, Tower Hill officially announced and celebrated the creation of three new funds established in honor of three outstanding members of the Hiller community. DR. ELLIS A. WASSON FUND FOR FACULTY DEVELOPMENT In honor of both their 25th reunion and beloved former Tower Hill teacher Dr. Ellis A. Wasson, the Class of 1996 initiated a fundraising effort to establish an endowed fund to support Tower Hill faculty: The Dr. Ellis A. Wasson Fund for Faculty Development was established and endowed in 2021 by the Tower Hill Class of 1996 in honor of their 25th reunion celebration and the profound impact beloved history teacher Dr. Wasson had on Tower Hill School and his students during his tenure from 1991-2014. Annual income from this endowment will provide funding for teachers to participate in professional development opportunities. An anonymous member of the Class of 1996 has pledged to match, dollar for dollar, all gifts to this fund up to a maximum of $25,000 made by June 30, 2022.
DWAYNE B. HICKS ’86 MEMORIAL STUDENT ASSISTANCE FUND During halftime of the Homecoming football game, Elizabeth McMillan Splaine ’86 read a beautiful tribute to friend and former classmate Dwayne Hicks ’86, who passed away in October 2020. As announced in last spring’s Bulletin, the Class of 1986 began fundraising in earnest for a permanent endowment fund that would support the Non-Tuition Student Assistance Fund at Tower Hill, helping families who receive financial aid cover the additional costs of books, athletic equipment and technology needs, enabling these students to participate in all aspects of student life. Thanks to the generous Class of 1986, friends of Dwayne, and an anonymous donor’s promise to match all gifts to this fund dollar for dollar up to a maximum of $50,000 through June 30, 2021, this fund reached endowment level by the end of the fiscal year.
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The $1:$1 gift match is still in effect! To make a gift—and effectively double the impact of your donation—to the Dr. Ellis A. Wasson Fund for Faculty Development, please visit towerhill.org/makeagift, and enter “Dr. Wasson Fac. Development” on the “Endowment Fund” line.
encompasses Dwayne’s core character values of generosity, perseverance and enthusiastic teamwork.
JACK SMITH TEACHING EXCELLENCE AWARD FUND
to this endowed fund may be made online by visiting towerhill.org/makeagift and entering “Jack Smith Teaching Award” on the “Endowment Fund” line.
After 45 years of extraordinary service to Tower Hill School, faculty member Jack Smith retired at the end of the 2020-2021 academic year. Mr. Smith was hired in 1976 as an Upper School math teacher, yet in true Multa Bene Facta fashion, his impact through additional roles spanned all three divisions and generations of Hillers. Mr. Smith was honored for his contributions to the Tower Hill community on Homecoming Weekend during the Alumni Reunion Reception on Saturday evening.
To make a gift to the Dwayne B. Hicks ’86 Memorial Student Assistance Fund, please visit towerhill.org/ makeagift, and enter “Dwayne Hicks Memorial Fund” on the “Endowment Fund” line.
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This remarkable effort also resulted in the renaming of The Dwayne B. Hicks ’86 Memorial Spotlight Wrestling Match, which takes place each January. The inaugural event named for Dwayne took place on Jan. 22. The presentation of the inaugural Dwayne B. Hicks ’86 Memorial Award is due to take place later this spring at the Upper School Awards Ceremony. This Award honors the Upper School wrestler who
As a way of honoring Mr. Smith, the creation of the Jack Smith Teaching Excellence Award in Mathematics was announced in May 2021 (and celebrated again in October), which will honor a Tower Hill math teacher every two years in perpetuity and provide a stipend for professional development. A generous leadership gift from the Langlois Family has spearheaded this initiative; additional contributions
NAMED AND ENDOWED FUNDS Tower Hill is fortunate to receive gifts to endowed funds each year, which are vital to keeping the budget in balance and maintaining the quality and breadth of the school’s programs. Tower Hill is most appreciative to the generous donors who have established these funds and to those who continue to contribute to them. FACULTY SALARIES Charles H. Arrington III Faculty Chair in Science Established and endowed in 1989 with a grant from the Regenstein Foundation in memory of Charles H. Arrington III ’63 for Science Department faculty salaries. Faculty Salary Fund Established and endowed in 1987 with a grant from the Longwood Foundation.
Timothy B. Golding Faculty Chair in English Established and endowed in 2005 by the Trustees in honor of Timothy B. Golding, Tower Hill Headmaster from 1986-2005. William L. Kitchel II Faculty Chair Established and endowed in 1979 by the Trustees in memory of William L. Kitchel II ’47, Tower Hill Trustee from 1971-1978.
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James W. Williams Faculty Salary Fund Established and endowed in 2005 in memory of James W. Williams, Tower Hill faculty from 1934-1952, by Mrs. James W. Williams, Carol C. Williams ’55, Patrick L.M. Williams ’58 and Ruth W. Cornelison ’61. Income is to be used to support salaries of Tower Hill School faculty. FINANCIAL AID African American Scholar Endowment Fund Established in 2016 with gifts to Tower Hill School by alumni, parents and grandparents in support of the outstanding opportunity that Tower Hill provides to students. Income will provide financial assistance for one or more African American students entering Tower Hill in Grades 7 through 12 who demonstrate academic excellence and ambition with an aptitude in athletics and the arts. David C. Altrock Memorial Fund Established in 2000 with a bequest from Joan Roberts Altrock, this endowed fund was given in memory of her husband, David C. Altrock ’42. Each year, income from the fund is used to award financial aid to students attending Tower Hill School. Alumni Association Financial Assistance Fund Established in 1996 by the Alumni Association with proceeds from Tower Hill’s golf outing. Annual income supports one or more financial aid awards for students enrolled in prekindergarten through Grade 12. The William W. & Mary Y. Beck Memorial Fund This endowment was established in 2005 by William W. Beck. Jr. ’57, Laurence H. Beck ’58 and Sally Beck Baker ’62 in honor of their parents, William and Mary Beck. The proceeds of this fund are used to award, annually, need-based financial aid to one or more Tower Hill students enrolled in prekindergarten through Grade 12. John Buonocore III Memorial Financial Aid Award This endowment was established in 2004 in memory of John Buonocore III ’83, with gifts from family and classmates. Income supports one or more financial aid awards for students enrolled in Grades 9 through 12 who demonstrate athletic ability. Class of ’57 Financial Aid Fund Established by the Tower Hill Class of ’57 in celebration of their 50-year Tower Hill Reunion in 2007. Income to be awarded, annually and in perpetuity, to a Tower Hill student (or students) “as
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a sign of our gratitude for the fine education, the friendships and other deep gifts we received at Tower Hill School near the start of our life’s journey.” Class of 1969 Scholarship Fund This endowment was established in 2019 by the Tower Hill Class of 1969 in honor of their 50th reunion celebration. Income is awarded annually to a student who demonstrates “talent and moxie” and would not otherwise have the opportunity to attend Tower Hill. Ruth J. Davis Financial Aid Fund This award was established in 1996 in memory of Ruth Jo Davis ’75, with an initial gift from her husband, Robert J. Schmitt. Income is used to award financial aid to a female student in the Upper School who has demonstrated proficiency in mathematics and/or the sciences. Arthur F. DiSabatino Financial Aid Fund This endowment was established in 2002 in memory of Arthur F. DiSabatino, father of David ’83, Steven ’85 and Timothy ’93. Income is used to award financial aid to a student (or students) enrolled in prekindergarten through Grade 12 who demonstrate high moral character and genuine compassion toward his or her peers. Harry E. DiSabatino Financial Aid Fund Established in 1976 by Mr. and Mrs. Clarence E. DiSabatino Jr., this endowed fund is in memory of their son, Harry ’73. An award is made each year to the boy or girl in the Middle or Upper School whose all-around qualities of enthusiasm, energy, concern for others, and athletic interest and ability would reflect Harry’s qualities. Diversity Financial Aid Fund This endowment was established in 2002 with an initial gift from Margaret Aspril Boyer ’33, to promote ethnic diversity among students. Annual income supports one or more financial aid awards for students enrolled in prekindergarten through Grade 4. Flynn Family Scholarship Fund The fund, established and endowed in 2014, was inspired by the sacrifices made by Frances and Jimmy Flynn, both Delaware school teachers, to give their children (Jack THS ’81, Jim WFS ’82, Terry THS ’85, Tracey SMHS ’86, Dan THS ’89, Michael THS ’91) extraordinary educations. The goal of the Flynn Family Scholarship Fund is to pay forward on their vision: that a Tower Hill education should be in reach for those willing to make it a priority. The
Elizabeth A. Garrigues ’45 Financial Aid Fund Established in 2006 and endowed in 2013 by Elizabeth Garrigues ’45, annual income supports one or more financial aid awards for students enrolled in the Lower School. Hyde Family Scholarship Fund Established in 1990 with an initial gift from Mrs. George A. Hyde, this endowed fund honors all members of the Hyde family who attended Tower Hill School. Annual income supports one or more financial aid awards for students enrolled in Grades 7 through 12. The Chip MacKelcan ’67 Scholarship Established and endowed in 2011 with a gift to Tower Hill School to honor alumnus Chip MacKelcan for his years of dedication and service as an independent school educational leader. Grace Houck Margraf Scholarship Fund Established in 2018 by Mark Bussard ’90 and his family in honor of Mark’s grandmother Grace Houck Margraf. This fund celebrates Grace’s love for family and friends by providing qualified students with limited means the opportunity to benefit from a Tower Hill education. Income from this fund will be awarded each year to a student who shares Grace’s warmth, kindness, sense of humor and love for the outdoors. Rosa ’34 and Ellice McDonald Endowed Scholarship The Rosa ’34 and Ellice McDonald Endowed Scholarship was established and endowed in 2019 with a generous gift from the Ellice and Rosa McDonald Foundation. Income will be awarded annually to an exceptional student who demonstrates financial need and academic promise enrolled in Grade 9 through 12. John E. Newlin Jr. and Barbara C. Newlin Endowed Fund Established and endowed in 2008 with an initial gift from John E. Newlin Jr. and Barbara C. Newlin. Annual income is used for financial aid awards. John C. Pierson Jr. ’59 Scholarship Fund Established by John C. Pierson III ’87, Corbin Pierson Woods ’89 and Tucker T. Pierson ’93, in memory of
their father John C. Pierson Jr. ’59, Tower Hill School alumnus, teacher, coach and parent from 1968-2009. The merit-based scholarships are awarded to newly admitted 9th grade students for their demonstrated commitment to excellence, community involvement and service and athletics.
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fund will assist with tuition for students entering or continuing in the Upper School at Tower Hill who have demonstrated academic excellence and ambition, with promise in athletics, music or the arts.
Sawyer Family Scholarship Fund Established in 2020 by Murray and Randy Sawyer in honor of the Sawyer family legacy at Tower Hill School. This scholarship fund celebrates the Sawyer family’s commitment to the value and power of education by providing a qualified student with very limited means the opportunity to benefit from a Tower Hill education. Income from this fund will be awarded each year to an incoming Middle or Upper School student who resides in the city of Wilmington and who exemplifies the school’s motto, Multa Bene Facta, in all facets of student life. Spiller Financial Aid Fund Gifts to Tower Hill School in memory of Paul and Judy Spiller and their sons, Harvey and David, were used to establish this endowed fund in 1989. Each year, an award is made to a Lower School boy or girl deemed especially noteworthy as a school citizen and student. James W. Straub Financial Aid Fund Established and endowed in 2005 with gifts to Tower Hill School in memory of alumnus James W. Straub ’62 and Tower Hill faculty from 1989-2005. Income will be awarded, annually, by members of the Faculty Fund to Aid Students (FFAS) to a male athlete in the Upper School. Charles S. Sutton ’31 Memorial Scholarship Fund Established and endowed in 2017 with a gift from the Edna M. Sutton Trust. Income will be awarded annually for need-based academic scholarships to one or more Tower Hill students enrolled in prekindergarten through Grade 12. The Whittington Family Financial Aid Fund Established in 2019 by Marna Cupp Whittington, Ph.D., and Thomas D. Whittington, Jr. Annual income supports financial aid awards to a student or students enrolled in prekindergarten through Grade 12. William L. Wild Financial Aid Fund The William L. Wild Financial Aid Award was established and endowed in 1991 with gifts to Tower Hill School in memory of Bill Wild, long-time member of the faculty from 1937-1975. An award is
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made annually to a student enrolled, or who wishes to enroll, at Tower Hill who has demonstrated academic ability. PROGRAMS AND AWARDS Algard Fund Established and endowed by the Class of ’59 in memory of Harry E. Algard, Tower Hill faculty member from 1942-1958, for the Algard Mathematics Award. Arsht Fund Established and endowed in 1981 by Mr. and Mrs. S. Samuel Arsht in memory of their daughter Alison Arsht ’61 for the Arsht Leadership Award. Baetjer Fund for Faculty Development Established and endowed in 2017 to honor Harry Baetjer for his 47 years of service to Tower Hill. The fund supports faculty through professional development and stipended summer opportunities. Buckles Fund Established and endowed in 1986 in memory of Cecile M. Buckles, Tower Hill faculty member from 1926-1965, for the program of instruction of English language and composition and the Buckles Award. Carolyn Ackart Bussard ’39 Faculty Fund Established in 2018 by Mark Bussard ’90 and his family in honor of Mark’s grandmother Carolyn Ackart Bussard ’39. Selfless, generous and altruistic, Carolyn loved Tower Hill. She rarely missed an opportunity to cheer on one of Tower Hill’s athletic teams or to participate in the school’s Tree Trim. Income from the fund will provide funding for teachers and coaches to pursue graduate studies and/or participate in professional development opportunities.
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enable the Lower School library to buy books and audio/visual supplies. The fund is given “in gratitude for Tower Hill’s nurturing us all to read for both learning and pleasure.” Class of ’66 “Of Wilmington and the World” Fund Established and endowed by Tower Hill’s Class of ’66 for their 50th reunion as a way to recognize and honor a Tower Hill student in the Upper School who has demonstrated, through superior academic work and extracurricular pursuits, that he or she is an engaged citizen of the world with a strong interest in and commitment to the world outside of Tower Hill. Ehret Fund Established and endowed in 1982 in memory of Lisa O. Ehret ’72, for an annual art scholarship and the Ehret Art Award. English Department Faculty Development This fund was established and endowed in 2004 by a Tower Hill family whose child was inspired by Corinne C. Bailey, Tower Hill faculty member from 1979-2004, in honor of her retirement. Annual income is used to provide professional opportunities for English Department faculty. Haon Fund Established and endowed in 1991 by Anne Haon Cook ’47 and Harry J. Haon III ’52 in memory of their father Harry J. Haon Jr., Tower Hill Trustee from 1943-1955, for the Haon Art Award.
Bythewood Fund Established and endowed in 2000 in memory of Barbara H. Bythewood, Tower Hill faculty member from 1988-1999, for the reading program.
Dwayne Hicks ’86 Memorial Student Assistance Fund The Dwayne Hicks ’86 Memorial Student Assistance Fund was established by the Class of 1986 in 2021 in honor of their 35th reunion and in memory of their dear friend and classmate, Dwayne Hicks. This permanently endowed fund helps Tower Hill families who receive financial aid cover the additional costs of books, athletic equipment and technology needs, enabling these students to participate in all aspects of student life.
Cartmell Fund Established and endowed in 2000 in memory of Terry Cartmell, mother of Katie ’02 and Jamie ’04, for the Spanish language program.
Home and School Faculty Development Fund Established and endowed in 2004 by the Tower Hill Home and School Association. Annual income is used to provide professional opportunities for faculty.
Class of ’56 Library Fund This fund was established by Tower Hill’s Class of ’56 in celebration of their 50th reunion in 2006. Support from it, provided annually and in perpetuity, will
Hughes Fund Established and endowed in 1992 in honor of P. Edward Hughes, Tower Hill faculty member from 1958-1992, by his children for the Hughes History Award.
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Jennings Fund Established and endowed in 1990 in memory of Lorie S. Jennings, mother of Elizabeth ’97 and Pam ’01, for Lower School activities and programs. Library Book Endowment Fund Established in 2003, the fund offers an opportunity to honor or remember a special person or group. For the acquisition of new books in an area specified by the donors. Rosenthal Modern Language Fund Established and endowed in 2003 by Ruth Ganister and Tony Rosenthal in recognition of the Tower Hill education received by their son, David J. Rosenthal ’03. For the acquisition of materials, other than textbooks, to aid in the teaching of modern languages. The Walter S. & Beverley W. Rowland Historical Awareness Award Endowed Fund Awards a 7th grader who writes the best essay on the subject: Why historic preservation is important to me and my community. The winning student receives a prize certificate and a gift certificate for the purchase of books. He or she also reads the essay at the Middle School Awards Assembly. An additional amount is donated to the Middle School History Department that may be used either to fund a visiting lecturer or to increase the library holdings in the history field. The award was established in 2000, with the endowed fund instituted in 2006. William R. Smith Endowed Fund for FFAS The William R. Smith Endowed Fund for Financial Assistance was established and endowed in 2009 to honor one of its Faculty Fund to Aid Students (FFAS) founding members, William R. Smith. This endowment provides continual support to FFAS and is a reminder to our community of the commitment to Tower Hill School—its values and ideals—that Bill Smith and other faculty members, past and present, maintain.
Student Assistance Endowment Fund The Student Assistance Endowment Fund was established in December 2019 through a generous grant from the Laffey-McHugh Foundation. This endowment helps to provide the full Tower Hill experience for students receiving need-based aid, allowing them to participate in all aspects of student life. Annual income supports non-tuition costs for items such as books, athletic gear and equipment, and technology needs—specifically personal computers required for seventh through 12th graders.
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Gretchen Hupfel Art Fund Established and endowed in 2004 in memory of Gretchen Hupfel ’82, by family, classmates and friends. Annual income is used for the acquisition of art for Tower Hill School’s permanent collection and to support lectures held in conjunction with art purchases.
Tower Hill Forum Established and endowed in 1998 by the Rappolt family to honor Gabrielle ’93, Sarah ’96 and Bill ’99 and in recognition of the dedication, scholarship and professionalism of the Tower Hill faculty. Annual income is used to bring experts and scholars to Tower Hill to speak to students about themes related to history, citizenship and international affairs. The Dr. Ellis Wasson Fund for Faculty Development The Dr. Ellis Wasson Fund for Faculty Development was established and endowed in 2021 by the Tower Hill Class of 1996 in honor of their 25th reunion celebration and the profound impact that beloved history teacher Dr. Wasson had on Tower Hill School and his students during his tenure from 1991-2014. Annual income from this endowment will provide funding for teachers to participate in professional development opportunities. Sandy Weymouth ’60 Fund for Wellness The Sandy Weymouth ’60 Fund for Wellness was established in 2018 by the Anthony E. Weymouth Foundation and in honor of Anthony ‘Sandy’ E. Weymouth ’60. Selfless, generous and compassionate, Sandy loved Tower Hill and his experience at the school. Income from the Sandy Weymouth ’60 Fund for Wellness will provide funding for institution-wide training and programs each year at Tower Hill that support the physical, emotional, social and intellectual development of its students and parents.
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Clockwise from top: Jeff Liu ’84 at Graduation in 1984; Liu’s children, Caroline (The Lovett School ’25), Jackson (The Lovett School ’26), Daphne (Auburn ’23) and Abel (UVA ’22); Liu and his wife, Liz. 66
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ALUMNI
JEFF LIU ’84
ALUMNUS SHARES TOWER HILL EXPERIENCE Q&A WITH HEATHER WEYMOUTH LOWRY ’97, DIRECTOR OF THE ANNUAL FUND
Jeff Liu ’84 joined Tower Hill as a ninth grader in 1980. He graduated as a member of the Cum Laude Society receiving the inaugural Crichton Science Award, the Haon Art Award and the Trustees’ Award for Academic Excellence at his graduation in 1984. Liu was named the Presidential Scholar for Delaware in 1984. After graduating from Tower Hill, he received his B.A. from Harvard College and then went on to Stanford for his J.D./M.B.A. Where did life take you after graduating from Tower Hill? Tower Hill helped place me on an amazing life trajectory that I’m humbled by. I went to college at Harvard and graduate school at Stanford where I got an M.B.A. and J.D. I’ve been fortunate to have a front row seat to the technology revolution since the 1990s, as an investment banker and strategist—beginning in Silicon Valley and later globally, in cities like London, Paris, Berlin, Tel Aviv, Riyadh, Moscow, Shanghai and Sydney. And I’m thankful my life is anchored by my family: my wife Liz (Choate ’89 and Georgetown ’93), and four kids, Abel (UVA ’22), Daphne (Auburn ’23), Caroline and Jackson (The Lovett School ’25 and ’26). How did your experience as a Tower Hill student prepare you for college and the real world? I’m confident every alum over time reflects on our motto, Multa Bene Facta, and gains a deeper appreciation for the durability of that phrase. For me, it helped shape my philosophy for the “what and how” I want to accomplish in my life—even today as I look to work “in” a tech company as a founder, rather than “for” one as a consultant. More tangibly, THS challenged me to do great things outside of class—in sports, in the arts, for the community, as a leader and socially—and developed in me the confidence to try them and the discipline to try to do them very well. The familiarity of living Multa Bene Facta at THS supported me at so many points later in my life and career. Maybe as importantly, it’s helped me recognize when I can do better or to try something new. Which Tower Hill teacher or experience made the biggest impact for you? This is hard to answer because I remember fondly and gratefully every THS teacher I’ve had, and all their names after 40 years or so—which is more than I can say for my Harvard professors! I guess if you were to poll my kids, they would tell you that I frequently tell them (and anyone else who will listen) that becoming a great writer is one of the best things you can do in high school. My junior year English teacher, Mr. [Jim] Wood, gave me that gift, a foundation that has been invaluable. We read a lot of great literature in his class,
and he also showed me the difference between insight and banality, dry wit and sarcasm. I did not encounter many teachers like him in my life. I have to bend the rules and also name Mrs. Blanche Messick, even though she never taught me (I started in Upper School). Mrs. Messick was my best friend Tommy Messick’s mom, and throughout our friendship, she was like a second mom to me. Coming to THS from public school was a daunting experience for me, and Mrs. Messick was a loving presence in my life then. I’ll remember them both forever. What advice would you give to today’s Tower Hill students? Three things. First: Always be willing to take educated risks throughout your life, even if at first glance they feel very disruptive to your status quo. I would elaborate by emphasizing the educated qualifier to risks, but also underscoring the point of disrupting yourself (along your paths of education, career, leadership, philanthropy). That’s conceptual advice I can offer looking back, and which a founder of a large tech company recently told me is his “Long-term Regret Avoidance Model.” Elaborating some more: Tech is making the world move extremely fast, so be willing to leapfrog with it rather than just keep pace. Understand where you’re jumping, however. Are you passionate about the direction? Go for it. Will what you learn help offset the consequences of failure? Go for it. Will it make sense in the long run, even if it’s uncomfortable in the short term? Go for it. Second, some practical advice at the risk of sounding like a Boomer, which I am not! Read as much as possible, and be wary about how much social media impacts your daily behavior. Third: Nurture your Tower Hill relationships throughout life. THS is a very special place, and my classmates and I are constantly amazed how strong our friendships are, even in our 50s.
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CAROLYN SCHULTZ ’00 LOCATION MANAGER FOR HBO’S “INSECURE”
Q&A WITH AMY WOLF, ASSISTANT DIRECTOR OF COMMUNICATIONS AND MARKETING
Share a little about your career and what you’ve done since completing school. I graduated from the University of Miami in 2004 with a Bachelor in Communication majoring in both motion pictures and economics. After graduation, I moved to Los Angeles to pursue a career in film and TV. I started by working in talent management for one year. Then I segued into production with my first job as a production assistant on “The O.C.” After a couple months, I was asked to join the location department and continued on the series for the final two seasons. I continued working as a key assistant location manager on “Chuck” (all five seasons), “First Sunday,” “Up All Night,” “Body of Proof,” “Franklin & Bash,” “Scandal,” “Love,” “Silicon Valley” and various pilots. After moving up to location manager in 2015 and soon after to a supervising location manager, my credits include “Silicon Valley” (seasons 3-6), “You’re The Worst” (seasons 3-4), “Euphoria” (Season 1) and “Insecure” (seasons 3-5). I have received two California On Location Awards—one in 2016 for Location Team of the Year for “Silicon Valley” (season 3) and the second in 2021 for Location Manager of the Year for “Insecure” (season 5). Why did you decide to pursue a career in the entertainment industry? I have always had an interest in math but also wished to work in a creative environment. College introduced me to various professions within the entertainment industry, and producing caught my attention. With location management, I have a creative outlet while also overseeing a budget. What specifically interested you in a career as a location professional? Well, when I was asked to join the location department, I didn’t know what that entailed. I think location manager was listed once in one book in my college film classes. All I knew from my two months as a production assistant is that the location department was rarely in the office. Once I did some research, I really liked the idea of being out on location each day. And having lived in Los Angeles for only 15 months at the time, I thought it would be a unique way to learn the city. Location management is also an excellent path toward becoming a producer.
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In your own words, what is a location professional? Location management comes down to communication, problem solving and establishing relationships both within the industry as well as the public. As a location manager, I am handed an outline, script or oftentimes in television a verbal breakdown of the story. All scenes scripted off the stage sets become my responsibility. I am to provide multiple options for the producers and director to select from, which all need to meet the production requirements (available for dates, time of day/night to film and within budget). I am in charge of coordinating all the logistics from crew prep, the shoot and wrap up, to the permits, contracts, insurance and payments, as well as with the neighboring community (whether homeowners or business owners). In addition, I set up all the parking and support areas that require ancillary rentals from outside vendors as well as additional agreements and permits. I work closely with cities, counties, the State of California along with police, fire and other jurisdictions to make sure each film shoot is prepared thoroughly.
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I really enjoy problem solving. There is often a need to pivot or find a creative solution.
What’s a typical day like at your job? There is no typical day as a location manager except they are all long (at least 12 hour days, often 15+ hours) and very busy with a lot of multitasking. There are days when I am breaking down scripts and thinking of the best location options for a scene; sitting in a van leading a director scout for hours or all day/night; negotiating contracts; obtaining permits and coordinating with the city, county and/ or state; in meetings or leading a meeting; making budgets; tech scouting with all the department heads, producers and director; overseeing a team of up to 15 assistant location managers whether they are scouting, planning a location or on location; on set myself; and ensuring everything for the rented properties is going smoothly. Usually a day is a combination of most of the above.
ALUMNI
How did you get a job working on “Insecure”? When the show was looking to make some changes after season 2, the executive producer/line producer whom I was working with on “Silicon Valley” asked me to join him on “Insecure.” Having an established relationship with HBO at the time, I was brought on for season 3.
What’s the best part of your job? The best part of my job is scouting. It’s a very special way to see the country. As a location manager, I am shown parts of cities and properties that I wouldn’t be able to otherwise. I have been all over LA from the underground tunnels that were once part of a secret society to the rooftop of the tallest building west of the Mississippi. I’ve worked with Clint Eastwood to film his office at Warner Bros. as well as Bill Gates’ in Kirkland, Washington. What do you enjoy doing outside of work? I enjoy traveling, reading, cycling, watching football and Formula 1, and mostly spending time with friends, my boyfriend and our two French Bulldogs. What was your experience like at Tower Hill? I had to work hard mainly in Middle and Upper School as test taking usually did not come easily for me. I always felt a lot of support from the teachers, many of whom would take extra time with me. As a “faculty child,” I remember spending a significant amount of my childhood and adolescence at school both before and after classes and sports. Though there were plenty of challenges, I have so many fond memories from classes, teachers, friends, sports/ meets, field trips, Tree Trims, Field Days ... the list can go on. How do you feel that Tower Hill influenced your life and career? My parents taught me the importance of a strong work ethic from a very young age. Tower Hill instilled in me that if you work hard you can accomplish anything. I am most grateful to Tower Hill for this credence. With this and my parents’ loving support, I had the determination to both move to Los Angeles alone at the age of 22 and to strive for a career that so many believed would not be possible.
What are you passionate about at work? I really enjoy problem solving. While prepping a location, there is always an issue that needs to be resolved—whether it’s scheduling, logistics such as how to get equipment into a location, a conflict with a city, or concerns within the community. There is often a need to pivot or find a creative solution. My position is not just to be creative in providing options for locations but also how to find a way to accomplish all of production’s requirements in the real world.
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REMEMBRANCES RULY CARPENTER ’58
Tower Hill mourns the loss of Ruly Carpenter ’58, a true Tower Hill giant. Ruly was a pillar of Tower Hill and a devoted trustee, alumnus, athlete, parent, grandparent, supporter and loyal fan. Over the years, he spent hours in the stands and on the sidelines, cheering on Tower Hill. Ruly cared deeply about Tower Hill and was an inspiration and friend to all of us. He will be sorely missed.
Ruly served on Tower Hill’s Board of Trustees from 1979 to 2002 and chaired the Buildings and Grounds committee from 1982 to 2002. His grandfather R. Ruliph M. Carpenter was one of Tower Hill’s 11 founders and served as a trustee from 1919 to 1937. In 2009, Tower Hill’s baseball field and stadium were named after Ruly Carpenter. The field was named Field of the Year for the mid-Atlantic region in 2010 by the National High School Baseball Coaches Association. Ruly cared deeply about every blade of grass and the upkeep of the infield; in early years he could even be found chasing any critters off the field! The Field House at Tower Hill is named after Ruly’s great uncle, Walter S. Carpenter, Jr., who was also a founder and trustee. While at Tower Hill, Ruly was a three-sport athlete playing football, basketball and baseball. He won 12 letters and gained all-state recognition in football and basketball (there was no all-state in baseball). The football team was a powerhouse during Ruly’s time with the 1956 and 1957 teams remaining undefeated and losing only one game in 1958. Ruly threw three no-hitters in baseball during his senior year. After starting and lettering in football and baseball while at Yale, Ruly went on to become a semi-pro baseball outfielder into his mid-twenties. He was a volunteer coach for Tower Hill’s baseball team in 1987 when the team
had a 20-1 record and won the state championship that year. Ruly’s influence continued as Tower Hill’s baseball team won Independent Conference titles consecutively from 1984 to 1992. Three generations of Carpenters have excelled in athletics at Tower Hill. Ruly will be inducted into Tower Hill’s Inaugural Athletic Hall of Fame when his family is able to be present to receive this honor on Ruly’s behalf. Ruly is a member of both the Delaware Baseball Hall of Fame and the Delaware Sports Hall of Fame. Ruly owned the Philadelphia Phillies from 1972 to 1981 and served as team president. The Phillies had been owned by his family since 1943, and he was only 32 years old when he took over, making him baseball’s youngest club president. By focusing on scouting and player development, Ruly built and led the team during its most successful time period, including winning the team’s first World Series in 1980. For those of us who were fortunate to spend time with Ruly, he had an exquisite combination of gentleness and strength, of wisdom and whimsy, and of seriousness of purpose and good old fashioned fun. Ruly told wonderful stories of his school days, and even included mention of a few lighthearted mischievous pranks. As former Head of School Tim Golding said, “Ruly dropped into my office regularly with his morning coffee and reminded me that as Head I would have found him to be a “challenging assignment.” Snowballs thrown from the school at passing cars, constant pranks on fellow students, including the honorable Mike Castle, and creative classroom antics all made me realize that the Ruly we now all love was a handful back in the day.” Most of all, when you were with Ruly, you knew how much he cared about others—students, teams, sportsmanship, friendship and family. We will miss his engaging way of listening and being present, his sense of humor, broad smile and that certain twinkle in his eyes. We have been fortunate to have had Ruly in our lives and as such an important member of the Tower Hill community and beyond. Ruly’s legacy runs deep at Tower Hill, and his spirit will be forever felt around campus and within our hearts.
Pictured: Stephanie Carpenter ’58, Pat Williams ’58, Ruly Carpenter ’58 and Head of School Bessie Speers; Bobby Carpenter ’81, Morgan Carpenter ’16, Stephanie Carpenter ’58 and Ruly Carpenter ’58. 70
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ALUMNI
MIKE KELLY ’75 Beloved member of the Tower Hill community Mike Kelly ’75 passed away in January 2022. Mike came to Tower Hill in the seventh grade, and his twin brother John also attended Tower Hill. Mike served as a Tower Hill trustee from 2001-2014 and was a member and leader on many committees. Through his service as a trustee, Mike shared his amazing wit and fun loving manner while also making a significant difference in strategic areas. He and his wife Deanna were proud Tower Hill parents to Joanna G. Kelly, Esq. ’10 and Michael P. Kelly, Jr. ’14. During his years at Tower Hill, Mike was elected class president and was an avid three-sport star athlete, excelling in football, wrestling and track. He was undefeated in wrestling during his junior and senior years and was state champion in the shot put for two years. Mike was a co-captain of the football team in 1974 and of boys’ track and field in 1975. He won the Tower Hill Athletic Award in 1975.
Mike went on to letter in football and track at Columbia University. He then attended Dickinson Law School and had a highly successful career as an attorney in Wilmington for 37 years. Mike also owned Kelly’s Logan House in Trolley Square where he generously hosted a holiday party for Tower Hill friends and alumni for many years. His legacy as a Tower Hill student, parent and trustee will surely live on, and his commitment to friends, family, alma mater and the greater community will never be forgotten. Pictured: Mike Kelly ’75 and John Kelly ’75; Michael P. Kelly, Jr. ’14, Mike Kelly ’75, Deanna Kelly and Joanna G. Kelly, Esq. ’10 at the Annual Alumni Holiday Gathering at Kelly’s Logan House in 2017.
CONDOLENCES William Lickle ’47 passed away on Aug. 19, 2021.
Andrew Cadot ’63 passed away on Jan. 17, 2022.
Lydia Richards Boyer ’49 passed away on Sept. 13, 2021. She served on the Board of Trustees at Tower Hill from 1971 to 1981.
Daphne Craven Reese ’65 passed away on Aug. 25, 2021.
Patrick Brill ’50 passed away on June 16, 2021.
Mike Kelly ’75 passed away on Jan. 10, 2022.
Robert S. Richards ’52 passed away on Aug. 29, 2021.
Lawrence Thomas Messick, Jr. ’84 passed away on Jan. 12, 2022.
Ruly Carpenter ’58 passed away on Sept. 13, 2021.
Damon Betz ’90 passed away in Aug. 2021.
Jane Waddell Baker ’56 passed away on Feb. 5, 2021.
Cammie Griffin, former teacher, Math Department Chair and Dean of Students who taught at Tower Hill from 1977-1993, passed away on April 5, 2021.
Ned Schroeder ’59 passed away on Aug. 20, 2021. Faith Canby Dillon Hentschel ’61 passed away on Sept. 9, 2021.
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CLASS NOTES
Clockwise from top left: Randolph Urmston ’62 and Barbara Bours Brady ’66 at the Seattle Art Museum; Holly Hoopes Hudimac ’73 and her husband with their corgis, Abby and Panda; Bob Brady, Barbara Bours Brady ’66, Dave Cain ’64 and Katrin Cain; Gerald Forney ’67 and his wife, Irene, with their grandchildren.
’50s
Richard May ’53 recently published a collection of short stories, “Witness for the Defense,” which draws upon his experiences observing people’s foibles and everyday curious encounters while serving the Delaware Bar for over three decades. May is a lifelong resident of Delaware and currently lives in Hockessin with Jean, his wife of nearly 50 years.
’60s
Berta and Wade Smith ’62 were in New York City in November and attended the annual Evacuation Day Dinner at Fraunces Tavern put on by the New York Society of Sons of the Revolution to celebrate 72
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the withdrawal of the occupying British troops from NYC in November 1793 at the end of the Revolutionary War. They walked across the Brooklyn Bridge, strolled the Brooklyn Heights Promenade, visited the grave of Wade’s ancestor buried in the beautiful Green-Wood Cemetery in Brooklyn, visited with Berta’s Brooklyn-resident cousin and her husband, and walked in Central Park on Thanksgiving Day. They had a very enjoyable lunch to catch up with classmates Hank ’62 and Pam Mendolia Abernathy ’62, who are Manhattan residents. Pam talked about her job at the J.P. Morgan Library and Museum, where she has handled many historical artifacts, such as a letter written by Alexander Hamilton. Hank is an artist in retirement
and has produced some very fine drawings, paintings and collages. In October 2021, Randolph Urmston ’62 and Barbara Bours Brady ’66 went to the Monet exhibit at the Seattle Art Museum. Bob Brady and Barbara Bours Brady ’66 stopped to see Katrin and Dave Cain ’64 in their new home in Kennett Square, Pennsylvania.
’70s
Holly Hoopes Hudimac ’73 retired on Oct. 4 from 34 years as a mortgage loan officer. She reports loving her free time, which is being taken up with projects around the house! She and her husband, Tony Hudimac, hope to spend more time
Recently, all four Hoopes siblings attended a family reunion in Lakeville, Connecticut, including Holly and her husband, Ruth Hoopes ’65, Tibbie Hoopes Field ’63, and Toby ’61 and Lesley Bissell Hoopes ’64. Tibbie has three children and eight grandchildren all under the age of seven, and Toby has two children and no grandchildren. Holly doesn’t have children but included a photo of herself, her husband and her Corgis, Abby and Panda. David P. Kozinski ’74’s second fulllength book of poems, “I Hear It the Way I Want It to Be,” was published by Kelsay Books on Jan. 18, 2022. The book’s original manuscript was a finalist for the Inlandia (California) Institute’s 2020 Hillary Gravendyke Prize. John Jornlin ’76 and his wife, Janet, welcomed their fourth grandchild in 2021.
’80s
Rod Ward ’83, president and CEO of CSC, was named Delaware Business Times’ CEO of the Year for large for-profit companies. Lee Leonard Podolsky ’85, founder and CEO of Breakwater Accounting & Advisory, was named Delaware Business Times’ CEO of the Year for small for-profit companies. On June 23, 2021, Tracy Graham Wenzinger ’86 was recognized for Excellence in Education by The Global Forum for Education and Learning. She was one of 100 teachers worldwide—and the only secondary school science teacher— honored for her significant role in inclusive learning in secondary school science. She currently teaches biology, chemistry, mathematics and physics at the International School of Tallinn in Estonia. Elizabeth Levy Gula ’88 was recently promoted to Managing Director, Head of Cards and Marketing Platforms, where she
works at Barclays Bank US in Wilmington, Delaware.
’90s
ALUMNI
at their home in Naples, Florida. Her husband still has his own CPA practice in Purcellville, Virginia, but can luckily work from Naples.
Elizabeth Noseworthy Fitzsimmons ’91, a career member of the Senior Foreign Service, Class of Minister-Counselor, was nominated in August by President Biden to be the next United States Ambassador to the Togolese Republic. Elizabeth Jennings ’97 celebrated 20 years at The Coca-Cola Company.
’00s
Maggie Giddens ’02 was a field hockey referee in the 2021 Olympics in Tokyo, Japan. Nick Patel ’06 joined Delaware Orthopaedic Specialists as a joint replacement specialist.
’10s
Natasha Qureshi ’11 is a second year pediatric resident who recently rotated through the adolescent clinic at Children’s National Hospital in Washington, D.C., where she met fellow Tower Hill alumna Anisha Abraham ’86. Abraham writes, “I asked Natasha where she was from, and she said the Philly area. I asked exactly where, and she said Delaware. I responded where in Delaware, which is when she told me she grew up in Hockessin right near my parents’ home. I then asked what school she went to, and she said Tower Hill class of 2011! Needless to say, it was very exciting to meet a few a fellow Tower Hiller at work, especially since she’s considering a fellowship in adolescent medicine (my specialty).”
Anisha Abraham ’86 and Natasha Qureshi ’11
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CLASS NOTES
Charlie Quimby ’17 returned from Scotland in June after graduating from St Andrews and began working as a communications assistant in Governor Carney’s office in July. Kevin Zittlau ’17 lives in Richmond, Virginia, and is employed as a software developer with Paymerang after graduating from Clemson University in May 2021.
Justin Sharpe ’18 graduated from Penn State University with a degree in finance in December. Sharpe made the Dean’s list every semester of matriculation. He is currently doing an accounting internship at Wipfli in Radnor, Pennsylvania, and will do a second internship in Delaware this summer. He will start a graduate fellowship at Villanova University in the fall of 2022.
Currently at West Point, Sander Margolin ’21, Levy Margolin ’19 and Tae Macklin ’19 enjoyed a recent home football game. Matt Twyman ’88 and Taeshawn Macklin ’19 attended the West Point versus Wakeforest football game.
’20s
Jennifer Cleary ’20 won the Pennsylvania Women’s Amateur Golf Championship in August.
Clockwise from left: Sander Margolin ’21, Levy Margolin ’19 and Tae Macklin ’19; Justin Sharpe ’18; Matt Twyman ’88 and Tae Macklin ’19.
SEND US YOUR CLASS NOTES! What’s new? Have you changed careers? Won an award? Gotten married or welcomed a child into your family? Been published or promoted? Hillers, we would love to hear what you or members of your class have been up to! Submit a class note online or email thsalumni@towerhill.org and it will be featured in The Lookout and in our Bulletin magazine. Photos are welcome! Please send high-resolution .jpg images that are at least 1 megabyte in size.
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ALUMNI VISITS
1. Alumni Council members Ashley Altschuler ’90, Wes Schwandt ’86, Tori Maxmin Gravuer ’86, Matt Twyman ’88, A.J. McCrery ’00, Chris Donoho ’87, Deb Colbourn ’92 and Missy Wagner Flynn ’91 tour THE Hub. 2. Nicole Crivelli ’21 and Lucy Bailer ’21 came back to school for a visit. 3. Jasper Johnson ’26, Tom Speers and Isabella Speakman Timon ’92 at an alumni gathering in Palm Beach, Florida, hosted by Isabella and Philip Timon in February. 4. Olivia Langlois ’21, Owen Caldwell ’21, Nathan Sugimoto ’21 and Emma Chesman ’21. 5. Joe Zakielarz ’20 and Tom Hoch. 6. Head of School Bessie Speers, Lane Freeman Becken ’70, Carolyn Copeland Mauck ’83 and Elizabeth Mell ’85 at an alumni visit in Charleston, South Carolina.
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WEDDINGS AND BIRTHS
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1. Nolan Bacchieri ’11 married Anna Taber Bacchieri on Sept. 12, 2021. Many Hillers were in attendance! 2. Marjorie R. Liberati Nathan ’05 married Lucas Nathan. Mauri is pictured with Sara Casscells Fry ’05 and Catherine Herlihy Kenney ’05. 3. Lexi Saunders ’10 and Trip Ashley ’10 were married on Sept. 25, 2021. 4. Remy Denner Gelman ’10 was married on Sept. 3, 2021. Her wedding party consisted of fellow 2010 Hillers Lexi Saunders, Katie Applegate, Gabi Dressler, Emily Schuckert Robinson, Lucy Nutting and Molly Rosen. 5. Molly Fulweiler Lind ’02 married Thomas Lind on May 30, 2021. Many Hillers were in attendance! Pictured are Kimmie Kitchel Fulweiler ’72, Tony Paladinetti ’02, Meg Godfrey Paladinetti ’02, Katie Chabalko ’02, Molly Fulweiler Lind ’02, Pete Fulweiler ’06, Maggie Giddens ’02 and Katie Cartmell ’02. 6. Ashley Isken Zetlin ’08 welcomed a baby boy, Theodore (Teddy), in August. 7. Kim West ’02 welcomed a baby girl, Everyn Marie, in July.
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a Toast to Tower Hill Teachers During the pandemic, Head of School Bessie Speers wanted a way to recognize teachers, and a new tradition began. In the middle of February around Valentine’s Day, the Head of School and Board of Trustees offered toasts to all Tower Hill faculty and staff, who joined by Zoom with splits of champagne and chocolate.
Many families choose a school based on its great traditions, sound administration or beautiful facilities. But they stay at the school because of the teachers. The burden of a school’s tuition, the irritation caused by a disagreeable policy or their child having an especially tough semester—parents endure these things because they are confident of the care, commitment and competence of the school’s teachers. Students may forget their GPA, their lines from the school play or their team’s win/loss record. But they will always remember a favorite teacher. Successful school boards focus on financial controls, operation stability and preparing for the future. But they keep in mind that, in the end, it is the teachers who ensure the school’s success. To the teachers of Tower Hill: For all you do to inspire students and maintain the strength of this institution, THANK YOU! —Robert DeSantis, trustee and former parent (’15, ’19, ’19, ’19)
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Tower Hill School 2813 West 17th Street Wilmington, DE 19806
Save the date!
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HOMECOMING & REUNION 2022
Spring 2022
OCT. 14-15, 2022
