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gilman bulletin
gilman
winter 2013
Bulletin goodbye, mr. grimes
A one-year job turned into a 49-year career for S. Butler “Bo” Grimes III ’59.
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passage to asia
Headmaster John Schmick ’67 and Director of Admissions and Financial Aid Bill Gamper ’71 each traveled to the Far East to foster international relationships.
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seriousness of purpose Anuj Khandelwal ’13 leads in the pool and in the community.
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Global Gilman Page 4 winter 2013
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contents
Editor Jodi Pluznik Director of Communications
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Assistant Editors Karaline Jackson Graphic Designer David Rosenfeld Public Relations Officer Contributors Brooke Snyder Director of Marketing and Communications
Where there is a Will . . . There is a way to provide for Gilman. By naming Gilman as a beneficiary in your will, revocable trust, or retirement plan, you can reduce your estate taxes and leave your current financial planning uninterrupted.
M. Kate Ratcliffe Director of Development Ashley Principe Associate Director of Development Angie Brickhouse Director of Annual Giving Stephanie Felton Director of Alumni Relations Mac Barrett ‘67 Alumni Special Projects Coordinator
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What are the advantages?
Bequests are simple Just include a bequest provision in your will or add a codicil to an existing will.
Alice Dearing P‘15 Director of Donor Relations
Bequests are revocable
Design Jeremy Hoffman
If your circumstances change, you can easily revise your will.
Printing Pavsner Press
Bequests are flexible You can give almost any kind of asset.
Photography John Bowers Erik Kvalsvik ’73 Steve McDaniel ’65 Meir Pluznik David Rosenfeld Steve Ruark ’96 Cynosure Photographers
Bequests are deductible Although you cannot take a current income tax deduction, bequests are deductible for federal estate tax purposes when your estate is settled. The Gilman Bulletin is published by Gilman School, Baltimore, Maryland 21210. Gilman School welcomes students of any race, color, sexual orientation, and national or ethnic origin. www.gilman.edu www.facebook.com www.twitter.com/GilmanSchool
Discover the benefits of giving wisely . . . Contact the Office of Planned Giving for more information. 410-323-7176
On the cover: History teacher Jason Sport in Delhi, India. See page 19 for the full story.
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Bulletin 4 Global Gilman Greyhound Ambassadors jodi pluznik Provençal Pearl. neil gabbey Holy Cow! A Trip to India: Land of Extremes jason sport Chasing Robots jodi pluznik JackinSpain jack realo ’12 An American in China david rosenfeld
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36 Retirees Goodbye, Mr. Grimes chris legg ’67 Another Turn in Turner’s Journey simon evered ’15
2 Message from the Headmaster 66 In Memoriam: D.C.W. Finney ’43 86 Founders Day 2012
Departments 42 School News Henry P. A. Smyth appointed next Headmaster; Administrators forge relationships in Asia. 60 Alumni Alumni Weekend 2012 recap. 70 Athletics Varsity football begins and ends its season with televised games. 80 Development Susan Ginkel and Christopher Lee challenge young alumni to support The Gilman Fund.
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The Upper School String Ensemble serenades outgoing Headmaster John Schmick. The ensemble played The Beatles’ “When I’m 64,” though Mr. Schmick was quick to mention that he will not turn that age until September 2013.
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From the Headmaster
Dear Friends, In this issue of the Gilman Bulletin, we go global. I am always amazed at the interests and dedication of talented people on this campus. Within these pages, you will read about three Gilman faculty of different academic disciplines who, respectively, went to India, France and Japan to enhance their teaching. You will experience a student’s semester in Spain, as well as meet an alumnus in China, among other reports. We also say goodbye to two very dear friends — Bill Turner, a member of our staff, who worked for 34 years in technology, and Bo Grimes ’59, who taught English at Gilman for 49 years. And we pay tribute to Dr. D.C. Finney ’43, a dear friend and alumnus, who passed away this fall. Combined with additional school news, this Bulletin is jam-packed!
I hope that as you read and enjoy this magazine, you will reflect on the depth and breadth of this wonderful institution, the many lives it has touched, and the many lives that have touched Gilman. I feel so proud and privileged to have been a part of Gilman for most of my life and to have known those whom this issue features. Thanks to all of you for what you do for the School and for the Gilman community!
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Global Gilman
The Long-Range Plan 2012–2017 sets global education and awareness as one of its key academic objectives, with a goal to “increase our students’ global awareness by encouraging faculty to incorporate international subjects into their teaching, promoting and supporting student and faculty exchange and study-abroad programs, and instituting learning partnerships between Gilman and foreign classrooms.” As School administrators work to develop plans and programs to achieve these goals, they build upon several global-based programs already in place. Whether through hosting student
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exchanges, welcoming international students, supporting faculty and student study trips abroad or connecting with alumni living and working abroad in 22 different countries, Gilman’s reach extends around the globe. This issue of the Gilman Bulletin brings some of our world to you. You may find that it is, after all, small . . . and getting smaller every day.
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Giving faculty and students opportunities to travel and study abroad is a key School goal.
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The 2011–12 pre-first class packs Roberto the Bear and a greyhound pup for a journey to Heron Primary School in Abbeydale, Gloucester, England.
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Greyhound
ambassadors jodi pluznik
A successful global education provides meaningful, age-appropriate activities and interactions. Under the guidance of Spanish teacher Cecilia Eppler, Gilman Lower School students enjoy several different international experiences, all from the comfort of Callard Hall.
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ilman boys may not physically leave Baltimore, but they send very worthy, albeit fuzzy, ambassadors in their stead. Last year’s pre-first class sent Roberto, a teddy bear, abroad. Roberto is the inaugural pre-first expatriate, who now lives in Mr. Bank’s class at the Heron Primary School in Abbeydale, Gloucester, England. In his place, Harry the British Teddy spent last school year living in the pre-first classroom. The boys graciously hosted Harry in their homes, and sent messages across the Pond to Roberto through letters and blog postings. “The idea,” says Sra. Eppler, “is to make these collaborations real and interesting for kids.” Before sending Roberto abroad, Sra. Eppler planned the project with pre-first teachers Dia Matthews and Melissa Oddo. Once Harry arrived in Baltimore, Matthews and Oddo invited Margaret Olgeirson and Andrew Holt, both from England, to speak to the boys about their birth country. Olgeirson even brought along her own childhood teddy. “The boys really connected with their teachers at a different level,” says Eppler of Holt’s and Olgeirson’s visits. The messages to and from England give a glimpse into the daily lives of elementary-age students, on both sides of the Atlantic: “I ate a snack with Harry,” writes one Gilman boy. “We watched TV together. Thanks Harry.” “Harry had dinner with me, but he didn’t eat,” comments another. “Zach took Harry home yesterday, and taught him how to play chess,” reads a January blog post. “Today, Harry will go home with Jackson where Harry will get a chance to ride on the back of Jackson’s dog!” In turn, one of Roberto’s hosts commented on his adventures: “Hello I am Ethan Norman also I am telling my week end to you. I had Roberto and we had so much fun we played on the iPad and I pretended it was my party.
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Roberto is the inaugural prefirst expatriate, who now lives in Mr. Bank’s class at the Heron Primary School in Abbeydale, Gloucester, England. In his place, Harry the British Teddy spent last school year living in the pre-first classroom. I had swimming so did my sister she is 9 and I am 8 but at school she is in year 5 and I am in year 3! The next day was Mother’s Day and I played with my big brother and his friend Josh that was also the day my brother hurt his leg.” Sra. Eppler also “adopted” a litter of (stuffed) greyhound puppies to serve as Gilman global ambassadors. The first pup traveled with Roberto and a second pup journeyed to Spain for a semester abroad with Jack Realo ’12, who corresponded with fourth graders. The class created a Wiki page, and they used Skype to talk with Jack over the Internet. Jack would write letters and send videos, all in Spanish. The boys learned about Spain, and the challenges Jack faced in being so far from home. More importantly, they learned that seniors would take time for them, and even though Jack had a tough start, he stuck with his situation and worked to improve it. A third pup made his way to the Southern Hemisphere, courtesy of the first and fifth graders. The mascot is at St. Stithian’s Boys School in Johannesburg, South Africa. Other pups traveled to The Guangzhou Nanhu International School in Guangzhou, China, and to the Anibal Gonzalez Elementary School in Seville, Spain. This school year first grade, along with the Greenhounds Club, is corresponding and collaborating with Dr. Adrian Figueroa, who is an environmental scientist in Mexico. They boys have learned many cool things about taking care of the environment through reading Figueroa’s
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British bear Harry enjoys a Three Kings Cake with his American hosts.
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2. Andrew Holt speaks — and sings — about his English upbringing. 3. The 2012 pre-first class bids goodbye to its traveling ambassador.
4. Ukrainian students send holiday wishes to Gilman. 5. Students at Anibal Gonzalez Elementary School in Seville, Spain.
6. Slovenian students received our teddy bear, greyhound and other gifts.
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The second grade participated in a project where teams from around the world explored flag symbolism, studied how to take care of the environment and created a cookbook with recipes representing home countries. children’s stories about saving our planet. Fifth grade has been working on a project related to the international rights of children. The boys have had virtual exchanges with young people around the world about what should constitute the rights of children, identifying the difference between needs (food, shelter) and wants (video games, iPads). In addition, they are collaborating directly, in this same project, with Mr. Mullin’s fifth grade class at Oberoi International School in Mumbai, India. Eppler’s personal interest in global education has led her to become a valuable resource for her colleagues. She helps partner Gilman teachers with organizations, such as the International Education and Resource Network (iEARN) or the International Society for Technology Education (ISTE), the Flat Classroom and the Globaled, that facilitate global education projects. Global studies focus on topics of social concern such as social studies, the environment, poverty, health, hunger, tolerance and acceptance. For example, the second grade, led by Erica Hudson and Margaret Olgeirson, participated in a project where teams from around the world explored flag symbolism, studied how to take care of the environment and created a cookbook with recipes representing home countries (our guys submitted pancake and Maryland Crab Soup recipes). Another project blended social concerns, language studies and art to consider common global human concerns. Fourth graders were tasked to answer the question “What do I care about in the
World?,” write their thoughts in English and Spanish, then take their ideas to the art room, where, under the guidance of teacher Jackie Knipp, they created beautiful and interesting visual representations. Their artwork was posted to a virtual mural called I CARE, where Gilman’s boys and children from around the world could see each other’s art and comment on specific creations. Eppler also created two Moodle pages, one for students and parents to follow along with these global projects, and one specifically for teachers, chock full of global resources. Cecilia Eppler not only guides her colleagues and students in their own global activities, she also participates in them. Working in a yearlong collaboration with 15 educators around the world, she wrote a paper answering the 2011 Action Research question “How can boys’ engagement and achievement in the study of Foreign Languages be developed and enhanced?” posed by the International Boys School Coalition (IBSC), of which Gilman is a member. This fall she gave a lecture at the Maryland Foreign Language Association annual conference that discussed using culture as the vehicle to deliver foreign language class curricular content and global connections to make the language become real. Upper School Spanish teacher Kimberly Harris also participated in her lecture. She will particiapte in the IBSC annual conference again this summer. The theme of her paper is “Using Foreign Language as a Springboard to Teach Global Education.”
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Provençal Sisteron, France, where Middle School Language Arts teacher Neil Gabbey spent his Riepe Sabbatical, as seen from the town’s public park.
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Pearl
A creative assignment and a promise to his students leads Neil Gabbey abroad.
neil gabbey middle school faculty
It was the spring of 2007 and two more classes of eighth graders began my Shakespeare unit, reading “Julius Caesar” to coincide with their ancient history study of the Roman Republic. After six years of coordinating on a cross-curricular research project that culminates in a formal debate or paper or both, I had tired of reading hundreds of pages of factoids on Constantine, Carthage and the Colosseum. I looked for a more creative final writing assignment. As we begin reading “Caesar,” I always introduce my students to what I hope are interesting facets of Shakespeare’s life and of Elizabethan theater and language, even assigning them to rewrite basic, silly sentences of modern English into iambic pentameter blank verse. I ask my LA8ers to craft simple lines to start with, sentences they might express about their mornings or days at school: “if I should FAIL this TEST, i WILL be SENT/up TO my ROOM for WEEKS withOUT deSSERT.” In the years I have taught students about this specific poetic rhythm and meter, as well as Shakespearean language, they
have seemed to enjoy breaking out their “haths” and “wherefores,” at the same time often expressing their amazement that Shakespeare and his mates wrote so easily and so profusely while obeying these poetic “rules.” Here was my crazy idea: my students would do what Shakespeare had done. Take a character or event from their Roman history research and turn it into an original set of dramatic scenes, all written in iambic pentameter. That first year, the guinea pig class on whom I sprung this project did not groan, but that was only because they did not realize the difficulty of what they were about to attempt — for a grade. To seal the deal, I made them a pledge. I had an idea for a plot that might just work in a little French town. Because even I had no idea how challenging or timeconsuming this assignment would be, I told my class that every night I asked them to write lines, I would write lines for my own play. In fact, I promised that I would draft double whatever I had assigned them. After my wife Aileen and I returned from a 2000 trip to Europe, I found a
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poster-print of Provence-Alpes-Côte d’Azur: a sort-of reproduction map made to look old but colored like the place itself, in sandy gold, terra cotta and lapis blue. We hung it on the wall in our breakfast nook, and I stared at it for years, wondering what the other featured towns and villages were like. In the center of the map is Sisteron, its ‘E’ and ‘R’ straddling a thin blue river, a town obviously smaller than the bolder-printed Avignon and Cannes and Nîmes. Sisteron. I liked the name immediately. I must have said it in my head a hundred times while I sat in the floral chair eating my oatmeal and daydreaming. For those who know of the town, it comes as no surprise that my first internet research presented its Citadelle, a promontory fortress begun in the 11th century. The town itself rejoined the kingdom of France in 1483 during the reign of Louis XI. Parfait. Sisteron, the Pearl of Haute-Provence. I had found the setting for my play.
By the spring of 2011, a hundred-plus LA8ers of mine had tried their hands at writing scenes in this poetic form, and I looked down to see I had more than three acts drafted, edited, revised and typed of “Amelia and the Ninety-Ninth Knight.” I began at the beginning, introducing the daughter of a comte, a girl who does not want to be married despite her father’s genuine desire to see her happily wed. I kept my word to that first set of students, struggling at times to read and edit their poetry while also drafting my own sets of lines. But I liked what I was writing. I enjoyed the challenge of massaging the language into iambs. By the time my students turned in their final polished scenes, I had written three of my own, totaling more than seven hundred lines. I owed it to my characters to keep them alive. By the spring of 2011, a hundred-plus
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LA8ers of mine had tried their hands at writing scenes in this poetic form, and I looked down to see I had more than three acts drafted, edited, revised and typed of “Amelia and the Ninety-Ninth Knight.” After nearly 20 years of teaching, I decided to take a break. I would finish writing the play. Better still, after five years of spending countless hours in a little town I had never been to, we were going to Sisteron, courtesy of the Riepe Family and Gilman School. Other than the Googled images we had seen of la Citadelle and le Rocher, we had no idea what to expect as we drove into the town proper. When a sign along A51 told us that Sisteron was only two kilometers away, I knew that the next gradual curve of the road along the Durance would bring us within view of our hometown for the next two weeks. There is a unique sensation, for which there is no suitable word, when one sees a place for the first time in person, a city or a monument or a wonder of the Earth that has previously existed only in a book or on a computer screen. I know visitors must have this unnamable reaction when they stand in Brooklyn and look across the East River at the Manhattan Skyline for the first time. The same must happen at the various D.C. monuments, the Grand Canyon, the Eiffel Tower, the pyramids, the Parthenon, even Wrigley Field: a thrilling jumble of awe and disbelief and realization and joy. And that is how I felt as we pulled into Sisteron, my thrill heightened by how many times I had written its name in the previous four years. We exited the autoroute, and the Durance neatly cut a wedge between the massive Rocher de la Baume and la Citadelle’s mount, which looked to be floating above the tiled roofs of the oldest section of town. While all of my research for the play had imprinted similar images in my mind’s eye, having it right there in front of me with Aileen in the passenger seat meant everything. Shortly after meeting our landlord Jean-Marie and unpacking at his gîte, le Mas de la Citadelle, Aileen and I wandered
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6 1. La Citadelle de Sisteron as seem from road D40. 2. Neil Gabbey on one of la Citadelle’s lower tiers, looking out over the town.
3. Aileen Gabbey in front of Sisteron’s Saturday marché.
4. Neil and Aileen at l’Akene, Sisteron’s crêperie.
6. Neil at lunch in the courtyard of the gîte where he and his wife stayed.
5. Neil at la Fougassette, the Gabbeys’ daily boulangerie.
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Neil writing in Sisteron’s place du Docteur Robert.
down the hill into the town proper. Taking our first steps from le Mas toward town, we were struck by the absolute beauty of the pastureland nestled in the hills west of the property, which truly sits at the edge of Sisteron’s residential heart. In the opposite direction, guiding us for the next several days, were la Citadelle and le Rocher de la Baume, the latter towering over the former which itself towered over the oldest of the town’s streets. The path from the gîte into the centre-ville quickly became our four-times-daily trek back and forth as we shopped, wandered, returned, and headed back out for more. In a word, la Citadelle de Sisteron is breathtaking. From afar, it is an impossibility of reality, a CGI creation suitable for Middle Earth. Up close, it provided us hours of exploration and marvel. Few of the site’s displays offer English translations, including none of the tiny museum’s photos and historical prints, but I did my best to take notes, trying to glean what it might have looked like in 1482 and who would have been there. After all, the fact that la Citadelle has existed
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for nearly a thousand years was a primary reason I chose Sisteron as the setting for my play, but for such an amazingly preserved medieval fortress, it surprised us there were so few records about its early days. In a way, this was a good realization, because it meant I would not have to change too much of four-plus already written acts simply to be “historically accurate.” At most, I figured I would demote Duc Laurent to a comte, which meant no harm to the poetic rhythm or meter — or to my fledgling pride as a playwright. For more than two hours in our first visit to la Citadelle, we followed the self-guided path, up and up and up, amazed that another level of the fortress kept appearing atop an endless succession of escaliers. Lower tiers offer large grassy lawns with magnificent views over the town and along the Durance to the south. Upper tiers, including one girded parapet walk that looked like a transplanted segment of the Great Wall of China, angle down to turrets and up to Notre-Dame du Château perched at the uppermost level.
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Later in the week, we returned not to hike la Citadelle’s ramps and staircases but to sit. I had finished drafting the first three scenes of the play’s fifth and final act, which meant only one more scene to go. Aileen and I spent a Friday afternoon in the shade of one of the fortress’s large gardens, she with a crossword and I with my journal. As much as I tried to concentrate on the lines I was writing, I could not hold back a constant smile, a realization that I was writing a scene to a play while sitting in the exact place on earth where that scene takes place. Oh yes, we ate. And ate. And ate. And ate. And ate. And ate. And that is why we walked so much. When we were not eating or walking, I was writing, fueled by my desire to finish the play as well as by the thought of the next meal’s dessert. Whether sitting in the afternoon sun on the patio of our gîte or in Sisteron’s beautiful park or even randomly around town, I had my journals with me. I wrote. And wrote. And wrote. And wrote. One evening, we were sitting at the edge of town, watching the sun fade on the face of le Rocher and waiting for the restaurants on the Rue Saunerie to open. Aileen looked out over the scene as I buried my nose in more writing. A woman approached us and asked in English, “Are you the American writing the play that takes place here?” Word travels fast in a town of seven thousand whose tourists are rarely American and even more rarely stay for more than an afternoon. Ruth was originally from Tucson and had married a French man years ago. They owned a clothing store just up the street and lived on a farm in Lurs, about 20 miles south of Sisteron. Ruth had heard from Sylvie at le Crayon Gris, where I had bought some pens and a new journal, who had heard from Pascal the Painter that I was writing a pièce de theater. Our experience in Sisteron was unique in many ways. Perhaps most distinct was that Aileen and I were neither tourist nor resident. Unlike most tourists that breezed
into town on the familiar Provençale tour bus, we stayed for more than an hour and saw every cobble of every street, not just la Citadelle. Staying with Jean-Marie at les Marronniers gave us a true home. We became regulars at the boulangerie, the boucherie, the best crêperie, a brasserie in the heart of Sisteron where we sat most afternoons with a thé and a café and watched the cars drive through town. After a few days, people knew who we were. On our last full day in town, we stopped into all of our favorite shops to thank the Sisteronnais who had been so kind to us and to say, “Au revoir.” Virtually everyone said, in English, “Back to Baltimore?” Ten days ago, no one in town knew where Baltimore was. I had hoped to finish the play while we were living in Sisteron, but I did not foresee that I would write another book while we were there. I am not directly blaming my mom for the fact that I did not finish writing the play, but she did give me this new journal for my birthday just two weeks before we left for France. Because of her gift, the majority of the writing I did during those 12 days in Sisteron was prose, not poetry, as I hoped to capture every color, every taste, every voice we experienced. The working title is Provençal Pearl: Twelve Days with the Sisteronnais. When they wished us a bon voyage, Sylvie and Francis from le Crayon Gris told me to let them know when the play was finished because they have a friend who teaches poetry at the University in Lyon and who could help translate “Amelia and the Ninety-Ninth Knight” into French. At the northern base of la Citadelle is an amphitheater, reconstructed on the site of an ancient outdoor theater. During the summer months, the town hosts Nuits de la Citadelle, a series of music, dance and dramatic performances under the lights on this stage. Every day since we left Sisteron, I have closed my eyes and dreamed of the French premiere of my play being performed here. If you don’t mind, and if I am lucky enough, maybe I can share that story at another time. winter 2013
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Jason Sport imagined that Delhi would be overrun with monkeys, which was not the case. He did encounter some in Jaipur.
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Holy Cow!
A Trip to India: Land of Extremes jason sport upper school faculty
My sense of smell heavily influenced my first impression of India. As soon as one steps off the plane the scent of life overwhelms; people, animals, food, and spices all blend together to form a distinct aroma that is difficult to describe but even more difficult to forget. Even more unforgettable, though, are the people. They were so full of joy, despite the fact that many of them lived in quite desperate situations. I knew that going to India would be beneficial to me as a teacher, but I hadn’t considered the personal value it would provide to me. I almost didn’t get there at all. End of May: no passport, no visa, no vaccinations and no real plan for the trip. I tried to downplay my procrastination and lack of preparation by claiming that the trip really wasn’t a big deal and that I was an optimist — I wouldn’t have any issues or delays with the passport, and my chances of getting malaria were slim. I even had a sense of humor about it. My mom would e-mail facts and news she read online, and one of them included a link to a New York Times article about Delhi being “overrun”
with monkeys. I pictured myself walking hand-in-hand with the monkeys, feeding them, and I thought it might be cool if my traveling partner and fellow Upper School faculty member Lee Hadbavny received a minor bite, just to enhance the story.
I knew that going to India would be beneficial to me as a teacher, but I hadn’t considered the personal value it would provide to me. Lee and I decided to travel to India because we spend a considerable amount of time talking about Hinduism, Buddhism, and Islam, as well as the developing issues of India, during the World Cultures class we both teach in the Upper School. The more people I told about my trip, the more I appreciated the chance I had to travel to India. It turns out that most people don’t get sent by their schools to a place like India for professional development: this opportunity truly was special. That these
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types of opportunities are available makes Gilman stand out not only as a great school for teachers but also as a place that clearly values lifelong learning for those who teach. From our first day in Mumbai, Lee and I found that the Indian people we interacted with were inquisitive and aware. Some had agendas; it was at times difficult to determine whether people were just being friendly or hoping to get some money. The people of India have a busyness about them, but not in the same way we Americans get caught up in our own lives and forget about the world around us. Our first cab ride was stimulating. I felt like I was seeing the world for the first time, but I could not get comfortable. I wanted to sit up in my seat to see everything that we passed by, but the constant threat of an accident had me clutching the seat and doubting the strength of the car’s frame. Though intimidating, driving through the city allowed us to see so much of people’s daily lives. Everything seemed so chaotic, yet so synchronized. There is no hesitation in the streets. If someone goes in front of you, you don’t stop — you just go — as pedestrians and animals weave through the busy maze. We would come to learn that this was not just the case in Mumbai, but in all of the cities we visited.
From the way the bovines move about freely, it seems as though the Authority of the Cow is untested and has been for a long time. One of the biggest challenges that India faces is its infrastructure. It was easy to see that India’s economy was growing, but in several cities it was difficult to see how modern, capitalist values could blend with tradition. As an example, Varanasi was designed to remain a holy city, where one could worship and live in a self-contained manner. However, the growing population
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clearly puts a lot of stress on the current arrangement. As the large population takes a toll on the city’s resources, the sprawl is leading to increased pollution and sanitation issues. Sacred cows control the streets and traffic; from the way the bovines move about freely, it seems as though the Authority of the Cow is untested and has been for a long time. As we navigated the city, the concept of infinity seemed more tangible: If we stood in one spot, there would never be a break in the amount of people walking past. The challenge of keeping pace with our guide while also watching my step and avoiding collisions with the mass of bodies all going separate directions was overwhelming. Clearly there is need for change, though there is also a certain element of beauty to the way the people go about their lives in Varanasi. The importance of religion and the Ganges River are clearly evident. We saw several Hindu shrines where people would worship, and we took part in festivals that are held nightly along the river. India is truly a land of contradiction. There are so many lovely attributes. The landscapes are at times breathtaking. The Mughal architecture that dominates the regions we explored is beautiful. The intricate details of the Taj Mahal, a true world treasure, astound. It certainly deserves preservation. While in Jaipur, the Pink City, at the Hanuman Temple, we finally encountered the monkeys I had been hoping to see. Hanuman is a character in The Ramayana, the ancient Hindu epic; he is Rama’s loyal servant and a favorite among the Indian people. While at the temple we were fortunate to enlist the services of a man who called himself the Monkey Master. He allowed us to feed the monkeys and take in the views of the mountainous countryside of the Rajasthan region. Yet, for all her beauty, India has many things that are tough to see. Ubiquitous poverty is haunting. While waiting on the train to depart from Varanasi to Agra, we
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6 1. In Delhi, a young boy smiles as Jason Sport and Lee Hadbvany pass in a taxi.
2. Lee Hadbvany poses at the Red Fort in Delhi with some locals, who simply wanted to be in the photo. 3. The market in Varanasi.
4. Sacred cows along the Ganges River in the holy city of Varanasi.
6. School girls in Delhi.
5. Jason finally meets his monkey at the Hanuman Temple in Jaipur.
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3. The Taj Mahal. 4. Jason offers a blessing for his family.
5. A little girl outside the gates of Sarnath, where Buddha gave his first sermon.
6. Sunrise on the Ganges, Varanasi, India.
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The snake charmer charms both his snake and Jason Sport in Delhi, India.
looked out the window to see a little girl and her brother, both appearing to be under 10 years of age and barefoot, searching the tracks for scraps of food among human waste and rats. While touring Mumbai’s slums, a few kids came up to play a highfive game with me. They were so happy and seemingly unaware of their condition that it crushed me when they ran off to the dump to play in the trash. Every time we saw something that was truly beautiful, a turn of the head revealed utter sadness. A course like World Cultures has the potential to be one of the most meaningful classes that our students take while at Gilman, especially since we live in a world where we must be increasingly conscious in a global way. We now have concrete knowledge of what it is like to spend time in a country that also is a major part of our curriculum, and we are able to make our lesson plans about religions in India truly come alive. We took thousands of pictures and several videos of Hindu ceremonies that will help to deepen our students’ understanding. The stories we can tell about our experiences are invaluable.
More than that, India made me think about ways to become a better person and to appreciate what I have. On the flight home, I was upset that there was no television for me to watch. The couple next to me was annoying, making me get up several times. The woman in front of me put her bag under her seat, rather than the one in front of her, taking up my foot space and not her own. I started to think about money and bills being due. It had only taken a few hours away from India for these thoughts to return to my mind. I reminded myself that I had just left a place where I saw so many living in horrible conditions, yet they found it easy to smile at the beauty in the world. Here I was, only mildly inconvenienced and unable to smile, weighed down by my own thoughts and responsibilities. India has shown me that there is so much more to focus on than just myself. Perhaps the most valuable thing I gained from my trip is a better perspective on the world and my role within it.
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Alvaro Salcedo meets Mazinger, star of one of Salcedo’s favorite childhood cartoons.
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chasing
ROBOTS jodi pluznik
“Danger, Will Robinson, Danger!” For those of a certain generation, the Robot’s warning from the 1960s television show “Lost in Space” still serves an iconic alert for life’s uncertain situations. Of course, that unnamed, clunky, humanoid-ish machine with the filament bubble head and pincher fingers is the stuff of science fiction. Or is it? Not at Gilman, and not for Upper School physics teacher Alvaro Salcedo, who spent part of last summer in Japan, most certainly the birthplace of modern robotics. How a physics teacher wound up chasing robots in the Land of the Rising Sun is a story of Gilman invention — the idea to add an extra science course to Gilman’s Upper School curriculum. The faculty decided to begin with a robotics course — thus introducing engineering at the high school level — in the ninth grade, and Salcedo, who holds a doctorate in physics, agreed to teach it. He first took an eight-week online course through Carnegie Mellon University that certified him to teach robotics, but his
trip to Japan, thanks to a professional development grant from Gilman, was to be a different kind of education. “I asked what makes people crazy about robots,” he says. “A lot stems from the Shinto belief that a divine being exists in all objects, that all things have a personality.”
How a physics teacher wound up chasing robots in the Land of the Rising Sun is a story of Gilman invention. Like ASIMO, Honda’s now-retired humanoid Robot. Salcedo and wife Jennifer got to interact with ASIMO in “his” current role as an ambassador at the Japan’s National Museum of Emerging Science and Innovation, or Miraikan, in Tokyo. At another museum, the National Museum of Science and Nature, Salcedo discovered handmade 400-year old automatons, created in the 1600s, that behaved like rudimentary robots.
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In Osaka, he found stores stocked floor-to-ceiling with innumerable robotic toys. He even encountered a robotic Mazinger, an anime character who was the star of one of his favorite childhood cartoons. In that city, there is a dance competition of toy robots and even robotic Sumo fighting matches. Salcedo himself shot video of his interaction with a robotic puppy, who, of course, understood his commands in Japanese.
The course proved so successful that the students who took it last year, now sophomores, launched a student-led and student-run robotics club this year. During his trip, Salcedo also had an opportunity to meet with two Sony robotic engineers, both friends of his wife. The pair worked on the team that developed the Sony alternative to ASIMO, specifically on the “eyesight,” which gives the robot the ability to recognize motion and shapes. They shared videos with him, which he can show in class, as well as the direction of their current work. As a result of their work, for instance, laptops now have robotic capability, the ability to detect motion with a camera. Salcedo actually launched his first year-long robotics class in the fall of 2011. The boys built robots made from Lego, the figurative and literal building blocks of robotics, among other projects. The course proved so successful that the students who took it last year, now sophomores, launched a student-led and student-run robotics club this year. That club competes at the FTC — First Tech Challenge — level of competition, targeted to middle and high school students. Using a kit with metal parts, the team creates a robot tasked to complete a specific challenge, for example, to move something from point A to point B.
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“I have an idea to do an end-of-the-year dance-off with Lego robots,” says Salcedo of his class. The robotics initiative is part of ongoing curriculum enhancement efforts that align squarely with the School’s Long-Range Plan goals for “S.T.E.M.,” science, technology, engineering, and mathematics. At minimum, an elective course for each grade will be developed, allowing boys with a passion for science to dive deeper into a field of study. Students would still be required to follow the usual science sequence (physical science in the ninth grade, biology in tenth grade and chemistry and/or physics in the final two years) or the honors sequence (physical science in the ninth grade and then Advanced Placement courses in physics in the tenth grade, chemistry in the eleventh grade and biology in the twelfth grade).
5. The Robotics Club: Standing, left to right, Ryan Cervino ’15, Simon Evered ’15, Kevin Peters ’15, Mike Lin '16, Spencer Morris ’15, Brian Fogelson ’15. Center, with his hand resting on the robot, Cam Compton ’15. Front row: faculty advisor Alvaro Salcedo, Bradley Tendler ’13, Max Dellheim ’15.
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3. Alavaro interacts with a robotic puppy who takes his commands in Japanese.
2. At Robo Square, billed as the world’s first robot museum, in Fukuoka, Japan.
4. The hands of Yixuan Pei ’16 with his project.
6. Tommy Huber ’16 and Race Saunders ’16, foreground, work on their robot. Casey Nelson ’16 and Korey Stevens ’16 are in the background.
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Jack Realo spent the first semester of his senior year in Spain. He kept in touch with his family and friends through a blog. He even filled out his college applications while abroad.
jackinspain jack realo ’12
Jack Realo ’12 poses with a small stuffed greyhound, sent to him by Gilman fourth graders during his study abroad program in San Fernando, Spain.
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J
ack Realo ’12, now a freshman at William & Mary, spent the first semester of his senior year in Spain as part of an exchange program sponsored by CIEE, the Council on International Educational Exchange. He lived with a host family in San Fernando, in the south of the country, and was immersed daily in classes in a Spanish high school. Realo kept in touch with his family and friends through a blog (jackinspain. wordpress.com), part of which is printed here. He even filled out his college applications while abroad. It’s amazing what can be accomplished if one is interested, motivated and willing to learn. Enjoy the journey with Jack. day 1 Posted on September 15, 2011 Today was a long day. I woke up nice and early to say goodbye to my family. Then I got up and showered and finished up my last-minute packing. After finally finishing packing and saying goodbye to my house for a while, I grabbed some breakfast with my mom and then headed off to the airport. After an easy flight to Boston, I walked to the baggage claim where I met a coordinator of the program. Her name is Melissa, and she was really nice. I soon found out that I was the last person of the program to arrive to the hotel. We talked for a little bit, but then the baggage claim got jammed, so it was like 35 minutes of waiting for my luggage. And trust me, there were some awkward silences. However, the time passed quickly and before I knew it, I was in the hotel. There, I met Maggie and Nate, two other coordinators in the program. I saw the other kids in the room beside the lobby, but I hadn’t met them yet, so I didn’t say anything. Nate walked me to the desk, checked me in and got me a room key. He told me that he had originally planned to put me on the cot in a three-person room, but after looking at my height he had changed his mind. So, he took me to my room and introduced me to my two
roommates for the next two days, Dante and Griffin. Griffin is staying in Cádiz, a mere 15-minute drive from where I’m staying, so I’ve been talking to him a lot. He’s really nice, and so is everyone else in the program. It was sad leaving and really knowing that I won’t be back there until late January, but it was also very warm and welcoming when I met everyone. day 7 Posted on September 20, 2011 Today was my “last first day of school.” I woke up at 10-ish and got ready and then walked off to my new school for my first semester. When I got there, my local coordinator, from my exchange program, was supposed to meet me there, but she didn’t so I went inside and talked to a man. I explained to him who I was looking for and what I was doing. He took me to the principal of the school, and the principal told me where my class was going to be. I went back outside and called my local coordinator, and she told me she was very close. I met her and then she talked to the principal for a few minutes and then left. The principal then walked me up the stairs to my class and introduced me to the class and everything. It was really awkward at first, and a lot of people were asking me questions, and I didn’t understand them. That was pretty embarrassing, but oh well. That was my Spanish class (equivalent of English class in the U.S.), and I didn’t understand anything the teacher was saying. The teachers all speak soooo fast, it will be a little while until I can understand them. After that class, two girls came up to me and explained my options of what class I could go to next. So, I decided estatistica (statistics). I sat next to the girls and they gave me their notes, which was very helpful. Once I saw the words I understood so much more, instead of just staring blankly into the teacher’s face. Then, after that class I went to fisica (physics) and I didn’t
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understand literally a single word in that class. And then, I walked back to the house and ate lunch with everyone. day 24, 25, and 26 Posted on October 9, 2011 So, my weekend was pretty good. Friday was a good day because in school everything clicked. I’m not sure if that was just a coincidence, but I guess we’ll find out on Monday. But, in all my classes on Friday, with the exception of philosophy and Spanish literature, I understood most of what was said in class. I even helped two kids in biology and math! It gave me a sense of accomplishment to see that I really am making progress. I talked to a kid from school and he told me he was going to the movies. I asked if I could come and he told me to meet him there at 8 p.m. It’s a far walk, well, it’s not too bad, but it’s not short. It’s a 25-minute walk more or less. Once I got there, I met the kid and his brother and some girls he was with. I only knew one of them from school. So we went up into the mall to the floor with the movie theater and stood in line. They were all talking about what movie they wanted to see and they ended up deciding on “Intruders,” which was a thriller. The movie theaters are so much nicer than in the U.S., the seats are big and comfy and have headrests, etc. It was actually cool. day 43–51 Posted on November 2, 2011 When I first got here, I had every intention of writing a blog post every day to keep a memory of my experience. That is a lot harder to do than I thought. I’m not going to spend TOO much time writing this because I have other stuff I need to do, but let me just start off by saying I DID IT!!!! My college apps are in. Today was my first day without worrying about college essays or apps. On the Christmas side of things, I was thinking about how much I missed driving
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to school listening to Christmas music on the radio, so I bought my own collection. Now, I listen to Christmas music a lot; it puts me in a great mood a lot of the time. My language proficiency is definitely improving. There’s no doubt about that. I am, however, scared that I won’t be where I want to be by December 18. That’s why I’m planning on practicing with Rosetta Stone in my room too, so I can really improve at the pace I want to. Some days are a lot better than others. Some days, my Spanish just rolls off the tongue, with some mistakes here and there but without me thinking about it too much. Other days, I really have to concentrate and translate before speaking. It can be frustrating at times, but I’m keeping at it! My friend Alberto, he’s probably my best friend here, is really nice and cool. He’s my only friend that corrects me consistently and he is always so nice and helpful. day 58–65 Posted on November 15, 2011 I had a great Friday night. I actually didn’t have plans until around 6 p.m., and one of the girls in my class told me what everyone was doing, so I decided to get ready and go out with them. She had to walk past my building to get there anyway so I ended up meeting her outside and then we walked to the plaza to meet everyone. When we got there it was just a couple of people, but after around 20-30 minutes, everyone had trickled in, and we now had a group of about 20. I can’t tell you why or how, but it’s like a switch turned on and my Spanish was flowing very easily. I was talking to a lot of different kids which was a lot of fun. Then we ended up stopping in a different plaza and just sat as a group and talked for a while. In Spanish, the verb “tomar” means three things. It can mean “to take,” “to drink,” or “to eat,” depending on the context. So, when I asked what we were doing before going out, they said “vamos
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a tomar algo,” meaning we are going to get a drink. I thought they meant [that] we are going to grab something to eat, because it was roughly dinner time. Unfortunately, that left me starving at around 11:30 p.m. when we arrived. Eventually I said I was going to get food and everyone else was hungry too so we all ended up eating. It was so delicious after finally eating. It was a really fun night because I was speaking so well and it was just really fun to talk with everyone. day 66–73 Posted on November 22, 2011 Although every day passes slowly, overall time has FLOWN BY. I literally can’t believe that it’s November 22 already. I’ve been having a really good time these past weeks. But I know that November is going to be over like I blinked my eyes and then it’s December! If there’s one thing that I’m totally sure about it’s that two months ago I did not think that time would pass this quickly. Anyway to talk about my week, the last school week flew by, just like this one so far. Every school week passes by so quickly. I had a really good time practicing more. Saturday I didn’t do anything because no one was doing anything (this week is a busy one for tests and the next week). Sunday was quite boring too because nothing is open ever on Sundays. I know this is really short, but I don’t have a lot to type about, everything is a pretty normal routine and I’m having a good time. My Spanish is progressing, but slowly, I just have to keep practicing. Anyway, it’s been raining yesterday and today so I can’t go to the grocery store or to put more credit on my phone like I have wanted to. If it doesn’t rain tomorrow, then I’ll go do that and take some pictures. day 74–85 Posted on December 2, 2011
it. I literally have less than 14 days left. It will be so much fun; we are spending the first four days in Madrid, the next four in Seville, the next three in Granada, and then the last day in Madrid again. This past week was a tough one. I had a math test and a statistics test. They were really difficult. Besides that, I just had a normal school week. Except for one other thing . . . I GOT INTO WILLIAM AND MARY!!!! I literally still can’t believe it; I’m so happy and excited. I can’t wait. I applied Early Decision, meaning that the decision is binding and I have to go there, no matter what. But for me, that isn’t a problem because I love it and it was my top choice. I have a huge test on Wednesday though (chemistry) which normally isn’t hard for me, but since all the element names are in Spanish, it’s really difficult. But this week would go by really fast. As far as my Spanish proficiency is going, it’s just like I said when I first got here. I said that I probably wouldn’t be able to notice the things I was learning. And it’s so true. I notice how well I speak in relation to before and how much faster I can think of how to talk. I think part of the reason that you don’t notice when you immerse yourself is because it’s not like a class. When you immerse yourself in a language, it’s like a baby. When you learn to speak, your brain makes connections of how to say things based off of subconscious things that you have heard and learned from other people speaking. And that is what is happening to me. I say things that I never learned completely off of the memory of hearing other people say them the same way. It’s incredible how you learn a language subconsciously. I would still say that I’m not going to be fluent when I leave, and I will absolutely still have to study the language more. But I can confidently say that I have improved greatly and I am perfectly content with studying the language more to become fluent.
Nearly two weeks have passed now since I wrote my last blog and I can’t even believe
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An American
Marcus Wang, wearing Under Armour’s signature ColdGear mock, is pictured as he takes part in a Chinese-language interview with Guangdong TV regarding Under Armour, the NFL, and the company’s future in China.
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Marcus Wang brings Baltimore’s big, bad brand to China. david rosenfeld
in China Marcus Wang isn’t the only American in China, but, at age 30, he is the only American in China working for Under Armour. Which, for the last year-and-a-half, has sometimes left him with responsibilities for which he wasn’t sure he was ready.
Such as the time his bosses told him that they wouldn’t be able to hire professional interpreters with earpieces, like the ones at the United Nations, for a meeting that featured a Chinese audience watching English language videos as well as a live video link to designers back in the United States. Wang spoke no Chinese growing up — his parents are Burmese — and his short time immersed in China was hardly enough to make him feel comfortable with any kind of realtime translation. “They said ‘we want you to do it,’ and I said ‘you want me to translate live, simultaneously, correctly?’” Wang says, laughing as he remembers it. Complicating the translation even more — like any brand, Under Armour has a distinct corporate language of its own. “I was told that our business depends on it,” Wang says. “And somehow it went great. I felt a lot more confident after that. It’s all part of what’s been a great adventure.” Wang’s adventure began in 2011 when Under Armour president Kevin Plank offered him the chance to open the
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The 2000 Gilman graduate is now Under Armour’s Brand Development Manager, China, directing a 13-person office staff, and the Baltimore-based company now has four retail stores in China — two in Shanghai, one in Beijing and one in Hong Kong — with several more in the pipeline. company’s first Chinese retail store, in Shanghai. The 2000 Gilman graduate is now Under Armour’s Brand Development Manager, China, directing a 13-person office staff, and the Baltimore-based company now has four retail stores in China — two in Shanghai, one in Beijing and one in Hong Kong — with several more in the pipeline. In taking an iconic Maryland brand to China, Wang brings a unique skill set, one that surely made him attractive to Plank as the company looks to compete with brands like Nike and adidas not just in the United States but throughout the world. Wang was always interested in international business and the convergence of East and West, even at Gilman, where he began to learn Chinese, “just for fun,” by ordering books and tapes. After graduating from Harvard in 2004, he worked for the Maryland Department of Business and Economic Development, where he first learned about the international investment field. A year later, spurred on by that experience, he entered the University of Maryland School of Law on a full scholarship, the Samuel and Anne Hopkins Leadership Scholarship, established by another Gilman graduate, Henry Hopkins ’61. He focused on international law while at Maryland, spending part of his third year at a law school in China before graduating in 2008.
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Then it was on to New York and the national firm DLA Piper, where Wang worked the typical nine-to-five schedule for young attorneys in big Manhattan firms — “9 a.m. to 5 a.m,” he jokes. After two years in corporate law, he looked for a new opportunity and found it at Under Armour, which had actually been relatively slow to enter emerging foreign markets as it built its unique performance apparel brand here at home. He began his Under Armour career in Baltimore as a project manager for global business development before heading overseas in January 2011. Though the company had long been manufacturing some of its products in China, the retail element would be brand new, and a bit of a gamble. The Chinese don’t play much football or lacrosse, sports where Under Armour has developed a devoted customer base and partnered with big-time endorsers such as Ray Lewis and Tom Brady. Would there be a market for performance apparel at all, and would Under Armour’s aggressive marketing (“We must protect this house!”) translate well to an unfamiliar culture? Wang says that Under Armour did its homework for years before he ever got to China. He also says that he sees more people every day in Shanghai walk right past the adjacent Nike store and into Under Armour. Early reports say the answers are a resounding “yes.” “We stay true to who we are, a brand that is authentic and about athletes, performance and innovation,” he says. “We are not a casual wear brand. We absolutely believe that can translate to this culture. People want that performance.” At Gilman, Wang was well-rounded but focused more on academics than on athletics; he was a swimmer and played water polo, but was never a superstar. As a senior he won both the Elizabeth Woolsey Gilman Prize and a Sixth Form Speaking Prize. Along with his younger brother Derrick, a 2002 graduate, he also won the Andrew Mitchell Ritchie Prize, an award given for creative writing in music. Derrick has gone on to a professional
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career as a composer, lyricist and pianist, though he is now following in his brother’s footsteps as a University of Maryland Law student; he is currently spending a semester in China, just as Marcus did several years ago. “The more time passes, the more I appreciate Gilman,” says Wang, a 12-year man who started at the School in 1988. “It gave me the opportunity to do so many things.” While living in China, Wang hopes to get back to Baltimore a couple times a year. In addition to being a Maryland Law graduate, the 30-year-old is also in his second term as a member of the School’s Board of Visitors in 2012-2013. The Board, which includes such local luminaries as Senator Ben Cardin and Congressman Elijah Cummings, both Maryland Law graduates themselves, advises the Dean and other leaders on a wide variety of topics and also contributes to development and alumni relations for the School.
From Gilman to Harvard to Maryland to corporate law to international business to community service and philanthropy back home, Wang admits that it’s been “a heck of a ride so far.”
any scholarship money, is now helping future students make their dreams come true. In 2008, just after graduating, he and two others established the Leadership Scholars Legacy Endowment at Maryland. Each of the three founders were recipients of a Leadership Scholarship, and the endowment will lead to funding of additional Leadership Scholar awards in the future. From Gilman to Harvard to Maryland to corporate law to international business to community service and philanthropy back home, Wang admits that it’s been “a heck of a ride so far.” He says with an enthusiasm that mirrors his youth that he “can’t wait to see what happens next.” Still, the Baltimore County native considers Maryland his home, and Under Armour’s Maryland pedigree makes him even more proud to represent the company abroad. When he does come home, whenever that may be, he’s making a promise to his alma mater that he’s sure to keep. “One day, if I have a son,” Wang says, “I hope I can send him to Gilman.”
In 2011, the law school earned another Gilman connection when it was renamed The Francis King Carey School of Law. The renaming was prompted by a large gift from the W.P. Carey Foundation, led by the late Wm. Polk Carey ’48, in honor of his grandfather, who graduated from the law school in 1880 and became a prominent attorney and civic leader in Maryland. “It’s a tremendous honor to be on the Board,” Wang says, “to be able to work and serve with people that are partners, CEOs and titans of the legal field.” Wang, who says he would have gone to the school even if he had not received
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Goodbye, Mr. Grimes chris legg ’67 middle school faculty
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Forty-nine years ago an unexpected complication arose at Gilman School. The year was 1963; the month, July. Henry Callard had just retired. Ludlow Baldwin was the newly-seated Gilman headmaster. Roy Barker presided over an Upper School English Department that included Jerry Downs and Alex Armstrong. Who could they get to teach English for a one-year opening? It was suggested that Bo Grimes might be just the person. Bo, recently graduated from Wesleyan University, had started a master’s program in teaching at Johns Hopkins University. He would be interning in the Westport, Connecticut, schools during the upcoming school year. Could young Grimes, Gilman class of 1959, could persuaded to return to his alma mater? It turned out that Bo could. The one-year job turned into a 49-year life’s career. And now the cycle that began
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A one-year job turned into a 49-year life’s career for S. Butler “Bo” Grimes III ’59.
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Bo Grimes loved reading to his students, and was able to lead them to the truth and beauty of books.
with that fateful decision has come full circle, and it is our bittersweet task to say goodbye to a gentleman and friend. Our school is less humorous, less meticulous, less intelligent, less wise, less modest and less faithful as a result of Bo’s departure. Gone is a stream of wit aimed at himself, his colleagues, the school’s administration, the Baltimore County traffic department and drivers in SUVs, but never at his students (at least in front of them). For example, when John Schmick’s e-mail came through announcing that Bill Merrick had signed up for another year, Bo observed, “He makes me look like a wimp.” Gone is Bo’s meticulous matching of the various elements of his dress — his shirts, ties, pants, socks, belts always coordinate. Gone will be his everyhair-in-its-place coif. Gone, too, will be the precision of his grading and editing of student work, his masterful readings of poetry at Middle School assemblies and his understated but luminous introductions to those poems. Gone, as well, will be his
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exacting end-of-the-day inspections of every homeroom in the Middle School and his careful recordings of lapses in the clean-up regimen. I’m not sure these will be missed, however. Once at the inquest that followed Bo’s marking my and Nicole Mitchell’s homeroom as deficient, our advisees swore that every bit of paper had been picked up, every mark on the boards erased, and even, our usual failing, the trash cans emptied. When I approached him to find the cause of our delinquency, Bo informed me that the VCR console in the cabinet had been left on. The meticulous Mr. Grimes had struck again. Gone is a one man reference department. Have a question about the War of the Roses, ask Bo. Want to know the Old English version of the Lord’s Prayer, he’ll be able to quote it on the spot. What about the derivation of the Civil War song “Goober Peas”? Bo’s your man. Who’s going to deliver Bo’s annual lecture on the passive construction of the past participle? Gone is a man who can tell you about the Spartan past of Gilman. Bo
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His love of words, facts and stories will echo through his students. His example as a faithful and skilled teacher will instruct the men and women who follow him. entered Gilman’s kindergarten in 1945. After his second grade year, because of family finances, he left the school to attend Roland Park Public, but he returned for the eighth grade. When he did so, Reddy Finney was the faculty member who was assigned to give him special instruction in writing. Together, as student and teacher, he spent 58 years at Gilman. He spent his first nine years in the Upper School. In his fourth year as a teacher, he taught John Schmick sixth form English. Then in 1972, he was part of the founding of a new Middle School. He’s been mentoring our boys in the middle ever since. Gone is the man who understands the School’s history in a way that few do. Bo’s stories about the School are truly Shakespearean in scope; depending on his mood, he tells them as histories, comedies or tragedies. Gone is a department coordinator who presided over the modernization of our language arts curriculum, who was gentle, flexible and liberating, and who understood that a one-size-fits-all method does not work in his subject. Gone is a teacher who was in love with his subject, constantly working on new assignments, and able to lead his students to the truth and beauty at the center of our best books. Gone is the source of various pieces of teaching material that periodically finds its way onto the desks of his colleagues in the Middle School Language Arts Department, such as a photocopied newspaper story about the faulty rivets used in the construction of the Titanic or an analysis of the nine features of the heroic quest story or a learned commentary on
Julius Caesar or a newly invented writing assignment such as the one that crossed my desk two weeks before the end of last school year, inviting sixth graders to enter a portal opening to St. Petersburg, Missouri, circa 1843, and join Tom Sawyer and Huck Finn in an adventure. Gone is a man who loves reading to his students and having conversations with them and who opened up new worlds for so many of them. Yes, Bo has left us. It is hard to fathom, but when we returned for the new school year, our ranks did not include this friendly, erudite, happy teacher of teachers. But he will not be gone in the deepest sense of the word. Remaining is the Grimesean spirit. Bo might have moved on but part of him remains at Gilman. His love of words, facts and stories will echo through his students. His example as a faithful and skilled teacher will instruct the men and women who follow him. In closing, what could be more appropriate than a poem by Shel Silverstein that Bo himself has read to the Middle School. This Bridge By Shel Silverstein This bridge will only take you halfway there To those mysterious lands you long to see: Through gypsy camps and swirling Arab fairs And moonlit woods where unicorns run free. So come and walk awhile with me and share The twisting trails and wonderous worlds I’ve known. But this bridge will only take you halfway there — The last few steps you’ll have to take alone.
Bo, we have been so fortunate to have walked with you. Thank you for sharing your twisting trails and wonderous worlds. We wish you, Sabra, Letitia and Margaret all the best.
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Another Turn in Turner’s Journey simon evered ’15
From running a billing machine to implementing an Internet-based student information system, Technology Services Manager Bill Turner shepherded Gilman through the information age during his 34-year career. Photo by Zach Pollack ’15
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First published in the June 10, 2012, issue of The Gilman News.
Bill Turner, Gilman’s technology services manager, retired September 28, and through talking to him, one realizes that he has many truly intriguing stories from his time at the School. Having worked at Gilman for 34 years, he witnessed dramatic changes in terms of the progression of technology. When Mr. Turner started working here in 1978, he operated, in his words, a “really old-fashioned billing machine.” In contrast, however, one of his more recent projects has been to work with Director of Technology Tom Gorski to shape the D.O.C. (Device of Choice) policy that requires all students to bring in laptops or other internet-capable electronic devices, launched in the Upper School this fall. The D.O.C. launch shows how much Gilman’s technology has developed from a previous time of CRT monitors and floppy disks. “From electronic typewriters to iPads,” he says, “the changes have been monumental.” Since his start as an accounting manager in the business department, Mr. Turner has progressed along with technology. From that first position, he took every opportunity thrown his way. He learned how to program a billing machine; he was one the first of the new “data-processing” department; he managed the project to convert to a new student information system that resulted, among other attributes, in grades and comments being available online; and, most currently,
worked on “installing the best high-speed access points,” which allow rapid and easy Wi-Fi access for student and faculty devices. In addition to taking advantage of chances given to him, Mr. Turner seemed to do a bit of everything in the technology department, including budgeting, making sure hardware works, managing the phone system and keeping track of the 797 computers and tablets at the school. Mr. Turner has always been very passionate about his job. When asked if he initially thought he would work at Gilman for so long, he responded, “I just never thought about it really,” explaining his love for his position in the school all along, especially because of the job’s constant challenges. Challenge is the major part of his role at Gilman that he says he will miss. In retirement, Mr. Turner, an avid motorcycle rider — one could always tell the weather forecast by whether or not his bike was in his parking spot — plans to “travel around” on his motorcycle, along with “playing a lot more golf.” Good luck to Mr. Turner in each new turn he encounters in his travels.
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Henry P. A. Smyth will become Gilman’s 14th Headmaster, effective July 1, 2013. Photo by David Cha ’13
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School News
Henry P.A. Smyth Appointed 14th Headmaster of Gilman School Board of Trustees President Paul McBride announced on October 25, 2012, the appointment of Henry Smyth as the 14th Headmaster of Gilman School, effective July 1, 2013. The Board of Trustees unanimously approved the recommendation of the Headmaster Search Committee during a meeting on October 25. “Henry will be an outstanding Headmaster for Gilman. He will preserve the best traditions and values of the school while ensuring that Gilman continues to evolve,” says Nick Cortezi ’84, chair of the search committee. “His vision for the future and his commitment to excellence will ensure that Gilman remains one of the country’s finest day schools.” Smyth, who has worked in independent schools for nearly 20 years, has been Gilman’s assistant headmaster since July 2010. In that role, he has assisted in the overall operations of the School, paying particular attention to faculty hiring and professional development as well as the implementation of Gilman’s LongRange Plan. “As a teacher, coach and administrator in a variety of schools, I have witnessed firsthand the transformative power that such experiences and relationships can have on students,” says Smyth. “As assistant headmaster and a proud Gilman parent, I have seen up close Gilman’s mission to educate the whole boy in mind, body and spirit come to life in similar ways. That mission is what drew me to Gilman, and it is what inspires me to stay.”
A graduate of Phillips Academy Andover, Princeton University (A.B.) and Stanford University (M.A.), Smyth has been a teacher, coach and administrator at various times in his career, including positions at Charlotte (N.C.) Country Day School, St. Albans School in Washington, D.C., and the Head-Royce School in Oakland, Calif., where he was tenth grade dean and assistant director of admissions. Before coming to Gilman in 2010, Smyth spent six years as head of the Upper School (grades 4-8) at St. Patrick’s Episcopal Day School in Washington, D.C. In addition to teaching at all levels — Lower, Middle, and Upper — during his career, he has also coached soccer and basketball. Smyth’s appointment followed a six-month, thorough and comprehensive national search by the Headmaster Search Committee — a cross-section of alumni, trustees, parents and faculty members. Outreach by the consulting firm Storbeck Pimentel yielded candidates from across the country and from outside the United States. The search process involved months of candidate reviews, interviews and reference checking. “Henry has demonstrated a collaborative approach to leadership that is both deliberate and collegial,” says McBride. “He has connected with our boys, our parents, our alumni and our faculty and earned the Gilman community’s respect and affection.” Headmaster John Schmick ’67 is retiring on June 30 after six years as Headmaster and 39 years as a teacher, coach and administrator at Gilman.
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School News
Faculty Update Overall, the faculty remained fairly stable when Gilman began its 115th year in the fall. Excellent additions filled open positions, and several faculty accepted new assignments within the School.
Upper School Frank Fitzgibbon, Science Fitzgibbon, a native of Ireland, has been teaching in the United States since 2001. He began his career in the Kent County Public Schools on Maryland’s Eastern Shore before heading to Baltimore County to teach at Towson and Patapsco High Schools. He also has been an adjunct professor at Loyola University. Fitzgibbon, who did his undergraduate work at University College Cork in Ireland, has a particular interest in DNA sequencing; he has worked with several Gilman boys on an ongoing DNA project. His athletic skills include soccer and mountaineering.
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Daniel Houston, Classics Houston joins the Classics department in a part-time capacity for the 2012–13 school year, teaching two sections of Latin. He is currently a doctoral student in Classics/ Humanities at Johns Hopkins. A New England native, he received his bachelor’s (in classics and German) and master’s (in Greek and Latin) degrees from the University of Vermont. He was a foreign language teacher at Weymouth High School in Massachusetts prior to beginning his doctoral studies. Adam Prince, Tickner Writing Fellow The winner of the 2010 Wabash Prize for Fiction, Adam Prince comes to Gilman from the University of Tennessee, where he is currently a Ph.D. candidate in English and creative writing. He earned his bachelor’s degree from Vassar and an M.F.A. from the University of Arkansas. Prince’s short stories, including “Island of the Lost Boys,” which won the Wabash Prize, have appeared in countless publications. Also the author of a novel, The Beautiful Wishes of Ugly Men, Prince
gilman bulletin
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teaches creative writing and assists with the literary magazine at Gilman. Christopher Flint ’07 transitions from Cooper Teaching Fellow to a teaching position. He continues to work in all facets of behind the scenes technology in the auditorium, assist our stage crews and help students with projects in the digital lab, among other myriad duties.
Middle School Julia Dimaio, Science Dimaio comes to the Middle School after two years with Teach for America, where she taught Middle School science at the Baltimore Leadership School for Young Women, a Baltimore City charter school. She also served as a team leader for curriculum development and as a faculty advisor for student government. A Baltimore native who attended Notre Dame Preparatory School, Dimaio earned her bachelor’s degree from Wake Forest and a master’s degree in education from Johns Hopkins. Kimberly Dubansky, Callard Fellow Dubansky received both her bachelor’s degree (in public health) and master’s degree (in population environmental health) from Johns Hopkins, where she also played on the lacrosse team. A McDonogh graduate, she will be mentored by Spanish teacher Jessica Nelson and observe classes in both the modern languages and science departments. Though not entirely new to the Middle School, Sean Byrne steps into some legendary shoes as he joins the language arts faculty to take over from the retiring Bo Grimes. Last school year, Byrne, who was the 2011 Callard Fellow in the Upper School, covered Neil Gabbey’s classes during Gabbey’s Riepe Sabbatical.
Lower School Katie Berman, Fourth Grade Berman comes to Gilman after eight years teaching at the Padonia International School in Baltimore County. While there, she taught with Adam Herb, who now is one of her fourth grade colleagues at Gilman. Currently training for her first half-marathon run, Katie, who holds a B.A. from Elon University, also has the energy to keep up with a room full of fourth grade boys! Rick Bowie ’08, Michael Howard Cooper Teaching Fellow Bowie, a 2008 Gilman graduate, graduated from Dickinson College in 2012. He played football for four years at Dickinson, participated in the Fellowship of Christian Athletes, and was a vice president and philanthropy chair for his fraternity. While at Gilman, he was a varsity football captain and also played on the baseball team. Bowie will work as a coach for the varsity football team this season. Mary Furrer, Pre-First A long-time Lower School teacher and admissions staff member at St. Paul’s School, Furrer comes to Gilman from Good Shepherd School, where she taught kindergarten. She also has been Dean of Students for the Johns Hopkins Center for Talented Youth, an instructor at St. Paul’s summer camp and a curriculum developer for the Maryland State department of education. Mary holds a undergraduate degree in education from Elon University, a master’s in administration from Towson University, and she trained in both Orton-Gillingham and Phono-Graphix, which enables her to work with children with special learning needs. Rakiya Orange, Kindergarten Orange serves as an associate teacher in kindergarten after teaching preschool at Garrison Forest School last year. She is a 2011 graduate of Bowdoin College in
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School News
frank fitzgibbon
daniel houston
adam prince
julia dimaio
kimberly dubansky
katie berman
rick bowie
mary furrer
rakiya orange
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gilman bulletin
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Maine. She has been involved in theater and dance from an early age; her family owns and operates Baltimore’s Arena Players, Inc., the nation’s longest continuouslyrunning African-American theater. The following familiar faces now have new teaching assignments: Wendy Barger moves from first grade to become the head teacher in kindergarten., replacing Sharon Lang, who in four years at Gilman, took the kindergarten from an idea on paper to a thriving program. Melissa Oddo moves from the pre-first teaching team to take over the 1A section of first grade. Meredith Miller took over 1B when Evan Mooney left to become a mother, and Meredith moves permanently to first grade. Essie Mallonee moves from kindergarten to pre-first, where she began at Gilman. Bill Merrick leaves his fourth grade homeroom to work with students across a range of classes and grades. Bill meets with boys individually and in small groups to strengthen their organizational abilities and to help bolster their academic skills and confidence. Of course, he also continues to teach geography, including his legendary songs, to fourth grade classes, and teams up with various Lower School teachers to produce class plays.
Staff
worked as the director of public relations for WMAR-TV. Missy Evans-Moreland is now associate director of alumni and parent relations, with management responsibilities of both external relations programs. Angie Brickhouse was recently promoted to director of annual giving. Jaime Neaman joins Brickhouse on the annual giving staff as assistant director. She comes to Gilman from the Charles E. Smith Jewish Day School in Rockville, Maryland, where she served as the associate director of campaign (annual giving) and alumni relations. Kellie Saunders-Houston is the new administrative assistant for annual giving. Kellie comes to Gilman from the Maryland Historical Society, where she worked as a development coordinator. Her husband, Dan Houston, joined Gilman this year as a part-time Upper School Latin teacher. Marketing and Communications Brooke Snyder joined the School’s administrative team as director of marketing and communications. Most recently, she was the senior marketing manager for Walden University, part of Laureate International Universities. Previously, she spent eight years as a marketing manager at McCormick & Company. Jillian Matos joined the staff as the new school archivist.
Admissions Danielle Moran joins the Admissions Office as administrative assistant for admissions and financial aid. ETS Damien Anderson joins ETS as system administrator. Alison Conner moves from the Admissions Office to become the student database coordinator. Development Maria Tilley, mother of Brett ’15 and Matthew ’13, is the new director of parent relations. Tilley served as the 2012 Parents Association president, and previously
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School News
Trustees on Board The Gilman Board of Trustees greeted the 2012–2013 academic year with several new and returning members among its ranks. The rising leaders of The Gilman Fund and the Alumni and Parents Association join the board to represent their areas of interest. Frank A. Bonsal III ’82, P’25, The Gilman Fund vice-chair, is the annual giving trustee. Bonsal is general partner for New Markets Venture Partners; his and wife Helen’s son Frank IV moved from kindergarten to pre-first this fall. Alumni Association Vice President Mitchell F. Ford ’82, P’16 serves as alumni trustee. His and wife Susan’s son Mitchie just began his Gilman career as a new ninth grader. Ford is senior vice president of wealth management for Smith Barney. Michel “Chel” Cavallon P’15, Parents Association vice president, serves as the parent trustee. He and his wife, Kathryn R. Wagner, parent son James ’15. Cavallon is an executive for Ascend One, a financial planning firm. Longtime Gilman benefactor and grandson of founder Anne Galbraith Carey, Francis “Frank” J. Carey ’43 joins the Board as a lifetime trustee. Carey heads the W.P. Carey Foundation. Robert “Bo” Cashman P’17, Dr. Charles C. Edwards II ’88, P’20, ’25, Kathleen B. Hogan, Ph.D., P’11, ’14, John D. Linehan ’83, P’18 and Charlotte E. Modly, M.D., P’10, ’12, ’14, join the Board as regular trustees. Cashman, who volunteered with his wife Kimberly as the 2009–10 Gilman Fund parent vice chairs, is a senior vice president of investment properties group at CB Richard Ellis. He has also served as a member of the Financial Development Committee. The Cashmans’ son Taylor ’17 is in eighth grade.
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A seasoned phonathon volunteer and engaged alumnus, Charles C. Edwards II ’88, P’20, ’25 is medical director of the Maryland Spine Center at Mercy Hospital. He and wife Ann chose Gilman for their sons fifth-grader Charlie and pre-firster Timmy. Deputy Assistant Secretary for Energy Efficiency, U.S. Department of Energy, Kathleen B. Hogan P’11, ’14, with her husband Robert L. Williams, led the senior parent gift effort during older son Sam’s senior year. Today, Sam is a sophomore at Vassar College. Younger son Ben ’14 is a junior. John D. Linehan ’83, P’18 is head of U.S. equity at T. Rowe Price. His and wife Elizabeth’s son Patrick is a seventh grader. Dermatologist Charlotte E. Modly P’10, ’12, ’14, joins the board as Kyle, the youngest of her and husband Paul Tarantino’s trio of Gilman boys, reaches his junior year. Son Evan ’10 is a junior at Tufts University and Alec ’12, last year’s school president, is a freshman at Dartmouth College. Modly has served on the Teaching and Learning Committee. The following trustees have renewed their service: Jonathon “Jon” S. Jacobson ’79, now a lifetime trustee; William “Bill” L. Paternotte ’63, Board vice president; Samuel “Sam” M. Dell III ’61, Cheo D. Hurley ’92 and Clarence L. Young III ’73, regular trustees. Theodore “Tedd” M. Alexander III P’13, ’15, ’19, Eric D. Becker ’80, Brian W. Jones ’84, P’20, Henry I. Myerberg ’73, William “Bill” M. Passano, Jr. ’48, Maria Velleggia Tilley P’13, and Theodore “Ted” C. Waters III ’84, P’15 have left the Board. Thanks to them for their service.
gilman bulletin
3/21/13 10:15 AM
frank a. bonsal iii
mitchell f. ford
michel cavallon
francis j. carey
robert cashman
charles c. edwards
kathleen b. hogan
john d. linehan
charlotte e. modly
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School News
Cyber Winners Gilman Group Participates in University of Baltimore’s Cyber Discovery Camp A Gilman group featuring six members of the Class of 2015 and two of their teachers was the winner of a week-long competition at the University of Baltimore’s Cyber Discovery Camp in mid-June. The camp featured daily discussions about cybersecurity issues, group problem-solving activities, computer programming activities and daily challenges and awards. Gilman was represented by rising 10th graders Mitchell Butler, Simon Evered, Max Dellheim, Liam Higgins, A.J. Hundertmark, Spencer Perry and Riley Secor, Upper School math teacher Troy
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The Gilman team (left to right): Riley Secor ‘15, Mitchell Butler ‘15, a student from Poly, Spencer Perry ‘15, Liam Higgins ‘15, Andrew (A.J.) Hundertmark ‘15 and faculty advisor Troy Wilson. Max Dellheim ’15 is not pictured.
Wilson and Upper School English teacher Chris Dawson. The teachers received training prior to the conference and coached their teams throughout the week. The camp featured teams from six area high schools. In addition to daily challenges, the students learned the history of cryptography and cybersecurity, explored cyber careers and discussed social and ethical implications of the field.
gilman bulletin
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AN EXTRAORDINARY EVENT FOR AN EXTRAORDINARY MAN
John E. Schmick ’67 FRIDAY
MAY
e
TWO THOUSAND
THIRTEEN
ef
John E. Schmick ’67 ∤ 39 years of service
f
To register visit gilman.edu/May10
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School News
How to Succeed at Gilman While Trying Really Hard Zane MacFarlane ’13 brings energy to the School presidency. david rosenfeld
Candidates seeking public office in this country can usually depend on their “base,” the voters who are likely to choose them no matter what. If they want to win the election, however, they’d better find at least a few votes from the people they usually can’t count on. The Gilman Upper School’s highest elected official, Zane MacFarlane ’13, didn’t have that problem in the 2012 election year. He covers all the bases, so to speak, in the classroom, on the playing fields and on stage. It seems like he’s counted on every one of his fellow Gilman students, and every one of them has counted on him. “I’ve been involved in a lot of different things here,” says MacFarlane. “I’ve gone from place to place. I know a lot of people.” This can be tiring, of course, and MacFarlane said as much during a brief speech to a group of new Gilman parents in September. He told them about a day late in his junior year, when he felt like he’d done a great job on the “scout” team during varsity lacrosse practice. He had to miss the end of practice, however, and head over to the auditorium, where he rehearsed
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for his lead role in the spring musical, “How to Succeed in Business Without Really Trying.” This part was his first major role in any theater production, and it was a big one. “The role is monumental,” says John Rowell, the English teacher who directs Gilman’s theater productions, “one of the largest ever written for a musical theater actor, constantly demanding in areas of acting, singing and dancing.” The musical’s title hardly describes MacFarlane’s contributions the past 13 years: try “How to Succeed at Gilman While Trying Really Hard.” But MacFarlane is quick to credit the faculty, his coaches, and anyone else who’s helped him along the way — and he probably knows more of them than most of his classmates. “I didn’t have to sacrifice lacrosse or the musical,” he says. “I just had to do a lot of coordinating in advance. Coach (Brooks) Matthews was great; he had actually done this before, with Conor McGee (’09), and Conor was the starting goalie. Mr. Rowell spent the spring teaching me how to act; I had not done that much acting before.”
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After an energetic year as School president, Zane MacFarlane ’13 will attend Pomona College in the fall.
MacFarlane is actually more of a musician than an actor, starting when he first learned the violin while a first-grader in Gilman’s After School Music Program. He eventually switched to the guitar, sometime in Middle School, and he writes his own music and lyrics whenever he gets the chance. This past fall, he was one of the acts in Gilman’s first-ever studentrun music festival, Lumen Fest, and he also sings sans guitar, a capella, with the Traveling Men. MacFarlane also played soccer — he gave that up this year due to his School president duties — and he also wrestled for the Greyhounds, competing during his junior year in the 132-lb. weight class. When he came to Gilman for pre-first grade in the fall of 2000, MacFarlane continued a family tradition on Roland Avenue. His brother, Key, graduated in 2007 before heading to Colgate, while his father, Ian, is a 1975 graduate. His maternal grandfather, Dick Tucker, is a member of the Class of 1947 and was also a wrestler, competing alongside former headmaster Reddy Finney.
MacFarlane hoped his year as School president would be characterized by energy, which he says too often fades as the doldrums of winter begin to appear. He planned on keeping things loose with lots of day-to-day activities, like treasure hunts and scavenger hunts, compiling a running tally during a competition among classes. Also in the plans is the return of Blue and Gray Day in the spring, when afternoon classes are cancelled and the Upper School competes in a series of spirited events. Still, he can’t help but think about a time in the future (he was accepted to his first college choice, Pomona College, in Southern California), when it’s just him and his guitar and no one else. He’ll sit down for an hour, or maybe more, and think back to the stresses of applying to college and leading the Upper School. And he’ll be happy where he is. “I love playing on a sports team or playing music with other people, working on a goal,” he says. “But that alone time is the most relaxing time of the day.” And if he’s tired, he’ll just be able to fall asleep.
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Middle school-age boys at TBLU Global in Gyeonoggi, Korea.
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gilman bulletin
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School News
Passage to Asia
In October, Headmaster John Schmick ’67 and Director of Admissions and Financial Aid Bill Gamper ’71 each traveled to the Far East to introduce Gilman to potential international students as well as connect with alumni and parents and foster possible relationships with schools. Headmaster Schmick, accompanied by his wife Janet, traveled with IVY International, the group that sponsors the four Chinesenational Upper School students currently enrolled at Gilman. During his trip, Schmick met with many young Chinese boys, visited schools in Shenzhen and Beijing, and generally represented Gilman in Beijing, Shanghai, Shenzhen and
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Guangzhou. He also saw three Gilman alumni who live and work in China: Derrick Wang ’02 in Beijing and Marcus Wang ’00 (Derrick’s older brother) and Chris Scott ’02 in Shanghai. He also visited with our Chinese students’ parents in their home cities. “I came away very impressed with the friendliness and drive of the Chinese people and the affirmation that boys are boys, no matter what nationality,” says Schmick. “They have the same passions, the same desires, and the same fears. Teenagers are teenagers!” One primary difference he noted between the Chinese and American educational systems is that we stress critical thinking and individual development. “The emphasis in the Chinese system is on one critical test, which the students take over two-and-a-half days around their senior year,” he says. “This test determines whether or not they will go on to college and which college they will attend.”
Bill Gamper traveled to Korea to begin to open dialogue and establish partnerships with schools in that country, with an aim to develop exchanges of students and faculty, programs and ideas. As a result, there is much more stress on rote memorization and much less on independent thinking and critical reading. Thanks to the efforts of past parent and former Trustee Julie Lee, Bill Gamper traveled to Korea to begin to open dialogue and establish partnerships with schools in that country, with an aim to develop exchanges of students and faculty, programs and ideas. Gamper visited TLBU Global School, a bilingual boarding school for grades 4-9, in Gyeonggi, Korea, located just outside Seoul. In Daejeon, Korea, he toured two high schools, Daejeon Science and Daejeon
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DaeShin High School, and one primary school, SFA Learning Center. Both high schools are residential and include the middle grades. Daejeon Dae Shin also includes a day student component. Gamper is hopeful that Gilman will be able to create ongoing relationships with one or more of the schools that he visited. “Students from TLBU Global School visited Gilman and RPCS last school year, and a few older SFA Learning Center students accompanied by their teachers visited our Lower School and RPCS in January,” he says. Since returning home, Gamper has maintained communication with Daeshin High School, the school that he views as the most like Gilman. Possible interactions with Daejeon Science High School, if not simply a student or faculty exchange, might include exchange of ideas and programs. “The school is doing a lot of interesting things in the sciences,” he says. Gamper, who traveled with his wife Mary, also took the opportunity to visit several sites to experience the history, art, religion and culture of Korea. Julie Lee was a huge help in orienting the Gampers to Korean culture, both before the trip and on their first day in Seoul. The Gampers also had dinner with William and Jean Song, parents of Alex ’14 and Chris ’16, who live in Seoul, and met with them before returning to the States. Alex and Chris Song live with their aunt and uncle in Howard County so that they can attend Gilman.
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6 1. An aerial view of Jeju City, the capital of the Jeju province and the largest city on the island of the same name.
2. Bill Gamper and his wife Maria (left) pose with TBLU Global School Principal Kim Mi-Sung and Assistant Principal Jung Hee-Yong.
3. Students at SFA Academy, a primary school, in Daejeon, Korea. 4. A laboratory at Daejeon Science High School.
5. Administrators and English teachers visit with Bill Gamper at Daejeon DaeShin High School. 6. A festival in Seoul Plaza, in front of City Hall.
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School News
Crossing the Pond Gilman students study abroad in England and the Czech Republic.
jodi pluznik
Exchange programs are the most timehonored global education tools available to educators and students. What better way to experience a different culture than being totally immersed in it? Currently, the Harry Hardie AngloAmerican Prize and the Riepe Family Exchange, both with schools in England, and a new program with a school in the Czech Republic give Gilman students the opportunity to study abroad. Even better for the School, they also offer foreign students the chance to study abroad at Gilman. The Gilman boys are selected through a competitive application process that includes an essay and an interview with a team of Upper School faculty. “The boys are great ambassadors for Gilman,” says Jeff Christ, English department chair and longtime exchange coordinator, of the students selected to represent the School. “They are kids who have thought beneath the surface about what it will be like to be immersed in another culture. They are curious, and looking to expand their horizons.”
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The English students arrive at Gilman in April, just after Spring Break, a particularly frenetic time as the school year marches toward its close. The boys follow their hosts’ schedules for a couple days, and then Christ allows them to craft their own schedules. The students often choose courses in the humanities — literature, history, political science, for instance — as these are easier to jump into midstream. “It’s a different teaching style here,” says Christ. “The boys find the teachers approachable; there is more discussion. They enjoy the interaction with faculty.” The visiting boys participate fully in school life, including athletics. “Some kids are ringers,” Christ jokes. In June, the Gilman students travel abroad, where they board at their British schools as well as spend a week or so with their exchange partner’s family. Daniel Reese ’13 was the 2012 recipient of the Harry Hardie Anglo-American Prize, Gilman’s most venerable exchange, established in 1969. Reese spent four weeks in June living and learning at St. Edward’s
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School in Oxford, England. A few months earlier, St. Edward’s student Cameron Cockburn spent time at Gilman and stayed with the Reese family. Reese values his experience as both a host and a guest, and appreciates the warm welcomes and acceptance on both sides of the pond. “Cameron arrived on the last day of Spring Break,” he recalls, “and even before he had a chance to unpack his stuff, about ten of my friends from school showed up to meet him and take him out with us that night. People at Gilman really seemed to enjoy getting to know him and still ask about how he's doing.” During his time in Baltimore, Cockburn had commented about how everything is so much bigger here — taller buildings, larger homes and probably even portion sizes. Reese thought he was exaggerating, until he arrived in England, and especially in Oxford, where he doubts there is a building taller than nine stories. “The sheer amount of ‘stuff’ that we have is kind of staggering compared to what I saw in Oxford,” he says. Even at the ripe-old-by-American-standards age of 236, the United States, by comparison to the United Kingdom, is young and exciting, while England, though modernized, sticks to its ancient roots. Reese’s experience as the “new kid” at St. Edwards taught him valuable social lessons. He met people from all over England: native born, first generation, athletes, artists, actors. As a visiting student, and a foreigner to boot, he found himself a point of attention. “Everyone tries to get to know you so you have to be prepared to put yourself out there and try your best to relate to them all,” he says. “I think that's something I got really good at doing.” Reese and Cockburn still keep in touch, chatting about twice a month through Facebook, and Reese hopes to see Cockburn stateside as the young Brit has applied to seven American universities. He’s also in contact with several people from St. Edwards, in addition to Cockburn, an added bonus he did not anticipate. At the same time that Reese was in Oxford, the Riepe Family Exchange sent
Daniel Radov ’13 to Christ’s Hospital School, an independent boarding and day school, in Horsham, West Sussex, England. Radov and his family had hosted Christ’s Hospital student Oliver Wardman at Gilman. While Wardman was here, he explored Gilman’s academic offerings, as well as Baltimore and a bit of the East Coast, with Radov. “He enjoyed two courses in particular: European Ideologies and U.S. History since 1945,” says Radov. “Outside of school, I took Oliver to Washington, downtown Baltimore and New York. Otherwise, he accompanied my friends and me to wherever we went.” Radov found England, and boarding school, a bit more restrictive in freedom of movement, but he met a wide array of people who hailed from around the world. “Christ’s Hospital is truly an international school,” he says. A third exchange, beginning in 2013, will bring a student from the PORG Gymnazium in Prague to Gilman in the spring. Assistant Headmaster Henry Smyth traveled to Prague last summer to finalize the relationship with PORG, as well as meet with the parents of Jiri Vavrusa (Jiri was away at the time), the young man who will come to Gilman in April. Gilman’s Huntington Williams ’14 will travel to Prague this summer. A long-term strategic goal for Gilman is to create more international experiences for students, and Christ has high hopes that the School will do more. He imagines, for example, working with his counterparts at Gilman’s partner schools to develop faculty exchanges or distance learning courses in addition to the student exchanges. The late Tom Hardie ’39 established the prize to encourage Anglo-American exchanges. Eli Clemens ’14 is the 2013 Hardie Exchange recipient; Eli and his family will host his British counterpart this spring. James S. and Gail Riepe PP’94 have generously supported the Christ’s Hospital School exchange program since 2010. Omar Khatib ’14 is the 2013 Riepe Family Exchange recipient.
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Top: John Williams ’06, left, is pictured with Thomas Alinkie and Evan Delahanty, a fellow Peace Corps volunteer. Thomas Alinkie is the headmaster of the primary school in Ligorio, where Williams and Delahanty organize and lead Camp BILT — Boys
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Improving Lives Together for 30 fifth and sixth grade boys living in the interior. The camp focused on leadership and life skills education to encourage the boys to become positive leaders in their communities. “We held lessons on environmental protection,
HIV/AIDS and other sexual issues facing young men, drugs and alcohol, leadership, decision making and career development,” says Williams. Above: At Camp GLOW — Girls Leading Our World, the companion program to
Camp BILT, Williams was a team leader, responsible for a group of eight girls. In this photo, he and his team create tie-dye t-shirts as a teambuilding exercise. Camp GLOW focuses on women’s and gender issues along with leadership development.
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Alumni
Improving Lives Grain by Grain Peace Corps volunteer John Williams ’06 is working with people in his community in Suriname to design, implement and maintain a rice-milling business to increase production efficiency and alleviate manual labor.
“A sustainable rice milling business would create a huge change,” said Williams, a graduate of Colgate University who has been living and working in Suriname, a republic located in northern South America, flanked by Guyana and French Guiana, since May 2011. “Not only would it relieve hundreds of women of backbreaking, time-consuming work, but also it would permit them time and energy for other essential tasks.” Members of the community will provide 40 percent of the funding for the project along with the transportation, materials, fuel and labor to build and operate the mill shelter, as well as transportation, room and board for the mill’s engineers who will provide technical training. Williams helped create a project committee amongst community leaders and is in the process of building group capacity and teaching business practices. “Rice is the staple food in the diet of those living in the community. While each step in harvesting rice is strenuous, beating rice with heavy mortar and pestle is exhausting. Women endure this physical
demand daily, pounding rice for hours to provide for their families. The magnitude of labor exerted is enormous compared to the small quantities produced and the demands of milling rice by hand leave little time for other pursuits,” said Williams. A portion of the funds for the project will be raised through the Peace Corps Partnership Program (PCPP), a program that helps support Peace Corps volunteer community projects worldwide. In order to receive funding through the PCPP, a community must make a 25 percent contribution to the total project cost and outline success indicators for the individual projects. This helps ensure community ownership and a greater chance of long-term sustainability. More than 420 Peace Corps volunteers have served in Suriname since the program was established in 1995. Currently, John is one of 27 volunteers who serve in Suriname. Volunteers, who are trained in the languages of Aucan, Sranan Tongo and Saramaccan, work in the areas of health and community economic development.
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Alumni
Alumni Weekend 2012 The second Spring Alumni Weekend celebrated everything Gilman, May 10–12, 2012.
The weekend began Thursday evening with Gilman Night at Camden Yards. Though the Orioles did not a post a win, the cheering Greyhounds rallied around the home team. Friday daytime activities included class visits, campus tours and the always interesting Gilman “Then and Now” luncheon, where seniors from the Class of 2012 shared their experiences with their soon-to-be fellow alumni. Renowned author Frank Deford ’57, who marked his 55th reunion during the weekend, spoke about his most recent book, the memoir “Over Time: My Life as a Sportswriter.” He graciously signed books after his talk. Patrick Smithwick ’69 joined Deford at the book signing. Smithwick is the author of “Racing My Father” and “Flying Change.” The ever-popular crab feast, attended by nearly 400 members of the Gilman community, capped the day’s activities. A sunny Saturday greeted the Family Fun Run and Family Day Carnival. The Festival of Arts, as well as an art show in the Old Gym, provided entertainment throughout the day. This year alumni
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participated in two athletic contests: the Alumni-Varsity Baseball game and the inaugural alumni lacrosse game. Returning alumni could also take a campus tour. The Class of 1962 enjoyed a whirlwind 50th Reunion Weekend that included dinner Thursday evening, a special memorial service, brunch with Headmaster Schmick, a class photo on Saturday before the evening’s gala reunion and Sunday brunch. Saturday evening reunion classes 1962, 1967, 1972, 1977, 1982, 1987, 1992, 1997, 2002 and 2007 celebrated their milestones at locations around Baltimore.
Alumni Reunion and Family Day Weekend 2013 Friday, May 10 and Saturday, May 11 Classes celebrating reunions in May include 1953, 1958, 1963, 1968, 1973, 1978, 1983, 1988, 1993, 1998, 2003 and 2008. The weekend will include special programming honoring Headmaster John Schmick ’67!
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Lacrosse players took the field for a first-ever alumni match.
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6 1. The Alumni-Varsity baseball game brings the boys of summer back to Gilman.
2. The annual Art Show features student work created during the school year. 3. The Family Day carnival delights one and all.
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4. Author Frank Deford ’57, left, chats with retired faculty member A.J. Downs at the book signing following Deford’s talk.
5. The Family Fun Run kicks off Saturday activities. 6. Members of the Class of 1987 enjoy the crab feast.
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8 7. Fifty years hence, the Class of 1962 recreates its graduation picture.
8. Five years out for the Class of 2007.
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In Memoriam
D.C. Finney ’43 Respected student leader and athlete, soldier and surgeon, D.C. Finney was the best of Gilman.
Daniel Clarke Wharton Finney ’43 was one of Gilman’s most outstanding graduates — an unparalleled student leader, a superior athlete, excelling in football, wrestling and lacrosse, and an immensely caring and compassionate surgeon, husband, father, grandfather, cousin, uncle and friend. He was the best of Gilman. By the start of his senior year, in fall 1942, D.C. had already led his class as president for three years. Yet his senior year, 1942–1943, his fourth at the class helm (at that time, the senior class president was effectively the school president), proved to be very unusual and exceptionally demanding. The United States had entered World War II, which brought austerity in itself. Adding to the general distress at Gilman, Headmaster E. Boyd Morrow suffered a debilitating heart attack just before the school year began. Acting quickly, the Trustees appointed co-acting Headmasters: Edward T. Russell, who would manage faculty, students and parents, and Meredith Janvier, who would handle administrative duties, as he had for Mr. Morrow. Neither
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Mr. Russell nor Mr. Janvier were truly interested in becoming Headmaster, although they were willing to accept the responsibility for the short term until a search for a permanent replacement could be conducted. “I can tell you based upon vivid memory that D.C. was the person who really led the School,” says former Headmaster Redmond C. S. Finney ’47, D.C.’s first cousin and a second former (eighth grader) at the time. “And he had hardly reached his 18th birthday!” Of that school year, Reddy Finney recalls that D.C. stepped in on numerous occasions to help make important decisions, and Mr. Russell, in particular, consulted with him virtually every day. “D.C. was truly amazing. I will never forget the outstanding leadership and example he demonstrated at assemblies and chapels and throughout the life of the School during the whole 1942–1943 school year,” he says. “I respected and loved him so much.” D.C. brought the same intensity of purpose to athletics, and he was an exceptional athlete and a great team leader.
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D.C. Finney in his senior portrait, left. Below, D.C. is pictured with his nephews Will ’08, Eben ’76 and Pete ’07 (left to right).
Reddy Finney does not believe he missed attending a single football, wrestling or lacrosse match in which D.C. participated. He aggressively tackled in football and earned the McCormick Unsung Hero Award; he won his weight class in the Maryland Scholastic Association (MSA) Wrestling Tournament; and, he was a leading attackman and captain for the lacrosse team. In recognition of his commitment and service to the School, D.C. was the recipient of the 1943 Fisher Medallion for “character, leadership and scholarship,” the highest honor the School bestows. “D.C. Wharton Finney was one of the most outstanding boys whom we have ever had at Gilman School,” wrote Edward Russell, in a college recommendation letter. “Briefly, to sum up, D.C. Wharton Finney has been a great and outstanding citizen while in the Gilman School. He is a young man of courage, initiative, leadership, and balance.” After graduation, the Class of 1943 quickly departed for military service, answering the nation’s call for able-bodied
men to serve. D.C. recalled, in a memorial to his great friend Owen Daly published in the Spring 2012 issue of the Gilman Bulletin, that he and Owen had both gone to the Navy recruiting office together. “He was accepted,” he wrote. “However, I couldn’t see let alone read the eye chart and ended up in the Army.” Despite his yearnings for the sea, he proved himself an honorable and brave soldier and an indefatigable leader. D.C. served as a machine-gunner with Company H of the 101st Infantry. The Army sent him to the European theater, where he arrived at the Normandy coast on September 7, 1944. A few months later, he fought in the historic and deadly Battle of the Bulge. “Dad drove trucks for the Red Ball express like he had learned on the family farm as teen,” says his daughter Edee Waller. “He was a sharpshooter as a machine gunner and a quick digger whose nickname was ‘Foxhole Finney’.” He earned the bronze star at the Battle of the Bulge and was promoted to sergeant. At 19, ever a leader, he commanded a squad of eight men.
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After the war, D.C. entered Princeton University. Though technically a member of the class of 1947, because the war interrupted his studies, he finished in 1949. He then entered The Johns Hopkins School of Medicine, in pursuit of his lifelong passion to become a surgeon. He graduated from medical school in 1953. He received his surgical training at the Union Memorial Hospital and started to practice in 1958. “The juxtaposition of Dad’s young life from a machine gunner in the bitter cold battling Germans for days to becoming a talented surgeon whose compassion was evident seems mind-boggling,” says Edee. While doing his residency at Union Memorial Hospital, he met and married Eleanor Jean Brown, a nurse. They began their family and raised four daughters, Edee, Mary, Winnie and Peggy. “Dad always said he wanted to be surrounded by women but this is not quite what he expected. He would laugh but we knew how much he loved us,” says Edee. Edee says that her father finally got his boys with his four grandsons, and his interest in them was readily apparent. With Peter, he shared his love of golf, with Murray his knowledge of sports, with Andrew his love of lacrosse and with Jack, his love of Gilman. With all of them, he shared their love of video games — how many 70-something grandfathers owned and mastered Nintendo Super Mario Brothers, Donkey Kong and Tetris? In his professional life, D.C. became a partner in Finney, Trimble Associates, where he worked alongside Dr. I. Ridgeway Trimble ’18, his uncle George G. Finney ’17 and his first cousin George G. Finney, Jr. ’44. He practiced general surgery and was an outstanding member of the medical community for many years. Most of his surgeries were performed at Union Memorial Hospital and GBMC. He seemed to gravitate naturally toward sensitive health issues, such as breast cancer, because of his empathy and calmness. He retired in 1990. “My Dad approached life with great zeal. He would try to learn everyone’s name
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(he was even doing this with all the nurses and aides at GBMC during his final illness), and with a twinkle in his eye Dad would say something amusing and kind,” says Edee. Always, D.C. remained close to Gilman. During the 1960s, at the request of Reddy Finney, then head football coach (1960– 1967), he became the Gilman football team doctor. The student-athletes trusted him, and D.C., as a former football player, understood the game and the types of injuries that participants might sustain and how they could best be treated. “D.C. also had the knowledge and the judgment to calm down and settle the Head Coach when it was needed!” says Reddy Finney. D. C. also served as president of the Alumni Association (1962-1965) and as a member of the Board of Trustees (1962– 1965). His paternal grandfather was also a longtime trustee: Dr. John Miller Turpin Finney, the renowned Johns Hopkins surgeon who was the first president of the American College of Surgeons, for whom the Gilman Middle School building is named. In later years, D.C. greatly enjoyed watching his nephews Eben D. Finney ’76, who considered him a surrogate father after his own father died, and Tom Finney ’81, and great-nephews Pete ’07 and Will ’08 and myriad other Finney relatives on the Gilman varsity field of play. His last visit to Roland Avenue was this past June, when he was able to see his grandson Jack graduate from Gilman as a member of the Class of 2012. Daniel Clarke Wharton Finney ’43 died November 5, 2012, at the age of 88. D.C.’s wife Eleanor Jean died in 2011. He is survived by his four daughters, Eleanor (Edee) Finney Waller, Edwina (Winnie) Wharton Smith Finney, Mary Finney Tannenberger and Margaret (Peggy) Wharton Finney; also a sister Margaret Finney McPherson; and four grandsons, including one Gilman graduate, John Finney Waller ’12. Many thanks to Reddy Finney, Bill Rienhoff ’43 and Edee Waller, who each contributed to this memorial.
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In Memoriam
Gilman remembers those alumni who have died in recent months. May they rest in peace.
Mr. A. Samuel Cook ’39
Mr. F. Key Murray, Jr. ’46
Mr. Paul Southwick ’39
Mr. Louis J. Carr ’48
Prof. Ray L. Heffner ’41
Mr. William H. Ford ’48
Mr. W. Kennedy Cromwell III ’42
Dr. Thomas C. Schmidt ’48
Mr. Donald M. Culver ’43
Mr. William H. Moore IV ’51
Dr. D. C. Wharton Finney ’43
Mr. Reza S. Alavi ’53
Mr. David K. Reeves ’44
Mr. R. Warren Hills II ’57
Dr. Gerhard Schmeisser, Jr. ’44
Dr. James M. Sawhill, Jr. ’59
Mr. J. Stuart Cassilly ’46
Mr. John R. Bland, Jr. ’60
Mr. David L. Hopkins, Jr. ’46
Mr. Frank L. Carozza ’79
Mr. W. Boulton Kelly, Jr. ’46
Mr. William W. Sheldon ’88
Deaths reported to Gilman between May 4, 2012, and January 21, 2013.
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Quarterback Shane Cockerille ’13, headed to Maryland, led the Greyhound football team to its second straight conference title.
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Athletics
Fall 2012 In Review
Among the many accolades you could give to the 2012 MIAA champion Gilman football team, one stands out differently, for the way that it bookended the 2012 season.
Yes, that’s right — the Greyhounds were so good, they played on TV. Twice. Gilman began its season in late August on national television, facing Cincinnati’s Archbishop Moeller in a game broadcast on ESPNU. The Greyhounds ended their season on local television, in the MIAA championship game against Calvert Hall. The results of those games differed, but the message delivered was the same. This Gilman team was special, one that took an already successful program to new heights. The numbers will say that the Greyhounds finished 9-2 in 2012, 5-0 in the MIAA and then defeated McDonogh and Calvert Hall in the league playoffs to win their second straight league title. They’ll say that Gilman finished its season ranked No. 1 in the metro area, No. 2 in the state and in the top 50 nationally. Individually, the Greyhounds had a player named to the Under Armour All-America game roster for the third year in a row: defensive lineman Henry Poggi, headed to Michigan. He follows 2011 honoree Cyrus Jones, now at Alabama, and
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Gilman defeats McDonogh for the fourth year in a row, a first for either school since the 1970s. The Greyhounds also beat the Eagles again two weeks later in the MIAA playoffs.
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2010 honoree Darius Jennings, now at Virginia. Before the season started, quarterback Shane Cockerille, headed to Maryland, participated in the “Elite 11” showcase on ESPN, hosted by former NFL quarterback Trent Dilfer. As a team, Gilman defeated McDonogh in the regular-season meeting (the 97th between the teams) for the fourth year in a row, a first for either school since Gilman won eight in a row in the 1970s. Gilman’s only losses came in the first two games of the season: to Moeller, who went on to win the Ohio Division I state championship, and to Good Counsel, the top team in Maryland, in overtime. The next week, the Greyhounds defeated the defending mythical national champion, New Jersey’s Don Bosco Prep, ending that school’s 46-game winning streak. And after that, the Greyhounds rolled over eight opponents by a combined score of 297-71. The exclamation point came in that second television appearance, the MIAA championship game, when the Greyhounds dominated Calvert Hall on the way to a 35-7 victory. Cockerille ran for 234 yards, while the defense, led by Baltimore Sun All-Metro Co-Defensive Players of the Year Poggi and Micah Kiser, kept the Cardinals off the scoreboard until late in the fourth quarter. Head coach Biff Poggi won his 11th MIAA title in 16 years as the team’s head coach, this one coming in the final year for his youngest son, Henry. Ten Greyhounds earned All-MIAA honors, and Gilman will again have a host of players headed to NCAA Division I programs next season. Football wasn’t the only team to reach the conference championship game in the fall. The soccer team also advanced to the title match, against Loyola, and a 2-0 defeat in that game was a disappointing end to an outstanding season. The Greyhounds played 23 games and won or tied 18 of them, including wins in their first six games and a ninegame unbeaten streak (5-0-4) in midseason. Gilman finished the year as the No. 3-ranked team in the area by the Baltimore
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Football wasn’t the only team to reach the conference championship game in the fall. The soccer team also advanced to the title match, against Loyola, and a 2-0 defeat in that game was a disappointing end to an outstanding season. Sun and reached the MIAA final for the third year in a row. To make the final, Coach Jon Seal’s team had to win two games, a quarterfinal nail-biter against Mount St. Joseph and then a semifinal upset of Archbishop Curley on the road. Seniors Riley DeSmit and Anthony Kim, along with junior Sam Wancowicz, earned All-MIAA honors, while Wancowicz and DeSmit also were Baltimore Sun all-metro picks. Volleyball had a strong season that ended in the MIAA semifinals; senior Jack Hutchins and junior Tyler Wakefield earned all-conference honors. Cross country finished in fifth place in both the MIAA championship meet and the DC/Maryland Private School meet. Water polo’s Anuj Khandelwal was an All-MIAA pick.
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5 1. Henry Poggi ’13, a defensive lineman, was named to the Under Armour All-American game roster.
2. Cross country finished fifth in the MIAA championship meet.
4. The water polo team fielded one All-MIAA player, Anuj Khandelwal ’13.
3. The soccer team advanced to the conference championship game.
5. Volleyball’s strong season finished in the semi-finals.
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Anuj Khandelwal ’13 in one of his many successful roles at Gilman: water polo standout.
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Athletics
Seriousness of Purpose Anuj Khandelwal ’13 leads in the pool and in the community. david rosenfeld
In so many ways, Anuj Khandelwal ’13 is the kind of student for which Gilman has always been known: a high achiever, both academically and athletically, a dedicated community servant, helping those in Baltimore less fortunate than he and many of his classmates, and even an expert debater, a prize winner in the grand Gilman tradition of Areopagus vs. Pynx. The son of doctors, he’s headed to MIT next year, perhaps the beginning of his own career in medicine. Spend a few minutes with him, though, and it becomes readily clear that there’s something different about Khandelwal. Most obvious: each day, he travels 45 minutes to Gilman from his home in Severna Park, right down the street from one of the top public high schools in Maryland. His sport is not football or lacrosse but water polo, or, as he calls it, just “polo”; he is, far and away, the best player in Gilman history, and he was recruited to play in college by several schools in addition to MIT. There is also a seriousness of purpose about him, however, one that seems more
likely in someone twice his age. It’s an urgency that helped create what might be his lasting legacy at Gilman, not to mention a few other schools. It’s called Hope for Highlands, and it’s gone way beyond what Khandelwal might have imagined. “I never really saw this coming and couldn’t have anticipated what’s happened,” he says. “I just wanted to start something to show how simple it is to help kids.”
Khandelwal’s fellow students at Gilman, and elsewhere, have helped bring Hope for Highlands to new heights. What was once one person’s idea is now a community-wide, student-run effort. Khandewal founded Hope for Highlands in July 2010; his initial goal was simply to collect school supplies for the students at a school he knew about, Baltimore Highlands Elementary School,
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Students deliver school supplies through the Hope for Highlands project.
a “Title 1” school in the high-poverty Lansdowne area of Baltimore County. Thanks to a few fliers and some of wordof-mouth promotion, the project was a success: there were enough donations for nearly 100 students. By the next year, however, the project began to take off. Encouraged by the early participation, he set a goal of $5,000 for the 2011–2012 school year and then nearly tripled it, raising nearly $13,000 in supplies and monetary contributions. Khandelwal helped get donations from several major retailers and hospitals, and a bin he placed at Gilman after giving an assembly filled quickly. “The donations allowed us to branch out aid beyond just supplies,” Khandelwal says. “We’ve been able to help with field trips and real world exposure — some of the kids had never even been downtown or to the zoo.” Some of the money has supported a stipend to help pay for lunches for students, for instance, while some of it has helped pay for recorders, those plastic elementary school flutes that might start a love of music for even the youngest kids. 78
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People outside of Gilman and Baltimore Highlands took notice of the effort. The project earned the prestigious Prudential Spirit of Community Award and was also recognized by the city, county, state and federal governments. Thanks to a letter from the principal of Baltimore Highlands, May 7, 2012, was “Hope for Highlands” Recognition Day in Anne Arundel County. Even more importantly, Khandelwal’s fellow students at Gilman, and elsewhere, have helped bring Hope for Highlands to new heights. What was once one person’s idea is now a community-wide, studentrun effort, which includes students at McDonogh and St. Paul’s in Baltimore County and St. Mary’s and the Key School in Anne Arundel County. At Gilman, Tyler Plack ’15 plans to lead the effort after Khandelwal goes to college, and the help is coming from even the youngest students: leading the way at St. Paul’s, with adult assistance, is Landon Sharoky, who’s currently in kindergarten. While expanding its reach within schools, Hope for Highlands has also
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expanded its charitable range; it is now an official program of the Open Heart Foundation, making donations taxdeductible and more attractive to businesses looking to help. “I believe that this project is going to continue, and I’m comfortable that things will go smoothly,” Khandelwal says. “People want to help; sometimes they just don’t know how.” Khandelwal came to Gilman in the fifth grade and says that the long trip to school, though difficult at first, ended up being beneficial to him. By the time he entered the Upper School, his time management skills in a busy schedule were better than many people his age.
He believes that programs like Hope for Highlands are not as much about charity as they are about fairness, the ability for any child anywhere to have the chance to succeed in school and in life. Much of that time management dealt with the back and forth between school and water polo, which he began playing around the same time he came to Gilman. Playing with the Naval Academy Aquatic Club, he quickly became a top player, making four trips to Junior Olympic competition with the club. An excellent defensive player, he also was an allconference player for the Gilman varsity team in each of his seasons on the team, which plays during the fall season. “I had been a swimmer, but as soon as I grabbed a ball, you couldn’t get me out of the pool,” Khandelwal says. He will play water polo at MIT, which is an NCAA Division III school but competes in the Collegiate Water Polo Association with schools like Brown, Harvard and Princeton. Out of the pool, as a junior at Gilman, Khandelwal won the University of Virginia
Jefferson Book Award as well as the Crossan Debating Cup as a member of the winning Areopagus team; he earned a Finney Debating Award as second-best speaker for the debate. Thanks to his work with Hope for Highlands, he also was the winner of the Class of 1977 Community Service Award, which includes a donation by the class to the charity of the winner’s choice. In his spare time, he also plays alto saxophone in the Upper School Concert and Jazz Bands. Still, it’s Hope for Highlands that lights his eyes more than anything else. He talks about the students at Baltimore Highlands, and how the effort has helped many of them without them even knowing. He speaks fondly of the great teachers at the school, dedicated to helping children who come from poverty, and how the effort has given the teachers resources to help kids learn. He expresses hope that his efforts will encourage others to do the same in their communities around the country. Most of all, he believes that programs like Hope for Highlands are not as much about charity as they are about fairness, the ability for any child anywhere to have the chance to succeed in school and in life. “The students at Baltimore Highlands ought to have the same opportunities as we have at Gilman,” he says. “Ultimately, they should have the same expectations as well, to go to college and beyond.”
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Development
Young Alumni Greyhound Challenge
Board of Trustees secretary Susan Ginkel and her husband Christopher Lee have thrown down the gauntlet to young alumni: Support The Gilman Fund, and they will contribute $250 in honor of each gift.
Any gift made during the current fiscal year (July 1, 2012 – June 30, 2013) is eligible for the challenge. Susan Ginkel and Chris Lee, a Johns Hopkins University trustee, believe in the power of philanthropy in forwarding the goals of the Schools they love. They want to inspire young alumni to give back to Gilman, the School that has given so much to their sons Henry Lee ’13 and Fitz Lee ’14 and their alumni contemporaries.
For each new or increased gift, regardless of amount, from alumni classes 1998–2012, the Ginkel-Lees will contribute that extra $250. The Young Alumni Greyhound Challenge has the potential to earn an additional $50,000 for The Gilman Fund. An important goal is to establish a tradition of giving among the youngest alumni. “We want to take Young Alumni participation to a new level. Currently, 31% of our Young Alumni participate with a gift to The Gilman Fund, and we want to see this percentage rise,” says Susan Ginkel.
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Honoring John Schmick
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This year’s Gilman Fund effort is dedicated to John Schmick, in honor of his 39 years of faithful service to Gilman School. Each and every gift made between now and June 30, 2013, will count toward this tribute to John. Please consider increasing your gift as a special nod to the innumerable contributions and accomplishments of our beloved Headmaster.
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Development
Report on Giving Corrections 2011-2012 report on giving
Although we do our best to ensure accuracy in the annual Report on Giving, mistakes do occur. We apologize for the following errors, and we once again thank these donors for their support of Gilman School.
We listed the following donors as anonymous: Mr. Edward K. Dunn III ’80 & Mrs. Susan G. Dunn Class of 1980, Parent Class of 2018, Founders’ Society, Homewood Circle Mr. Sherlock S. Gillet, Jr. ’80 & Mrs. Bruce Ann Gillet Class of 1980, Parent Class of 2013, Baldwin Society Mr. William F. Rienhoff IV ’70 & Mrs. Susannah Rienhoff Gifts in Memory Mr. Francis G. Riggs ’57 & Mrs. Faith Riggs Class of 1957, Baldwin Society
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We misspelled these names: Mrs. Lynn DeGroff Lafferty Gifts in Memory, Capital Giving Dr. William F. Rienhoff III & Mrs. Grace S. Rienhoff Gifts in Memory, Capital Giving
We omitted the following donors: Mrs. Brooke Buppert, spouse of Mr. William G. Buppert ’97 Founders’ Society, Homewood Circle Mr. Robert G. Delauney, Jr. ’62 Class of 1962 50th Reunion Gift
gilman bulletin
3/25/13 2:00 PM
Network. are you looking for a job? exploring new professions? thinking about relocating? want to network professionally
with fellow gilman alumni? join the gilman alumni career network become a mentor
By becoming a career mentor, you agree to be available to discuss your profession with fellow Gilman alumni or students. You are also joining a powerful network of leading professionals around the country.
mentor search
Search for alumni who have agreed to mentor fellow Gilman graduates.
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Find job openings and inquiries from alumni looking for positions.
explore the career network at www.gilman.edu • Scroll over Alumni in the top navigation • Scroll down to Career Network
www.gilman.edu/careernetwork
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Development
Become a Part of Something . . .
E.J.
Hari
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Tyler
Sam
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Bigger The Gilman Fund 2012–2013
From their first school days, whether first through fifth, in the middle of the middle years or in grade eight, even in their last high school year, Gilman boys know they are a part of something bigger. Spanish is third-grader E.J.’s favorite class. Learning a foreign language at a young age provides E.J. with the cornerstone of his global education. As seventh-grader Hari and his fellow seekers of truth and justice in the Middle School Comic Book Club debate the bad guys’ evil prowess or describe their favorite superhero, they learn to apply the critical thinking skills that will carry them through their academic careers. Eight-grader Tyler likes pretty much everything about math, especially learning new skills. Engaging students in math is one component of an education steeped in S.T.E.M. — science, technology, engineering and mathematics — disciplines, and nurturing Tyler’s love of mathematics creates innumerable pathways to his future. In his Russian Studies I class, senior Sam feeds his love of Russian authors, further exploring the works of Dostoyevsky,
Tolstoy, Gobol and Chekhov, among others, and examining current events through the lens of 19th century literature. Gilman gives boys like Sam the latitude to choose classes that best match their interests and passions. E.J., Hari, Tyler, Sam and the rest of our boys need your help. By participating in our annual giving campaign, your gift — no matter its size — helps our students learn and grow. When pooled together, every dollar helps our boys become a part of something bigger. Gifts to The Gilman Fund provide the flexible, immediate support that helps to attract and retain the best faculty, preserve our historic campus and sustain a talented and diverse student body. These critical dollars provide the margin of difference that defines a Gilman education. An annual gift to The Gilman Fund continues a legacy of generosity that has an immediate impact on current Gilman boys. The campaign, with a goal of $2,250,000, runs until June 30, 2013. Make gifts online at gilman.edu/ onlinegiving
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Class of 2011
Founders Day 2012 The 93-degree heat was no match for the 114 members of the Gilman Class of 2012, who received their diplomas and some well-deserved praise during the School’s 115th Founders Day exercises in front of the Old Gym June 10. The large crowd of families, friends and faculty members heard Headmaster John Schmick, valedictorian Peter Dewire and Board of Trustees Chairman Paul McBride laud the class for its closeness as well as its academic, athletic and artistic achievement. “I will remember two things most about the Class of 2012,” Schmick said. “The first is your sense of humor and love of fun. The second is the way you loved, supported and cared for each other.” Dewire, also the winner of the William S. Thomas Prize as the 12th grade’s top scholar, noted that that Latin roots for the word valedictory translate roughly to “say goodbye.” He told the crowd about the class’s last school day at Gilman, when each class member came to school in a coat, tie and Bermuda shorts, then gathered together to “celebrate and lament” the end of their time at Gilman. “I’d like to thank my parents for sending me to Gilman and for understanding how much I care for the School,” said Dewire, who now attends Yale. “But I’d also like to thank the parents of my classmates for sending them to Gilman.”
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McBride urged the graduates to act with humility throughout their lives, using Headmaster Schmick as an example to follow. Before the graduates received their diplomas, several won special student awards for scholarship, athletic performance and community service. The Headmaster also presented several faculty members with awards and recognized those who had completed 20 and 30 years of service to the school (see page 91). In what has become a tradition, five members of the graduating class — Connor Hankin, Samuel Im, Brian Novotny, Frank Tamberino and Alec Tarantino — sang “The Parting Song,” a tune of departure based on a 17th century Scottish song. Headmaster Schmick also recognized retiring Middle School language arts teacher Bo Grimes ’59, who retired after a 49-year career at Gilman. Congratulations to the Class of 2012!
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Lorem “I’d like ipsum to thank dolor sit myamet, parents consectetur for sendingadipiscing me to Gilman elit. Sed and venenatis for understanding dignissim risus uthow aliquam. muchInteger. I care about the School,” said Peter Dewire during his valedictory.
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Cyrus Jones, left, and Will Meadows are co-recipients of the William Bruce Campbell, Jr. Athletic Prize.
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6 1. The Class of 2012 arrives at its commencement ceremonies. 2. Board of Trustees President Paul F. McBride spoke about the importance of humility.
3. Jack Realo and Alex Kim applaud. 4. School President Alec Tarantino accepts the William A. Fisher Medallion from Headmaster Schmick.
5. Upper School Head Iva Turner reacts to being named the Edward T. Russell Chair.
6. Sam Im (not pictured), Brian Novotny, Frank Tamberino, Conner Hankin and Alec Tarantino sing “A Parting Song.�
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6 1. Pictured left to right, cousin Yinka Owolabi, sister Leye Owolabi, brother Niyi Owolabi ’17 and cousin Akin Owolabi celebrate with new graduate Tolu Olowabi, center.
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2. J.C. Lee, Josh Yang, Matt Gailloud 3. Seve Llanio, Robbie Haus, Devin Tucker
4. Graduates and their moms: Peter Dewire and Hilary Don; Alec Tarantino and Charlotte Modly; Theo Donnay and Yvonne Ottaviano.
5. The Searles Family: Annista, Chris, Bruce and Valerie. 6. Graduate Harrison Ebeling with Bo Grimes ’59 and older brother Tyler Ebeling ’08.
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Class of 2012
student awards
faculty/staff awards
William S. Thomas Scholarship Prizes 9th Grade: Simon J. Evered 10th Grade: Timur D. Guler 11th Grade: Rishi Bedi 12th Grade: Peter James Anthony Dewire
Apgar Award for Teaching Excellence Meredith N. Miller
William Cabell Bruce, Jr. Athletic Prize Cyrus Diego Jones, Jr. William Wade Meadows
Class of 1947 Fund for Meritorious Teaching Alvaro Salcedo
Peter Parrott Blanchard Award Jake McLemore Matthai Edward Fenimore Award Devon Louis Porchia Daniel Baker, Jr. Memorial Award Andrew Everett Harris Redmond C.S. Finney Award Matthew Thomas Schlerf William A. Fisher Medallion Alec Zoltan Tarantino
Broadus-Hubbard Award Brooks B. Matthews ’87
John K. and Robert F. M. Culver Chair John Rowell Edward K. Dunn Faculty Fund Lower School: Cheri L. McElroy Middle School: Gretchen D. Martin Upper School: Chris Dawson Dawson L. Farber, Jr. Award Robert D. Smith Gilman Advisor Fund and Award Lower School: Virginia H. Iglehart Middle School: Jessica Nelson Upper School: William H. Perkins Walter Lord Middle School Teaching Prize Maryann Wegloski Riepe Family Sabbatical Michael Kelly Edward T. Russell Chair Ivana Turner 20-Year Recognition Hope S. Pollard Loretta Tassoni 30-Year Recognition Christopher B. Legg ’67 Daniel L. Senft III John S. Xanders ’77
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Class of 2012
The 114 members of the Gilman School Class of 2012.
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Class of 2012 College Matriculation
The 114 graduating seniors from the Gilman Class of 2012 now attend 65 colleges and universities in 25 states and the District of Columbia. Both Harvard and Yale welcomed four members of the Class of 2012 to campus in the fall; the University of Maryland is the college home for 14 members of the class. Twenty-four schools have at least two freshmen from Gilman in their freshman classes.
Joonghyun Peter Ahn Johns Hopkins University
Peter James Timothy Dewire Yale University
Andrew Everett Harris Wake Forest University
William Yang Baldwin University of Maryland
Theo Jose Donnay Vanderbilt University
Matthew Nolan Harrison University of Vermont
Maximilian Sean Beatty Kenyon College
Michael Richard Dunbar Davidson College
Frederick Barton Harvey Trinity College
Ryan Alexander Berg University of Texas, Austin
Roshan Dutta University of Notre Dame
Robert Reilly Haus Ohio State University
George Nickolas Bouloubassis Johns Hopkins University
Harrison DeVries Ebeling Vanderbilt University
Mason Anderson Hoehn Sewanee: University of the South
Kameron Karlus Bowling Indiana University
Tyler Anthony Fahr University of Maryland
Brendon Daniel Hudson Culinary Institute of America
Jordan Antonio Britton Johns Hopkins University
Alex Brian Fang Rollins College
August Cole Hutchinson Middlebury College
Brett Richard Brodsky Johns Hopkins University
Vincent Alexander Ferretti University of Maryland
Samuel Jong-Ho Im New York University
Cotter Dixon Brown Sewanee: University of the South
Alexander Davison Fisher James Madison University
Edwin Bosley Jarrett Vanderbilt University
Andrew Yannaing Burton Duke University
Brian Matthew Gaia Pennsylvania State University
John Paul Jednorski University of Maryland
Brandon Michael Casas University of Maryland
Matthew Harry Gailloud University of Chicago
Timothy Baetjer Jenkins Colorado College
Kevin Qi-Yang Chen Georgetown University
Zachary Allister Garten University of Maryland
Cyrus Diego Jones University of Alabama
Daniel Alexander Citron Harvard University
Drew Alexander Ghysels University of Maryland
Michael Darryl Kane Ursinus College
Mazlow Eli Cohen Boston College
Kenneth Jerome Goins University of Maryland
Eli Ze'ev Katz Washington University
Matthew Keen Collins Tulane University
Aaron Philip Goldblum Northwestern University
Timothy Stuart Keith University of Vermont
Charles Nicholas Cross Furman University
Seth Lee Gray Tufts University
Henry Hopkins Kelly University of Denver
Robert Anderson DeMuth University of Virginia
Connor Dunlap Hankin University of Virginia
Alexander Taehee Kim University of Maryland
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gilman bulletin
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Evan Ashton King Virginia Tech
Toluwalase Owolabi University of Maryland
Tyler William Simms Carnegie Mellon University
Gordon Stewart Koerber University of Denver
Griffin Thomas Pedroni Rhodes College
Brandon Peter Smith Haverford College
Stephen Garrett Koteen University of Maryland
Robert Francis Peroutka Colorado College
Tucker Bradford Snow Gettysburg College
Ju-Cheol Lee Columbia University
Jonathan Woodworth Pine Radford University
Ryan Alexander Stevens Washington College
Min Young Lee Georgetown University
John Howard Pollack Cornell University
Michael Patrick Stierer Rhodes College
Yanbo Li Yale University
Devon Louis Porchia University of Pittsburgh
Frank Joseph Tamberino Harvard University
Servando Andres Llanio University of Delaware
Malcolm Cornelius Powers Monmouth University
Alec Zoltan Tarantino Dartmouth College
Jeffrey Martin Loube University of Maryland
Joseph Stephen Puthumana Georgetown University
Terry Lorenza Trusty Ursinus College
Alexander Ryan Lowitt Trinity College
Matthew Alexander Randolph Amherst College
Devin Jon Tucker Gettysburg College
Frank Robert Marzella Tulane University
Jackson Taylor Realo College of William and Mary
Alexander John Tzomides Johns Hopkins University
Jake McLemore Matthai University of North Carolina at Chapel Hill
Jonathan Austin Reamer Columbia University
Nicholas Bowman Van Dyke College of William and Mary
Galen David Rende University of Maryland
John Finney Waller Furman University
Thomas Frederick Riley Elon University
Matthew James Waller UMBC
Ryan Calvin Ripken University of South Carolina
John Franklin Weisbecker Wake Forest University
Ryan Peter Rizzuto University of Notre Dame
Robert Powell Weisbecker University of Michigan
Bryan Murphy Moore Harvard University
Garrett Robinson University of North Carolina at Wilmington
Connor Tenney Willis University of Notre Dame
Michael Gerald Morrow University of Virginia
Matthew Thomas Schlerf Davidson College
Ryan Fitzsimmons Mullican High Point University
Robert Oscar Schuetz University of Kentucky
John Thomas Forrestel Naylor Bates College
Adam Albright Scrivener University of Rochester
Brian Alexander Novotny University of Maryland
Christopher Thomas Searles Furman University
Thomas James O Neill Yale University
Matthew Pryor Shea Colgate University
Harrison Mackey McCarthy Dartmouth College William Wade Meadows University of Pennsylvania Peter Harrison Merritt Yale University Tucker Andrew Mitchell Dickinson College
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Christian Scott Wulff U.S. Military Academy Joshua Woojung Yang George Washington University Daniel Nathan Yue Harvard University Auguste William Yung Tufts University Nathaniel Harrison Yurow Tulane University
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wired gilman Great Gilman stories, in the classroom, on the athletic field or in the ever-expanding alumni world, happen every day. The World Wide Web, in a variety of forms, is the best place to keep up to date on the latest Gilman news. Find Us in the App Store: Download Gilman’s new free app from the Apple App Store and stay connected from the palm of your hand. The app features geo-enabled directories, custom calendar and news feeds, photo sharing and much more! Coming soon . . . an Android version.
www.gilman.edu The official website of the Gilman School is your best 24/7 resource for everything Gilman, whether at home or on a mobile device.
Alumni Profiles: Updated monthly with new feature stories about interesting alumni and their work. Photo Galleries: Images from events around campus, updated immediately after they happen. Audio & Visual Files: Lectures, assemblies and other on-campus events. Check out the videos on the home page! Livestreaming: Live video or audio streams of selected athletic events. News & Links: The latest information and media links from the athletic field and the classroom. Parents Portal: Secure ParentStudent Directory as well as news and calendar. Alumni Community: Keep in touch with fellow alumni; share your news with the online Class Notes. Giving Information: Find out how to donate online safely and securely.
Keep track of all things Gilman by subscribing to RSS news and iCal calendar feeds.
Visit www.facebook.com and search for Gilman School. Like our page for access to the latest news, events and activities.
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Become a follower of Gilman’s Twitter page. Visit www.twitter.com and search for “Gilman School.” You’ll get breaking news alerts and links as soon as they happen, all in a convenient microblogging form of 140 characters or less.
Link in to the Alumni Network. Go to linkedin.com and search groups for the Gilman School Alumni Network.
Follow GilmanSchool to see pictures of what happens throughout the school day. Tag your own Gilman pictures with #gilmanschoolmd.
Check out our channel to see and hear what happens at Gilman.
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contents
Editor Jodi Pluznik Director of Communications
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Assistant Editors Karaline Jackson Graphic Designer David Rosenfeld Public Relations Officer Contributors Brooke Snyder Director of Marketing and Communications
Where there is a Will . . . There is a way to provide for Gilman. By naming Gilman as a beneficiary in your will, revocable trust, or retirement plan, you can reduce your estate taxes and leave your current financial planning uninterrupted.
M. Kate Ratcliffe Director of Development Ashley Principe Associate Director of Development Angie Brickhouse Director of Annual Giving Stephanie Felton Director of Alumni Relations Mac Barrett ‘67 Alumni Special Projects Coordinator
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What are the advantages?
Bequests are simple Just include a bequest provision in your will or add a codicil to an existing will.
Alice Dearing P‘15 Director of Donor Relations
Bequests are revocable
Design Jeremy Hoffman
If your circumstances change, you can easily revise your will.
Printing Pavsner Press
Bequests are flexible You can give almost any kind of asset.
Photography John Bowers Erik Kvalsvik ’73 Steve McDaniel ’65 Meir Pluznik David Rosenfeld Steve Ruark ’96 Cynosure Photographers
Bequests are deductible Although you cannot take a current income tax deduction, bequests are deductible for federal estate tax purposes when your estate is settled. The Gilman Bulletin is published by Gilman School, Baltimore, Maryland 21210. Gilman School welcomes students of any race, color, sexual orientation, and national or ethnic origin. www.gilman.edu www.facebook.com www.twitter.com/GilmanSchool
Discover the benefits of giving wisely . . . Contact the Office of Planned Giving for more information. 410-323-7176
On the cover: History teacher Jason Sport in Delhi, India. See page 19 for the full story.
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Non-Profit u.s. postage
PAID
gilman school 5407 Roland Avenue Baltimore, Maryland 21210 www.gilman.edu
Baltimore, md permit no. 3911
gilman bulletin
gilman
winter 2013
Bulletin goodbye, mr. grimes
A one-year job turned into a 49-year career for S. Butler “Bo” Grimes III ’59.
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passage to asia
Headmaster John Schmick ’67 and Director of Admissions and Financial Aid Bill Gamper ’71 each traveled to the Far East to foster international relationships.
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seriousness of purpose Anuj Khandelwal ’13 leads in the pool and in the community.
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Global Gilman Page 4 winter 2013
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