As Founders Hall approaches its 100th birthday, get reacquainted with its past—and learn about our vision for its future.
Founders Hall—There is no St. Andrean who doesn't feel the pull of this building.
It’s a school, it’s a church, it’s a restaurant; it’s an office building; it’s a theater, it’s a library; it’s a dormitory; it’s a laundromat; it’s a store; it’s an apartment building. Most importantly, many of its spaces are the central communal gathering areas for all Saints.
“Founders Hall is a physical manifestation of St. Andrew’s mission to bring people together, to learn and embrace lives of meaning and purpose," says Head of School Joy McGrath '92. "It is a building that is full of stories, and it speaks volumes about this community and what we value—face-to-face engagement, time outdoors, quiet reflection, and boisterous interaction.”
Head of School Joy McGrath '92 reflects on how America's founding, and our citizenship today, rests on the written word.
Dear St. Andrew’s Community,
Summer asks something different of us than the school year does. Where the calendar was once full and quick, these weeks open up—an invitation to rest and refocus, to make room for the outdoors, for the people you love, and for a good book.
We ended the year in fine St. Andrean fashion—bidding farewell to the Class of 2026, and shortly after, welcoming more than 330 Saints back to campus for Reunion. At nearly every turn, in conversations among students and faculty, parents and alumni, the same happy subject kept surfacing: what everyone was planning to read this summer.
Students often have the best book recommendations, and I enjoy discovering what they are reading. We read whole texts at St. Andrew’s—a custom that seems almost quaint in this age.
I am preoccupied by the idea of the bound book, so often clutched under the arms of our students. This fascination is not new, nor is the link between the summer and reading especially noteworthy. What is distinctive, however, is the way I’m thinking about books this particular summer. In a few short days, we will mark our country’s 250th birthday, an anniversary notable for so many reasons, including for how completely America’s founding, and our citizenship today, rests on the written word.
To be a good citizen requires more than a deep understanding of self; citizenship asks us to understand our place in the world, in nature, and in society. Reading privileges reason over emotion, deliberation over impulse; it rewards perspective and reflection. It builds empathy and the habit of weighing our judgments of others with care. In reading, we learn to move beyond surface to heart—to discern, in both literature and life, what is true. These are the essential habits of citizens.
It never fails to amaze me that 26 letters, arranged and rearranged on a page, reveal enduring truths that are rarely self-evident. Central among these truths is that we humans hold and articulate the highest ideals and yet fall short of them again and again. In this gap between aspiration and reality, literature gives us either comedy or tragedy. Reading the Declaration of Independence after 250 years, we see that America, too, has always existed in the space between the ideals of that soaring text and the messy reality of self-determination in the hands of imperfect people.
Putting principles into practice is never easy. Yet this is the work of self-government. It is the slow, hopeful labor captured in the promise of “a more perfect union.” As the political scientist Samuel Huntington wrote, “Critics say that America is a lie because its reality falls so short of its ideals. They are wrong. America is not a lie; it is a disappointment. But it can be a disappointment only because it is also a hope.”
Humans reading text, reflecting on it, returning to it—this is the essence of the undertaking and the substance of that hope. Consider why we chose July 4, 1776, as our national birthday. We did not choose April 19, 1775, the start of the American Revolution; nor July 2, 1776, the day the Continental Congress adopted the Lee Resolution and dissolved political ties with Britain. Instead, we chose July 4, the day the decision was explained, the day a written argument—debated and revised—was adopted and then signed by men willing to put their names to it. From that day to this, tyrants everywhere have feared the person who writes down the case for freedom: the conviction that all of us are created equal in the eyes of God and must be equal before the law.
Free and self-governing societies were not possible without texts, and the citizens, leaders, and visionaries who wrote, printed, and read them. And so, I confess some worry about the rumblings that we are becoming a post-literate society, or that schools are abandoning whole books. I do not believe a democratic society of free people can govern themselves without reading and writing about hard and complex ideas. Even at the most practical level, reading whole books—especially those that challenge us—strengthens the muscles of focus, intellectual endurance, and articulate disagreement. And reading does more than sharpen us: it brings joy and humor, deepens our empathy, and opens a door to a larger world.
If young people are to have life, liberty, and the pursuit of happiness, if they are to flourish, they must have the capacity to read widely, reason soundly, and engage generously with the world and with one another. Our hope rests in their ability to ask new questions and imagine new ideas. St. Andrew’s students do this every day, and it is one of the reasons I am so proud of them.
This summer, our students will be reading great books—and so will I. I’ve shared my own summer reading list below; I hope you will find something for yourself and add a few of your own. For reading and writing are not old-fashioned virtues, relics from 250 years ago. They are the very foundation of human freedom.
In faith and learning,
Joy McGrath ’92
Head of School Joy McGrath’s 2026 Summer Reads If you pick one up, Joy would love to chat with you about it!
Introducing our incoming faculty for the 2026-2027 school year
When our faculty community grows, so, too, do our students’ intellect, curiosity, and sense of self.
This year, St. Andrew’s welcomes 11 new faculty members whose deep breadth of experience, education, and passion for boarding school life will animate our classrooms and beyond.
"This is the work of lighting fires," says Head of School Joy McGrath '92. "St. Andrew's teachers fully immerse themselves in our students' whole education: across the classroom, the fields, the stages, and the dormitories. They are in the business of throwing open windows and doors, helping students to pay attention, be purposeful, be curious, and do hard things. They help students observe and listen; hypothesize, test, and revise; analyze, critique, solve, create, and ask big questions. These new members of our community will do all that and more. I can't wait to work with and welcome them to St. Andrew's."
“We are very excited about this group,” adds Dean of Faculty Wilson Everhart ’95, P'30. “They are talented and caring people who feel called to work with students in a range of different settings. They are kind, thoughtful, and poised to be worthy colleagues to our outstanding faculty team.”
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Peter Carey will lead the spiritual life at St. Andrew’s as head chaplain. A Vermont native, Peter attended Bates College, where he studied political science and philosophy and played soccer and lacrosse. After college, he spent a year living in an intentional Christian community in Washington, D.C., where he ministered to the homeless and other at-risk individuals. He then embarked on a career in education, teaching, coaching and advising at Durham Academy in North Carolina and Episcopal Academy in Pennsylvania before entering seminary and being ordained in the Episcopal Church.
Peter was Head Chaplain at St. Catherine’s School in Virginia and Berkeley Preparatory School in Florida. He also served as Senior Associate Rector at St. Paul’s Memorial Church in Virginia, and Rector at St. Mary’s Church in Pennsylvania. He has spent his career helping individuals live lives of abundance and joy while also supporting communities to embrace unity and diversity based in mutual care and love. He is thrilled to bring this work to the St. Andrew’s community. A voracious reader and lover of nature, Peter also enjoys running, biking, hiking and wandering. He and his wife, Lisa, are looking forward to moving to Middletown, along with three adult children, who will visit often.
Thomas Cavanaugh brings more than a decade of film industry experience to his new role as film instructor. He’ll also coach thirds soccer and JV tennis. Tom’s involvement in the world of film started at a young age and has only grown. From his own projects, to spending years working in the film industry in Austin, Texas, he has held various roles: writer, director, producer, actor, sound engineer, script supervisor, cinematographer, and editor. He served as the production manager at the Austin Film Festival, and remains the technical director at the Cine Las Americas International Film Festival. When he moved to Delaware, he brought his passion for film with him. He has hosted lectures and screenings at Theatre N, the Rehoboth Beach Film Society, and the Delaware Art Museum, where he serves as film curator. He’s also the founder and executive director of the Delaware Film Institute, a nonprofit that seeks to inspire and educate through film screenings, classes, workshops, and lectures.
Elizabeth Cobb, who joins St. Andrew's as director of counseling, is thrilled to return to working with young people in the middle of figuring out who they are. Born in the mountains of North Carolina, it was along the coast and wetlands around Hilton Head and Savannah that Elizabeth found her sense of place and self. She earned her B.A. in psychology from Meredith College in North Carolina and her master of social work from the University of North Carolina at Chapel Hill.
Elizabeth's clinical life began with young people. As an intern at the Meredith College Counseling Center and later as an intensive in-home therapist in Durham, North Carolina, she worked with adolescents and families navigating crisis, trauma, and the hard work of growing up. She then spent nearly a decade at The Women's Initiative in Virginia, deepening her practice in trauma-informed care and LGBTQ+ affirming therapy, supervising and training clinical staff and graduate interns, and developing programming that weaves together individual therapy, group support, and community-based healing.
Elizabeth is passionate about the healing power of relationships, and believes that asking for help is one of the most courageous things a person can do. She enjoys gardening, painting, and walking in the woods. She is happiest around the water: kayaking, paddle boarding, snorkeling, or scuba diving. She joins the SAS community alongside her partner, Blair Wilner, their daughter, Alma, and their dog, Louise.
Elena Deanda joins the Modern Languages Department as a Spanish teacher. Prior to St. Andrew’s, she served as a professor of Spanish and Black studies at Washington College in Maryland. There, she specialized in early modern transatlantic literature, forbidden literature, the Inquisition and the 18th Century, and Mexico. She has published Offensive to Pious Ears, Obscenity and Censorship in 18th Century Poetry in Spain and New Spain (Iberoamericana/Vervuert, 2022) and Trovar: Metapoetics in Occitania and Sotavento (University of Veracruz, 2024). Elena is the co-chair of the Mexico Section of the Latin American Studies Association and vice president of the American Society of Eighteenth-Century Studies. From 2023 to 2025, she was a Fulbright Global Scholar in the universities of Bonn (Germany), Oviedo (Spain), and UNAM (Mexico). She’s won multiple awards for her publications, including the 2023 Best Book Award from the Spanish Society of Eighteenth-Century Studies.
Henry Didden, a former Division 1 athlete from Bucknell, joins St. Andrew’s as a math teaching fellow and assistant cross-country coach. He graduated cum laude from Bucknell University with bachelor’s degrees in environmental studies and economics. There, Henry combined his interests in environmental policy, economics, and geographic information systems, conducting research on topics including wildfire risk assessment, climate planning, and the environmental impacts of artificial intelligence data centers. A four-year member of Bucknell’s men’s cross-country and track and field teams, during his senior year, he served as captain of both programs and earned a Patriot League Academic All-League selection.
Henry grew up in Southern California as the child of two teachers, and was raised in a close-knit independent school community. In his free time, he enjoys running, hiking, birdwatching, photography, and exploring the natural world. He is excited to join St. Andrew’s and contribute inside and outside the classroom.
Amanda Dominique will teach religious studies and philosophy and coach JV girls basketball and varsity girls soccer. An Ohio native, she graduated from The Ohio State University with a B.A in international relations and religious studies with an honors research distinction.
She began her career by teaching high school English Language Arts in Alabama with Teach for America. There, she learned about secondary education systems and discovered her passion for working with high school students. She completed her first graduate degree at the University of West Alabama, earning an M.Ed. in secondary English language arts. Amanda then completed her M.A. in religious studies at Georgia State University, focusing her research on decolonial frameworks for introductory religious studies education. She also taught undergraduate sections of Introduction to World Religions at GSU.
She has been living in Atlanta for the past five years, teaching religious studies at Holy Innocents' Episcopal School and Georgia Gwinnett College, and coaching girls soccer. She has continued to pursue professional development in pedagogy and instructional design, gaining a certificate in instructional leadership from Harvard's Graduate School of Education and completing a fellowship with Teach for America's Academic School Leadership program. She and her dog, a German Shepherd mix named Lucifer, are excited to make a new home in Middletown.
Elaine Gorom joins the St. Andrew’s math department as a math teacher, and will coach cross-country and girls varsity soccer. Elaine holds a Ph.D in applied mathematics from the University of North Carolina at Charlotte. Before that, she attended Drake University, where she studied mathematics and minored in physics and psychology while balancing her athletic pursuits as a Division I soccer player. She was awarded Defender of the Year her senior year for the Missouri Valley Conference.
Before joining St Andrew’s, Elaine was a postdoctoral fellow at Smith College, where she divided her time teaching, creating two new applied math courses, and conducting computational fluids research. She spends her free time with her daughter, JJ, and partner, Travis. She stays active through climbing, running, biking, and lifting, and always finds time for a good book.
Carolyn Marino brings a passion for service and Renaissance literature to St. Andrew’s, where she will teach English and contribute to the community service program.Most recently, Carolyn taught English composition at Indiana University Bloomington, where she earned her M.A. in English and is currently a Ph.D. candidate in English literature. Her dissertation project explores constructive conflict in the domestic space, and features writers like Shakespeare, Milton, and Donne.
Her passion for Renaissance literature began at Bucknell, where she earned her B.A. in English, and blossomed during her junior year abroad at the University of Oxford. At Oxford, she cultivated a passion for archival research and enjoys considering how manuscripts of texts we know and love can alter our perspectives of an author’s oeuvre. While at Bucknell, she served as a residential advisor, where she discovered a love for cultivating meaningful experiences for her residents. Carolyn spent her nonacademic time in various leadership roles for campus ministries at universities she attended, and is excited to bring service experience to Middletown.
Carolyn loves to visit her family throughout New England, where she enjoys cooking family recipes, searching for hidden gems in antique stores, and being near the ocean. She spends time reading, hiking, taking photos, and brewing Chemex coffee with freshly roasted beans.
Jana McGovern, who moved to the U.S. from France, will serve as a teaching fellow in French and English. She arrived in the states to pursue a degree in English and philosophy at Wellesley College, with a special interest in Ekphrastic poetry. She has spent the past year working for the AmeriCorps City Year program, serving as a Student Success Coach in 8th grade classrooms in Boston. Jana loves traveling, learning new languages, and experiencing new cultures through food and music. In her free time, you’ll find her trail running, practicing guitar, or drawing cartoons.
Valeri Wallace will serve the St. Andrew’s community as the director of the library, as well as the other roles that come with boarding school life, like dorm parent, coach, and advisor. Over the course of her career, Valeri has served educational communities as library director in secondary and higher education, most recently as the college librarian at Colby-Sawyer College in New Hampshire. She is excited to get back to the strong community that comes along with a residential campus. Valeri holds a B.A. in art history from Whitman College, a master of library science from Syracuse University, and is in the dissertation stage of a doctoral degree at Manhattanville University.
Valeri will live on campus with her cat, Frankie, and will be occasionally visited by her daughter, who is in college. She fondly remembers having hobbies before writing her dissertation, like leisure reading, knitting, watching independent films and world cinema, baking, and enjoying free time.
Blair Wilner joins St. Andrew’s as a teacher in religious studies, as well as a squash and tennis coach. Raised in the Blue Ridge Mountains of Virginia, he received his B.A. in biblical studies from Eastern Mennonite University and his master of theological studies from Duke Divinity School before earning his Ph.D. in religious studies from the University of Virginia in 2025.
A Christian theologian and environmental ethicist, Blair draws from many religious traditions and the wider humanities to consider how relationships with the environment shape our identities and ways of living. He has presented his research widely, and is a founding member of the Applied Collaboratory for Religion and Ecology based at Stanford University. For nearly a decade, Blair has taught undergraduates at Eastern Mennonite University, Augustana College, the University of Virginia, and Washington and Lee University. He is passionate about helping students engage deeply with religious and philosophical traditions while fostering the moral and intellectual virtues of attention and hospitality.
Blair enjoys tennis, cycling, cooking, and DJing the occasional dance party. He and his partner, Elizabeth Cobb, are excited to join the community alongside their daughter, Alma, and their dog, Louise. He hopes to offer SAS students what so many teachers, mentors, and coaches offered him: an invitation into the daring work of life together.
Reunion 2026 welcomed nearly 330 Saints back to the place that made them who they are.
St. Andrew's does not lack for beautiful views.
Sunset in the fields. Golden-hour pinks reflecting on the pond. The forest trails in full, wondrous bloom. Stars twinkling over the T-Dock. The Front Lawn in spring—lush, vibrant, essential.
To be added to the list: the view from the Registration Table at Reunion.
Sure, it's simply a tent placed in front of Founders that looks toward the Main Drive. But this is where sheer St. Andrew's magic happens each June—the hugs, the happy tears, the jumping up and down, the screams of joy—as Saints from all over the world return to the people, and the place, that changed their lives.
Reunion 2026 was no different. Whether they were celebrating their 5th Reunion, their 70th, or somewhere in between, the nearly 330 Saints celebrating Reunion set the tone for the weekend from the very moment they arrived, and they carried their love and warmth for each other and their school throughout the weekend.
Friday evening featured a 50th Anniversary Reception for the Class of 1976 and a Welcome Back BBQ on the Front Lawn, in which alumni were treated to a concert by the school's faculty band, Granville Jam. The band—featuring arts instructor Josh Meier P'24,'28, director of academic and college counseling Jason Honsel P'24, English teacher Ben Knudsen, math teacher Gabe Perla, and science teacher Will Scully—offered a musical trip down memory lane, with songs calibrated to resonate with each Reunion class.
Saturday offered alumni a chance to steep themselves in everything campus has to offer. Some took to the trails with Head of School Joy McGrath '92. Others joined a cross-country run with boys cross-country coach Will Rehrig '11. Many future Saints along for the weekend with their parents experienced the pond for the first time, bravely adventuring out on to the water before a celebratory ice cream after a job well done. Others simply settled back in to all the places where they will always belong. New this year: alumni could pull weeds and learn alongside Native Roots Farm Foundation founders Courtney Street '05 and John Reynolds '06 in the Three Sisters Garden—a reminder that St. Andrew's relationship with this land runs much deeper than the view.
Head of School Joy McGrath '92 welcomed Saints later that afternoon at the School Meeting in Engelhard Hall.
"I think often about the school I'll hand down to my successor," McGrath said. "And since our centennial is just three years away, it's the right moment to be thinking long-term. What do we want our successors to celebrate in 2129? This school's DNA is strong—it's why you come back. I believe that a hundred years from now, our successors will still recognize the values we live by today."
A keen area of interest for alumni has been how St. Andrew's will grapple with AI. "Our faculty have done serious, thoughtful work—and their conclusion mirrors our deepest instinct: human virtues matter more than ever," McGrath said. "When content can be generated in seconds, deep reading, original argument, imagination, and face-to-face dialogue become more valuable, not less."
She shared that the school has updated its AI policy and has asked faculty to establish a baseline competency with large language models. "We will continue to refine our approach," McGrath said. "I am proud of how our faculty have engaged this challenge—with curiosity, humility, and thoughtfulness."
McGrath next shared that she and the board have been asking fundamental questions about St. Andrew's: What is St. Andrew's, at its core? What can we never give away? What do we have to do—right now—to protect those things?
"Five answers kept coming back," she said. "We are a school built on human connection. We are a leader in financial aid—because who is in the room shapes everything about the education. We are an Episcopal school, and that foundation gives us a moral and spiritual framework. We believe our facilities should be modest and modern—purposeful, not extravagant. And we are stewards of this extraordinary landscape."
From those commitments, she said, four priorities emerged for the next decade: reclaiming the school's leadership in financial aid, investing in faculty, building a financial model where philanthropy plays a more intentional role, and—at the top of the list—caring for campus, particularly Founders Hall.
"We are approaching a moment when the alumni of St. Andrew's will be asked to step forward," she said. "Not to reinvent this school—but to preserve and strengthen what it has always been. The work is real, the plans are being readied, and the alumni moment is coming as we approach the centennial. And I rest easy knowing that when it does, we will empty the bucket, as Saints always do."
At the Awards Banquet that evening, many Saints who emptied the bucket were celebrated with Reunion awards.
The Fishers of Men Plate goes to the classes whose alumni showed up in the greatest numbers as Saints Fund donors—one from the earlier half of SAS history, one from the later. This year, that honor belongs to the Class of 1976, with 60 percent of their classmates giving, and the Class of 2001, with 58 percent.
The Giving Bowl tells a different story: not the percentage, but the total—the class whose combined generosity to the Saints Fund was the largest in their Reunion year. This year, the Class of 2001claimed the Bowl with collective giving of $60,554, securing two awards.
The Founders Cup takes the longest view of all. Established in 2004 to mark the school's 75th anniversary, the Cup honors the Reunion class whose total giving—annual, capital, endowment, legacy—has been the greatest since their last Reunion. This year, it belongs to the Class of 1981, whose cumulative support of $12,788,562 since their last Reunion is remarkable.
Finally, this year's Distinguished Alumni Award was presented to Scott Sipprelle '81, P'08.
"Each reunion reminds us of the shared virtues that bring us together," McGrath said in her remarks that evening: "curiosity, integrity, service, and an optimism that commits us to something greater than ourselves."
It's a fitting frame for a man whose connection to St. Andrew's spans nearly five decades.
Sipprelle arrived as a III Former in 1977, following his eldest brother, Dwight Sipprelle '76, through Founders' doors—and eventually, all four Sipprelle brothers would find their way to Middletown, Delaware, sons of two United States diplomats who were raised across the world. They came as recipients of the Haselton Scholarship, one of the school's oldest funds, established to support the children of U.S. foreign service officers. St. Andrew's made Sipprelle’s education possible, and he has spent much of his adult life returning the favor.
Sipprelle’s most sustained work on behalf of St. Andrew's came as a trustee—25 years of service, including nearly a decade as board chair. McGrath put it plainly: "His record of service to the school during times of transition and change will be a major chapter in St. Andrew's history."
Sipprelle's philanthropy has been equally wide-ranging: the renovation of Amos Hall, expanded financial aid and geographic reach for SAS students, and—alongside members of his family—the creation of the Sipprelle Fieldhouse. "He has done all this," McGrath said, "because he cares about our students, he believes in what St. Andrew's does in the world, and he has treasured his St. Andrew's education and has found the school today worthy of his investment."
Beyond SAS, Sipprelle and his wife, Tracy Sipprelle, along with their daughter, Jessica Sipprelle '08, support organizations working in health and wellness, environmental conservation, educational opportunity, and reducing political polarization.
"His love for St. Andrew's is not a blind affection," McGrath said, "but an eyes-wide-open commitment to always do what is right for the school, and what this school can do for the world."
Prior to the ceremony, Saints who were looking for a sign that they were back where they belonged found it in a post-downpour double-rainbow that arched over Noxontown Pond before fading into the twilight.
Saints of all Classes—from 1956 to 2021—were spellbound, taking photos, soaking in the moment, or racing down the Front Lawn toward the water, hand-in-hand with friends, their teenage selves once more.
For a full gallery of Reunion images, head to our SmugMug!
Sourced from the adults of St. Andrew's, our community's 2026 reading list is wide, wild, and worth your time!
At St. Andrew's, we ask a lot of our students when it comes to reading. So it only seems fair that the adults hold themselves to the same standard. Lucky for us, that isn't a lofty goal—we are a community of deep readers who love to share recommendations (and geek out together, too!).
Each summer, adults across campus—from the English department to the Health Center, from the Chapel to Groundskeeping, from Communications to Modern Languages—contribute titles to a community reading list. The result is part syllabus, part confession, part dare.
This year's list includes more than 60 titles spanning literary fiction, graphic novels, mystery, poetry, natural history, sports journalism, memoir, and more.
There's a nonfiction account of a woman who gathers the down of the eider duck on a mostly uninhabited island off the coast of Norway (this one is a personal favorite of Head of School Joy McGrath '92). There's a book about a snail scientist who lives in a mobile home. There's a historical account of the deadliest natural disaster in U.S. history. There's a book about the critical art of rethinking.
That range is the good stuff.
Reading at St. Andrew's isn't only about curriculum. It's about building a community of lifelong learners—students and adults—who bring fresh perspectives, new curiosities, and big questions to all of our shared spaces.
Students have received their required summer reading assignments, based on grade. Selections includes Kenneth Cadow's Gather (III Form), Emily St. John Mandel's Station Eleven (IV Form), The Odyssey translated by Emily Wilson (V Form), and, for the IV Form, at least two texts from the Senior Exhibition list, which includes Colson Whitehead's The Underground Railroad, Kazuo Ishiguro's The Remains of the Day, Virginia Woolf's To The Lighthouse, and more. Additionally, all III, IV, and V form students are required to read at least one book from the all-community list.
For those Saints who can't wait to get started—and for their family members looking for some good books, too—the 2026 all-community list is live! You'll find individual recommendations and grade-level guidance for each title.
ASSIST Scholar Lars Parge ’27 reflects on a year well spent.
If the start of the school year is a timid step into the life of the school community—most likely one taken in a cowboy boot, as is fitting for the Open of School Square Dance—then the end of the year, marked by the Assist Scholar Chapel, is a quiet declaration of belonging.
Gone are the raucous strains of “Cotton Eyed Joe” emanating from the Front Lawn in August, new students feeling a sense of uncertainty before being swept up in the spinning heart of St. Andrew’s joy. In its place, a quiet, swaying circle in May. Interlocked arms, gentle singing to “Rivers and Roads,” and the final Chapel service of the year, held outdoors in the golden-hour light.
And who better to offer a closing testament to the year than our ASSIST Scholar, Lars Parge ’27?
Parge, who arrived for his ASSIST one-year exchange from Germany, was a standout athlete in SAS soccer, basketball, and crew—notably, he made second boat, impressive for someone who’d never picked up an oar before. His teachers describe him as a leader in classroom discussion, an eager scholar of American history, and a quick study when it came to the American style of learning.
If you were to ask Parge, though, he’d shrug and say, “I’m just an average German kid.”
“I went to a public school, played basketball all the time, and hung out with my friends—living an ordinary, average life,” Parge said in his address to fellow Saints on the last evening of the academic year. “I never thought I would live in America, but I asked my mom: ‘Can I do an exchange year?’ I didn’t think about how, where, what, when, or even why … I just thought America was cool, and I wanted to play basketball there. But basketball ended up being the least important part of a year that changed my life.”
Upon arrival last August, there was, of course, culture shock to navigate. Parge went from living in a big city to living “somewhere in the cornfields of Delaware, 6,400 kilometers—or, for you all, 4,000 miles—away from home.”
He missed German breakfast bread and was befuddled by yellow school busses. Speaking English exclusively was a struggle. The staggering options in a U.S. super market almost sent him into a stupor.
“Everything was so new and different,” he said. “Still what surprised me most was sitting in class, at a round table, with eight to 10 other kids. Coming from my public school, with 30 kids in each class, I was used to just listening to my teacher, taking notes, and preparing for the exam. Here, I was sitting at a round table, every day facing the challenge to discuss and express my opinion in every class”—a challenge he readily embraced.
He reflected fondly on his year—the friends, the moments, the lunch table conversations, the work to digest Nuclear Physics, roommate life, FroLo bliss, the brotherhood of the soccer team, his study room (much to the laughter of his fellow study buddies), and more. He also thanked Phin Dunne ’27 and his parents, Tom and Molly Dunne, who hosted Parge in Boston on school breaks. “You all welcomed me with open arms, and every break was awesome,” he said. “Thank you for giving me another home.”
“Tomorrow I'm going to be on a plane back to Germany,” he continued. “And just like the flight that brought me here, I will be sitting there, AirPods in, with me, my thoughts, and my luggage. But this time, I’ll carry thousands of unforgettable memories. It feels weird—I’m going home, but I feel like I’m leaving home.”
He ended with gratitude. “Thank you for giving me a place that I can look back on as one of the most amazing times of my life,” he said. “Thank you to everyone that accompanied me on this incredible, life-changing journey. Thank you ASSIST, my family, and my St. Andrew´s family. If someone would have told me a year ago that I would be standing here on the Front Lawn, giving a speech after spending nine unforgettable months in America, I would have probably just shaken my head and said, ‘Me? Nah. I'm just living an average German life.’”
After the talk, a final prayer was offered, and the sun slowly set on another year at St. Andrew’s, the pinkened sky over the pond a stunning backdrop to a moving rendition of “Rivers and Roads.”
Parge, pulled tightly into the center of things, sang along with a group of Saints he’ll never forget, and who will never forget him:
John M. Seabrook ’76, distinguished long-form journalist with The New Yorker and author of many books of nonfiction, says the real credential is not a diploma, but a prepared, human mind.
He delivered this Commencement Address on May 24, 2026.
I am honored to be part of this joyous day celebrating your outstanding achievements here at St. Andrew’s. It also happens to be an important life milestone for me: it has been 50 years minus one day since I was sitting where you’re sitting now, wearing exactly the same clothes the guys are wearing, graduating with the class of 1976. I’ll be back here in three weeks with my classmates. Yesterday, I was in Princeton for my 45th reunion. Somehow, I’ve reached the era of reunions with big numbers in front of them.
I’d like to think that the feelings I remember having on my graduation day—excited, happy but also a bit sad, proud but anxious about my future and how well I would measure up in the world outside of this special, nurturing place—might not be too far from the emotions you’ve been feeling this weekend and here today.
Still, 50 years is by almost any measure other than the geological a very long time. When your head of school visited my wife, Lisa, and me in our home in Brooklyn last January and asked me to speak today, my first thought was, “What can 1976 have to say to 2026?” I arrived at St. Andrew’s in its very last year as an all-boys school. It was the era of Watergate and the OPEC energy crisis. There was one computer at the school, and it took up and whole room down in the basement. There was a room on C Corridor where students could smoke!
But I am here today, because I had this idea. If I could speak to my younger self at his graduation, knowing what I know now, what would I tell him? In Christopher Nolan’s science fiction film Interstellar, there’s a scene at the climax when the main character, Cooper, tries to warn his younger self not to go to on the mission he’s now on by sending the message STAY back through time. What messages would I send back to my 17-year-old self, if he could hear me now? I came up with three things.
The first thing I would say is, although it seems like you’re saying goodbye to St. Andrew’s today, you’re actually not. You’re going to carry all the best things about your years here—friendship, mentorship, the joy of learning, the desire to excel, teamwork, and faith—along with you as you go through life, not just for the next five or 10 years, but for the next 50. Your SAS experience is a moveable feast. You’re going to find yourself relying on it to keep you grounded, and remind you who you are, as go through life, no matter where it takes you.
The second thing I would say to young me is, “Don’t expect that your education and your classroom knowledge and book smarts will align with the opportunities that the world is going to offer you.” Your career is going to lie in a completely different field than what you’ve got planned for yourself. You’re never going to believe this, but the observational skills you learned in biology class with Mr. Amos, all those hours you spent closely observing and reporting on a colony of pine beetles in a dead log in the woods near Noxontown Pond, will end up being put to use not in a laboratory as a researcher, or even in the practice of science. Instead—spoiler alert!—the hours will lead to a long career of writing nonfiction for The New Yorker, where you will study and report on colonies not of beetles but of people, whose stories you will tell. Oh, and all those hours you spent training with Dave Washburn, the now legendary coach of the crew team, will never get you to the Olympics, but they will give you the grit to face the challenges that lie ahead.
The last thing I would say to myself is that your real diploma, your credential, is not the document you’re getting today. Your credential is your prepared mind. A prepared mind possesses critical thinking skills, and it has the ability to adapt, to learn, unlearn, and relearn—to live with uncertainty and keep moving. That’s what will matter most in the years ahead.
A prepared mind isn’t the same as knowing what you want to do with your life. If you are lucky, opportunity will present you with a chance to do something that you love. But it might not be obvious what that thing is. Instead of your mind, you may have to trust your intuition, and your heart, to find it. Whatever it is, it probably is not going to fit neatly into the future you may be imagining for yourself today, or what your parents have imagined for you. It’s going to mean taking chances. It might be hard, and full of doubt and struggle, but if you figure out how to do something you love, doing it will be its own reward.
In my case, it meant discovering that while I enjoyed biology and natural history, the thing I really liked was the teacher, the great William Amos. I liked how he explained things. It took me a while to realize it, but I didn’t actually want to do science, I wanted to explain it. Discovering that there was a field of writing—long-form journalism—that matched my skill set, and a place that would employ me to practice it, didn’t occur until some years later, when I took John McPhee’s Literature of Fact course at Princeton in 1980. Then it required another 10 years after that of honing my craft before I got my first New Yorker piece published, and five more years until a joined the staff. Twenty years after I left college, I returned to teach the Literature of Fact course myself, and one of my former students, a young woman from Wilmington, North Carolina named Lauren Collins, is now a colleague and one of the magazine’s star millennial staff writers.
All of that is going to happen to that kid sitting there with his class, and he has no idea. But it’s all already in him, he just has to find it.
But what if I were graduating with the class of 2026? As it happens our daughter, Rose Seabrook, is graduating with the class of 2026 from her high school in Brooklyn, so I do think a lot about the world your generation is going to inherit and how best to prepare for it. One thing I didn’t need to worry about back in 1976, but I suspect that many of you may be thinking about now, is—and yes, here comes the AI part of the speech; please hold your booing until the end—how do you prepare to compete with a super intelligence that can do almost any job faster and cheaper, and maybe even better than humans can? I say to my daughter, “Congratulations! You’re graduating at the most interesting possible moment in human history!” which is not something we heard a lot back 1976. She reminds me that, “May you live in interesting times,” is thought to have been an ancient Chinese curse.
One of the things I’ve observed over a long a career of writing about technology is how hard it is to predict the future. I think that’s because while it is sometimes possible to infer future outcomes from current events, it’s impossible to anticipate how other changes will shape the way those outcomes are perceived.
Still, it might be prudent for us to begin to imagine a world in which we are not the superior intelligence, because by the time you’re out of college, that could be the case. I have a couple thoughts on what that world might be like.
There’s no question that AI is going allow your generation to accomplish incredible things. In science and medicine, it will enable researchers to make extraordinary discoveries of new drugs, and possibly find cures for diseases like Alzheimer’s, Parkinson’s, and cancer. In business, whole new industries will grow up around applications and consumer products and new sources of energy built around AI.
In the arts, on the other hand, although AI will continue to democratize access to making movies and music, I see vibrant communities of AI resistance growing up, giving birth to new economies of artisans and craftspeople whose products will be “AI-free,” similar to the organic movement in agriculture. We’re already seeing anti-AI political movements; we’ve hardly even begun to figure out how to regulate AI at a government level; and we will need new laws and policies to ensure that more than just a few get to share the wealth AI will create.
I'm actually kind of optimistic about having a superintelligence around, not just because of the things we might do with it, but also because of the things we might do in response to it. It seems to me that AI is going to force us to become more aware of our shared humanity—of what it means to be human. Paradoxically, I think that AI could lead to a kind of new workplace humanism, when the metrics of how we measure success begin to shift toward values like empathy, social intelligence, commitment to helping others, and building communities. What does success look like when skill is no longer scarce? Maybe success is not just productivity and profit, maybe it’s also measured in kindness and moral courage. Humans will seek roles that require presence, accountability, and a genuine stake in the outcome—things AI doesn’t have. You're never going to outwork the machine. But you can out-human it.
I can’t think of a better place to discover, learn, and internalize those human values than St. Andrew’s. And here, 1976 can speak to 2026, because the school’s core values of mutual respect, empathy, and service haven’t changed.
So take pride in your critical thinking skills, hold onto your humanity, bring St Andrew’s along the way to help you, and go out and be fantastic.
Rain moved Commencement indoors, but the 74 members of the Class of 2026 went all in, as they always have.
Lilting notes from a chamber ensemble filled the Sipprelle Field House on Sunday, May 24 as parents and loved ones of the Class of 2026 filtered in, toting damp umbrellas, or, in the case of the family of Redda Brigety ’26, giant cardboard cutouts of their Saint’s head, which would prove to be a wonderful surprise for the graduate later in the ceremony.
Chilling winds and a steady rain forced the 93rd Commencement Ceremony indoors, which was perhaps a fitting circumstance for the Class of 2026, whose hallmark, according to co-presidents Abraham Perry ’26 and Lila Lunsford ’26, was the ability to embrace the unexpected. “We learned early on that things don’t always go according to plan,” the duo wrote in the preface to the Story of Us, a book of senior reflections. “But our grade’s defining characteristic is that we go all in, regardless of the outcome.”
Much to their delight—and in a lovely nostalgic echo of their first St. Andrew’s Frosty Run—the 74 members of the Class of 2026 packed into busses at Founders Hall one last time and were driven to the Old Gym to protect them from the rain.
St. Andrew's Board of Trustees Chair Richard B. Vaughan, Sr. ’88 P’24,’27 opened the program, and spoke of the traditions that bind.
“Traditions at St. Andrew’s foster identity and belonging, link generations of students, and reinforce the values on which the school is built,” he said. “And by all accounts, the Class of 2026 has done a spectacular job of honoring the traditions entrusted to them, and have done so with passion and perseverance.”
Vaughan welcomed the class to the alumni community, and charged them to take seriously their role of stewards of the school's future. “We ask you to stay connected, give back any way you can, and always help your fellow St. Andreans when asked—and in your future lives, find ways to create new traditions that reinforce and share your St. Andrew’s values with the communities that you build.”
Next, Head of School Joy McGrath ’92 (notably absent was her trademark Commencement hat, a casualty of the indoor ceremony) turned first to the parents in the room—many of whom had watched their children leave home at 14—and thanked them for their trust. “You made this moment possible: the learning and growth, the community, the friendships,” she said. “Your generosity has made us all better, stronger, and wiser, and our world will be better for it.”
She then reflected on a moment from a Chapel Talk delivered by Enid Appiah ’26 during Senior Week.
“She shared that one thing she had learned at St. Andrew's is that faith can coexist with profound uncertainty,” McGrath said. “This comment stopped my heart—that you have learned this here, that you can live with conviction even as you do not know what lies ahead. 'Faith and learning,' our school motto, means that you can believe and still question.
"I hope you feel how much confidence we have in you: in your integrity, your curiosity, your decency, and imagination,” McGrath continued. “You will need this confidence in an uncertain world. But you have practiced it here, and you know how to get up again when you fall, how to ask for help, and how to connect with and inspire those you may find beside you."
John M. Seabrook ’76—distinguished longform journalist with The New Yorker and author of many books of nonfiction—unwittingly composed the perfect address to a class already known for its penchant to embrace the pivot. He advised them to acknowledge something he wished he had when he was sitting in their position five decades ago: that their intellectual journey might not serendipitously align with the opportunities the world would offer them. Their careers may lie behind a door they’ve yet to even learn exists.
“All those hours I spent closely observing and reporting on a colony of pine beetles in a dead log in the woods near Noxontown Pond, would end up being put to use not in a laboratory as a researcher, or even in the practice of science,” Seabrook said of his own path of self-discovery. “Instead—spoiler alert!—the hours will lead to a long career of writing nonfiction for The New Yorker, where I would study and report on colonies not of beetles, but of people."
Seabrook was wistful remembering his Commencement, yet adamant that there is no true end to the journey of a St. Andrean. The friendships, mentorship, the joy of learning, the faith—they come along for the ride. “Your SAS experience is a moveable feast,” he said. “And your real diploma, your credential, is not the document you're getting today—your credential is your prepared mind. A prepared mind possesses critical thinking skills, and it has the ability to adapt, to learn, unlearn, and relearn—to live with uncertainty and keep moving."
Co-presidents Perry and Lunsford offered their final reflections of their time on the pond, each leaning into the sensory experience of St. Andrew’s.
Perry told the story of what St. Andrew’s felt like to him—pencil in hand, sketching out the frames of what would eventually be a graphic novel in Chinese about an environmental justice super hero. Pond water slicking his arms as he churned harder and faster in a crew shell. The warmth of an Engelhard spotlight on his face as he delivered lines (in a British accent, no less) in the fall play. Not a single one of these choices—Chinese, crew, theater—would have been made, Perry noted, if not for his St. Andrew’s self.
“The person I am now only exists because I kept choosing to opt in, even when it felt weird or uncomfortable,” he said. “I said ‘yes.’ Here's to all the things we said yes to, and to whomever we said yes to them with.”
For Lunsford, it’s the sound of St. Andrew’s that she’ll never quite shake. Sneakers on hardwood and enthusiastic screaming as the girls basketball team rushed the court—smack in the middle of the quarter—to celebrate a teammate’s first three-pointer. The splash of the water after the intentional flip of a canoe. The chatter of late-night conversations drifting through dorm. Voices echoing through the woods. A soaring high note sung by a senior in the Andrean Choir.
“We are a class of undeniable voices. As we leave here, we may forget schedules, assignments, and tables, but we’ll never forget the sound of the Class of 2026,” she said. “Years from now, something in the sound of footsteps echoing down a hallway or laughter carrying across a room, we will hear of the sound of St. Andrew’s again.”
A sound to be added to the St. Andrew’s canon: the raucous applause from the III Form section that punctuated the ceremony—the continuous, staccato sound of gratitude as the youngest Saints showed love to their senior Big Siblings.
Before the awarding of diplomas, the following Commencement Awards, as voted on by faculty, were presented:
Robert T. Jordan Award: Jonathan Josue Castellanos
Christopher Wilson Award and Scholarship: Eden Appiah
The Cristin C. Duprey Diversity and Inclusivity Award: Kayden Murrell and Janie Sarang Kim
Jonathan B. O'Brien Head of School Award: Margaret Mead Gilheany
John McGiff Fine Arts Award: JiaHe Zhu and Margaux Guillissen Firmenich
The Henry Prize: William Dormer Robinson and Miriam Claire Hulsey
The King Prize: JiaHe Zhu
The Founder’s Medal: JiaHe Zhu
William H. Cameron Award: Joseph Leonard Teti III and William Dormer Robinson
St. Andrew’s Cross: Abraham Debessay Perry
As every St. Andrean knows, all paths lead to the Front Lawn. It's where the Class of 2026 first met the peers and adults who would become their closest friends and mentors. It's where the whole school gathers on Opening Weekend to do a dance that no one truly knows, but that's the point: we figure it out together. So despite the lingering drizzle, as the day drew to a close, with diplomas clutched in hands, the Class of 2026 hoisted white dresses above ankles and squelched dress shoes through the mud to gather again where it all began.
Laughter rose across the Front Lawn as they took photos, embraced, took one last moment on the T-Dock, and lingered in the place that had held them for years. Soon they would pass through the front gate as alumni. But the Front Lawn would remain, and the pond beyond it, and the mist rising slowly off the water—carrying, as it always has, the voices of every class that ever gathered here.
How Carlisle Dimitri ’26 leaned away from the expected and into the chaos as a means to build community.
While preparing for this speech, someone asked me what messages resonated with me the most from previous chapels. Looking back, I can honestly say that I usually had to force myself to pay attention. I’m hoping this isn’t the case for many of you, but I had a habit of zoning out. As a senior, I now regret not paying more attention to the people who stood where I am today. I now realize that I missed the chance to learn from others and hear about their experiences. Luckily, I have still been able to make the most of my time here by embracing each moment and engaging the challenges of being a part of a community.
I have always been a little quieter in big groups, a little more socially reserved. Considering how I am the introvert of the family, with my parents and younger sister shoving me out the door, I am so grateful for their patience and support (thank you mom for forcing me to do this Chapel Talk). Putting myself out there hasn’t always felt like the safest decision. But as I reflect on my most meaningful memories at St. Andrew’s, it was the times when I jumped in with both feet and fully participated. When I embraced the community, acted goofy, did something outside of my comfort zone, which was usually pretty embarrassing, those were my most enjoyable and meaningful experiences at St. Andrew’s.
Some of my favorite memories come from the rowing season and the ridiculous themes we committed ourselves to during the intersquad meets. Sophomore year our boat was themed “emo.” We all dressed in black, wore excessive mascara, and drew crosses and tears on our faces. After a lot of effort, we convinced our coxswain Prem Patel to put on some mascara and draw ginormous triangles on his cheeks. Although we looked absolutely crazy, it made the experience all the more memorable and entertaining.
This year we took it a step further and dressed as Smurfs, painting ourselves completely blue. After dyeing my shorts and part of our boat blue, we stamped a blue mark (literally and figuratively) in all of our memories.
These are the moments I will always remember because I was fully invested and willing to look ridiculous among friends and teammates. This is what creates a community.
That same idea applies academically, too. One of the things that makes St. Andrew’s special is that the teachers here genuinely want students to grow. They’re willing to meet individually and explain things in different ways and invest time into helping students improve. When you put effort into learning and ask for help, teachers here respond to that effort.
I remember my first English class at St Andrew’s. I had never seen such engagement in the reading by other students in class. Previously, at my public school, I was in a class of 20-ish kids, with one or two leading the discussion and everyone else trying to not fall asleep. I had started thinking of English as just another class you have to get through.
At St. Andrew’s, we have genuinely in-depth conversations, we challenge each other's ideas, and build different perspectives. We care about understanding the text more deeply. This was a challenging shift for me, both academically and socially. However, this new level of engagement is what provided me with tremendous growth.
Another place that I unexpectedly learned from was Pell. Having never been a freshman at St Andrew’s myself, I was hesitant (some might say unwilling) to be in a dorm filled with people who were new to the school. I was unsure how I would be able to support and comfort them through the changes of attending a boarding school. Now I’m so grateful that I got to be a Pell senior.
No matter the chaos of the dorm itself, whether battling for Thursday cookies, struggling with the ever overflowing lost and found, or the random but energetic Just Dance evenings, this dorm has become a home to me that I am so grateful I was able to experience.
Memories of screeching freshmen running down the halls or seniors trying to catch the freshman having sleepovers, the chaos of this dorm made it all the more of a comforting space.
I will look back fondly on my time on Pell dorm, remembering the kind, funny, and energetic freshmen I have come to know and love. Whether hosting pizza parties or doing tuck-in, each interaction with these freshmen has been rewarding and inspiring.
Dear Pelicans, I can’t wait to see what the future holds for you. Remember to embrace the opportunities this campus gives, but always hold on to your fun-loving spirit.
And seniors, I look forward to the future we will build. Drawing from our experiences at St Andrew’s and entering the world, I can’t wait for our class reunion to learn how our lives have changed since we last met.
Ultimately, I think the greatest thing you can do at St. Andrew’s is engage fully with the people, the teachers, the conversations, and especially the ridiculous moments.
Although I understand better than anyone the importance of sleep, I just read my yearbook superlative and they all talk about how I am going to lose “five years of my lifespan to” my “periodic” naps, and now I’m starting to think about finally trying to drink more coffee. But here at St. Andrew’s, the moments when you lean in instead of pull away, those are the moments that will stay with you the longest. Even if it's uncomfortable, just let yourself participate. Wear ridiculous costumes, paint your body blue, be willing to look a little silly. These are the moments that end up meaning the most.
Kat Firmenich ’26 recounts four years, one fresh start, and the small moments that added up.
Before or after school breaks, I inevitably hear people talk about their friends from home—friends they’ve had since first grade or kindergarten. I have not spoken to a single person from my lower or middle school (who isn’t my sister) in four years, and that is by design. This is not because any of them are particularly awful people, but in truth I avoid them because I’m embarrassed.
You see, I was a really angry kid in my earlier years. I’m not sure why, how, or when it began, but it was worsened by a negative experience I had that made me defensive. My bad temper was not well received by anyone. In fact, it resulted in what is basically the lower school equivalent of court mandated anger management therapy in second grade. (This is not a joke, a girl accused me of pushing her off a slide and causing her to fracture her arm. I would like to clarify, I did not push Victoria off that slide. I was an angry kid, yes, but I was not a violent one.)
When Covid hit, I got to spend a lot of time on my own. My siblings spent time in separate rooms of the house, either attending online classes or on the phone with their friends. No matter how much the two of them lamented not getting to spend time out of the house or with their friends, I truly didn’t feel like I was missing much. It was peaceful being on my own. This period of solitude made me realize that if the happiest I felt was when I was alone, then my life was pretty sad. I didn’t like the direction my actions were taking me and I didn’t want to be angry. I certainly didn’t want to be angry forever. So, by the time I returned to in-person classes, I had resolved to be better.
Now, before I begin to regale to you the tale of my world class lack of follow through, I want to give you all a little bit of context. I spent first through eighth grade at an all-girls Catholic institution. Most of us had been there since first grade or even earlier, and most people knew me as angry, and labels in a school that size are notoriously hard to get rid of. Though I’d resolved to be better, I didn’t know what better even meant, let alone where to begin.
I spent eighth grade making attempts at conversation as I watched new students seep effortlessly into the class as if they’d been a part of the grade the whole time. I wasn’t exactly angry anymore—I was jealous. I wanted to be that effortlessly easy to get along with and so I put my effort into learning about what the people in my grade found interesting and gave up on my own interests. By the time eighth grade came to a close, I decided the school had seen too much of me that I wouldn’t be able to improve if I stayed.
Enter St. Andrew’s.
I knew about SAS because my older brother also attended and graduated in the class of ’21. I arrived at the school prepared for my fresh start and I was ecstatic. I had been with the same people for eight years and I was finally surrounded by a group of people who didn’t know me.
Then my first problem arose. I was surrounded by a group of people and I was afraid of getting to know people authentically because in my mind authenticity just meant anger. It didn't occur to me that it could mean anything else.
When selected to give this talk, I was asked to reflect on what St. Andrew’s meant to me, and that's really hard to sum up. People, mostly adults and teachers in this community, talk about “circles of care” or “you can’t help but connect,” and I guess I hadn’t given it much thought until now. The thing about St. Andrew’s is you make friends in the strangest ways, and you keep them because there’s such a wide variety of interests and backgrounds here.
I suppose the message of this talk is mostly directed at the newer students, though I think it can definitely be applied outwards, especially as we seniors move toward college. You can be nervous to start over, be in a new place around people you don't know, but you should never worry about being yourself or branching out. Looking back, this is probably one of the more cliche messages I could have chosen, but if someone reacts badly to something you care about deeply, they aren’t people you should want to be around anyway. I had a hard time getting out of my own head my freshman year, but I’m lucky to have found people I’ve connected with who I love and trust wholeheartedly.
So, what does St. Andrew’s mean to me? I think the meaning is found in the small moments where you get closer to someone or yourself, whether that be gabbing with someone in your section of Andreans about Pokémon, or talking with the other art majors about their latest piece and their inspirations.
Meaning lies in getting a friend into your interests by making them sit through all three Hobbit films and still talking about them four years later. Meaning lies in your friends who maybe don’t totally understand your interests, but who support them anyway, even as you watch them die a bit inside as they realize you’ve been playing Pokémon Go for the past twenty minutes while sitting at Starbucks (sorry Kayley).
Meaning is in moments where you can rant to a teacher about a topic you feel passionately about, and have them listen intently without being dismissive, like talking about one specific type of snake to your advisor while you should technically be working.
Meaning is in a faculty member listening to an issue you have and wholeheartedly offering solutions (even if the solution sometimes is just letting you sit on the grass and pet their dogs).
Meaning lies in getting to explore interests without shame, like writing an entire Research Sem paper about the cultural effects of cannibalism while your teacher cheers you on, not grossed out in the least.
Meaning lies in being seen: a friend who asks you about your interests without being prompted; friends who understand that your displays of affection may be a bit different but they accept them anyway; friends who push you outside of your comfort zone from time to time because that's important. There is so much meaning to be found for yourself at St. Andrew’s, no matter where you look. I think that’s what makes the culture here so unique.
The SAS experience is whatever you make it, and I’m so glad that our grade has had these four years together and I’m beyond excited to see what's next for all of us.
As I move on to college, I will inevitably hear people talk about friends they have from back home that they’ve known since first grade or kindergarten, and I’ll be able to join in. While I may not have known the people here for as long, and while Delaware may not officially be my home, I’d say I've learned enough here for it to count.
I encourage everyone to take advantage of their time here, even if they consider themselves introverted. Branch out and share with others. You’ll be able to make connections that extend beyond your time here. I know I have and I will forever be grateful.
How a spring play and a square dance taught Ian McDonnell ’26 to trust St. Andrew’s — and himself.
I want to take this time to share two experiences that show defining aspects of how St. Andrew’s has changed my life for the better.
Throughout my time at St. Andrew’s, there have been many times where I have been uncertain about what to do or what will happen. One of the moments that best exemplifies this uncertainty was with the spring play, The Da Vinci Code.
Coming into the last week before our performance on Saturday, things were not looking great. We were having trouble remembering our lines, our staging was not very refined, and some props were beginning to fall apart and break. Many of us, including myself, were worried that we would not be able to make the play happen with the time that we had left, even though we knew it was possible.
Because of the uncertainty, Mrs. Taylor made a change in plans in order to ensure that we got enough practice to make the performance happen in the way we wanted it to go. Instead of doing a complete run-through each night, like we would normally do during tech week, we instead went through the first act twice in the same night.
After each rehearsal that week I began to feel more and more confident in our ability to make the play happen as everything began to come together. This last minute change to the plan worked, and it worked well.
Yet despite the practice we had done by the time we got to the final performance on Saturday, we still had never gone through the play without stopping for scene changes or other issues. Ultimately, however, the performance went off with very few issues proving the anxiety we all had to be false. Without the support and guidance that Mrs. Taylor provided us in the last week of rehearsal, I do not think that the production would have gone as well as it did.
The second moment I want to talk about is back from during freshman year. When I arrived onto campus for the first time, I was much less confident and more introverted than I am now; in fact I was rather nervous but excited to meet everyone. Despite wanting to connect with others, I was scared to tell people things about myself, like what music I listen to or what I was actually interested in. However, this nervousness towards being authentic was gone after one interaction I had during the Square Dance on my first night.
After joining up with a random group of people for the dancing, I ended up being in a group with Sophie Mo. Instead of exclusively dancing and talking to others in her grade, she was open and excited to talk to people she did not know. Her outgoing and kind personality eased my worries about not being able to fit in or find people who I would become lifelong friends with.
Sophie demonstrated the St. Andrew’s culture of being kind, open, and welcoming me into the community.
Although I almost immediately realized that being authentic would allow me to know everyone better and increase my ability to be happy and make friends, I found it very difficult to implement this change. It is only because of the kind and loving community here at St. Andrew’s that I began to open up to others about myself more and I almost immediately noticed a positive impact on my life.
Ultimately, my time at St. Andrew’s has allowed me to become confident in expressing myself and staying calm in uncertain situations.
I would like to thank the class of 2026 for all the support, kindness, and community they have shown me throughout these past four years. Let's have a great time during these final few days.
Kevin Jin ’26 reflects on the seismic shift of being treated as a thinker, not as a student.
Growing up, I sometimes mistook home for school. Strange, right? Well, not to me.
My mom taught English, and my dad was a principal, so home often felt more like another classroom. Dinner conversations became grammar corrections. Weekends turned into pop quizzes. Even report cards came back covered in red pen.
Because of that, I grew up with two unspoken rules: obey the experts, and speak just enough to earn approval. Communication, to me, was mostly about avoiding mistakes rather than expressing ideas.
Ironically, those beliefs were challenged when I arrived at St. Andrew’s — specifically in Ms. Urbont’s history class.
She didn’t just return papers; she started conversations. Instead of circling what was wrong, she would underline an idea and write things like, “Expand here,” or “What does this assume?” Suddenly, writing didn’t feel like a test anymore. It felt alive.
I remember our first major assignment on Thucydides’ Funeral Oration. There was no detailed prompt, no template, no checklist telling us exactly what to argue. I sat staring at my laptop thinking: What am I even supposed to do?
Panicking, I scheduled a meeting with Ms. Urbont. I walked into her office ready to record every expectation she had for the paper.
But instead, she looked at me and said:
“Why don’t you ask yourself what you want to say?”
And honestly, I didn’t know how to answer.
My usual instincts — listen, extract, deliver — suddenly failed me. But it also became clear that she wasn’t testing me. She was genuinely inviting me to think for myself.
She told me, “The point of history writing is not to sound like someone else, but to think like yourself.” Then she opened JSTOR and showed me several essays: not as models to copy, but as examples of how differently people could approach the same question. As our meeting ended, she said one last thing that stayed with me:
“Find what feels alive to you.”
When I walked out of her office, I realized something had shifted. For the first time, I felt treated not just as a student, but as a thinker.
After that, I started seeing feedback differently. Not as a verdict, but as a dialogue. I stopped treating peer review as damage control and started asking classmates what confused them, what interested them, and what they would have done differently. My writing became messier, but it also became mine.
That mindset slowly began shaping the rest of my experience here. For my final history project, I explored how geography shapes the rise and fall of civilizations. What mattered most to me wasn’t even the final paper itself, but the conversations it sparked: conversations with classmates, teachers, and mentors that continued long after class ended.
And I began realizing that some of the most meaningful learning at St. Andrew’s happens outside of assignments entirely.
Some of the most memorable conversations I’ve had didn’t happen during class discussions or formal presentations. They happened sitting on dorm room floors late at night, when people stopped trying to sound impressive and started speaking honestly about homesickness, pressure, uncertainty, or the fear of not being enough.
Living in a boarding school surrounded by people from different backgrounds taught me that connection rarely comes from having the perfect response. More often, it begins with the willingness to admit confusion, ask questions, or simply listen. This community showed me that sometimes the strongest conversations happen when nobody is performing at all.
It taught me that learning is also about saying something unfinished. Asking questions without knowing exactly where they will lead. Having the courage to admit, “I don’t know,” and trusting that someone else might help you understand.
I learned that communication is not about correction at all — it is an act of trust.
And I think that trust, the willingness to listen, to question, and to grow alongside one another, is what makes SAS feel less like a school and more like a community.
For the first time, school stopped feeling like a place where I was being evaluated and became a place where I was being understood.
Head of School Joy McGrath '92 shares her thoughts on the importance of constraints, which are adapted from the remarks she delivered this past Arts Weekend.
Dear St. Andrew’s Community,
I hope you enjoy these thoughts on the importance of constraints, which are adapted from the remarks I delivered on this past Saturday of Arts Weekend.
On a recent weekend, I offered a student trip to the Barnes Foundation and the newly opened Calder Gardens. I have visited the Barnes many times—but this was my first visit to the Calder. These museums left me thinking about constraints, and how art is always created within them and in response to them.
Barnes famously imposed strict constraints on the display of his collection. Even after it moved to Philadelphia, his rooms, crowded with paintings, were meticulously recreated. In each one, the viewer is set upon by entire worlds and centuries, feeling confined in the cramped quarters. The Calder features tight underground spaces housing just a few of Alexander Calder’s works. The spaces are so constrained that the motion of visitors within the room causes the mobiles to tremble or change direction. In both, constraint becomes not a limitation, but part of the art itself.
One of the great reasons to practice the arts in our schools is that art must be created within constraints. A painting has two dimensions. A sculpture must balance. Western music—millions of hours from Monteverdi to Bach, to Copland—uses only 12 notes. And theater? In Henry V, Shakespeare himself apologized for “in little room confining mighty men.”
What art teaches us is that greatness is only made within constraints.
This is a lesson we need right now. We value our own choices above all else, and if possible, we would like them to be unlimited. We sometimes believe that more choice will make us happier—and if our children have every option, they will flourish. But we are wrong. We know, from our own lives, that this is not true. Unlimited choice is bad for us. Even the illusion of it makes us unhappy and depressed. Over 20 years ago, the psychologist Barry Schwartz summed it up in the title of his book: The Paradox of Choice: Why More Is Less.
To be human is to be constrained. In 49 A.D., the Stoic philosopher Seneca reminded us how much nature limits us, and how perfect that is. He wrote, “It is not that we have a short time to live, but that we waste a lot of it. Life is long enough, and a sufficiently generous amount has been given to us for the highest achievements if it were all well invested.” Like art, life must be made within constraints.
Arthur Brooks, the artist and Harvard happiness expert, hypothesizes that Seneca would say we waste our lives in two ways today: we scroll, or we strive. We either dissolve into distraction, or we chase achievement so relentlessly that we neglect to live. As citizens and as humans, our education must prepare us to invest our lives well—it must prepare us for really living. This is why we do what we do at St. Andrew’s. When we live in a human-centered way our brains work better, and we experience wholeness. Brooks tells his Harvard students, “turn off the technical stuff. Go fall in love. Ask these big questions that don’t have answers, go look at the sunset. Listen to Bach. Let your brain do what it is supposed to do.” Brooks says, “we are beautifully made.”
That is why what happens at St. Andrew’s matters. Because this is what I see in our students: they are beautifully made. We use the word “formation” to describe this education—spiritual, intellectual, and moral formation. Formation implies the presence of constraints. If we imagine the critical resources of faculty and student time and attention poured out into a formless void, we can easily understand that the container is everything. Otherwise, we have only vapor to show for our efforts.
I recently drove JV girls soccer home from a match in Wilmington, and the students seated behind me in the van held forth extensively on what time of year has the best sunrises and sunsets on campus, and the best locations from which to view them. They asked big questions. They enthused about books they were reading for fun and their love of travel. They were excited about living and their lives ahead. Their brains were doing what they were supposed to do—and not only their brains, but their whole selves. They ranged easily across what is good and virtuous. They were delighted and delightful. They had signed into breakfast, had a full day of classes, they had many assignments (duly discussed) and responsibilities, they had experienced the rigors of a tough game and were about to plunge into a busy dorm cleanup and study hall before a set bedtime. And they were happily, fully themselves.
This school embraces many constraints: a communal daily routine for prayer, learning, art, athletics, chapel, sleep; our technology and phone culture; meals; jobs period; study hall; bedtime; breakfast sign-in. The list is long. We did not choose St. Andrew’s because we do and have everything. We chose a place with rules, rhythms, expectations—with limits on time, technology, and comfort. What we sought could only be found within this routine, within the structures that direct our attention constantly to what is virtuous and good and beautiful.
Soon, the VI Form will stand on the Front Lawn at commencement. What they will carry with them is not just what they have learned, but how they have learned to live. They know that a good life is not made by having every option, but by responding gratefully to what is given. Because they are artists, they are learning that beauty does not come from boundlessness, but from form.
And so, on Arts Weekend, we see the evidence of something quite profound: young people learning how to take the God-given shape of their lives—and make something beautiful. Just as they are wonderfully made.
That is formation. That is the beauty and the joy of being human.
Head of School Joy McGrath '92 reflects as we head towards commencement.
Dear Saints,
The coming season is brief but full—performances and competitions, exams and projects, and the everyday rhythms of St. Andrew’s in spring. What a tragedy it would be if we were too distracted to experience, live, and remember this burgeoning season. Attention is one of the most valuable resources we have, and one of the most embattled. In a world shaped by constant digital distraction, where powerful forces compete relentlessly for our focus, the simple act of directing and protecting our attention becomes both difficult and deeply important.
Over the break, while reading The Stone Yard Devotional, I was reminded of a striking idea from the philosopher Simone Weil, who wrote: “We have to try to cure our faults by attention and not by will … Attention, taken to its highest degree, is the same thing as prayer. It presupposes faith and love. Absolutely unmixed attention is prayer. If we turn our mind towards the good, it is impossible that little by little the whole soul will not be attracted thereto in spite of itself.”
How wonderful to think that when we release our will and give our full attention to something good—when we truly notice, examine, and invest ourselves in it—it shapes us. Our minds turn toward what is good, and, gradually, so do our lives.
Paying attention maybe the greatest form of rebellion available to our students today. It prepares them for a rich and meaningful life. I spoke with an alumnus recently who reflected on how St. Andrew’s continues to matter in his life. He described three commitments he practiced here that sustain him: to pay attention, to be curious, and to be purposeful in community. These simple practices—fully engaging what is in front of us, caring enough to wonder, and believing in the power of shared effort—remain at the heart of a St. Andrew’s education. We create the conditions for connection, for noticing, and for thriving, leading us to what is good.
We cannot forget the presence of suffering in our world. War, want, and conflict demand our attention and care. But it is also true that the way we notice the world—especially through our screens—can distort our understanding of it. When we live primarily in virtual spaces, we can begin to believe that we do not have much in common. But when we notice our neighborhoods, our schools, our daily lives, we see something more complete and more hopeful: decent people trying, however imperfectly, to build something good together.
This is the constructive work of St. Andrew’s. It always has been.
How quickly the time passes in this Easter season, a powerful reminder that the way we spend our ordinary days together defines the life we remember. (A sensibility felt acutely by sixth formers this time of year.) Years from now, what will we remember—and what will we wish we had given more of our attention?
And so, the invitation we extend to our students is one we might all take to heart:
Pay attention.
Be curious.
Be purposeful.
Turn toward what is good.
Thank you, as always, for your partnership in our work with our extraordinary students, and for the many ways you sustain and strengthen this school.
Today, Head of School Joy McGrath ’92 announced that Stacy Jagodowski will join her leadership team on July 1 as chief communications officer.
In this vital role, Jagodowski will lead the school’s strategic communications efforts, shaping how St. Andrew’s communicates its mission and distinctiveness to stakeholders and new audiences. She will partner closely with senior leadership to advance the school’s mission, strengthen its institutional voice, and deepen engagement across the global St. Andrew’s community.
“As St. Andrew’s continues to grow in reach and impact, the clarity and power of our story matters more than ever,” McGrath says. “Stacy brings extraordinary experience, leadership, and strategic insight to this work. She understands how communications can strengthen community, elevate mission, and inspire connection. I am thrilled to welcome her to St. Andrew’s, and confident that her leadership will help us share the story of our remarkable school with authenticity and purpose.”
Jagodowski brings more than two decades of experience in independent schools, where she has led marketing and communications initiatives that strengthen institutional identity, support enrollment and advancement, and build enduring relationships with alumni and families. Her career also includes five years in admissions, giving her a direct understanding of how communications and enrollment work together to shape a school’s future. Jagodowski currently serves as director of strategic marketing and communications at Tabor Academy in Marion, Massachusetts, where she leads a comprehensive marketing and communications program spanning brand strategy, digital engagement, publications, and storytelling.
Jagodowski has previously served as director of strategic marketing and communications at Cheshire Academy in Connecticut and held marketing, communications, and admissions roles at independent schools in Los Angeles, Massachusetts, and Virginia. Throughout her career, she has led award-winning teams recognized for excellence in annual fund communications, alumni publications, and integrated marketing strategy. A frequent presenter at national conferences, she is widely respected for her thought leadership in independent schools.
Jagodowski’s work is distinguished by a deep belief in the power of narrative to connect people to purpose. Having taught, lived in a dormitory, and worked across multiple areas of school life, she brings a holistic understanding of boarding schools and a commitment to elevating the voices and experiences that define them.
“I am honored to join St. Andrew’s, a school committed to a transformative residential education,” says Jagodowski. “There are so many stories worth telling here. I look forward to partnering with Joy, the board, and the entire St. Andrew’s community to help share them.”
Jagodowski holds a bachelor’s degree in journalism and design from Mount Holyoke College and a master’s degree in communications and information management from Bay Path University, along with additional certification in marketing strategy from Cornell University.
An undefeated boys lacrosse team. Back-to-back shutouts for girls soccer. Legacy-making regattas on the horizon: Spring at St. Andrew’s is officially underway, and our athletes have no intention of slowing down! Here’s what athletes and coaches had to say about their spring varsity teams.
Girls Soccer
After making it to the second round of the DIAA Girls Soccer State Tournament last spring, the 2026 Saints are hungry for more. Head coach Megan Altig believes that her team has what it takes to improve and achieve their big goals this season. “If we’re able to focus on all of the little things during practice, the success will follow because we have a great team of girls,” she says. The Saints look forward to the rest of their season after a promising 3-1-1 start, which included two back-to-back shoutouts the first week of April against Tatnall and Tower Hill. MATCH TO WATCH: On May 5, the Saints look to avenge their 2025 state tournament loss to Caravel when they face the Buccaneers at home at 3 p.m.
Boys Crew
Nothing quite indicates the start of spring at SAS like the sound of crew boats on Noxontown Pond. The boys team is ready to shine as they return to the water. Senior Captain Drew Merriman ’26 is excited about the opportunity to race against some of the best teams in the country. “As a program, our goal this year is to put out strong and competitive boats that can rival some of the larger programs we race with both determination and grit,” he says. With a new coach in Will Scully and a talented young roster, the Saints are excited to experience a new era of SAS rowing. REGATTA TO WATCH:Save the date for the May 3 WMIRA Championship on the Occoquan River in Virginia, where the Saints will race their biggest rivals for the conference title.
Girls Crew
On the other side of the boathouse, girls crew has headed into the season with confidence and excitement. With a talented roster and a competitive regatta schedule, there is so much for the Saints to look forward to, says Senior Captain Ines Kossick ’26. She cites the team’s close-knit culture and comradery as the key to success this season. “This year I feel like we're a lot more together as a team, partly because there are eight seniors who have been rowing together for all four years,” she says. “There is a ton of leadership and experience to help us find success on the water.” REGATTA TO WATCH: The “Super Bowl” for high school crew, the girls can’t wait to get to the Stotesbury Regatta in Philadelphia on May 15th and 16th, where they’ll line up against the best teams in the nation.
Boys Lacrosse
The boys team has come scorching into the season, posting a 5-0 record. They’ve been dominating on both sides of the field, establishing themselves as one of the strongest teams in the state. “I think this is the best team that St. Andrew’s has had in a long time,” says Senior Captain Thomas White ’26. “I think I’m speaking for the whole team when I say that we can at least make a run in the state tournament. And I think that we are holding ourselves to that standard as well because we know we are capable of it.” GAME TO WATCH: Look out for the Saints’ upcoming game against Christchurch School on Friday, April 10th—should make for a gritty matchup!
Girls Lacrosse
The team, off to a 2-3 start, looks to make a statement this season. After their thrilling run in the DIAA Girls Lacrosse State Tournament last spring, the girls are hoping to return even stronger. According to Senior Captain Claire Hulsey ’26, the success of the team will be based on the girls working on and off the field together. “What’s special about this team is that we have members from every grade competing together,” she says. “We’ve been able to form bonds with one another and build a sense of community within the team.” GAME TO WATCH: The girls can’t wait for 4 p.m. on April 14, when they face Wilmington Friends School at home—they have some unfinished business after Friends beat them in overtime last season.
Boys Tennis
After an impressive performance in the DIAA Boys Tennis State Tournament last year, the Saints (2-1) are hoping to do it again. Members of the team are committed to growth and sportsmanship in order to be the best team possible, says senior Bradley Cook ’26. “The camaraderie of this team is so special as we treat each other with respect, regardless of our age and skillsets,” he says. “This allows us to form really tight bonds and relationships with one another.” MATCH TO WATCH: April 13, home, against Tower Hill: be there!
Girls Tennis
It’s an exciting time for girls tennis—off to a 1-1 start—a team that posts an almost entirely new roster this season. The new senior captains, Brooke Simonsen ’26 and Enid Appiah ’26, have made it their mission to bring energy and support to the newcomers on the team, and Head Coach Gabe Perla is excited to work with a new group of athletes. “We did some goal-setting, making a covenant for our team … There were three main goals we were driving for: working hard, teammanship, and being a team, even though sometimes tennis can be more of an individual sport,” he says. MATCH TO WATCH: The team was excited to face down Tatnall on April 7 for their first home match, which they won, 5-0.
Baseball
The baseball season is back in full swing, and this squad is ready to take care of business. With a 3-2 record that includes some demonstrative victories, the team is focused on making the most out of every moment on the diamond. Assistant Coach David Miller says he’s looking forward to working with the team leaders to inspire the newest members of Saints baseball. “We’re hoping to capitalize on the really great growth that the senior class has experienced during their careers and impart that same culture and momentum to the younger players,” he says. GAME TO WATCH: The Saints are hype to host Sanford School on April 16th, whom they beat in a thrilling 6-5 home game last year.
For updates on all-things Saints Athletics, bookmark sas-saints.com!
What does it mean to find common ground in a fractured world? To open doors for generations of Saints? To care for the places that have shaped us?
This issue explores it all, from the school's long tradition of discussion and debate and what it teaches Saints about living alongside people who think differently, to the partnerships at the heart of a nearly century-old mission of access, to a love letter to Founders Hall, the building at the center of our village devoted to faith and learning—and what it will take to carry it into its next century.
You'll also catch up with seniors poised for Division 1 collegiate athletics, learn exciting news from campus and beyond, and see what St. Andrew's alumni have been up to lately.
Distinguished journalist and author John Seabrook '76—who says he learned how to be a writer in Bill Amos' biology class—to serve as the 93rd Commencement Speaker.
St. Andrew’s is proud to welcome distinguished American journalist and author John Seabrook ’76 back to Middletown this June to serve as the 2026 Commencement speaker.
A contributor to The New Yorker since 1989, Seabrook became a staff writer in 1993. His work explores the intersection between creativity and commerce in the fields of technology, design, and music. He’s written multiple books, including Deeper: Adventures on the Net, The Song Machine, Flash of Genius—which later inspired a film—and Nobrow: The Culture of Marketing. In his latest, The Spinach King: The Rise and Fall of an American Dynasty, Seabrook unpacks his own family’s complicated legacy—the farming Seabrooks went from the bean fields of southern New Jersey to wealthy, powerful aristocrats.
After graduating St. Andrew’s in 1976, he attended Princeton, where he was a letter-winning member of the crew team. After, he attended Oxford.
“John is a remarkable example of the depth and intellectual curiosity fostered by a St. Andrew’s education—and of how that education endures over a lifetime,” says Head of School Joy McGrath ’92.
In a 2015 Chapel Talk, Seabrook credited St. Andrew’s—particularly science instructor Bill Amos P’67,’74,’75,’78 GP’03,’11,’10—for preparing him for his life’s work a writer.
“It was Bill Amos who prepared me for the work I do now, which is rather odd because how can biology class teach you how to become a writer?” Seabrook told students. “What I learned from Mr. Amos was to look at things as they are, and to see the relationship between things in complex systems—not to see things within hierarchies and categories and value judgments, which so often comes with learning. Rather, to use such powers of observation as I had, and, through study, hope to achieve insight and understanding of the nature of the things that I was studying. The natural life of Noxontown Pond and the way Bill Amos looked at it … that's where I learned to be a writer.”
Seabrook’s return to campus parallels a significant milestone. “This year marks my 50th reunion, a full half-century of real life experience since I walked up and accepted my diploma from Mr. Moss in 1976,” Seabrook says. “The opportunity to reflect on how my St. Andrew’s years prepared me, or not, for what was to come, was too enticing pass up.”
You can find all information on Commencement 2026 here.
Forestry and Wildlife students cut a new forest trail this winter—it's officially open for business!
Not even two bouts of Middletown snowstorms could keep science instructor Dan O’Connell’s Forestry and Wildlife students from cutting a new trail through the forest this winter. The path—the Tulip Trail—offers the community yet another opportunity to be reminded of what it means to be rooted, alive, and engaged in our wild and beautiful backyard.
The trail was laid by O’Connell and biology students Margret Adle ’27, Phoebe Fairbanks ’27, Anna Hogue ’27, Aaron Konkoly ’27, Selene Thomas ’27, Clara Toole ’28, and Kate Robbins ’27, who all rolled up their sleeves to rake and cut-down trees in the school’s New Forest area. Formerly part of the St. Andrew’s school farm, the New Forest is the result of the school’s 2008 decision to restore 109 farm acres to forest.
“The project is aligned with Forestry’s mission to enhance opportunities for community members to enjoy and explore our campus,” says O’Connell, P’19,’24. “Although it might seem ‘wrong’ for a group of tree huggers to be cutting down trees, the existing density of trees in the New Forest is greater than can be sustained.” The reason, he notes, is that young trees in the New Forest are dying, having lost the cutthroat competition for sunlight.
“As we cut our way through the forest, we tried to route the trail through areas that needed to be thinned, or that harbored disfavored plant species, like Autumn Olive and Tree of Heaven,” says O’Connell. The trail the students created is unlike any other on campus: it’s shady, narrow, and peacefully meandering. “We hope the new trail will put visitors into closer touch with the trees and other living things that make the New Forest a unique campus environment,” O’Connell says.
“I love spending time outside, and I think it really helps balance out my day,” says Konkoly of why he felt pulled to the work. “Part of why I came to St. Andrew's was because we're surrounded by so much nature, and I love to explore it. This trail gives me and our community a chance to explore even more.”
Like all things at SAS, the project was bigger than the people doing the work; reminders of the trail belonging to all were plentiful. "At one point, members of the cross-country team ran through, and we talked to them about the trail," Konkoly says. "They told us what they liked, what they didn't, so we were thinking about the curves in the trail and ensuring they weren't too sudden so people could walk, bike, and run through it." The considerations extended to the forest creatures, too. After finding a dormant turtle, Konkoly recounts researching brumation, a hibernation-like state for reptiles, to help students ensure the animal's safety during the work.
The students named The Tulip Trail as such after noticing the abundance of Liriodendron tulipifera, the tulip poplar tree. Tulip poplarsare the tallest trees in the eastern United States. They feed birds, bees, and other insects with the nectar from their tulip-shaped flowers. Historically, Native peoples used the massive trunks to build dugout canoes.
As the students were getting their hands dirty, they were locked into their thirst for scientific inquiry, too, when they noticed an intriguing pattern in the New Forest. “Moving from the north end of the Tulip Trail to the south, the forest shifts from being dominated by tulip poplars to being dominated by American sycamores,” O’Connell says. “At the south end of the Tulip Trail, you might notice a single mature sycamore growing. It seems likely that this tree is the alma mater—‘nourishing mother’—of tens of thousands of young sycamores now thriving in the New Forest.”
When you visit the trail, the students who laid it implore you to seek out this powerful tree for a quiet moment of reflection and wonder: “What can this tree teach us about the potential impact of one person—or one school?”
Saints basketball legend Eric Boateng '05 stops by the courts where it all began.
When I arrived for my freshman year at St. Andrew’s in 2022, I checked in at the Sipprelle Field House. While in line, I discovered a trophy case that would become one of my earliest St. Andrew’s memories. In it hung a McDonald’s All-American basketball jersey: Boateng No. 52. Saints athletes walk past it every day, but how many of them know that jersey’s story? I was delighted to sit down with the man who wore it, Eric Boateng ’05, when he was back in Delaware for his February 7 induction into the state’s Basketball Hall of Fame.
Delaware’s first athlete to play in the McDonald’s All-American Game, Boateng, who arrived in Middletown to attend St. Andrew’s by way of London, went on to play for Arizona State University before brief stints with the New York Knicks, Denver Nuggets, and Los Angeles Lakers. He also played professionally in South America and Europe.
During his visit in early February, Boateng hung out at basketball practice, had dinner with the boys team, and caught up with some familiar faces, like his former dorm parent turned Head of School, Joy McGrath ’92.
Although basketball was his No. 1 sport as a Saint, Boateng says he is grateful for the school’s multisport model, which introduced him to other sports and coaches. “This experience leads to all-around athletes, and offers different ways of learning something,” Boateng said. “Playing multiple sports gives you the opportunity to build community, and that keeps you learning and evolving.”
It wasn’t just skill and grit that propelled the athlete—Boateng was fueled by his academics. “When we talk about being a well-rounded student and person, it comes down to certain habits I adopted in the classroom and displayed on the court,” he said. “It was the idea of committing to the process and being diligent.”
Boateng, animated as he reminisced about the fun, hard work, friendships, and time he spent as a Saint, offered advice for current students: “Enjoy this process, be open to learn, and don't lose sight of that end goal,” he said. For Boateng, set to take his place in the basketball history books, the goal wasn't points or triple doubles; rather, it was staying curious, working hard, and always striving to learn more. “That’s what St. Andrew’s prepared me for,” he said. “You learn a way of doing things that you carry with you always.”
At his Hall of Fame induction the following day, Boateng spoke to that lifelong connection. One day, he told the crowd, he was practicing when he channeled a little too much of his “inner" Kevin Garnett. "The backboard glass shattered and rained down on me and all over the court and I thought, ‘Oh, no, what have I done?’” he said.
He then ran to the Dining Hall, where he found former Head of School Tad Roach P’04,’07,’13,’18. As Boateng tried to apologize, “Tad cut me off mid-apology,” Boateng remembered. “He said, ‘Go break another one.’ That day, Tad liberated my ferocious attack on the rim, and for the rest of my career, I attacked it with strength, and with bravery. I’ll forever be grateful to St. Andrew’s for the tremendous opportunity and foundation to pursue my passion and my dreams, and build on my potential as a student, as an athlete, and as a human.”
Award-winning author Viet Dinh inspires Saints to lean into curiosity and embrace the messy nature of humans.
Novelist and short-story writer Viet Dinh, winner of the prestigious O. Henry and Pushcart prizes for his short stories, and nominated for a PEN/Faulkner Award for his 2016 novel, After Disasters, stopped by junior and senior English classes on Monday, February 10, to talk about characters, the creative process, curiosity, and more.
Around the table, students had the opportunity to discuss Dinh’s short story Food Chain and ask questions about Dinh’s arc as a writer. That evening, Dinh read one of his short stories in Engelhard Hall before engaging with students in a Q&A.
“We brought Viet Dinh to St. Andrew’s because he writes stories that are beautiful and alive,” says English instructor Alec Hill ’12. “His stories are full of humor, sadness, and outrage, and yet his voice is controlled, precise, detailed, and intelligent.” His stories also hinge on intellectual curiosity, Hill notes, which is an essential St. Andrew's value.
Dinh advised Saints to lean into that everyday curiosity to power their writing. “Seeing a person in the street, overhearing an interesting bit of conversation, or even watching a particularly interesting episode of Judge Judy, it can be anything,” he told students. “Start there: ‘I want to know more about this person or this situation or this world, so I’m going to ask those questions.’”
Steele Malkin ’27 found Dinh’s visit inspiring and well-timed, as he and his fellow students in Hill’s class just wrapped their personal essay unit. “Having him in the classroom really helped me understand how to write differently about certain topics, especially when it comes to injecting creative writing in a personal essay,” Malkin says. “I have a better idea now of how I can grow when it comes to fiction and nonfiction scene-building.”
“I think his talk was incredibly relevant to our English discourse because of the themes in his work and his writing style,” adds Ronit Goyal ’27. “His writing conveys a larger message and sets a mood, which ties in to our class’s current book, All The Pretty Horses, which utilizes a similar style. Talking with an author about what they were thinking when they were crafting their stories revealed a lot about how we read in English. It suggests closer examination and deeper thinking about meaning.”
Dinh closed his talk with a reminder to the young writers in the room to fully mine the messy nature of humans. “Your characters should be actual people and not just puppets for you to manipulate,” he said. “You want them to feel real. You want them to be complex. You want them to make their own mistakes … we are all complex beings. Your writing should embrace all the complexity and contradictions we have as people.”
Before leaving campus, Dinh chatted with a few students who gathered to ask him a few more questions—Goyal being one of them. “Talking with Viet was really fun,” Goyal says. “His insights, his advice, and his creative-thinking process made me more interested in not only reading, but in writing, too.”
This visit was made possible by the Amanda Leyon Fund for Creative Writing. This fund, established in memory of Amanda Leyon '95, also underwrites publication of the Andrean literary magazine and the Amanda Leyon Prize for Creative Writing, presented at Awards Night each year.
Ninette Enrique will bring more than two decades of distinguished experience in advancement and nonprofit leadership to her new role at St. Andrew's.
Today, St. Andrew’s Head of School Joy McGrath ’92 announced that Ninette Enrique will join her leadership team in May as associate head of school for advancement. In this vital role, Enrique will partner closely with the head of school, board of trustees, advancement, alumni, parents, and friends of St. Andrew’s to deepen engagement, strengthen relationships across our community, and advance philanthropic support for our mission.
“As St. Andrew’s approaches its second century, we must think boldly about the future of this remarkable school and the enduring mission that has shaped generations of students,” McGrath says. “Ninette brings exceptional experience, strategic vision, and a deep appreciation for the power of relationships in advancing an institution’s aspirations. I am thrilled to welcome her to our community and confident that her leadership will strengthen our engagement with alumni, parents, and friends around the world, ensuring that St. Andrew’s continues to thrive for generations to come.”
Enrique brings more than two decades of distinguished experience in advancement and nonprofit leadership. She currently serves as chief advancement officer at The Hotchkiss School, where she designed and led the $250 million “Ever Forward” campaign, Hotchkiss’s first capital campaign in 30 years. Prior to Hotchkiss, Enrique spent 17 years as director of development at St. Luke’s School in New Canaan, Conn., where she oversaw major giving, annual and planned giving efforts, alumni and parent relations, capital campaigns, and development communications—consistently fostering collaborative, mission-driven teams and enhancing institutional support.
Throughout her career, Enrique has demonstrated a remarkable ability to build community engagement and expand philanthropic impact. Her work across independent schools and nonprofit organizations reflects a steadfast commitment to inclusive, relationship-centered advancement, and she has helped organizations raise significant resources to support long-term strategic priorities. She is known for her thoughtful leadership, her ability to inspire volunteers and donors alike, and her joyful dedication to mission-aligned fundraising.
“I am deeply honored to join St. Andrew’s at such an exciting and pivotal moment in its history,” Enrique says. “The school’s commitment to human formation and flourishing, residential community, and purposeful lives resonates profoundly with me. I am eager to partner with Joy, the board, the advancement team, and the St. Andrew’s community to build on the school’s extraordinary legacy and to help shape a vibrant and ambitious future as it enters its second century.”
Enrique holds a B.A. in English from Williams College and an M.A. in history from Columbia University, along with advanced study in East Asian studies from Columbia’s School of International and Public Affairs. Her academic background and professional experience reflect a deep commitment to educational excellence and to fostering community understanding and support.
Author and historian Sophia Rosenfeld delivered the 2026 Levinson History Lecture.
“Call it cliche,” Sophia Rosenfeld told students as she opened the Levinson History Lecture Friday, Jan. 9, “but choice is what freedom feels like.”
Rosenfeld, the Walter H. Annenberg Professor of History and former chair of the Department of History at the University of Pennsylvania, delivered her talk to a packed Engelhard Hall. Rosenfeld, who is, as St. Andrew’s History Department Chair Matt Edmonds noted, “a historian of the taken-for-granted,” spoke on the age of choice in America. Rosenfeld’s recent book, The Age of Choice: A History of Freedom in Modern Life—a New York Times Notable Book of 2025 and Cundill History Prize finalist—focuses, as the lecture did, on the intricacies at the intersection of freedom and choice, their differences, and their impact on society.
Rosenfeld laid out how choice and the act of choosing has taken over modern society. “Choice now exists as a form of freedom almost anywhere that would call itself a human rights or democratic culture,” Rosenfeld said, adding that choice is pertinent “anywhere we could talk about something like consumer culture or capitalism.” That’s because, Rosenfeld argued, “it allows each of us to think of ourselves as a chooser, the kind of person who's independent, autonomous, and generally adult enough to make determinations for themselves.”
However, Rosenfeld was not interested in just the broader psycho-and-physiological boost one gets from choice. Rather, she is interested in why as citizens, we take it for granted. She acknowledged that in 2026—the year that will see America’s 250th birthday—“it doesn’t seem like a bad idea to start thinking about … what freedom actually is.”
“Freedom itself is not a static thing,” she said, as a larger-than-life image of Thomas Paine’s Common Sense, the 1776 pamphlet Paine wrote arguing for American independence, appeared on the screen behind her. “Freedom has a history,” she said. “Freedom hasn’t always been practiced by the same people, or thought of in the same way.”
This non-linear idea of a history of freedom, Rosenfeld argued, is hard to understand without first looking into the history of choice. Paine’s pamphlet, Rosenfeld said, is the first of many examples of choice and freedoms co-mingling in American history. “Choice isn’t a big theme, but there’s a little bit of poetry,” she said before quoting Paine: “Man knows no master, save creating heaven, or those whom choice and common good ordain.” The quote, she said, defines freedom as choice. She said this notion carried over to the Declaration of Independence. “Nothing gets said about choice, but there's a suggestion here again of something about self-determination” in connection to freedom, Rosenfeld offered.
After she detailed how choice impacts not just the large freedoms in our lives, like the right to vote, practice religion, and govern ourselves, she dove into smaller instances—shopping, cooking, and romantic life.
She closed with a rousing call to the Saints in attendance.
“History, freedom, and choice will be up to your generation,” she said. “Redefine once again what freedom should look like, drawing on 1776, but breaking with it, too.”
David N. Levinson ’53 and his family endowed the Levinson History Lecture series so St. Andrew’s students could engage with experts in history, politics, economics, or related social-science fields.
Having once played Clara in St. Andrew's annual Nutcracker, Margaret Gilheany ’26 this year took the stage in a leading role.
For Margaret Gilheany ’26, St. Andrew’s performance of selections from The Nutcracker is as consistent a marker of Christmastime as decorating a tree. A dancer for most of her life, Gilheany was one of the younger Delaware dancers who worked alongside Saints to make Christmas magic each year.
Gilheany first stepped onto the Engelhard Hall stage at age 11, playing Clara, whose Christmas Eve adventure sets up The Nutcracker's vibrant dances. Below, see what Gilheany says about this year’s full-circle moment, dazzling a new Clara as the Sugar Plum Fairy.
The Nutcracker has been with you through so many different periods of your life. How has the show changed for you over time, or been an outlet at different times?
Margaret Gilheany (MG): I do associate different times in my life with the role that I was doing at the time, because we work for months leading up to the performance. The Nutcracker is a big part of my year, and I've learned something different through my different roles. Sugar Plum was so special to do as my senior role, and my last performance, because it's like the culminating role. This role was always held by the person I always looked up to growing up, because it was always an older dancer.
What challenges came with the role, and how were you able to grow to meet them?
MG: The thing about dance in general, but especially the role of Sugar Plum, is that you are supposed to make it look easy. Sugar Plum isn’t necessarily the most impressive role to an untrained eye. There aren’t leaps or things like that, but the footwork is very fast and precise. So for the first couple months, I was really focusing on getting all that down. Once I did, it was hard to then add the artistic aspect to it, because I couldn't be too focused on the steps. The challenge was getting those two things to work together: to be able to execute, but also perform. Working with [Dance Instructor] Mr. Gold and with his wife, we would identify particular moments where he wanted my arms to flow more, things like that. We focused especially on working with just my arms and my shoulders, and how that would work. Making the shift to practicing on stage is big for me, too; you're able to imagine the audience and perform more.
What has the dance program brought to you during your time at St. Andrew's?
MG: It's a great place to build relationships through a creative act. Dance can be so vulnerable, so you get really close with the people you're dancing with—and now as a senior, it’s been special to make connections with the underclassmen, because I was really close to the upperclassmen as a younger dancer.
Taking dance as an academic class is such a great creative outlet and helpful to get a break from classes where I'm sitting down. Growing up as a dancer, I was a perfectionist. [Now] I get to express myself through art, have a good workout, and just get my body moving.
I had also never tried choreographing before St. Andrew's. Mr. Gold is so open to letting students do what they want, and he gave me lots of opportunities to help develop choreography skills.
Do you think learning to choreograph helped with fusing the discipline of getting the moves right, but then also adding the artistry?
MG: Exactly, yes. Those are all tied together, and I think it helped me balance not being overly disciplined, because I was having fun teaching my own choreography to other people.
How does it feel to connect with younger dancers?
MG: The dance program has lots of mentorship opportunities. A couple of seniors taught me how to choreograph, basically. I watched everything that they did and I just tried to replicate it. They were really focused on making the shows cleaner and tighter, and having everything run more smoothly. I really have been trying to do that as a senior as well.
It has made me really happy that a lot of underclassmen come to me with their dances and ask, "Can you watch this and give me corrections?" It means a lot to me that they want to hear my feedback on their work.
This interview has been edited for length and clarity.
See more photos from The Nutcracker at St. Andrew's on Smugmug.
Head of School Joy McGrath ’92 reflects ahead of Winter Break.
Dear St. Andrew’s Community,
The remaining weeks of the year are easy to rush. It’s tempting to fill this time with noisy obligations that meet the hurried momentum of the season. As ever, I find myself wanting something differentfor our community, a season of reflection, preparation, and practice. The Christian calendar has named this season Advent, the four weeks when we wait attentively for the birth of Christ in a shabby barn. Yet the wisdom of Advent is not exclusive to any one faith. It reminds us all—seekers, believers, and non-believers alike—that life is long, and that miracles often arrive in the smallest and simplest forms.
Over Thanksgiving, I read a book that captured this spirit perfectly: The Place of Tides, a work of nonfiction by James Rebanks. The book follows Anna, an older woman living on a Norwegian island the size of a soccer field, who spends each summer gathering the down of eider ducks. Her task is meticulous and vanishingly small: a whole season of work produces enough down for just one duvet. Anna’s work becomes a meditation on humility—on the power of showing up, quietly and faithfully, for the work in front of us.
When he joined Anna on the duck island, Rebanks expected to meet a savior figure, someone preserving a species and guarding a tradition. Instead, he encountered a woman uninterested in projecting her importance. Her wisdom lay in her smallness, in her capacity to disappear into her surroundings and attend wholly to the life before her. Rebanks writes that in our current world—full of noise, self-projection, and the desperate desire to be seen—Anna offered an alternative: a way of living that begins with stillness, trust, and a deep devotion to place and people.
This reminded me of St. Andrew’s. This community depends not on grand gestures but on daily acts of care: finishing the assignment, showing up for rehearsal, wiping the tables, listening closely, asking for help, and offering it. We are what we do; small acts knit a community and build a good life.
As Advent teaches, and as Anna showed, real heroism rarely announces itself. None of us ever “arrives.” We remain learners—children—growing in wisdom through the constancy of our shared work. So, in these days of Advent, my hope for all of us is simple:
Stay small. Go outside. Be still.
Do the unglamourous work in front of you. It matters.
Care for the person beside you.
Ask for help if you need it.
Trust that tiny deeds form the bonds of community and the foundation of a meaningful life.
Thank you for the trust and love you hold for St. Andrew’s. I am grateful for each of you, and I wish that you may glimpse the quiet, humble light that Advent promises.
Families: we encourage you to build essential unstructured time into your student's break.
Families, as you look ahead to summer plans, we write with a thoughtful recommendation: make a deliberate shift toward less structure for your students.
Research consistently shows that when students put down their screens and escape to the outdoors for unstructured play, they gain greater focus and creativity and they experience lower levels of stress and anxiety. We encourage you to build this essential time into their break.
Summer is also prime time for reading. In an age of decreasing attention spans, the reading of full-length books is a critical practice for students who want to flourish in college and in life, and at St. Andrew’s we expect students to read several books each summer. Please make sure they have the time to do so!
With these thoughts in mind, we invite you (parents and guardians) to our next virtual conversation on Monday, December 15, at 7 pm ET. Emily Pressman, Dean of Teaching and Learning, and Kate Cusick, Chair of the English Department, will discuss the critical impact of reading for SAS students. Please join us!
Saints add a community-service twist to a tradition three decades in the making.
If you walked into the basketball court in the Cameron Gym this past Saturday night, you might have been confused by the scene: Soccer goals set up on either end of the court, students piling on top of each other to grab seats in the bleachers, the scoreboard lit up and counting down, but not toward the start of a basketball game. Instead, time was ticking down on the 35th season of St. Andrew’s Indoor Soccer League (SAISL), a winter tradition dreamed up by Ruben Amarasingham ’91.
On the opening night of the nearly three-month long season, teams consisting of advisories, dorms, affinity groups, and friends began the winter-long journey toward the coveted chance to win the student tournament and play an all-employee team. In past years, the ultimate prize was bragging rights, but this year, one of the seniors in charge of the tournament turned SAISL into service.
Liam Robinson ’26, who manages SAISL concessions, realized that the league could do more than just provide entertainment in the winter. “The best way to get students to come to anything is food,” Robinson says. “I figured if we made the food into a fundraiser, not only would we be able to have another reason to come to SAISL, but it’d give more meaning to the game.” Robinson decided to use concessions sales to raise money to buy toys to donate to a local chapter of Toys for Tots, a charitable program run by the United States Marine Corps Reserve that collects toys and distributes them as Christmas gifts to economically disadvantaged children.
As two advisory teams—Tower of Power and Profe’s Princesses (lead respectively by history teacher Melinda Tower and math teacher Jon Tower, and language teacher David Miller)—faced off in fierce competition, Robinson got busy selling Chick-Fil-A sandwiches. He was blown away by the overwhelming student support that accounted for 150 sandwiches sold and $350 raised. “It was so easy because people [here] want to do something good,” he says.
Robinson sold sandwich after sandwich as football players scored goals on swimmers playing goalkeeper, and as freshmen defended their senior counterparts. Grade levels, different sports teams, different schedules or classes, it all disappears at SAISL. The tournament serves as an intentional student-led example of St. Andrew’s togetherness. That’s why Robinson believes the fundraiser was so successful. “Students were eager to take a simple moment to be part of something bigger than themselves,” he says.
Robinson, along with some other SAISL leaders, headed to Target to purchase the toys and delivered them to Toys for Tots. “It’s the right thing to do at Christmas,” Robinson says. “SAISL gets people excited and engaged, and now it can be for something bigger than St. Andrew’s.”
Check out Saints standings as our winter season gets underway.
Winter sports competitions are officially underway! Here’s where each squad stands heading into the 2025-26 winter season:
Boys Basketball
After last year’s strong 13-6 regular season that sent the Saints to the second round of the state tournament, head coach Terrell Myers’ mantra this year is “opportunity.” “We’ve got a bunch of players who have spent a lot of time in the St. Andrew’s program who finally get to show their skill set,” he says. “I’m extremely excited to work with this team.”
The team’s first big test is a stretch of five games leading up to winter break; their first home game against Wilmington Christian resulted in a Saints W.
Girls Basketball
The team is ready to hit the ground running after securing a winning record last season. Although they have lost some key role players, head coach Paul Clemons feels confident entering his fourth season at St. Andrew’s. “The girls are efficient and locked-in,” he says. The team started the season off with a win against MOT Charter on December 5. “We picked up where we left off,” Clemons says.
Wrestling
Tradition and growth are the main focuses of the wrestling program this year, according to first-year wrestling head coach Steve Cacciavillano. Cacciavillano says he’s already ecstatic about the team’s all-in attitude. “St. Andrew’s has a rich history in wrestling in Delaware,” he says. “Having been in the state for a while now, I am incredibly excited to keep growing the sport, and we have had great buy-in from the wrestlers so far.”
Saints wrestlers hit the mat in their first meets Saturday, Dec. 6 and Sunday, Dec. 7. On December 6, six wrestlers competed in the Polytech Invitational, with standout performances from Welby Smith ’28, who finished the day in 7th place. Chun Cheung ’27 and Julian Toomey ’27 each finished 1-2 at their respective weight classes. On December 7, two wrestlers competed in the Lady Lightning Bolt Invitational. Alice Oswalt ’28 reached the semifinals and finished in 6th place, and Caitlin Hwong ’27 earned her first career victory in her second match.
Squash
On the girls side of the squash court, “We have a more mature team this year,” head coach Doug Whittaker says. “But I am expecting great things from both teams, and with the boys team being a little younger, I am excited to see what we learn this season.” The girls began their season with a victory over Episocpal High, and the boys lost against the same school.
Swimming
Head coach Greg Guldin is ready to see his Saints shine. “I am very excited to get the season underway,” he says. “We have great leadership and a great group of new and returning swimmers, all of whom are bought into making the season the best yet.” Guldin notes the importance of leadership and togetherness for his team, both paramount to get through the long season ahead. “We are not turning away from the demanding work of self-improvement. We are charging into it. While the process is what matters most, I cannot wait to see the outcomes,” Guldin says.
At the home opener, the 2025 DISC Relay Carnival, the boys team came in first place, and the girls team in fifth.
Indoor Track
Indoor track kicked things off at Franklin & Marshall College on December 6, and judging by the results, this team—which smashed individual and team records last season—looks to continue its success. At that meet, six new school records were set: Ethan Williams ’26 in the 60 meters, Olivia Ike ’27 in the 60 meters, Jaxen Wingard ’28 in the 60-meter hurdles, Margaret Gilheany ’26 in the 60-meter hurdles, Burke Donovan ’26 in the 400 meters, and Claire Hoopes ’26 in the long jump.
“New team members are eager to make their mark, so each meet is set to be full of improvement,” head coach Jon Tower says. “Many athletes are poised to challenge our current school records. Our training has intensified over the past few months and our runners, throwers, and jumpers are eager to start the competitive season.”
Keep up with our winter programs all season at sas-saints.com.
Bill Brownfield '70 delivered this Chapel Talk at the Founders Day Chapel service on Dec. 4.
I thank the head of school for an exceptional introduction, 35 percent of which is probably true, but by diplomatic standards, that's more than good enough. Ladies and gentlemen, fellow St. Andreans, I know what you are all thinking. I can literally hear your thoughts from here: She has done it again. The head of school has brought another old geezer before us to talk about the Paleolithic Age at St. Andrew’s before there were automobiles, telephones, or televisions. Maybe that's true, but I will tell you also, smarty pantses, that this is not the first time that I have ever stood at this pulpit and addressed the student body here at St. Andrew’s.
The last time was in the spring of 1969, when I was selected through some mysterious process to read the lesson at an evening service. Not being an idiot, I came into the Chapel before dinner and opened the very large Bible that was sitting right here. I found after much search the section of the Bible where the lesson was to be read. For some reason, I think it was one of St. Paul's lessons, Letters to the Corinthians. Fine. I even put a 3-by-5 card there to mark the place, just in case a divine breeze blew through and the pages turned. After dinner, we all assemble at the appropriate moment. I march up to this precise location. I take a deep breath. I look down at the Bible and there before me is a page that does not contain anything related to St. Paul or his letters to the Corinthians.
I was somewhat concerned because I did not at that time have a clue as to where I might find this particular passage. After turning the page once in one direction and once in the other, and looking out at the faces of about 200 people, 195 of whom wanted nothing more than for me to finish so that this service would end, I decided that I would read from the text of whatever page I was on. So I did. I noted that this ended the lesson and I returned to my seat. At which point the chaplain of St. Andrew’s at that time, a gentleman named Sandy Ogliby, stood up. He came to the pulpit. He flipped a couple of pages in the Bible and he said, "That was not St. Paul's letter to the Corinthians. Here begins St. Paul's letter to the Corinthians." I have not been invited back to speak in this Chapel until this evening. You have been appropriately warned.
Ladies and gentlemen, I actually had some difficulty—despite the fact that I'm a native Texan and I speak all the time—deciding what I would talk about. My first thought was that I would entertain you with fascinating stories about life at St. Andrew’s in the late 1960s and 1970. I could have told you about Walden Pell, the first headmaster of St. Andrew’s who would come by the campus once a month or so and actually would talk to us lowly students. I could even have talked about Alexis Felix DuPont Jr., the son of the founder, who was often here. We called him "Uncle Dupy" behind his back, never to his face.
I could have talked to you about the football and wrestling teams that went more than two years straight undefeated, or the crew that won the Stotesbury Regatta in 1970. I could have told you about us rascals in the Class of 1970 who one night went out and picked up the automobile belonging to a not particularly popular teacher at that time, carried it around to the front of the building, walked it up into the cloisters and left it there. Yes, there are six steps that must be navigated in order for that car to drive back down and out. We thought that was uproariously funny.
I could have even talked about the legendary revolt of the Class of 1970 over the haircut rule. Yes, we decided collectively we would allow our hair to grow so long that when combed straightforward, it would in fact cover some of the eyebrow. Never let it be said that we did not fight the just battles and the just causes in the late 1960s.
Yes, ladies and gentlemen, I could have told you all those stories, but then I said for you, this would be kind of like your parents telling you that you had to go have dinner with your grandfather and listen to him drone on for an hour about all the things that he did when he was a kid, and you don't deserve that. I mean, you've done nothing to offend me. I see no reason why I should subject you to that.
So my next idea was talk a little bit about my 39 years in the Foreign Service, the diplomatic service of the United States of America. That's pretty cool, right? I had some great adventures during my 39 years. I could have told you honestly, in fact, about 1982, when I was a very young Foreign Service Officer and my grouchy old ambassador, somewhat similar to then-assistant headmaster, Bill Cameron, said to me one day, "Brownfield, I want you to solve the case of the murders of the four American church women, three Maryknoll nuns and one lay sister who had been murdered in El Salvador in 1981.” I of course have never been a police officer, a detective. I was not even a lawyer. However, what the ambassador says, the ambassador gets, and I spent about two months walking through every dirty dark street in the city of San Salvador talking to every thug I could find to get a list of suspects.
I finally recruited a young man who was in the National Guard of El Salvador who agreed to be wired with—wait for it—a Walkman. For those of you under the age of 40, a Walkman was the height of technology in the 1980s. It's a portable cassette tape player, but it also had a record function. So the lieutenant went out, he invited the suspected sergeant to go drinking with him, and he came back the next day with a confession and the names of everyone who participated in the murder. That was pretty cool. I felt pretty good about it. I was 28 years old by that particular point in time, and I thought, “Hey, this career isn't so bad after all.”
Or I could have told you about 2008, 26 years later, when I was the ambassador to Columbia; my problem there was in fact not people who had been murdered, but people who were in fact being held prisoner by the Colombian guerillas, the [Revolutionary Armed Forces of Columbia.]
There were three U.S. government contractors who had been held for five and a half years in the jungle, and we could not find them, far less rescue them. In the course of those five and a half years, we came up with a surprisingly brilliant plan. The first part of it was to use electronic communications equipment to intervene in the guerillas’ communication system, and then begin to issue orders over the radio to the field commanders to move all of their hostages to a designated location. We then created a fictitious NGO on the then fairly new Internet, and we gave the fake NGO a website. We had a bunch of names of people that were in the NGO, and in fact we then staffed up seven officers of the Colombian Army, as well as four of two helicopter pilots and two engineers who had become the NGO, that flew to the guerilla camp and rescued not just our three Americans, but a French woman hostage, and 11 Colombians for a total of 15, allowing me to say, as I say again right now, “The coolest deception operation perhaps in the history of mankind since Ulysses brought the Trojan horse into the city of Troy.” Is that cool? Yes, of course. It's cool.
But then I realized, hey, it sounds a little bit self-serving. It sounds a little bit self-adulatory. Maybe that's not a good way to proceed either. So I concluded, finally, what I will do is talk to you all, and by you all, I mean the students of St. Andrew’s. Everyone else is welcome to listen, but I will be speaking to the students now and will offer the lessons that I believe either one of those kind of dialogue lines might have offered us.
In the words of the great American poet Bob Dylan, ladies and gentlemen, the times, they are a changin’. And my stories, which would've gone from 1970, when we moved cars around in the middle of the night; to 1982 ,when we used a Walkman to solve murder cases; to 2008, when we had a much more sophisticated satellite communication system and phony organizations on the Internet; to 2025 ,and Lord knows what you all are doing these days.
The point is the world is actually moving fairly briskly around us. And in particular, Class of 2026, in six short months, you are going to be marching out there certified as educated young adults to begin to operate in that funky new world. And I will tell you ladies and gents, here in the United States and, quite frankly through much of the rest of the world, this is a more complicated world than I have ever seen before—and I've been around for a fairly long time, if you haven't sensed it already. I have vague memories as a boy of Lyndon Johnson running his mushroom cloud advertisement that torpedoed the presidential campaign of Barry Goldwater in 1964. Or Richard "Tricky Dick" Nixon and his dirty tricks, which basically won him the presidency against both Hubert Humphrey in ’68 and McGovern in ’72.
I was in the State Department when Ronald Reagan won the 1980 election and when his people, the Reagan oughts, came to the State Department. I said, “This is the most hostile takeover of the U.S. government that I have ever seen in my life and suspect I ever will see.” And that was true until last January, when we're actually seeing it come from the other side. So ladies and gentlemen, when I say I don't think I have seen the nation as divided, as tribal, as uncompromising, as suspicious of its institutions as “us versus them” as I see it right now, you ought to be a little bit worried. But I have good news, and it is this, St. Andreans: you are going to be better prepared for this world than the overwhelming majority of your counterparts, your friends, those who have gone through the educational process in a different way or a different place.
And it's not just because of the classes that you attend and the courses that you take, although they are all exceptionally important. It is because you are living, in essence, in a microcosm here in St. Andrew's of that outside world. Hundreds of people who are not all the same people, different people, different backgrounds, different histories, different philosophies, different approaches to life. They're all right here. And as you learn to deal with the annoying guy two rooms down who won't shut up and is just a genuine pain in the ear, you are actually learning a lesson. That opinionated girl who just won't stop offering her opinions on your athletic team is exceptionally annoying perhaps until you discover she has a 125-mile-an-hour blast of the ball into the net at which point you conclude, well, maybe I'll try to find a way to work with her. The person who tells off-color or nasty jokes, you've got to figure out how to deal with that sort of person here at a point where you've got some flexibility in terms of how you deal with other people.
At the end of the day, ladies and gentlemen, as you deal with these issues, problems, and people at St. Andrew's, you're learning to deal with life. Once you leave St. Andrew's, you will of course depart this institution as well-educated scholars, but you will also discover that you're better-prepared for life than you perhaps thought you would be. And let me tell you a secret, that is the real strength of St. Andrew’s yesterday, today, and tomorrow.
At some point, I guarantee you'll all hear this from the head of school between now and graduation: “I’m proud of you,” she will say. And may I suggest to you two things: One, it will be true. She will be proud of you. And even more important, she will be proud of how you have learned the lessons of life at St. Andrew's. So don't just make the head of school proud. Make us all proud. Good luck, Godspeed, and at the most difficult times imaginable, please always remember the words of the great American philosopher, Yogi Berra: “When you come to a fork in the road, take it.”
Baker, writer, and food and theology scholar Kendall Vanderslice visits campus.
Earlier this month, St. Andrew’s hosted the perfect warm up to Thanksgiving with a day focused on food as a pathway to community. Baker, writer, and food and theology scholar Kendall Vanderslice spent the day on campus, where she visited with Rev. Thomas Becker’s Sacred & Sensory class, and led a bread-baking workshop with faculty at the home of Head of School Joy McGrath ’92.
In Becker’s class, Vanderslice led discussion around the idea that food and meals are powerful devices for storytelling, memory, and community-building. Students shared stories about memorable meals, from the hilarious—like the time a friend of Alvin Xie ’26 dropped his phone in a hot pot and the group spent about “thirty minutes trying to pick the phone up with chopsticks”—to the meaningful, like the Turkish meal Brooke Simonsen ’26 shared at the home of fellow Saint Bahar Bekirdfendi ’26 that brought Simonsen closer to her friend’s culture. “I tried the most delicious foods,” Simonsen says. “It was so grand, and then afterward, there were like 10 desserts to choose from.”
To prepare for Vanderslice’s visit, students read her book, We Will Feast: Rethinking Dinner, Worship, and the Community of God, which examines how churches worship around the table—a concept familiar to St. Andrew’s students. “My biggest takeaway from the book is how eating in a community is so rare right now,” Simonsen says. “Meals are now a task, something we have to do instead of enjoy. People eat in front of screens more than they eat with others. Her book made me even more grateful for St. Andrew’s because of how often I eat with my friends. I don’t know the last time I ate alone.”
The visit was the perfect complement to the work students had been doing in Sacred & Sensory, which focuses on how different cultural and religious celebrations are centered on food. “Food is the connecting thing in all these different religions,” Simonsen says. “While Christianity and Judaism are so different, they both have holidays focused around food. This is because food is a vulnerable, connective aspect of life. It can bring together people from anywhere in the world.”
“The stories that food tells us are as beautiful and as complicated as the families and the faith communities that we come from,” Vanderslice told students. “Behind every food is a story of gender, of class, of race, and of place.” She quoted Tejana poet Carolina Hinojosa-Cisneros, who calls meals “generational storytelling with an open mouth and a heating spoon.” That idea inspired students to consider the stories told around tables in the St. Andrew’s Dining Hall each day. With table rotations switching often, an intentional choice to place Saints at tables with others across grades, students admitted it could sometimes be awkward when you’re getting to know your new table mates. That’s where Vanderslice encouraged them to lean in. She noted her work requires her to break bread with strangers often. “I’ve learned to embrace that awkwardness,” she said. “I think it eventually leads to people talking and sharing stories that wouldn’t otherwise be told.”
Students, coaches, and athletic staff celebrated athletes’ growth, and a season of wins, at the 2025 Fall Sports Awards.
Saints gathered Nov. 19 to celebrate the fall athletics season in Engelhard Hall. “I want to thank the athletes for their hard work, dedication, and commitment on behalf of Saint Athletics,” said Director of Athletics Neil Cunningham. “It doesn't matter what level you play, I appreciate every single one of you. You show a passion for your sport and your teammates, and you show up, no matter how exhausted you are, or if you don’t feel 100 percent, or if you’d rather nap than get on the Spirit Bus to go cheer on your friends. You show up because that’s the kind of community we are.”
Cunningham also voiced his gratitude for the athletics and coaching staff. “It is a difficult task to teach, coach, and do the many other things you are asked to do at a boarding school,” he said. “You have my utmost trust, respect, and admiration for what you give each day for St. Andrew's Athletics. It's tireless.”
After rounding out his Top 5 moments of the season—which included a dominant opening day for football with a 42-6 win over Dickinson, and a 4-0 field hockey shoutout against local foe Middletown High School that was largely supported by the school’s top two girls squash players, Charlotte Green ’27 and Marion Lindsay ’28—each program celebrated challenges, triumphs, and each other.
Boys Cross Country
“In the first week we have a workout we call ‘knockout intervals.’ The way these work is you run around the soccer field in a certain time and then you're asked to run again, faster, and if you don't, you're out. The third time faster and the fourth time faster and faster and faster. One of the reasons we do this is it's a good workout, but it also sends a message to the incoming students early, that we really love a challenge and we want to be showing up.” Varsity Boys Cross Country Head Coach Dan O’Connell P’19’24
JV Most Improved: John Heaney ’28
JV Coaches Award: Jack Grant ’27
Varsity Most Improved: Ryerson Li ’27
Varsity Coaches Award: Bo Vaughn ’27
Varsity Most Valuable Player: Henry Bird ’27
Girls Cross Country
“Over 11 weeks, the Saints faced hot runs, rainy runs, challenging courses, and all the ups and downs of training and racing. From day one to the state championship, it has been amazing to watch these athletes grow, challenge themselves and support each other.”Varsity Girls Cross Country Head Coach Kat Celata
JV Most Improved: Clara Toole ’28
JV Coaches Award: Carine Leon-Rosenfield ’28
Varsity Most Improved: Amelia New ’27
Varsity Coaches Award: Claire Hulsey ’26
Varsity Most Valuable Player: Alexi Onsomu ’28
Field Hockey
“The field hockey program here has improved and it's because of … a team that fosters athleticism, spirit, comradery, tenacity, integrity and grace on and off the field. At the center of it all is doing the hard work, the failing, the getting back up, and working toward something better and greater that makes all of this possible and worthwhile.”Varsity Field Hockey Head Coach Kate Cusick
JV Most Improved: Julia Lancaster ’29
JV Coaches Award: Stella Read ’28 and Eva Griffin ’27
JV Most Valuable Player: Veda Ipnar ’29
Varsity Most Improved: Ari Marcus ’26
Varsity Coaches Award: Marion Lindsay ’28
Varsity Most Valuable Player: Piper Langston ’27
Football
“Football is like building a house, and building a foundation is messy, messy work. It is not the pretty stuff. It's not building the facade and the front. It's not taking care of the interior design. It's hard grueling work. And we're putting together a special culture here.” Varsity Football Head Coach Rick Barron
Most Valuable Player: Damar Harding ’27
Most Improved Player: Welby Smith ’28
Robert M. Colburn Award (for the player who serves as an inspiration to their teammates through their selflessness, determination, perseverance, and good sportsmanship): George Lindsay ’26
Virginia DeGenniro Award (for the lineman who displays courage, perseverance, and commitment to the success of the team): Leo Teti ’26
Boys Soccer
“Thank you for everything that you've given this program for the whole team. Thank you for giving me, the alumni, your families, this school community, a team that they can love and believe in and have so much fun with.” Varsity Boys Soccer Head Coach Ben Horgan ’19
Thirds Most Valuable Player: McLean Baker ’29
Thirds Most Improved Player: Grant Paun ’29
Thirds Coaches Award: Jack Lunsford ’28
JV Most Valuable Player: Louis Stiles ’28
JV Most Improved Player: Charlie Round ’27
JV Coaches Award: Billy Petrone ’29
Varsity Most Valuable Player: Liam Robinson ’26
Varsity Most Improved: Jacob Smith ’28
Varsity Coaches Award: Liam Wilson ’27
Volleyball
“We had a really special team this year. I was grateful to work with them every single day. The consistency they brought to practice was incredibly impressive. The players came into the season really determined to build consistency, intensity, and passion in the program, and that's exactly what they did.” Varsity Volleyball Head Coach Jonah Kai-Baker
Thirds Most Improved Player: Mikaila Mastrandrea ’28
At St. Andrew’s, we gather as a full community many, many times each week. Much of our culture flows from these occasions, because these gatherings perfectly reflect the kind of home we seek to be.
Last night, Ty and I left the Dining Hall in the pitch darkness, and when we opened our front door we were accompanied inside by a Carolina wren. The reddish-brown bird had evidently been sheltering in the magnolia wreath on our front door, and now she perched, alert but unafraid, atop a painting of a lady’s slipper orchid in the front hall. Ty greeted her with reassuring words and ushered her gently out the front door.
It felt churlish to exile the wren into the cold night—especially in this season of welcome and gratitude. How fortunate are we to have a warm home to welcome others? How fortunate are we to love and be loved, to be welcomed into others’ warm homes in the darkening winter? Next week, many of us will gather in our own homes, or in others’—and for this, we should be grateful. Gathering to consider our many blessings is something we should do regularly, and not just at Thanksgiving.
At St. Andrew’s, we gather as a full community many, many times each week. Much of our culture flows from these occasions, because these gatherings perfectly reflect the kind of home we seek to be. Together, we give thanks at all five weekly family meals. Together, we say the Great Thanksgiving each Sunday during Eucharist. And every School Meeting starts those who wish to give “appreciations,” which are simply words of thanks for acts of service and kindness. In the building of community and purpose, the practice of gratitude is indispensable.
These daily expressions of gratitude have long been our habit, because we know that expressing gratitude is foundational to the moral formation of children. What child is not taught, early on, to say please and thank you? Social psychologists assert that gratitude deepens human bonds, promotes happiness, and fosters resilience and generosity—qualities that lie at the heart of the St. Andrew’s community and sustain the spirit of learning, service, and love that defines our school.
And so, as gray and cold as it was outdoors this morning, the Dining Hall was bright and boisterous; our students clearly intend to sprint joyfully into the Thanksgiving recess on Friday morning. This ebullience comes from our practice of gratitude, our commitment to welcome friends and strangers, our work to feed the hungry and keep company with those who are alone. In the words of the Great Thanksgiving, “It is a good and joyful thing, always and everywhere, to give thanks”—and so I will offer one more: At St. Andrew’s we are especially grateful for you, and we send all good wishes for a blessed Thanksgiving.
On November 7, Asa Shenandoah ’06 headlined UNITED, a conference that celebrates St. Andrew’s alumni of color. Raised on the Onondaga Nation, Shenandoah is a mother, a lineman, a project manager, a creative, and an Indigenous community advocate. A trailblazer at St. Andrew’s, Shenandoah was the first women’s wrestler. Her 2025 UNITED speech is presented here.
Good evening, St. Andrew's family. It is so good to be here.
I brought some guests today who I need to acknowledge: my honorary aunt, Sandy [Cadwalader], and her brother, Gardner [Cadwalader ’66]. He was a student here when it was all boys. Gardener has a son and daughter who are also graduates, and they are the ones who brought this experience to me. And I'm so thankful, because I was this young res kid who grew up in a totally different world. Growing up, I spent some of my time in a two-bedroom house with nine family members, and we had to use an outhouse in the woods. We didn't have a toilet. You had to boil water on a stove and pour it in a bin to wash yourself. And [the Cadwalader family] thought that I belonged in classrooms here with who I think are some of the brightest young people and teachers that this country has to offer. Thank you for bringing that experience to me, and to your family for seeing that in me.
I had the ability to express myself and to feel understood because of St. Andrew’s. And that was a gift, because when you come from a people who have been silenced, who are invisible, what greater power can there be than to find your voice?
I'm here to talk about my experience at St. Andrew's and the impact that it had, not just on me, but on my family, my community, and my nation. Boarding school is a dream for many families. I remember having roommates who were looking forward to their siblings or their family friends applying, with all this excitement and hope—how could they not? Look around you. Look at this campus. But that is not my story. I grew up on the Onondaga Nation, which is a little south of Syracuse, New York.
We’re the Haudenosaunee Confederacy—by our less-loved name, Iroquois, [but] it’s not what we call ourselves. It's “the people of the longhouse.” It's a confederacy of Indigenous nations that come together somewhat like the United Nations. For a time, I lived with my grandmother. Oftentimes, English was not spoken in my household when the elders were telling stories. But I do remember a few times when I did hear English, and they were talking about boarding schools. Those were not stories of opportunities. Those are stories of trauma, abuse, and loss.
[Beginning in the late 19th Century] Native children would be forcibly removed from their homes and placed in boarding schools. Some of them disappeared. Some of them grew up into adulthood through the program, lost their language, came back to their families, and could no longer communicate with their mothers and fathers. They were in this lost space between not belonging on the res, and not belonging out in the world. To this day, we find bodies that are buried on the premises of Indian boarding schools. So when I told my family, my community, “Hey, I'm going to boarding school,” it wasn’t the best reaction.
I remember having conversations about, “Those places are to civilize us. They're to beat our language out of us or to Christianize you.” But I had faith in the people here that they would never guide me wrong. When I came here, it opened a door not just for me, but also for students after me who decided to try boarding schools. There has been a movement of Natives in boarding schools. And in my community, it started right here. What had once been an instrument of erasure became, unexpectedly, a place of renewal.
I come from a very tight-knit family known for certain things, and I'm proud of that. My family is made of athletes, of activists, of members of the resistance, of diplomats for Indigenous rights and for environmental injustices. And as children, we can often be recognized and sometimes constrained by the family legacy. I was once a teenager like you, just trying to figure out, “Who am I?” I was the jock, I was the jazz camp kid. I was the artist, the actress, the singer, the hip- hop dancer. I joined all those clubs. I tried to start all those clubs, but the school that I came from told me I could only choose one or two of those things. I didn't like being told what pieces of myself I was allowed to keep. St. Andrews said, “Why not keep all of them?” That was all I needed to hear. It was here that I first began to test the boundaries of my identity. I came as the first reservation kid, carrying a healthy dose of skepticism. I missed ceremonies back home. That is true. I lost a lot of access to elders with knowledge that will never get back. That's true.
But this school gave me something very powerful: freedom. To explore my mind, my heart, and most importantly, my voice. I read books that my old school deemed “too raw,” stories that reflected histories of where I came from and that the world preferred not to see. For the first time, I found classrooms and teachers including Indigenous literature. In those pages, I recognized narratives and histories that were passed down in my family. I began to feel seen. I was taught how to articulate complex feelings of being a young Indigenous woman who, yes, wanted to celebrate the Fourth of July and watch the beautiful fireworks. But who also had the solemn recognition of what one country's expansion meant for me, “a merciless Indian savage” as stated in the United States Declaration of Independence. What had once been silent confusion became language. I had the ability to express myself and to feel understood because of St. Andrew’s. And that was a gift, because when you come from a people who have been silenced, who are invisible, what greater power can there be than to find your voice? The training here, the writing, the articulation, the courage, would later allow me to sit at tables where very few voices like mine could be heard, and still hold my ground.
I also learned to test my strength here. When I was a junior playing varsity basketball, one of the boys said, “Wouldn't it be funny if some girl wrestled?” And someone replied, “I bet Asa could.” So I did. I left basketball and stepped into the wrestling room, and no one dismissed me. In fact, they talked me through it. When I committed, the coaches and my teammates stood behind me. I gained real brothers here. They stood up for me when other schools were not so kind. I learned that strength and courage isn't just about doing what is not expected of you, it's also about having people who see you fully, who make room for your decision to grow.
St. Andrew's did not ask me to choose to be just pieces of myself. All of me was welcome here.
As the first reservation kid [at St. Andrew’s], I quickly realized that many people didn't know that we existed. One classmate said, “I thought all Indians were dead.” With the support of the faculty, I organized what I like to call a full-scale Native invasion. We filled this campus with the songs and stories and laughter of my community. Haudenosaunee food was served. We had wooden stick demonstrations. We screened films, had discussions and dances that shook the floors. I was so scared that nobody would come. But this community showed up: teachers, staff, and students, some of whom I had never even shared a hello. I remember thinking, “This is what it feels like to be seen.” And I carried that feeling home.
When I joined the rowing team, I was fascinated by the rhythm, the way eight people could move as one. I come from a place where we have this tradition that before any ceremony or gathering, or before a tribal decision was made, we have the Ganoñhéñ•nyoñ.
It’s like a meditation that's said out loud, and it means “the words that come before all else,” but you hear it referred to as the Thanksgiving Address. There’s [a] refrain that's repeated that means, “and now may our minds be one.” I remember the rowing team going across the pond and thinking, “This is the physical manifestation of this refrain.”
Rowing was the first way that I began to use my experience at St. Andrew's to empower my nation at home. The Onondaga Lake is very sacred to my people. It's where our democracy was born. It's a system that actually inspired the system of the United States’ governance. This lake is where our stories say the peacemaker came and gathered these divided nations to become the confederacy that exists today. By the time I was growing up, our people were removed from the lake, and we lost a lot of the words associated with water activities. The elders who still knew those words were dying out. This place was one of the most polluted lakes in the world. It became a Superfund site, but they still allowed the Syracuse rowing team to row on it.
I brought rowing to my community by trading my experience as a participant in Henley and Stotesbury to negotiate a contract with the local rowing team. The currency to return my people to our waterways was my skill as a rower. Every pull of an oar at home is a prayer answered. It's a gesture toward healing my people's connection to the waters. St. Andrew’s gave me the discipline, the rhythm, the language to connect something sacred that had been interrupted. I carry that same current into my writing, another skill I honed here more than I did at Dartmouth. I now write for The Syracuse Post Standard, sharing the reflection of gratitude and connection to land. Writing is another way to remind people that we are still here.
St. Andrew's did not ask me to choose to be just pieces of myself. All of me was welcome here. The athlete, the scholar, the artist, the believer, the skeptic, the community-builder and the nation-builder. Not every moment was perfect. It was hard. [At times] I had to be silent because I felt that maybe there was nobody else here who would understand my stories. But tonight, this school reminds me that it continues to grow, to listen, to evolve. I've carried what I learned here into every space, from meetings with city leaders on historical representation; to collaborations with, for instance, the Navajo Nation and the Electrical Workers Without Borders; to community projects that braid engineering with ceremony.
Every time I've had to hold my own at a table full of men who are typically lacking diversity in all respects, I draw on the confidence that was nourished in these classrooms, among these friends, and with some of these staff members. To the students here tonight: if you are struggling to find your footing, try to trust your community. There is guidance here, there is love. There is support if you are willing to let people in. And if you ever see silence about something that makes you uncomfortable, name it. This place is alive because of the people willing to make it better.
And I am proof.
This piece has been edited for length and clarity.
Rev. Thomas Becker’s trip to Hawaii’s ’Iolani School inspired new teaching techniques and a deepened desire to build Episcopal partnerships.
What began as a clergy wellness retreat in Hawaii blossomed into professional development for Associate Chaplain Rev. Thomas Becker. Becker, who traveled to Hawaii in October, visited four Episcopal churches and a diocesan camp, but the most critical stop for his work at St. Andrew’s was the ’Iolani School.
The journey to ’Iolani—a large Episcopal school in Honolulu—started last November when Becker met ’Iolani educator David Buchanan at a conference. “It was phenomenal,” Becker says of Buchanan’s session. “There is such thoughtfulness with which ’Iolani approaches its curriculum from a religious studies standpoint.” Becker, always seeking ways to connect St. Andrew’s to the wider Episcopal diocese, urged Buchanan to stay in touch.
When Becker was awarded a Delaware diocesan clergy wellness grant, he set his eyes on Hawaii. The bulk of his time at ’Iolani was spent meeting with religious educators and the school chaplains, and sitting in on classes.
While ’Iolani is much bigger than St. Andrew’s, with over 2,200 students, Becker says its dedication to its mission of community was palpable and familiar.
“A pervasive theme in the school is ‘One Team,’” Becker says. “It's this binding sense of community.” This prompted Becker to reflect on the binding of St. Andrew’s: “I asked questions like, ‘What is it that we’re experiencing? What is our sense of connection, why is it important, and how do we continue to actualize it?’”
A moment of gratitude came when Becker saw the ’Iolani chapel, which is too small for the entire school, requiring split services.
“Their space is beautiful, but it gave me great appreciation for ours,” he says. “It struck me that we have the ability to spend time as an entire school community in one space in a time that is sacred and intentional.”
In the classroom, Becker watched Buchanan teach the notoriously dense book of Leviticus, which serves as an instruction manual. Becker has at times struggled to explain why rules from the ancient past matter today, but Buchanan’s analogy was simple: “It’s ‘a rule of the game, not a rule outside the game,’” says Becker, now armed with a new tool for teaching biblical context. "I was like, ‘That makes so much sense.”
The trip was well-timed, as Becker and Head Chaplain Rev. Dr. Michael Giansiracusa entered the academic year with a revamped curriculum. The update involved redesigning how students study world religions, progressing religion by religion, not topic by topic. “Just seeing how another school does this work is invaluable as it’s the type of thing where you don't know to fix it until you know to fix it.” Becker now has new lesson plans ready to apply.
Beyond new teaching techniques, the trip inspired Becker to want to continue to build partnerships within the Diocese of Delaware, like the one St. Andrew's has with The Episcopal Church of Saints Andrew and Matthew in Wilmington, and beyond. “Saints Andrew and Matthew has the most racially, ethnically, socioeconomically diverse congregation in the diocese,” Becker says. “When I imagine what the kingdom of God look like, it’s something like that. It’s a really cool thing to be able to expose our students to.”
Movement for Athletes students have spent the semester building cross-activity athletic skill, building confidence, and building bonds.
Once a staple of late-night TV, “stupid human tricks” were a hit with this semester’s Movement for Athletes students—and with the crowd of Saints, family and friends gathered to watch dance performances during Fall Family Weekend earlier this month. As students cartwheeled and lept, each bringing individual flare to the group performance, the audience burst into enthusiastic cheers.
Harrison Rowland ’29 says “stupid human tricks” are one example of the all-for-one, one-for-all energy of Movement for Athletes.
Throughout the course, students gain confidence and build new muscles, literally and figuratively, that they use on athletic fields and courts in the current season and beyond. Part of it, says Kindle Schell ’29, is thanks to the collaborative spirit built between students with different athletic backgrounds and varied skills to share.
“If one person needs help with a move, we're all always open to help each other,” Schell says. “The class is a really good community in that aspect.”
Dance blends athletic and artistic skill, and Movement for Athletes students learn to do the same. Throughout the semester, with instruction and choreography from Director of Dance Avi Gold, students develop dance fundamentals like timing and rhythm, and technical skills like executing a spin without getting dizzy. In time, they come to identify the elements of one form of movement that translate to another.
For Khrissy Collins ’29, Movement for Athletes taps into her background in competitive cheerleading, with direct benefit to her gameplay on the volleyball court.
“I feel like Movement for Athletes was just the right fit for me, because I'm a competitive athlete,” Collins says. “I feel like my legs are way stronger from all the jumps and turns that we do. There’s a lot of jumping in volleyball, especially if you're a hitter or something like that.”
For Rowland, one of many students drawn to Movement for Athletes in spite of not having prior dance experience, the appeal was in the opportunity to develop new physical skills.
“I'm starting squash in the winter, and I've never done it before and I've never been the most coordinated person, so I thought dancing would help with that—and so far, I definitely think it has,” Rowland says. “One of Mr. Gold's big themes is body awareness, and that has helped me think about what I'm doing as I'm doing it.”
In addition to body awareness, Rowland has developed confidence during the class that will serve him across the board.
“Something more general that this class is helping me with is being more confident and comfortable on a stage,” Rowland says. “I think being on stage is always good practice for being in front of a crowd.”
Alumna artist Molly Miller ’10 explores the tension between preservation and erasure.
The Warner Art Gallery welcomed alumna Molly Miller ’10 on Monday, October 27th. The artist returned to campus to open an exhibit that grapples with memory, loss, and the impossibility of preserving what we hold dear. Students, employees, and alumni filled Warner Gallery to experience her contemplative exploration of how we build, and inevitably fail to complete, the archives of our lives.
“A lot of this work is a continuation of some stuff I’ve been thinking about around the construction of an archive, and how we build these archives of our lives,” Miller says. “I’m interested in the ways that different people record the events and emotions that they experience, and how those records are inevitably insufficient. There’s always something that gets left out.”
Her work draws from deeply personal sources: Miller’s own photographs, her family’s photo archives, film stills, and more. Although she only began painting five years ago—Miller discovered her passion for art during the pandemic—her technical approach demonstrates sophisticated layering techniques. She creates an underpainting first, then builds layers on top while deliberately erasing portions. “I like to leave some of that underpainting revealed to kind of get at what’s on the surface versus what’s underneath the surface,” she says.
Viewers responded warmly to the exhibition’s emotional resonance. Visual arts instructor Charlese Phillips described the work as “expressive” with “a lot of line and texture,” noting that the paintings reminded her of Van Gogh’s expressive brushwork. The portraits in particular struck a chord with Phillips, who praised Miller’s ability to capture emotion through the subjects’ eyes and the sense of “peacefulness and gentle connection” that emanates from the canvases.
Brooke Barry ’27 found herself drawn to the impressionistic quality of Miller’s technique. “I think a lot of the paint strokes make me think of emotions, especially when it comes to some of these human figures laying down,” Barry says. She was particularly captivated by Miller’s drip method on domestic objects. “I like how she uses the drip method on a lot of the pillows and the sofa,” she says. “That really stands out to me.”
For Miller, the exhibition represents more than just technical skill. It’s about creating opportunities for connection. “I think a lot about encounters, and having an encounter with someone,” she says. “These photographs that I’ve taken are preserving these encounters. I hope that the paintings and the video work and the photos can all become a chance for a new kind of encounter to happen between the painting and the viewer.”
Margaret Adle ’27 felt that connection deeply. “I think the colors are very vibrant. They’re very bright, warm, kind of like innocence,” she says. “It feels very comforting in a way.”
Miller’s exhibition demonstrates the power of grappling with profound questions about memory, preservation, and human connection, themes that continue to resonate long after viewers leave the gallery. You can view the work until November 14.
Good morning … and welcome to Fall Family Weekend!
A huge thank you to our parent trustees and our parent Saints Fund co-chairs—and a huge thank you to all of you who support the school. It is appreciated and seen!
I want to mention one more thing, as I look out at this room of people I admire and adore—we are in the admission season and building future classes of Saints. I want more people like you and your kids—and you are hard to find—to be sitting in these seats in the future. Our very best applicants, who are most fit for our mission, come by word of mouth. This school, this program, is not for everyone—but all of you know what it looks like. When you find Saints in the wild, send them our way! It is one of the best ways you can help us.
I cannot remember a year that has started as well as this one. There is a sense of optimism and purpose everywhere on campus—especially in the places we gather as a community. Thank you all for being a part of it.
When I last saw most of you on drop-off day, I mentioned Rebecca Winthrop, who had recently visited campus to share with our faculty her research on modes of learning, especially what she calls achiever mode and explorer mode.
She says that the world often pushes our kids into achiever mode, through the pressure of competition, the fear of failure, and the goal of perfectionism. It’s not great. But explorer mode?! The term is active for a reason! Picture a ship captain with her map, compass, looking over the horizon!
At St. Andrew’s, we want our students to be seeking in their education: experimenting, creating, and debating! Our goal is to shift students from being mere achievers to become true explorers. This idea got me thinking of one of my favorite books: Italo Calvino’s Invisible Cities. The book is a fictional conversation between Kublai Khan and Marco Polo. As a renowned conqueror, Kublai Khan can easily be described as an achiever, and Marco Polo is of course the very archetype of a great explorer. The premise of the book is that Kublai Khan’s vast empire included many places that he had never actually been, but Marco Polo had explored every corner of the realm, so he could describe those unknown lands. Khan seeks the answers he needs to perfect his empire, but Polo’s tales show that facts alone have their limits. Ultimately, the question of the book is whether societies and civilizations are defined by laws or ideas, by facts or by stories?
Of course, any society—and any education—requires both. Humanity advances in counterpoint: planning and dreaming, reasoning and wondering. And students need that same counterpoint to thrive: fact and meaning, responsibility and compassion, achieving and exploring. Sometimes it’s hard to see all this in the moment. Last week, I shared an update about St. Andrew’s to a group of alumni in Boston. It was an impressive group, comprising several generations with a wide range of accomplishments. They, in turn, shared with me the things they remembered most about their time here.
Yes, they remember the rigor—writing and studying at a high level. But they also said that as time passed, they came to believe that their unstructured time at St. Andrew’s was just as important—ranging across the pond and trails, perusing the shelves of the library, lingering in the chapel, and rambling in common-room conversations until the wee hours. These features of our all-residential, Episcopal boarding school are critical to finding the truth and meaning in our lives—and just as important as essays, problem sets, and tests.
If Calvino invites us to the realization that both fact and story are needed to understand humanity, the poet Mary Oliver takes us even a bit further. I hope you read her poem, “The Teachers,” which I sent earlier this week. It reminds us that there is a much bigger context to our work as educators and parents. I quote:
Owl in the black morning,
mockingbird in the burning
slants of the sunny afternoon
declare so simply
to the world
everything I have tried but still
haven’t been able
to put into words…
Oliver goes on to beautifully describes a space built from wind and sunbeams and a crystalline sky, and yet she simultaneously acknowledges the inadequacy of her description—or even of the very act of describing! She grapples with the futility of putting into words what is already apparent around us. We need only look. Nature’s teachers mentioned in the poem—owls, mockingbirds, sun, and skies—space and time—pervade and surround our beautiful campus. These are the teachers who are not on your child’s schedule, and we must make time for them too.
Families sometimes come to Fall Family Weekend with clear, if not quite empire-building, plans. They are armed with timelines, conferences, questions, and checklists—like Kublai Khan, ready to conquer the weekend in search of clarity, conclusions, and action items. And, in fairness, we push you in that direction, with our sign-up sheets, portals, and schedules.
This weekend, instead, let’s shift into explorer mode. Let’s be like Marco Polo, exploring the edges of your student’s education and your child’s emerging and evolving human story.
Yes, ask your children about what they have accomplished this fall. But also ask them: What’s most interesting to you? How do you spend your free time? What are you curious about? What fills you with wonder? What moves you?
And ask your kids about what they do when they encounter their own limitations, as Mary Oliver does in her poem. How do they make peace with what’s incomplete, imperfect, or undoable? This last bit is the hardest part of learning—and possibly the hardest part of life—especially today, in a world where we are told that if we are not moving ahead, we are falling behind. But the truth is that, if we never hit that wall, we never really learned anything.
In this world, there is no doubt we must be ready to work, do, and grind—but we also make time and space for wonder and imagination, exploration and rest. And sometimes that means saying no to expectation—even our own.
In closing, I offer you a line from our traditional Wednesday evening chapel prayer: “What has been done has been done; what has not been done has not been done; let it be.”
It is pure joy to work with your children, and it is a special treat to have you here with us. I hope you have a lovely weekend, full of exploration, awe, and stories.
VI Form Council protects culture and builds community.
Weekends are an indelible part of the St. Andrew’s experience. While trips to Wilmington, Philadelphia, D.C., and beyond are steeped in art, history, culture, or just plain fun, Saturday nights on campus are what showcase that St. Andrew’s “special sauce.” Those are the evenings the whole school gathers to engage in traditions like prom, homecoming, Haunted Trail, Casino Night, Maui Waui, the Frosty Run, and more. And when it comes to building community, nothing beats the first few weekends of the year—that’s where VI Form Council comes in.
Form council, a program innovated by Director of Student Life Kristin Honsel P’24, establishes a core leadership group of six students per class. Those students are tasked with leading weekend programming designed to bring Saints together; each class has certain weekends they are responsible for. This year, the VI Form Council tackled the first five weekends.
VI Form Council member Claire Hulsey ’26 remembers how much those early weekends meant to her as a freshman. “The school has been shaped by the classes who came before me, and I was on the receiving end of all of those wonderful experiences,” she says. “As seniors, we’re here to enjoy the experience, but more so, we’re creating it for other people. What’s at stake is the [new student] experience, so I consider this an opportunity to give back”
Hulsey says senior council is a matter of culture preservation, not revolution. “If we do everything right, no one’s going to notice and that’s great because it means we’re protecting the culture, not changing it,” she says.
Thus far, VI Form Council executed the Frosty Run, in which Saints descend upon various Wendy’s to bond over a Frosty, and the accompanying dance; Homecoming; a Front Lawn movie night; a gaming night, and more. For these events, council members talk logistics, pitch ideas, choose vendors, budget, promote, perform set up and clean up, and rally the whole school. “VI Form Council is massively different than other form councils because seniors set the tone,” Honsel says. “In partnership with the co-presidents, this is a whole-school leadership position.”
Honsel is impressed with this year’s council, who weathered early storms together. Literally. When rain forced the council to cancel a planned foam party not once, but twice, they had to pivot and come up with something creative on the fly, made markedly more difficult when all six members found themselves in different places one Saturday afternoon trying to come up with a new plan for that evening.
“A few of them were at a cross-country meet, so others were able to say, ‘I got this,'’’ Honsel says. “They refuse to give up. Each brings a different strength to the table that complements the whole.”
In addition to Hulsey, VI Form Council is made up of Class of 2026 Saints Bradley Cook, Bixby Hanrahan, Eden Appiah, Natasha Hearder, and Phin Brown.
“We are the face of weekend fun, but it’s more than that,” says Brown. “Our main purpose is to make sure that every student feels that sense of community.”
Brown says the council's different personas are what make it work. “Not everyone is extroverted and bubbly, and we need that introverted presence,” he says. “We also need that person who is going to keep us in check if we have crazy ideas. The only thing you genuinely need is passion for our community. I hope when underformers sees how passionate we are, and the effort and positivity we put into it, they think, ‘Oh, okay. This is just what we do here’ and then they mirror that.”
“I could not do my job without form council, nor would I want to,” adds Honsel. “If it wasn't for them, we would have to rebuild the energy, culture, and tone every year from scratch.”
Next up for the crew? The beloved Haunted Trail. "We have so many ideas," Hulsey says, laughing. "We'll see what actually gets approved."
Service-minded Saints inspired to become “1% Better” at lecture on advocacy and accessibility in sports.
On Thursday, Oct. 9th, math instructor and Director of Community Service Kelly Lazar took a van of students to the University of Delaware to hear speaker Chris Nikic lecture at the Bob Carpenter Center. Nikic’s talk, presented by Special Olympics Delaware and the 1% Better Foundation, was steeped in the underlying principles of success Nikic tapped into to become the first (and only) person in the world with Down syndrome to complete an Ironman, run all six global marathon majors, win two ESPYs, and become a global ambassador for Special Olympics and Ironman. Post-competition, Nikic has become a motivational speaker who advocates for Down syndrome awareness and accessibility within elite sports.
Students Sophie Hansen ’26, Bixby Hanrahan ’26, Janie Kim ’26, Kayley Rivera ’26 and Will Tower ’26 attended the lecture. Each is heavily engaged in community service at SAS. Hansen and Tower serve as two of the co-heads of the community service program; Kim and Rivera help organize and run the Special Olympics Fall Sports Festival, which takes place each year at St. Andrew’s; and Hanrahan is an Adaptive Aquatics leader. “I think sometimes to do true service we really need to leave campus,” says Lazar. “We as a community work so closely with Special Olympics, and it was amazing to take students to see the true product of their annual energy and commitment.”
When attendees entered The Bob Carpenter Center, each was provided a red Special Olympics “rally towel,” a sight familiar to St. Andrew’s students because of the school’s longtime relationship with the nonprofit. They were encouraged to wave the towels in support of Nikic and the other adaptive athletes in attendance. Hansen and Tower were excited to greet one such athlete, a local adaptive swimmer who the duo worked with last spring.
Nikic spoke about his nonprofit charity, 1% Better, which is designed to support athletes with Down syndrome. The foundation’s name was inspired by Nikic’s philosophy that every athlete can aim to be one percent better every day. Nikic explained that due to Down syndrome, it’s harder for him to gain and maintain muscle mass. It’s what makes endurance sports so difficult, he said, adding further challenge to completing an Ironman race. Nikic called out the athletes in the crowd, citing that they had “no excuse” not to get one percent better every day, an idea that resonated with the St. Andrew’s seniors and Lazar. “His mentality and philosophy really put a lot of things in perspective for me personally,” Lazar says. “I think sometimes students become stuck in a mindset of learning that if they are not seeing immediate growth in their mastery, they are not growing. But even a small bit of progress, just one percent, will pay off.”
Students left the event inspired and thrilled to engage again with Special Olympics next month, on Saturday, Nov. 1, when the Fall Sports Festival takes place on campus. Fall Sports Festival is a beloved weekend on campus that brings the whole student body together. Saints participate as organizers and volunteers, doing work like referring soccer games, running bocce matches, and helping present awards and accolades throughout the day.
In preparing to perform Neil Simon's Rumors, Saints on- and off-stage have formed a tight-knit theater family.
During Fall Family Weekend, the curtain will rise in Forbes Theater on the St. Andrew’s October 24 and 25 production of Neil Simon’s play Rumors. The famous farce features a mix of newcomers and experienced thespians—but they have come together to form a family, according to their director, Arts Department Chair Ann Taylor.
The cast includes two ninth-graders, as well as some older students. Of the seniors in the cast, some are performing in third and fourth productions with the school, and others are taking the stage for the first time.
“They're just immediately part of the family,” Taylor says of newer actors. “I had a conversation with the older, more experienced cast members about ways in which we needed to support and lead by example for the younger students. We never, ever, ever want to be elitist about this craft. We always want to be inviting more people in.”
Choosing Rumors was meant to be inviting, too—because it’s a comedic show with a fast pace and roles for a variety of actors. The play requires sharp timing, in both its staging and its wit. Taylor started the cast with rehearsals for Act Two, the toughest portion of the show to memorize because of its exceptional quickness. Taylor’s goal is to help more experienced actors hone their craft, and help newer performers develop fundamental skill and confidence onstage.
Throughout the ups and downs of a rehearsal process, the students have encouraged each other through every challenge. From building each other up for skill-testing scenes to finding patience and fun through hours of slower, detail-oriented work, the Forbes Theater family keeps one another grounded.
“We’re all in it together,” Taylor says. “There are moments when the work is difficult and moments when it's fun and silly, but in order to get the best result and the biggest reward, you have to feel some frustration along the way. There's a quote in my studio here where an actor compares the work to ditch digging. It can be really, really hard, but once you do it … you put in the work and then suddenly you get to live in this place of creative freedom. And nothing compares to that.”
Members of the Class of 2029 spent a virtual evening with National Book Award Finalist Kenneth Cadow.
On October 9, members of the Class of 2029 swung into classroom 18 in Founders Hall to spend the evening talking books and writing with author Kenneth Cadow. Cadow, who visited St. Andrew’s students virtually, wrote Gather, the III Form summer all-read. A National Book Award Finalist in Young People’s Literature, Gather is a coming-of-age novel set in rural Vermont. Through the lens of teenaged protagonist Ian, the book tackles homelessness, addiction, resilience, hope, and sense of place, a narrative blend that appealed to Harrison Rowland ’29 and his own sense of place.
“Gather was a thought-provoking book that I felt was especially meaningful for freshmen as we’re all facing the challenges of being in a new place together,” says Rowland, who opted into the conversation out of a curiosity about the creative process that powered the novel. “The story taught me the importance of resilience and hard work, which I found relatable and inspiring.”
“Gather fit the level of difficulty for incoming students, yet it also yielded plenty for us to discuss and reexamine when classes started,” says Stuart Chair in English Gretchen Hurtt ’90. “The book's main character, a young person determined to hold onto his home and his identity, has a strong and memorable voice. The depictions of connections to the people around him, and the setting around him, are compelling and fit with students coming to our campus and setting up new lives. We had good conversations about the book—it was a good way to start the year around the seminar table.”
At the talk, Cadow told students Gather was a work two decades in the making. “Phase one started when I was collecting stories in hunting camps [in Vermont], places where the tradition of oral storytelling still exists,” he said. Years later, Cadow said, his main character, Ian, “ran” onto the page. “That moment still gives me goosebumps. From that point on, after I met Ian, I wrote like wild. The more real Ian became, the more I stopped writing for an audience and wrote instead because he urgently needed to tell his story.”
Along the way, Cadow noted the best advice he got was to “get out of your own way.”
“That really resonated with me,” says Rowland. “Mr. Cadow advised us to leave judgement behind and keep our fingers off the backspace key. I believe that implementing this in my own writing will help me express more of my thoughts and ideas.”
Marlowe Richman ’29 found the advice applicable, too. “As someone who is a perfectionist in writing, I needed to hear that,” she says. A lover of books who looks forward to the reading curriculum in the English department, Richman enjoyed looking beneath the surface of Gather to find themes with which she could connect.
“Mr. Cadow talked about the danger of labeling people,” she says. “I think that’s something really important to keep in mind, especially as freshman who are meeting so many new people from different places.” To wit, around the table that evening were first-year students from Virginia, Delaware, Georgia, South Korea, New York, and beyond.
The event wasn’t mandatory, but Richman says she felt strongly about attending, partly due to the gratitude she felt after reading Gather. “I'm into writing, so I wanted to hear from an actual author. I also really liked the book and learned a lot,” she says. “But really, reading Gather made me so grateful for what I have, and the fact that I'm here at St. Andrew's. We have these opportunities that probably the main character in the book wouldn’t have in his rural public high school. We had this rare opportunity, and I wanted to take advantage of it.”
From Homecoming wins to a home court victory during volleyball's Pink Out fundraiser game, Saints athletes are on fire!
Saints athletics is on fire heading into mid-October. Catch up on recent results for your favorite teams below:
Football lost their Sept. 27 Homecoming game against Wilmington Friends School, and their Oct. 3 away game at McKean High School. They face off against visiting Early College School at 2 p.m. on Friday, Oct. 10, and we're rooting for a comeback!
Saints varsity cross-country hosted the Oct. 3 MOT Town Championship, with varsity boys XC coming in first out of five teams. Individually, four St. Andrew's runners placed in the top five varsity boys runners in the 5000 meter run: Henry Bird ’27 in first place, Ryerson Li ’27 in third, Richard Vaughan ’26 in fourth, and Phineas Brown ’26 in fifth. JV boys XC placed first out of three teams, with Saints sweeping the 5000 meter's individual top five slots: Bodin Perrin ’27 in first place, William McNeal ’29 in second, Kaz Yamada ’26 in third, John Kim ’27 in fourth, and Elijah Adewunmi ’29 in fifth.
Varsity girls XC placed first out of five teams in the 5000 meter run, with first through fifth places going to the following individual athletes: Alexi Onsomu ’28, Claire Hulsey ’26, Ines Kossick ’26, Maggie Baker ’27, and Lawson Meyer ’26. In JV Girls XC, the team took first against one challenger in the 5000 meter, and these individual runners hit top five results: Kate Robbins ’27 in first place, Lindsey Liu ’28 in second, Kayla Williams-Johnson ’28 in third, Brookie Barry ’27 in fourth, and Clara Toole ’28 in fifth.
Saints XC will be one of 44 teams running at the Friday, Oct. 17 Joe O'Neill Invitational, hosted by Brandywine High School.
Field hockey's current season record is 5-5. Varsity bested visiting Charter School of Wilmington on Saturday, Sept. 27 (4-1), lost their Tuesday, Sept. 30 match at Sanford School (0-2), came back with a stunning 11-0 win on Friday, Oct. 3 against hosts Christiana High School, and lost 2-3 in a Tuesday, Oct. 7 away game against Tatnall School. The team faces off at home against Tower Hill School today at 3:45 p.m., and we're wishing them another win!
Varsity boys soccer is on a roll with a 10-1 season! Playing away against Wilmington Friends School on Thursday, Sept. 25, the team left the pitch with a 3-1 victory. Their first loss of the season came on Tuesday, Sept. 30, a 1-2 result against hosts Sanford School. The athletes made a comeback with back-to-back 4-0 wins, one on Thursday, Oct. 2 at home against Smyrna High School, and the other at home on Tuesday, Oct. 7 versus Tatnall. Today, Oct. 9 at 4 p.m., the team plays away in a match against Tower Hill.
Varsity girls volleyball took the home court Friday, Sept. 26 for a 3-1 against Wilmington Friends. The team saw two 0-3 away losses, the first on Tuesday, Sept. 30 against Sanford and the second on Thursday, Oct. 2 against MOT Charter High School.
Girls Collaborative and Saints Volleyball raised over $1,000 for the American Cancer Society, and fundraising wrapped with the Friday, Oct. 3 Pink Out game. Saints attributed their hard-fought 3-2 win to teamwork and spectators' team spirit! Varsity scored another win (3-1) at Tatnall on Tuesday, Oct. 7, and takes the home court tonight at 5:15 p.m. against Tower Hill. Let's go, Saints!
For more information on game schedules and events, check out www.sas-saints.com.
St. Andrew’s students find connection and purpose at Epiphany House.
The drive from Middletown to Wilmington takes less than an hour, but for the St. Andrew’s students who make regular food deliveries to Epiphany House, the journey is a bridge between two worlds.
Epiphany House is a transitional shelter for unhoused women, providing not just temporary housing but also a structured program that guides residents toward independent living. For years, St. Andrew’s has enjoyed a partnership with the Episcopal-affiliated organization, with students regularly delivering meals to residents. The meals are prepared in the St. Andrew’s Dining Hall and packaged for transport, but students don’t simply drop them off and leave. They stay to have dinner and spend time with the women who live in the home.
Kayley Rivera ’26 first arrived at Epiphany House with preconceived notions shaped by “media portrayals” of food service. “I didn’t exactly know what to expect, I just knew we were ‘taking a meal,’” Rivera recalls. “My mind went to movie scenes with food banks with big assembly lines.”
Instead, Rivera found herself seated at a dining room table and sharing a meal with residents. The conversation flowed from discussions about St. Andrew’s to personal hopes and dreams.
The similarities to St. Andrew’s own dining traditions, where students gather multiple times a week to share a meal, didn’t go unnoticed. “We shared the meal family style, and said grace together,” Rivera says. “It was like a sisterhood. [The residents] were excited to welcome us and for us to share our lives.” The experience, Rivera says, has altered how she understands homelessness.
Dr. Pamela Pears, a faculty member who regularly accompanies students on these visits, emphasizes that the partnership serves St. Andrew’s broader educational mission by taking students “out of our bubble.”
One of the most striking aspects of this partnership is how it challenges traditional notions of who benefits from charitable work, she says. “We get more out of it than I think the people we’re serving,” says Pears.
As an example, she points to arriving at Epiphany House after a difficult week, only to find her mood transformed by simple conversations with residents. “I go in and I sit there with those women and just talk about, I don’t know, Bath & Body Works, and it warms my heart,” she says.
This mutual enrichment reflects the partnership’s success in creating genuine human connections rather than surface-level exchanges. St. Andrew’s students aren’t merely performing a service; both the students and the women at Epiphany House are active participants in meaningful connections that benefit everyone involved.
For students interested in serving, Pears emphasizes the accessibility of the commitment. “All you have to do is have a couple of hours free,” she says. Yet the impact extends far beyond the time invested, she notes.
“I would encourage students to get involved with community service at St. Andrew’s,” Rivera says. She says her experience at Epiphany House exemplifies how stepping outside familiar environments can offer invaluable lessons on gratitude, privilege, and relationships.
The partnership between St. Andrew’s and Epiphany House creates space for authentic relationships to develop across social and economic divides, challenging students to expand their understanding of both their community and themselves—one conversation at a time.
Wisdom Wednesday, a weekly on-dorm evening of community building born in 2016, makes its Founders Hall debut.
Almost a decade ago, Dean of Teaching and Learning Emily Pressman had an idea for community-building among the freshmen girls on Pell Dorm. “We want our students to be able to see, imagine, and pursue all the different ways to be an amazing St. Andrean,” says Pressman. Who better to exemplify various pathways to Sainthood than the senior class? “Wisdom Wednesday,” a weekly post-Chapel senior talk, was born. The tradition has been going strong in Pell since 2016.
Seniors across all dorms sign up to offer intimate chats on healthy relationships, lessons forged from failure, how to take good risks, what it means to be a good roommate, and more. “One of the critical things the III Form has to figure out is navigating the rooming process, which can be emotional,” Pressman says. “To hear from seniors who thought it was the end of the world when they were paired with their roommate and three years later, they’re close friends who still live together, that’s a powerful story.”
Also powerful is talking through smart risks, Pressman says. “You can see those moments during students’ first year when [Wisdom Wednesday] guidance shaped a decision they made whether to try something new or to take a different perspective.” When those III formers become seniors, Pressman delights at the “full-circle moment” when they return to deliver their own talk.
This fall marked another significant moment for Wisdom Wednesday. Not only did Pressman begin her first year of dorm duty in Founders Hall, where all male students live, Wisdom Wednesday also made its Founders debut.
When Founders dorm parents Gabe Perla and Ben Horgan learned about Pressman’s tradition, they wanted make it theirs, too. “When we were thinking about meaningful functions, this seemed like a great fit,” says Perla. “It was the coolest dorm tradition we heard about.”
Wisdom Wednesday has evolved since its first iteration to include adults in the community, particularly those adults who are St. Andrew’s alumni. Founders’ first Wisdom Wednesday featured Dean of Admissions and Financial Aid Will Robinson ’97 P’26,’28, who spoke about healthy relationships. “It’s important for students to build relationships with adults, particularly those in positions of authority. This conversation was a place for them to hear about a serious topic, but also have fun,” says Perla, who notes that the last few minutes of the talk were reserved for a “speed round” where students could ask Robinson less-serious questions like, "What’s your low-stakes hot take?" and "Favorite Dining Hall meal?" “Ultimately,” Perla says, “St. Andrew’s is a place of respect where how we treat each other matters. We’re doing this work to teach them what kind of community we want to live in.”
Will Harrington ’29 enjoyed the gathering. “Mr. Robinson talked about how important it was to get to know your whole grade,” Harrington says. “It really stuck with me, looking around the room, that not only will I be with these people for the next four years, but these people might be at my wedding. These friendships will go beyond high school, so it’s important to care about these relationships.”
Also in the room to witness a bit of SAS history was Pressman. “It was a wonderful moment,” she says, smiling.
Last Thursday, student performances inside the dance studio weren’t set to music—instead, group after group of peers put on skits showing healthy and unhealthy relationships. This was the last act before the curtain came down on 2025’s IN Day, an annual event devoted to looking inward to learn about and discuss relationships of all kinds.
IN Day sees Saints partnering with the One Love Foundation—an organization focused on educating, raising awareness, and mobilizing people to end relationship abuse and create healthier relationships. Dean of Students Greg Guldin, who helped bring IN Day to St. Andrew’s in 2022, worked with Director of Counseling Lizzie Brown, Form Advisors, and junior and senior student facilitators to bring IN Day 2025 to life.
“We rely on each other to make [St. Andrew’s] what it is. Yet, relationships are not things we spend much time talking about,” Guldin says. “We assume kids will learn [about relationships] over time and we neglect offering the language they may need to communicate what they are seeing, feeling, or experiencing.”
One Love’s “Ten Signs” of healthy and unhealthy relationships provide a shared framework for Saints on IN Day and beyond. And One Love’s lessons apply to and go beyond spotting and addressing toxic or abusive romantic relationships—positives like mutual respect, or negatives like possessiveness, can crop up between roommates, friends, teammates, and the like as well as between romantic partners.
On IN Day, facilitators—with the help of adult mentors—support peers’ open and honest dialogue in response to a Chapel service and speech, skits, movies and discussion guides from One Love, and vehicles to discuss the particulars of relationship-building in a boarding school environment. The content can be cathartic for students who have experienced unhealthy dynamics, and educational to those looking for tools to help themselves or their loved ones in need of support, Guldin says.
Roberto Buccini ’26 was excited to step into a facilitator role for 2025 and follow in the footsteps of older students who left an impression facilitating for his groups in past years. He felt driven to help sustain the wellbeing of his community.
“I’ve learned how important just having the basic knowledge of healthy and unhealthy relationships is, in terms of how much of a difference it can make,” he says. “Because St. Andrew’s is such a small community, it’s super important that we value every relationship and know that love should never hurt. It’s also important that we know when and how to dispute conflicts.”
Handling conflict was a major piece of students’ skits, from roleplaying bystander intervention in a case of bullying, to acting out a conflict between friends over a broken game. When student-actors made their audience laugh, they were always balancing levity and respect for the topics at hand.
“Even if a student uses the ‘Ten Signs’ in a somewhat humorous manner, they are using the terms, and these are terms they would not have learned in another context,” Guldin says. “It makes logical sense that a community built on trust and trusting relationships would pause to take some time to expand our intellectual curiosity from the classrooms and bring it into our own interactions with others. We think about thinking all the time at St. Andrew's. Now we are thinking about our relationships too. I can think of nothing more fitting.”
During a Sept. 24 visit, Brian Anderson ’15 spoke with current Saints about environmental work, individual and community impact, and his career.
For Brian Anderson ’15, a September 24 campus visit to share his work in climate action brought him back to the classrooms of Founders Hall—but it wasn’t a return to roundtable discussions. Anderson and his colleagues work to find and emphasize points of intersection between different sectors impacting the environment, from electric vehicles to agriculture, using an approach familiar to Saints.
“I've really turned my office into quite a St. Andrew's format. I constantly bring everyone into our conference room and we just sit and talk for an hour,” Anderson says. “It's a really good way to push people to explore ideas and figure out ways that things are interconnected.”
Anderson works in Delaware’s state climate office, within the Department of Natural Resources and Environmental Control. He is currently coordinating the mitigation section of Delaware’s climate action plan, to be published in November, which includes a roadmap for Delaware to reach net zero greenhouse gas emissions by 2050.
Around a table in Classroom 13 on Wednesday, Anderson spoke with environmentally-conscious students and employees, including Coordinator of Sustainable Initiatives Jess Buxbaum. During the roundtable, Saints had the opportunity to talk with Anderson about their own environmental studies, ways individuals and the whole St. Andrew’s community can support Delaware’s transition to net-zero, and more.
Raised in Pennsylvania, Anderson says his years at St. Andrew’s helped shape not only the communication style he uses with colleagues, but also the knowledge of Delaware’s beauty and challenges that informs his work. Though the 2015 grad has returned to campus several times, this week was Anderson’s first chance to pay forward a life-changing St. Andrew’s experience.
“St. Andrew's is where my general interest in the outdoors turned into being interested in what it means to work in environmental spaces or environmental roles,” he says. “I have such a distinct memory: one Saturday, alumni in creative fields came back and taught mini-seminar classes in their fields … I can pretty specifically identify that as the time when I realized, ‘No matter what you pursue, if you're keen on the environment, you can weave it in.’”
Anderson hopes to do his part in encouraging students to weave together environmental work and their other passions. While students told Anderson it often feels like their generation is expected to solve climate issues on behalf of everyone else, Anderson and his colleagues strive to meet younger people where they are when it comes to environmental work.
Anderson believes that projects that use existing features of one’s everyday environment to help make positive changes for the planet are vital—and engaged, knowledgeable people working in varied disciplines help make those projects work. At St. Andrew’s, that might look like Saints’ efforts to combat food waste on campus; in the wider world, community leaders can make infrastructure changes that encourage more sustainable transportation or help community spaces like parks double as barriers for coastal flooding.
“You're taking something that's already there, making a very simple switch, and it's improving everybody's life,” Anderson says. “It's the intersectionality at every turn that I think is really cool. I think that's how we keep students really engaged … It always comes back to what people are most passionate about. If you can identify something that someone is already interested in and then … [show how] that thing can be a component of necessary change for the environment, that's when people respond best.”
New visual arts instructor Charlese Phillips finds St. Andrew’s a safe space to tell personal stories in art.
On Friday, September 19th, students, employees, and family members of the artist found their way to the Warner Art Gallery to see the work of St. Andrew’s new visual arts instructor Charlese Phillips.
Phillips’ exhibition, “Years: A Reflection,” features work dating back to her time as a high school student and before, making the exhibition a deeply personal look at her artistic journey. As viewers travel the room, they can jump through time and see how her technique and creativity evolved throughout the years. Phillips’ recent work features fiber artistry, particularly tapestry, and dazzles with intricate brushwork and stitching.
“This is one of the first exhibitions where I actually included stories about my life and my journey. I feel like [St. Andrew’s] was probably the best place for me to do that,” says Phillips. “Since I have started here, I’ve felt very much at home. Everybody has been so welcoming, and that gave me that safe space to open up and explore.”
Phillips’ work touched close to home for Saints because it highlighted the artist’s high school experience. “I think it is really reflective … to give [students] a window into that progression that you have as an artist, and seeing where I started, too,” she says. “It has actually been a little bit emotional for me. I’m proud of myself that I kept going.”
The exhibit showcased the art department’s emphasis on faculty members who are also practicing artists. “That [creativity] is really important in our art faculty because part of teaching is being a role model,” says Head of School Joy McGrath ’92, who attended the opening. “When you are actually creating work that is in time and in space, and devoting time and space to your work, it is an example to students of how it is to be a professional and also practice.”
Abe Perry ’26 enjoyed wandering around the gallery and getting to know a new community member based on her work. “Getting to see the kind of art our teachers produce is really cool,” he says. “[It shows] how good these people are, and also puts into perspective how many layers there are to start [creating] art.”
The Warner Gallery features three to four visiting artists per year from throughout the region thanks to photography and printmaking instructor Joshua Meier P’28,’24, who also curates the gallery. “It’s this balancing act of wanting the art to be good, and wanting it to be interesting, but you also want it to work within the context of what we do at St. Andrew’s,” he says. Phillips’ gallery, he notes, encapsulates these principles.
The show runs until October 19th, and the artist is happy to discuss her work with those curious about her technique and path. Her words of advice based on lessons learned? “Never stop creating,” she says.
From football fields to volleyball courts, Saints’ support in the stands and on the sidelines helped propel athletes forward in the second and third weeks of the fall season. Catch up on recent results for your favorite teams below:
Football lost their Sept. 12 and Sept. 20 games, but they’ll never lose the hearts of Saints football fans! For the Sept. 12 face-off against Tower Hill, defeat didn’t stop six buses worth of St. Andrew’s students from screaming and stomping for their beloved red and white until the clock ran out. Fans will be ready to cheer on Saturday, Sept. 27 at 1 p.m. when St. Andrew’s hosts its Homecoming game against Wilmington Friends School.
Saints varsity cross-country continued competition travel over the last two weeks, first racing in the Sept. 12 White Clay Creek Classic in Newark, De. Henry Bird ’27 earned a Top 10 individual finish in first place for boys, and Maggie Baker ’27 and Claire Hulsey ’26 also broke the Top 10 for individual finishes, earning fifth and sixth place respectively.
Runners took on the Middletown Invitational at Lums Pond State Park on Sept. 19. Full results have not been published, but we will update this article when more information is available.
Cross-country laces up again Saturday, Sept. 27 for the Salesanium Invitational at Brandywine Creek State Park.
Field hockey visited Tower Hill on Sept. 11, then hosted Wilmington Friends on Sept. 13 and Tatnall School on Sept. 16, with all three games ending in a Saints loss. However, the team bounced back for a 2-1 home win against Odessa on Sept. 19, and an 11-1 victory in an away game at Brandywine High School on Sept. 22. Their next game is a Saturday home match at 12 p.m. against the Charter School of Wilmington.
Varsity boys soccer is on a roll with a 6-0 season! With a 4-1 away win against Tatnall on Sept. 16 and a 7-0 victory against Conrad School on the home pitch Sept. 19, Saints sustained their seasonlong streak. The team hosted Newark Charter Sept. 22 and won 2-0. Today, Sept. 25, they have a 4 p.m. away game against Wilmington Friends.
Varsity girls volleyball clinched a gritty home opener win Sept. 16, scoring big in a nail-biting 4th set thanks to strong defense for a 3-1 W.
Although the team did not win their next match, a Sept. 19 face-off on Wilmington Christian School’s court, Saints volleyball returned to our home gym Sept. 23 for a 3-0 win against Odyssey Charter School. They hit the home court again at 5:15 p.m. tomorrow, Sept. 26.
For more information on game schedules and events, check out www.sas-saints.com.
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