Š 2015 University School of Milwaukee
A WELCOME LETTER TO USM FACULTY AND STAFF FROM AUGUST 26, 1964
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The German-English Academy opened on July 1, featuring two classes of 40 students in a building on Milwaukee’s Water Street. In the same year, Milwaukee Female Seminary (predecessor to Milwaukee Downer Seminary) was formally chartered as Milwaukee Normal Institute and High School.
A parcel of land near Broadway and State Street is donated to the German-English Academy, upon which the nation’s first school gymnasium is built.
The German-English Academy expanded its curriculum and established Milwaukee’s first kindergarten program.
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Milwaukee Downer Seminary built its new campus on Hartford Avenue in Milwaukee.
Milwaukee Female Seminary merged with Downer College of Fox Lake.
The German-English Academy merged with Milwaukee Academy High School and incorporated a high school for boys.
Milwaukee Downer Seminary formally separated from Milwaukee-Downer College and was established as its own independent institution, with its own dormitory and school buildings on the college campus.
The Milwaukee Country Day Junior School opened on Prospect Avenue.
The German-English Academy formally changed its name to Milwaukee University School. That same year, Milwaukee Country Day School opened its doors in Whitefish Bay, with an initial enrollment of 55 students. Additionally, Milwaukee Downer Seminary added 7th- and 8th-grades.
50 YEARS of USM
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As we celebrate “50 Years of USM,” it is important to recognize the rich, vibrant, and prolific history of University School of Milwaukee’s predecessor schools, dating back to the establishment of the German-English Academy in 1851. Join us as we explore the rich history of the institutions that helped lay the foundation for USM.
Milwaukee University School added a girls’ high school.
Milwaukee Country Day Junior School moved to a new building on the Whitefish Bay campus.
Milwaukee University School consolidated its K-12 program into what is now Engelmann Hall on the current University of WisconsinMilwaukee campus.
Lake School for Girls merged with Milwaukee Downer Seminary.
A consolidation of the Lake School for Girls and Milwaukee Country Day School was contemplated, but ultimately fell through.
Milwaukee Downer Seminary opened its Fairy Chasm Road campus.
Milwaukee Downer Seminary (MDS) and Milwaukee University School each purchased land on Fairy Chasm Road in River Hills. MDS sold its Hartford Avenue campus to the University of Wisconsin-Milwaukee for $1.15 million.
University School of Milwaukee opened its doors in September for the first time. Students chose “Wildcats” as the School nickname, Brooks Stevens MCD’30 designed an emblem for the School, and the student newspaper and yearbook were named “The Charter” and “The Trident” respectively.
A merger committee was formed, and by fall, completed negotiations were announced to the public. Housed on two campuses (the North Campus on Fairy Chasm Road in River Hills, and the South Campus on Santa Monica Boulevard in Whitefish Bay), the schools were merged and opened as University School of Milwaukee for the 1964-1965 school year. Milwaukee University School was sold to the University of WisconsinMilwaukee for $2.3 million. 3
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What was USM like 50 years ago?
It didn’t have a playroom. I know because my mom went here when she was a little girl. The School also didn’t have as cool of a playground. CLIFF RADTKE ’28
USM has always been known for having really good teachers, but I think that what was happening in the economy and around the world had an impact on what students were learning. SAMANTHA MARCUS ’19
In honor of “50 Years of USM,” students from each current grade level were asked what they thought the School was like 50 years ago, during the first year of the merger in 1964-1965. The following excerpts include some interesting responses.
The merger represented the beginning of the Common Trust and that balance between academics, arts, and athletics. I think it all started 50 years ago. I think the emphasis was more academically based then, whereas there is more of a focus on being well-rounded today. GIANNA AFFI ’18
I think they had horse-drawn carriages instead of buses. There were also no computers. Maybe Mr. Geniusz was here, but nobody else. BECKETT STRATTON ’24
Fifty years ago, they didn’t have lockers here. I don’t know that they had smartboards at that time either. ALAN LEIBSOHN ’26
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There were three separate schools. Teachers were way more strict, and they didn’t have drama class back then. ELLA MCCABE ’22
Teachers now probably know more than teachers did back then. We learn so many more lessons now through technology. Teachers learn and know what we like, and they relate the material more to us. EMERY ENDRES ’23
It was probably a lot more traditional academically, with stricter classes and a stricter dress code. CHARLIE MAHONEY ’17
The School was probably a bit more chaotic than today because of the merger. Combining students that didn’t really know each other, it was probably a big change. TUZZIE RODRIGUEZ ’21
Walking through the Quiet Zone, I see a tradition of athletics and extracurriculars. It seemed as though those things might have been a bigger deal back then, as opposed to today’s philosophy of just trying out what you think you might like. The educational emphasis was also a bit different. ALANNA MCCAULEY ’16
The campus was a lot smaller. I think the Tower has been here for years, but things like Mellowes Hall, the football field, and the ice arena are all new. The rink used to be outside. MATT O’BRIEN ’15
My mom told me that girls used to have to go to finishing school, and boys had to go to reading school. The girls had to learn about good manners, and the boys did not. JAMES REIMER ’29
Expectations continue to be raised with the pressure of trying to get into a good college, so I think the curriculum is a little harder now versus 50 years ago. ATHENA BORCA ’20
I think that maybe 50 years ago our parents went to USM and were in the same grade as we are now.
There were no iPads or computers, they had to use chalkboards to learn.
SARAH MACKEY ’25 CATE KOHLI ’27
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50 Years of
Leadership
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Richard S. McKinley 1964–1965
Davis R. Parker 1964–1966
John C. Littleford 1986–1990
Harvey B. Sperling 1990–2000
50 YEARS of USM
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Through mergers and campaigns, and transitions and consolidations, University School of Milwaukee has been blessed with the following individuals who have led the School with honor, dignity, and distinction. We recognize the eight current and former Headmasters and Heads of School who have been integral to the past, present, and future success of this institution.
F. Gardiner F. Bridge 1966–1977
Robert D. Johnston 1977–1986
Ward J. Ghory 2000–2011
Laura J. Fuller 2011–present
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University School of Milwaukee Board of Trustees Presidents Lead the Way The University School of Milwaukee Board of Trustees has been comprised of alumni, parents, and other community members whose vision and knowledge have a tremendous impact on USM. The following 19 men and women have led the Trustees through their service, each contributing immensely to the lasting academic success, financial stability, and bright future of USM. The School sincerely thanks them for their years of leadership, guidance, and expertise.
William C. Messinger 1964–1967
Geoffrey G. Maclay, Jr. 1991–1994
Geoffrey G. Maclay, Sr. 1967–1971
William C. Hansen 1994–1997
Robert M. Hoffer 1971–1973
James P. Connelly 1997–1998
Polly H. Van Dyke 1973–1976
Renee J. Tyson 1998–2001
Charles V. James 1976–1978
William A. Wernecke, Jr. 2001–2004
Charles W. Parker, Jr. 1978–1980
C. Frederick Geilfuss II 2004–2007
Lawrence R. Kem 1980–1982
Thomas W. Florsheim, Jr. 2007–2010
Michael W. Grebe 1982–1985
Michael A. Roth 2010–2013
Henry J. Loos 1985–1988
Richard J. Seesel 2013–present
Linda T. Mellowes 1988–1991
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PRAISE TO THEE OUR ALMA MATER… Since the earliest years of University School of Milwaukee, perhaps no singular feature unites the student body like the singing of USM’s Alma Mater. Just a few notes of this iconic song cause students and alumni alike to join arms and sing along in celebration of the rich tradition of this historic institution. From Opening Day to Commencement, athletic competitions to all-School events, USM’s Alma Mater binds generations of students together, uniting them as proud members of the School community.
UNIVERSITY SCHOOL OF MILWAUKEE ALMA MATER Praise to thee our Alma Mater, Here’s to Blue and Gold. Singing of her sons and daughters, Stalwart, proud, and bold. Hail to thee, Hail to thee, University May we ever stand beside with pride and loyalty.
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1964 – 1970 e tribus una – from three, one “The merger would provide a larger enrollment, greater breadth and depth of curriculum, a strengthened faculty, and overall excellence as a result of common leadership.” excerpt from a 1963 letter written by the newly formed University School of Milwaukee Board of Trustees
In the fall of 1964, University School of Milwaukee opened its doors, on two campuses, for the very first time. The merger of Milwaukee Country Day School, Milwaukee Downer Seminary, and Milwaukee University School was a unique convergence, as there had never before been a merger of three independent schools in the United States. Talks of a single, unified School had occurred as early as the 1920s, but did not take root until the early 1960s, when economic constraints and the promise of strengthened academics and athletics reignited the discussion of a merger. While the benefits of a unified School were obvious, the transition was not without its pitfalls. Meanwhile, the bitter rivalry between Milwaukee Country Day School and Milwaukee University School made the merger of the South Campus in Whitefish Bay particularly tense, as each school believed that its teachers, students, and academics were superior. However, strong School leadership, a shared familiarity with strict discipline and academic excellence, and athletic dominance as a result of the merger helped the student body assimilate.
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“As a high school student at MUS for my first three years, I had a bit of a ‘love-hate’ attitude toward my athletic opportunities. This was prior to Title IX and that was clearly evident in the inequalities between the boys’ and girls’ athletic programs. In my senior year, when the schools merged and the high school girls had a separate campus from the boys, I was remarkably happier. We had our own fields and gym where we could practice every day. Coach Marilyn Feher was also a knowledgeable and skillful coach whom I greatly appreciated. Because of my senior year experiences, I chose to go to an all-women’s college with a great athletic program, where I was able to compete in four sports yearly. I now read with pride about how the USM girls’ teams do these days.” CONSTANCE MEEK ’65 “My teachers were top of the line as far as I’m concerned in terms of how they taught, what they taught, and the discipline they instilled in us. All of my teachers required me to work to my utmost capabilities. My years here were as rigorous as any academic experience I’ve had anywhere.” MARK OLSON ’65 “I remember fondly Mrs. Sudduth (Lumpkin) who taught English lit and to whom I’ve been forever grateful because she taught so well. I also loved Elizabeth Brozovich, who taught Latin and mythology (which I took for fi ve years). Latin helped me all through life and even today, when trying to pronounce a prescription I was ordered to take!” ANDRA BOWERS ’65 “There’s no doubt my USM experience prepared me for the rigors of Tulane University and my career as a writer. Aside from USM’s academics, I made great friends for life.” JENNIFER QUALE ’66 “If I learned one thing from Michael Dentice (in addition to learning to love Shakespeare) and Mary Hill, it was learning how to write. The value may not have been as evident as a teenager, but that skill has served me very well through my adult life. Despite the time frame in which we now live, where writing in phrases and with abbreviations has become the norm in some places, the value and benefit of being a decent writer is immeasurable. And, when co-workers ask where I learned to write, I have to smile and remember those days, months, and years when our teachers (and their red pens!) helped to make all of us better writers and more persuasive communicators. I’ll always be grateful for that.” MARINA SPHEERIS KREJCI ’68 “The combination of academic preparation and confi dence given to me by my USM background greatly contributed to my original profession. After college I became a stockbroker in Atlanta and served as the only female retail broker in my offi ce for 14 years (with the exception of one four-month period—there was briefl y another woman there) in the ’70s and ’80s. There is an abundance of strength given to me from my USM days. My whole life has been wonderfully affected by this School. Even though I do not live in Milwaukee, I have many lifelong friends— especially from my class. My family and I have truly been blessed by our association with this unique institution.” PORTER PARKER HUTTO ’68
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1970 – 1978 Campus life at University School of Milwaukee reflected popular culture in the 1970s, as students increasingly challenged the status quo and helped forge the School’s own unique identity. Extracurricular activities such as Student Affairs, Model UN, Spectrum, and the Food Committee thrived during the decade and helped give students more control over their academic environment, while others, such as the Pep Club, Chessmates, and Literary Club, reflected specific student interests as the USM student body pushed to challenge traditions and advocate for greater freedom and independence in their educational experience. USM’s arts and drama programs also flourished, gaining a great deal of popularity following the arrivals of Ernie Brusubardis, Grenville Cuyler, and Dale Gutzman. This era also featured another significant realignment of the student body, as female Upper School students were moved to the South Campus in Whitefish Bay, while Middle School students made the move to the North Campus in River Hills. Though it was initially suggested in “The Charter” that a red line be painted between the South Campus buildings as a barrier between the sexes, by 1973 the School revived the Milwaukee University School tradition of co-education from preprimary through Upper School. The move eased logistical issues associated with extracurricular activities and brought USM a step closer to its eventual identity as a vibrant, cohesive, co-educational institution.
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“The teachers at USM were very engaging in class, but what I really appreciated was the time they spent with us after class. The teachers who had a lasting impact on me were Yvette Ragen, Karen Cutty, Jim Laing, Sandy McCallum, Rick Bishoff, Gerald Gottowske, Charlie Kerr, Ken Laird, Tom Hughes, Forrest McQuitty, Davie Giese, Bill Church, and ‘J.S.’ Of course I couldn’t forget Audrey Arndt, who always greeted me with a smile and words of encouragement on those cold wintry days on South Campus. All that I experienced and learned at USM helped me in my career as a public defender in Hawaii. Not afraid to speak up, to question how things are, be independent, respectful, be humble, and to not give up. I really wonder where I’d be or how else I might have turned out if I hadn’t attended USM.” JERROLD YASHIRO ’71 “USM prepared me very well for college. The rigor at USM made college an easy transition, and I remember feeling well prepared. Athletics were also a big part of my life at USM, and I felt fortunate to be able to participate in many sports. I feel that high school sports are important, and a great opportunity for students to participate.” GIGI DAVIDSON ’72 “I was lucky enough to be born into a family of artists. The members of my family who weren’t artistic still had great appreciation of all the arts. So I was doubly blessed to have not one, but two great art teachers at USM. Mr. Landt had a profound influence on us in our lives after high school. I benefited from his kind and patient guidance, coming to fruition as I was teaching watercolor painting in my classroom. Second, Mr. Cuyler, encouraged me and taught me so much, not just about the Theatre, but about literature as well. I went on to get a degree in theatre, and did my post graduate study at the American Conservatory Theatre. I then had a 20-plus year run in the professional theatre. I don’t believe that would have happened without the encouragement and tutelage of Mr. Cuyler.” ANN RAWLINSON ’73 “I still dream about playing high school hockey today. They were defi nitely highlights of my life. Some of my teammates included Tom Kieckhefer ’76, Doug Kloppenburg ’75, John Laing ’75, John Jeka ’75, Jeff Allis ’76, and my brother, Tom ’78.” PETER BRAUN ’75
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1978 – 1985 The consolidation of University School of Milwaukee was a major goal of the Board of Trustees since the merger in 1964. However, plans to consolidate the two campuses did not come together until 1978, when the Board approved a $6 million fund drive to finance the unification. Concerns over leaving the lucrative Whitefish Bay market and a desire to use campaign funds to bolster USM’s Endowment momentarily stalled the effort, but discussions resumed and progressed in 1983, when a substantial new capital fund drive was announced. The $10 million capital fund drive, along with the sale of the South Campus, would provide the impetus for the expansion of the North Campus and a significant increase in the Endowment Fund. In July 1983, the Milwaukee Jewish Federation purchased the South Campus for $2.7 million, and a successful capital campaign generated $10.8 million, the largest amount ever raised in an independent day school building campaign at that time. Finally, on June 8, 1985 after years of careful planning and execution, USM celebrated its unification at the North Campus through an Olympic-style “June Jog” ceremony. Student leadership lowered the School flag one final time at the South Campus before proceeding on a four-and-one-half mile jog to the River Hills campus, where the flag was raised before a singular, unified USM.
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“What I remember most about my years at USM were the relationships I developed with my teachers, teammates, and classmates. Back then, as is true today, the teachers were outstanding individuals who were smart, caring, and involved. My favorite memories were of being challenged in Mr. Bergen’s math classes, ‘J.S.’s’ and Mr. Bruemmer’s history classes, Mrs. Basson’s English classes, sitting and chatting with Mr. Dentice (who would try to help with all of life’s problems), and buying candy from the infamous candy drawer in Mrs. Otto’s classroom. School was a place of high expectations with the comfort of a second home. I am very happy that my three kids all attended USM for Upper School and were well prepared for their college experience, as I was for mine. The strong traditions of USM are very important and permeate through the years.” GIGI MESTIER SHORT ’79 “One of the things I still remember about my sports career at USM was the quality and impact all of my coaches had on me, and still do to this day. I was fortunate to be mentored by top coaches such as MacDonald, Fritz, Bruemmer, Waters, and Laing. As I embarked on my own coaching career, especially in the hockey area, I would use the wisdom, humility, and competitiveness these greats imparted on me. I will always think fondly of my USM athletic experiences.” R. DAVID FRITZ ’81
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1985 – 1993 Without a major building project or consolidation on the horizon for the first time since the merger, the University School of Milwaukee administration turned its focus to academic enhancements. During this time period, the School implemented a revised faculty evaluation system and substantially increased faculty and staff salaries. The School’s Endowment also grew substantially during this time, nearly doubling from $4.8 million before consolidation in 1984, to just under $8.3 million in 1989, which helped in part to increase teacher salaries. Furthermore, in 1992, the Wright Family Distinguished Faculty Chair was established through a generous gift from the Wright family, further highlighting the School’s focus on recognizing and rewarding great teachers at USM. Investment in the School was evident around the campus as well, as several new additions greatly enhanced USM’s physical profile. The 1985-1986 school year marked the debut of the new Virginia Henes Young Theatre, a 400-seat fine arts venue that has hosted lectures, concerts, assemblies, and theatrical productions since its initial opening. In 1991, Virginia Henes Young MDS’31 made another contribution that would shape the educational experiences of USM students when she donated “Woodwinds,” a five-acre parcel of wooded land adjacent to the main campus that was used for outdoor experiential learning for many years. These investments in the School’s future have continued to pay dividends for generations of USM students who have benefited from this era of commitment to faculty excellence and facility improvements.
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“USM helped foster my love for the arts, which drives the way I live my life. In high school, I especially thrived participating in Ernie Brusubardis’ and Dale Gutzman’s original plays and musicals, with their encouragement. In ‘Dracula,’ I got to eat ‘mice’ popping open packets of stage blood. In ‘Gulch,’ I broke a bottle over another actor’s head. USM’s encouragement to pursue excellence has driven me to continue to learn throughout my life. I no longer look at my work as a series of tasks, but rather the opportunity to be a spokesperson for the arts and to bring great joy to my community through music performance. Self-expression, self-compassion, excellence, and community—all through the artistic experience—were instilled into my heart and mind at USM.” SAMANTHA BECKER CROWNOVER ’87 “Some of my dearest friends are classmates from 25 years ago at USM. As we have gotten older, we may have learned the unfortunate truth that not everyone is as supportive as Coach Forti or Mrs. Basson, as inspiring as Mr. Bruemmer (and I never even had a class with him), or as genuinely kind and pure as our classmates. Maybe we were a little surprised at the big, mean world out there, but we were ready for it, and our time in the near Eden of USM in the ’80s is a big reason why. Thank you to everyone who gave us those bright moments.” R.P. EDDY ’90 “I will always be grateful for the patience of Mrs. Ittner, Mr. Lange, and Mr. John, who were willing to give me extra help before and after school whenever I needed it. Also, the work study program and senior seminar were great experiences for me, as I was able to gain valuable skills in working with Lower School students, which helped prepare me for my teaching career.” CHRISTOPHER SEAMAN ’93
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1993 – 2004 The early-to-mid-1990s represented another era of transition, as the emergence of new technologies and a capital campaign had an indelible impact on the School. In the spring of 1995, USM broke ground on a series of facility upgrades that targeted the arts, athletics, and technology. The project converted the Middle School Gymnasium into a new, two-story Fine Arts center that featured a new atrium and individual studios for visual arts, music, drama, dance, and band. A new Middle School gym was built adjacent to the Upper School gym, and School-wide Internet access followed in 1996, beginning with 40 computers in the Middle School and Upper School and spreading to labs, classrooms, and libraries throughout USM by the end of the year. The USM website made its debut in May 1997, and the School has been diligent in remaining on the cutting edge of technology. The School was also approaching a major historical milestone in 2001, as University School of Milwaukee’s sesquicentennial marked 150 years since the inception of Milwaukee’s German-English Academy in 1851. This “Evening to Remember” held at the Midwest Express Center (now the Wisconsin Center) featured special “150 Years” videos produced by USM students, and performances from the USM String Orchestra and the Ernie Brusubardis Band. Attendees included former headmasters F. Gardiner F. Bridge, Robert D. Johnston, and Harvey B. Sperling, then-Head Ward J. Ghory, and a host of students, parents, alumni, and current and former faculty and staff members.
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“My parents emphasized the importance of a good education, and there was no question that their desire and expectation about striving for excellence was refl ected and reinforced at USM. Athletically, I was able to push myself in a way that made it possible for me to excel, while also demonstrating (to my parents and myself) my ability to achieve the balance needed to sustain my academic performance. USM’s commitment to supporting academic and athletic achievements is the epitome of what it means to support a student-athlete. I also had the opportunity to participate in the string ensemble while attending USM, thus rounding out the trifecta of academics, athletics, and the fi ne arts. All of these experiences have helped mold me into the well-rounded person that I am today. I will forever be indebted to USM for its role in that development, and to my parents for making the sacrifi ces that allowed us to have that opportunity.” LISA PITTMAN ’93 “For me, attending USM was one of the most signifi cant events in my life. There is no doubt that being a student at USM opened my eyes to broader life possibilities which could be attained through higher education, but also, the School’s rigorous academic environment left me well prepared to succeed at a top undergraduate institution. Without having attended USM, I would likely have never moved beyond the confi nes of the city or had the opportunity to have a broader life experience.” CORNELIUS ADETIBA ’95 “As a faculty member at USM for the past 13 years, I am continually amazed and proud of the wonderful relationships that USM teachers make with their students. It is something that truly makes USM a special place and an experience for a lifetime.” WILL PIPER ’96 “Throughout my higher education, I discovered that USM had given me far more experience with writing and critical thinking than many of my peers.” CHRISTOPHER CHAN ’00 “USM did not just prepare me for college, it catapulted me ahead of my classmates at Tulane University. It didn’t just prepare me for my career, it opened countless doors for me in the Milwaukee community. USM prepared me for professional life in more ways than I can count, and for the icing on the blue and gold cake, no one can tie a Full Windsor like I can.” JOHN GRAHAM, JR. ’02
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2004 – 2012 By the mid-2000s, University School of Milwaukee had several identifiable facility needs to address, and this led to the launch of the Next Generation Campaign, with construction beginning in March 2005. Components of the large-scale campaign resulted in the Upper School addition that is now home to the multi-functional Mellowes Hall and six state-of-the-art science laboratories, the USM Fitness Center, and substantial upgrades to the Polly and Henry Uihlein, Sr. Ice Arena. A second phase of the campaign that focused on improvements in the Middle School and Lower School commenced in 2009 and resulted in an impressive revamping of those physical areas. In the Lower School, a three-story, 55,000 square-foot addition was built to house grade-level classrooms and ample tutoring and Learning Center spaces. It also included the new Marion and Verne Read Lower School Gymnasium. Additions to the Middle School included a new multi-purpose Commons area, a study hall, and an advanced digital media studio. The new building enhancements also resulted in curricular improvements, particularly in the areas of science and math. Elective options increased dramatically as the School’s facilities caught up with its programs, and scientific research emerged as an area of strength for USM. That evolution was made evident throughout the decade, as eight Upper School students earned awards (including a national first place prize) at the prestigious Intel International Science and Engineering Fair from 2005-2012. Thanks to the world-class facilities made possible through the Next Generation Campaign, USM’s science and math programs continue to thrive to this day.
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“I often remember that 7th-Grade Science Teacher Mr. Jacobs said, ‘Organization is the key to success.’ I’ve remembered this countless times throughout high school, college, and medical school, and it has helped me be a better student.” MEENA SHIVARAM ’07 “It is cliché to say that the years of childhood or of high school are the best in our lives. What I love about USM is that it actually strives to make that not the case. Sure, I and most others I know had a terrifi c time growing up at 2100 Fairy Chasm Road. But what’s more important is that USM set the stage for us to really thrive after receiving our diplomas.” LEX ROFES ’09
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2012 – beyond Today, University School of Milwaukee continues to provide an exceptional educational experience to a diverse student body, helping prepare them for a lifetime of success. The USM athletic program, which was named a 2013 Interscholastic Program of Excellence, continues to prosper, as several programs perennially compete at the highest regional and state levels. The School also remains dedicated to its rich tradition of fine arts excellence. Arts Live, an all-School celebration of visual and performing arts, was established in 2014 as a way for students in all three divisions to showcase their considerable talents to the greater School community. Beginning in 2013, the School has also embarked on an ambitious Strategic Plan that will drive the School’s enhancement of existing academic programs for current and future students, ensure its long-term financial stability, strengthen relationships both internally and externally, and affirm USM’s reputation as a thought leader and resource for primary and secondary education in the greater Milwaukee and national and international communities. This Strategic Plan more formally introduces the concepts of global education and engagement, professional leadership, and innovation, and focuses on the importance of providing our students with an experiential learning component that ensures the vital hands-on experiences necessary for a true and demonstrated understanding of concepts, skills, and ideas. The Strategic Plan represents a bold but logical step forward for the School, and, combined with USM and its predecessor schools’ established legacies of excellence, will ensure the success of the School for another 50 years and beyond.
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“I am extremely grateful to have had the opportunity to attend USM. I entered into a wonderful and welcoming community of students and teachers, and quickly found friends with whom I am still very close. Being involved in theater, I spent much of my time in rehearsal with my friends. I cannot imagine not having participated in the plays, musicals, and one-acts at USM. Similarly, I became close with all of my teachers as they went out of their way to help me, offering their support for any project or ambition I had. My interest in service work was not only cultivated at USM, but it was encouraged. Most importantly, I know I wouldn’t have had a similar experience anywhere else and that I was urged to dream big and never give up on those dreams. What I miss most about USM is the people: friends, teachers, and staff. USM is a community that positively impacts anyone who enters it.” BRITTANY NEIHARDT ’13 “USM was an all-around incredible experience—unrivaled teachers, rigorous classes, and rewarding athletic opportunities made my seven years there phenomenal. Athletics particularly stand out when I think back fondly on my years at USM. As a member of the cross country and track teams, my closest friendships and greatest memories were formed running. As a runner, I was mentored and given the opportunity to be a mentor; I was challenged and grew immeasurably from those challenges. What sets the USM athletic experience apart is the combination of no-cut athletics, the focus on being student-athletes, and wonderful coaches. First, I was given the opportunity to grow and develop as a runner—from a freshman and sophomore still getting the hang of running to a captain and state-qualifi er as an upperclassman. Second, my athletic endeavors complimented, rather than hindered, my academic pursuits. Finally, the coaches I worked with were very committed to developing not only accomplished athletes and close-knit teams, but well-rounded, hardworking student athletes and people. I remain close with several of my coaches today and continue to benefit from their guidance. Overall, I’m very grateful for the opportunities USM afforded me, both on and off the track.” EMILY WAPLES ’14
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For additional “50 Years of USM” content, including more faculty and staff interviews, alumni reflections, and an online version of the “USM at 25” commemorative issue published in 1989, please visit
www.usmk12.org/50yearsofusm.
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THROUGH THE YEARS: 1981
1987
A LOOK AT WILLIE THE WILDCAT Embodying the spirit of University School of Milwaukee, Willie the Wildcat has been on the prowl for many decades. Working through several incarnations, Willie has excited crowds at School sporting events, all-School activities, and community gatherings, and has grown as an iconic symbol of USM passion and loyalty. This year, Lower School students met the new Willie the Wildcat during a special Wildcat Wednesday assembly in the Marion and Verne Read Lower School Gymnasium on May 6, 2015. Following years of faithful service,
1995
2013
the “old” Willie made his final appearance before the gathered students, but not before announcing he had found a worthy replacement! After the old Willie said his goodbyes and received a rousing sendoff from the Lower School, the new Willie bolted into the gymnasium and gave students their first look at USM’s improved, more ferocious Wildcat. Willie then led students in a series of Wildcat Wednesday dances in an exciting start to the USM day. Be sure to check out Willie’s new look as he continues to prowl at future School and athletic events.
2015
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u n i v e r s i t y s c hool of m i lwau k e e
A Tradition of Excellence
A
t an institution steeped in traditions that date
are perhaps best transmitted through the commitment
back more than 160 years to the days of the
and fortitude of the USM faculty. Connecting the
German-English Academy, it often feels as
past to the present and future, 29 current faculty and
though the walls of University School of Milwaukee
staff members each
are speaking to you. No matter the season or time of
have 20 or more years
year, history and tradition emanate from every corner
of experience at the
of USM, telling a story of the School and what it stands
School, and serve as
for that is just as true today as it was many years ago.
a constant throughout several generations
Firmly rooted in the Common Trust tenets of respect, trust, honesty, fairness, and kindness, School traditions have endured, and continue to be imparted
of students as they uphold USM’s tradition of excellence.
on the newest generation of USM students. While the methods used to communicate these values
Now, as then, these
have evolved over the years, the dedication to the
pillars of the USM
core values of the School remains steadfast, and the
academic experience
foundation on which USM was built has never been
arrive early in order to
stronger. Borrowing from the adage, “the more things
prepare their classroom
change, the more they stay the same,” the spirit of
lessons and leave late,
USM and its rich history continues today.
often after coaching a sport in accordance
Traditions, fundamentally defined as “the transmission of customs or beliefs from generation to generation,”
with the School’s long-
Many USM faculty and staff share their time and talents with students in their role as coach. Clockwise from top left Thomas E. Hughes, Claire Johnson, Elizabeth Krieg ’79, and Thomas B. Bergen.
standing commitment to the teacher-coach model. Faculty and staff members also set the tone for USM’s dedicated sense of community, recognizing each student by name, understanding students’ strengths, weaknesses, and workloads, and striving to build a rich, valuable relationship with them that will last long after their departure from campus. Speak with alumni from any era and they will likely reference these relationships as a significant part of what made their experience at USM truly special. Many alumni reinforce this by enrolling their children
Students gather around the “Common Trust Rock” outside of the Middle School entrance.
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at USM because they are confident that their child’s
School programs
educational experience will mirror their own.
are perennial state championship
“I knew that my children would have the opportunity to play sports, that they would be surrounded by peers who truly cared about academics, and would be taught by faculty members who care very deeply about each student,” said Gigi Mestier Short ’79. “It was important for me to know that my children would have the same kinds of experiences that I had.”
contenders and many others continue to be highly competitive. That history of success is not lost on current students, who are able to view
Many faculty members display their deep care
and reflect upon the
for students with the extra time they sacrifice as
conference and state
coaches. This sacrifice helps teachers better
titles won by alumni,
understand what students are experiencing
as they aspire to
academically and athletically, leading to more
add to the School’s
well-rounded, meaningful connections.
collection.
“For the first 31 years of my 39 years at USM, I was
Grace Florsheim ’15, recalls scanning the photos and
also a coach,” said retired Upper School History
trophies on a wall near the Upper School gymnasium
Teacher Steve Bruemmer. “What was most rewarding
as a Lower School student for the names of her father
were those occasions when we celebrated our
and uncles, and takes pride in having been able to
victories humbly and endured our defeats gracefully.
leave an athletic legacy of her own alongside her
In my view, Upper School sports provide opportunities
family members.
for student-athletes to learn invaluable lessons in goal-setting, selfdiscipline, striving
Many USM athletes are able to follow in their family members’ footsteps.
“Now that I’ve gone through sports as an Upper School student, it’s really cool to be on that wall as well,” Florsheim said.
for excellence, and teamwork. They also
While faculty and staff members have played a major
make teachers who
role in upholding the values of the School, the role of
coach become better
the student in preserving USM traditions cannot be
teachers.”
understated. Students across all divisions have played their parts in fostering lasting, meaningful connections.
The teacher-coach model has bred and
Dating back to the beanies that were traditionally
continues a tradition
donned by freshman students through the
of excellence on
development of the House System, USM students
the playing fields
have thrived within the School’s unified PK-12 format,
as well, as several
especially in the Upper School.
USM Track and Field circa 1971.
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faculty members, seniors invite friends, relatives, or teachers to introduce them to the audience before they deliver a speech on a topic of personal importance. “When I listened to my cousins perform their speeches as a younger student, I remember thinking Freshmen sport their traditional beanies during orientation in 1971.
how scary it must have been to speak in front of the entire Upper School,” said Merrill Read ’15. “But by
Margy Stratton ’84 recalls her days in the early
the time you are a senior, you know everyone and
1980s with the beanies fondly, noting that while she
it’s not scary anymore.”
occasionally had to bake for senior students and perform pushups as a 9th-grade student, she made a host of lifelong friends through her specific senior/ freshman relationships.
An opportunity to fine-tune presentation skills and to build community among students and faculty by sharing a significant experience, Senior Speeches are a hallmark of the Upper School.
“I still have good friends that I feel that I wouldn’t have known otherwise without those relationships,” Stratton said. “It was nothing mean-spirited, it was all about building those connections.”
Most recently, USM has taken full advantage of its status as a cohesive, co-educational K-12 institution, as the School’s youngest Wildcats have the opportunity to look ahead to their peers in older
Freshmen were also assigned senior “big brothers”
grades for a sneak peek of what will await them
and “big sisters” to help ease the transition into the
throughout their educational journey. One of the most
Upper School, and the tradition of senior siblings has
rewarding aspects of the School’s final consolidation
lived on to the present day.
onto the Fairy Chasm Road campus in 1985 has been the ability for students to develop as students and
In addition to senior siblings, Upper School students and teachers are assigned to one of four Houses (Academy, Arrow, Crest, and Ledger), where they
as people from their formative years through their graduation into adulthood within the same inclusive, structured environment.
build strong relationships across grade levels through friendly and varied competitions and community service projects. While the winners of these competitions earn the coveted House Cup each spring, the net result is an Upper School that knows and appreciates its own over all four grade levels. A culminating experience for Upper School students in all four Houses includes the delivery of their Senior Speeches. Each school year, every senior delivers a five- to seven-minute speech to the entire Upper School community. Coached by their advisors and other
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USM’s youngest Wildcats showcase their School spirit at the annual all-School Homecoming Pep Rally.
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Through the unique infrastructure of the School,
Younger athletic teams often look up to their varsity
students interact with each other under one roof
counterparts in similar fashion, as partnerships
and pass down their academic, athletic, and social
have been built among Middle School and Upper
experiences, while consistently answering the
School coaches that bring Middle School players to
question of “what’s next?”
varsity games and practices, establishing valuable
“I think that with each grade level, students start to get a little anxious toward the end of each year and start to wonder what the next year will bring,” said Will Piper ’96. “Having those connections (with other faculty members) and physically seeing them on campus as you get older really helps prepare students for their next steps.” While they may not always realize it, Upper School students serve as role models for many Lower School students. It is not uncommon for the
Each graduating class enjoys a “Senior Sendoff,” where each grade level prepares a song, skit, or cheer in honor of USM seniors.
senior kindergarten students that walk out with seniors on
connections that promote School spirit. These
Opening Day to keep
experiences allow USM’s young athletes to interact
track of their new
with their older peers before stepping into their shoes
Upper School friends
at the varsity level.
in theatrical plays, athletic events, and even through their Each year, seniors escort senior kindergarten students to the Opening Day Ceremony.
journey to college.
Cross-divisional classroom collaborations that bring students young and old together have increased in recent years as well, and have proven to be extremely successful on both an academic and
“I remember being
social level. The activity-based collaborations allow
so enthralled with
students to teach and learn from one another, giving
the Upper School students when I was younger and
them new and exciting roles to play. These cross-
thinking ‘I can’t wait to be able to do that,’” Read said.
divisional connections have helped students use
“Just having the opportunity to read together was so
technology to relate better to curriculum, and most
exciting. I felt so close to them.”
importantly, each other.
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the assembled crowd. The collective involvement engages students from the very first moments of the school year, giving each age level an important and distinctive role to play in starting the year off right. Lower School and Middle School students frequently collaborate in core classes.
School spirit hits a fevered pitch during the allSchool Homecoming Pep Rally that assembles the
“The relationships that develop are really special to
student body each fall ahead of an action-packed
watch. It’s an incredible experience for my students
weekend of events. In recent years, the pep rally has
to get to know 5th-graders, learn from them, and
featured division-specific cheers, a variety of student
form those bonds,” said former 2nd-Grade Teacher
performances, and competitions that have pitted
Nina Darling, in a Winter 2015 USM Today interview.
Willie the Wildcat against fellow mascot foes from the
“It’s a wonderful thing to see.”
Milwaukee Brewers, Bucks, Admirals, and Lakeshore Chinooks, among others.
In recent years, the School has made a more concerted effort to develop opportunities for the entire student
Introduced in 2014,
body to gather in celebration through the establishment
USM welcomes
of several all-School events throughout the year. USM
back its alumni
begins each new year with an Opening Day Ceremony
for Reunion
that brings seniors and senior kindergarten students
Weekend during
together hand-in-hand as the entire School community
Homecoming,
gathers to usher in another year of academic, artistic,
allowing for the
and athletic experiences.
entire School community to Each division is actively engaged in the ceremony, as Lower School students introduce the year’s Common Trust tenet, Middle School students begin their year with a special ribbon-cutting ceremony on the 8th-grade stairs, and senior prefects present on what that tenet
Eighth-grade students participate in a ribbon-cutting ceremony to officially commence the new school year.
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join together in celebration at a series of inclusive events. The traditional
During Reunion Weekend, alumni have the opportunity to take guided tours of campus and interact with students in a classroom environment.
reunion class cocktail reception and dinner has been augmented by campus tours and classroom visits during an active fall school day, an all-School barbecue prior to the Homecoming football game, and this past year, a chartered bus tour of the Milwaukee Country Day School, Milwaukee Downer Seminary, and Milwaukee University School campuses.
means to them before
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Later each fall, the School’s collective focus shifts to Lower School as students showcase their finest seasonal costumes around the main circle during the Masquerade March in October. The school year concludes with USM’s Senior Sendoff event, where students convene to bid
USM students engage in a variety of service learning events that positively impact the greater Milwaukee community.
farewell to the departing graduating
vital leadership skills and make a meaningful impact
class in May. Each
in the Milwaukee area.
grade performs a cheer or song for our seniors before a collective rendition of the Alma Mater. The festivities conclude as seniors enjoy a victory
USM students spend Dr. Martin Luther King, Jr. Day engaged in service learning projects throughout the area.
The School is dedicated to staying true to its mission as an exceptional independent school with a supportive, inclusive environment built on the foundation of the Common Trust, inspiring a passion for learning, leadership, and service for the pursuit of a life of purpose.
lap around the Upper
While it is clear that many USM traditions have
School gymnasium
evolved through the years, the School’s core values
before exiting for a
still shine through its hallways, its faculty and staff
final time as students.
members, and its
Student connections are also formed outside of USM’s
120-acre campus, as the School’s rich history of service learning continues to extend to the greater Milwaukee community. Students in all three divisions
students. Those values remain unchanged, and will continue to bind the USM community for years to come.
complete individual initiatives and grade-level service
“The history of the
projects on an annual basis that positively impact the
School brings
community through nonprofit organizations which
everyone together.
include Second Saturday, the Miracle League of
No matter how old
Milwaukee, Milwaukee Riverkeeper, Kiva, Our Next
you might be, you can
Generation, Inc., and many more. In concert with the School’s Strategic Plan, USM students continue to work well above and beyond their service learning requirements as they develop
still connect with the
During Homecoming and Reunion Weekend, the USM community gathers for a social barbecue event prior to the Homecoming football game.
kids that go to USM now and understand what they go through,” Read said. “I know that even though I’ve graduated, I’m always going to be part of USM.”
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A Lasting Legacy HONORING USM’S FOUNDATIONAL FACULTY AND STAFF
The MEDIOCRE teacher TELLS. The GOOD teacher EXPLAINS. The SUPERIOR teacher DEMONSTRATES. The GREAT teacher INSPIRES. — William Arthur Ward
University School of Milwaukee has long prided itself
Venture through USM’s administrative hallway—the
on its reputation as a sterling institution, offering
“Quiet Zone,” as it is known to students—and you
students an outstanding academic foundation and
will find the walls adorned with the names and faces
a rigorous curriculum which date back to its three
of the School’s “legacy” faculty and staff, each of
predecessor schools—Milwaukee Country Day
whom has contributed 20 or more years of service
School, Milwaukee Downer Seminary, and Milwaukee
to USM. There are also countless individuals who
University School. At the center of that foundation has
serve or have served less than 20 years at USM
always been an exemplary roster of seasoned faculty
and still made a significant impact on the School.
and staff eager to teach, guide, and inspire.
However, it is often said that there is no substitute for experience, and these invaluable legacy members have been instrumental to establishing and maintaining the standard of excellence that the School has enjoyed since the merger in 1964. Most importantly, they embody the core mission and values that make USM one of the finest college preparatory schools in the United States. This year, as USM honors and celebrates “50 Years of USM,” the School wishes to recognize the men and women who have devoted their lives to making this institution such a special place, inspiring generations of students to innovate, lead, and excel.
Portraits of USM legacy faculty members populate the current administrative hallway.
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USM’s tradition of academic excellence has been made possible through the devotion of faculty
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and staff who teach and preserve this legacy through their
their students’ coursework, activities, and accomplishments,
leadership and guidance. One hundred current and former
and helps to establish a vibrant, unified USM community.
faculty and staff have tenures of 20 or more years at USM, and have served at USM for a combined 2,898 years of experience at the School. But the collective impact of those individuals cannot be measured by the number of years they have contributed to the School; rather, their success is quantified within the generations of students they have impacted and inspired.
These factors also produce excellent results, as USM consistently ranks as a state leader in ACT composite scores, participation and performance on Advanced Placement exams, and matriculation at students’ preferred colleges. This high standard of education, leadership, and accountability is a key reason why so many faculty and staff remain at USM for the majority of their careers. “I always tell people, I wouldn’t have stayed this long at University School of Milwaukee if I didn’t believe that it was the best place to be as a professional,” said Head of Middle School Pamela Nosbusch. “If you really want to teach and impact kids’ lives, and learn from the very best teachers, this is the place to be.”
This photo appeared on the cover of the January 1987 edition of USM Today with the tagline “445 Years of Dedicated Service.”
Legacy faculty and staff set the example for the School, embodying the Common Trust tenets of respect, trust, honesty, fairness, and kindness as they foster a rich, rewarding community. Additionally, most legacy faculty and staff extend themselves beyond the school day at USM, contributing as coaches, volunteering at Parents’ Association and other affinity group events, engaging in extracurricular activities, and establishing themselves within the culture of the School. USM’s outstanding faculty also truly motivate their students,
Head of Middle School Pamela Nosbusch rings the ceremonial first bell as the longest-tenured current faculty or staff member at Opening Day 2014.
engaging them in classroom discussions and projects while stretching them to reach their full potential. Today, the vast majority of USM educators hold advanced degrees, resulting in a faculty that is unmatched in the state. Regular dialogue and communication among parents, administrators, and faculty and staff leads to increased parental involvement in
Nosbusch is currently the longest-tenured faculty or staff member at USM, having served as an administrator or teacher at the School since 1978. In recent years, she has also carried the honor of ringing the ceremonial first bell of each school year, which concludes each year’s Opening Day Ceremony in USM’s front circle.
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In addition to the positive influence that legacy faculty
B
These faculty and staff are instrumental in bridging
have on their students, they often have an equally
the School’s rich past with its bright future, as USM
meaningful impact on their peers, serving as mentors
continues to embark on an innovative Strategic Plan
for the next generation of USM teachers and staff.
that will advance the School while staying true to its
Upon accepting a position to teach 8th-grade earth
roots of academic excellence and a strong community.
science in 1991, current legacy faculty Kip Jacobs ’74 placed a call to one of his former teachers, Beth Sieckman, who was more than happy to meet with her former pupil. “When I found out that I would be taking over her old class, we got together for lunch and just exchanged classroom ideas,” Jacobs said. “She was such a fabulous teacher and I got to sit down with her and compare notes.” Since the start of his professional career at USM, Jacobs has served in several additional roles, including a stint as athletic director. Now in his 28th year at USM, he currently teaches 7th-grade science and is still motivated to learn from his peers and pass his knowledge on to his fellow faculty and students.
From left Legacy faculty members Ernie Brusubardis, Steve Bruemmer, and Tom “Butch” Richardson share a moment during reunions in 1996.
The USM community is extremely fortunate to have such a talented core of faculty and staff to help
“The education that I’ve received from working
the School maintain its status as one of the finest
here is immeasurable. You just continue to learn,”
independent schools in the country.
Jacobs said. “Knowing that I’ve learned from master teachers—I want to provide that same value to the students whom I teach.”
The following pages include the headshots of the USM faculty and staff who have devoted 20 or more years of their careers to USM students, and will
Nosbusch echoed Jacobs’ thoughts, attributing her
undoubtedly bring back fond memories for the many
longevity in part to the opportunity to watch and solicit
people who had the opportunity to work with, learn
advice from her colleagues.
from, or be served by these faithful, foundational members of the USM community.
“As I moved into my career here, I started looking to those (legacy) faculty for advice and watched to see what had made them so successful.” Nosbusch said. “You start to take little bits and pieces and just store away what worked for them.” That tradition of collaboration lives on today, as a new generation of legacy faculty has been primed to lead the School into the future. Twenty-nine current faculty and staff have served the School for 20 or more years, with several more set to join the ranks within the coming years.
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By the numbers … current and former
Longest tenures
FACULTY AND STAFF HAVE SERVED USM FOR
(retired)
100 29 2,898
20 OR MORE YEARS William Church
51 YEARS
current faculty and staff HAVE SERVED USM FOR
20 OR MORE YEARS Emil Rintelmann
49 YEARS
combined YEARS OF EXPERIENCE
28.9
YEARS
legacy
AVERAGE FACULTY/STAFF TENURE IS
John “J.S.” Stephens
49 YEARS
Audrey Arndt
46 YEARS
Longest tenures (current)
Pamela Nosbusch
Donald S. Forti, Jr.
Margaret M. Browne
37 YEARS
33 YEARS
32 YEARS
Information based on most current University School of Milwaukee employment records.
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Julia Albrecht 1957–1987
Audrey Arndt 1946–1992
Gregg Bach 1985–present
Simon Bailey 1985–2007
Cheryl Bair 1994–present
Sue Baker 1991–present
Peetie Basson 1969–2008
José Bautista 1995–present
Thomas B. Bergen 1963–2004
Elizabeth Blank 1965–1993
Judy Bloch 1984–present
Howard Boese 1946–1981
Bonnie Brown 1968–1990
Margaret M. Browne 1983–present
Steve Bruemmer 1973–2012
Ernie Brusubardis 1970–1990
Patti Camp 1982–2011
Kathy Choren 1985–present
William Church 1935–1986
Marlene Connor 1987–present
Julie Coons 1987–2012
S. Michael Dentice 1956–1994
Joan DeSmidt 1980–2003
Claudia Edwards 1989–2014
Francine Eppelsheimer 1990–present
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Donald S. Forti, Jr. 1982–present
Gardner L.R. Friedlander 1983–2014
Karen Friedlander 1981–2012
Kathleen Gay 1994–present
Bob Geniusz 1989–present
Bonnie Halcomb 1983–2005
Rafael Hernandez 1987–present
Mary P. Hill 1944–1986
Virginia C. Hogan 1966–1988
Kathryn Housiaux 1985–2014
Dottie Hughes 1961–1984
Thomas E. Hughes 1941–1985
Kip Jacobs 1987–present
Suzanne Jeffers 1993–present
Judy Jensen 1971–2007
Carl F. John 1959–1996
Claire Johnson 1960–1990
Margaret Kain 1953–1977
Gary Kasper 1990–present
Jane Keily 1986–present
Dolores Kendall 1989–2012
Charles M. Kerr 1956–1988
Sherry Koconis 1994–present
Elizabeth Krieg 1990–2010
James M. Laing 1957–1992
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Ken Laird 1937–1974
Gerald Landt 1944–1982
Margaret Lang 1977–2007
Frederick Lange 1985–present
Barbara Larkin 1977–2003
Carolyn Lengh 1993–2014
Roseann Lyons 1985–2013
Trudi Marino 1985–2007
Isabelle K. Mathews 1953–1975
Vincent R. Mathews 1970–1991
Meta Matthes 1959–1982
Forrest McQuitty 1960–1982
Kim Merrill 1990–2012
Luis Morales 1994–present
Holly Morse 1984–present
Rebecca Neuwirth 1987–2015
James H. Norris 1954–1991
Pamela Nosbusch 1978–present
Georgiana Brandt Oakes 1954–1981
Jill Oemichen 1988–present
Charlotte Olsen 1969–1996
Conrad Opgenorth 1966–1993
Marielle Ott 1951–1973
Brian M. Pack 1981–2012
Patricia Petersen 1990–2012
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Yvette Laurent Ragen 1965–1994
Harvey J. Ramaker 1919–1963
Karen Reimer 1980–2007
Tom Richardson 1972–2012
Emil Rintelmann 1917–1966
Frank A. Roberts 1957–1987
Lauro Robles 1993–present
Paul Salerno 1987–present
Timothy Schuh 1994–present
Beth Sieckman 1945–1989
Ellyne Siefert 1951–1982
Doc Smith 1981–2009
John A. Stephens 1958–2007
June Stockey 1954–1978
Luebirtha Talley 1962–1994
Dawn Taylor 1984–present
Heather Teske 1989–2010
Dorothy Thompson 1959–1996
Katherine Tornehl 1979–2001
Lori VanderVelde 1994–present
Dottie Wellons 1948–1984
Phoebe Weston 1947–1972
Richard E. Wilke 1956–1992
Midge Woodward 1986–2011
M. Ethel Young 1946–1969
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Faculty and Staff Reflect on “50 Years of USM” In honor of “50 Years of USM,” the following current and former faculty and staff members shared memories of their time at the School.
I was invited to go to the Class of 1964 MCDS Brunch that was held last fall, so I still have some contacts with the School, and I value those. I had my 90th birthday a year ago, and I invited some of those people—not all that I would have liked to!—and I still hear from some of the others. What I remember most about my time at USM/MCDS was the way that I was taken in as a member of the group. I valued it my whole life. I thought I did my job well, and the people around me also did their jobs well. There was a unique smallness to the School. Everybody knew everybody. I do know that I benefited a great deal because I had a lot of contacts here that I wouldn’t have had if I had worked anywhere else. Who knows what my life would have been like going down another road? There are forks in the road but I think I made the right decisions. When things have opened up for me, I’ve been lucky in my life because there was always something good there for me. But I didn’t intend to stay there for 46 years—hahaha!
Please note that the following remarks were edited to fit for publication. Additionally, while many of the following faculty and staff members served USM in several different capacities during their tenures with the School, all are listed according to their last or current job titles.
Margaret MacKedon Browne Prekindergarten Teacher (“Mrs. MacKie”) 1983-present
Audrey Arndt Upper School Secretary 1946-1992 I started at Milwaukee Country Day School (MCDS) and we considered ourselves a family school. We were a small school and everybody went to everything. We were expected to get to know parents just as we knew the kids. I think that is something that carried over a great deal. Things weren’t set up quite the same way, but people always showed up to a variety of things, whether it be football or basketball games, plays, or other activities.
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A lot has changed over the years, in how we approach education (and parenting), but a lot has not. Children and parents today have the same timeless needs that were present when we were growing up ourselves as well as when we were raising our own children. We continue to do our best to raise them with integrity, respect, independence, love, joy, manners, laughter, and happiness. We revel in their accomplishments, listen to what they say, and try to be the best example we can for how to behave out in the world. Over the years, I have seen parents who are doing whatever it takes to have their children attend USM, having both parents work outside the home, taking a second job, and more. They know how important it is to help set the stage
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for building an educational foundation and establish a disposition to be a learner. They recognize the potential of growing up in a technological world, which was not a consideration when we were raising children 30 years ago, but they also recognize the potential of a puddle on a rainy day and other untold discoveries waiting to be found in the world around them. We as teachers continue to work alongside parents to set an example and model the elements of our School’s Common Trust: respect, trust, honesty, fairness, and kindness. Whether I am describing USM as it is today or from long ago, I know that we are an extended community whose collective strength is powerful and filled with possibilities. It has been a privilege and an honor to be a part of your lives, and I thank you for sharing your children with me.
earnestness. They generally liked being students and tried hard to learn what I (and my colleagues) asked them to learn. While each new school year brings change to the School, it is my view that there is one constant over the years that accounts for our graduates finding success in college and in life; that constant is that much has been expected of students as they have consistently been held to high standards at USM. That view was echoed recently by Mark Olson ’65, in his Commencement address to the Class of 2015. I hope that in the years to come the faculty will continue to hold our students to high standards and expect them to meet them.
Marlene Karides Ego ’68 Steve Bruemmer Upper School History Teacher 1973-2012 So many years, so many memories. Where to begin? What to include? What to leave out? My fondest memories of University School are watching my own children Jeff ’98, Matt ’01, and Laura ’07 grow up at the School. I smile when I think of Jeff’s starring with Gareth Reynolds ’98 as the Blues Brothers in an Upper School assembly, Matt’s playing of the Cowardly Lion in a Middle School production of “The Wizard of Oz,” and Laura’s escapades in Gregg Bach’s 6th-grade math class. They experienced so many good teachers, a challenging curriculum, and amazing extracurricular opportunities in both sports and the arts. All three were three-sport athletes. They all credit the School for preparing them well for college and for life. In retirement, what I miss the most are the students in my classes. Over the years, what I admired about them was their
Lower School Music Teacher 1994-2012 The best way to describe 1964 at USM was “finding your way while making new friends.” The Downer girls had their ways and traditions and the MUS kids the same. It was hard for all the groups to give up their traditions and set new ones unique to the new School. The Alma Mater we sing today was written during the 1965-1966 school year by the headmaster and our music teacher, Bob Brown. They wanted to create something that would begin unification. Obviously we still sing the Alma Mater which, to me, is mind-boggling since it really is such a slow, serious hymn, but typical of the independent school style. We started each day except Friday with an assembly called “Chapel.” I would play the organ as the girls progressed in to the Chapel (which is the Lower School library these days) and then we would sing a hymn. We would have guest speakers or teachers would make presentations. At any rate, there is so much I could tell you but suffice it to say, the teachers and my classmates were fantastic and I enjoyed my years at USM.
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Tony Fritz
Ward Ghory
Physical Education Teacher 1964-1978
Head of School 2000-2011
In August of 1964, then-Headmaster Davis Parker took a chance and hired a young man who had suffered a careerending eye injury in hockey to become the coach at USM.
The summer Anne and I started, Linda and John Mellowes invited us to dinner at their home with a group of their friends—the Van Dykes, the Bells, the Loos, the Strattons, the Beals, and the Seamans. This generation understood the value of relationships and gave unstinting personal, professional, and philanthropic support. I didn’t have to knock hard on their doors; they reached out to us from their love for the merged School they had essentially founded. Anne and I kept a picture of the Reads on our refrigerator—a testament to the models of integrity our supporters set.
This provided me the opportunity to grow up as both a person and professional, giving me a new lease on life and a coaching and teaching career that has resulted in fourteen years at USM, followed by thirty-two years at Lake Forest College and five years and counting as a coach for sled hockey for the disabled. I have nothing but the most wonderful memories of my time at USM and will be forever grateful to the players and their parents that made it all possible. They are still some of my closest friends today!
Sometimes a Board president is the one place a Head can turn in confidence to think and feel his way through a controversial determination in a charged situation. Renee Tyson, Bill Wernecke, Fred Geilfuss, Tom Florsheim, and Mike Roth opened a space for shared decision-making, and taught me to lead. At an early meeting, I asked division and department heads: “How does curriculum change take place here?” Up popped “J.S.,” Peetie Basson, and Steve Bruemmer: “We start scratching our heads over something we want to improve. We branch out to see what other good schools are doing and bring ideas back to modify to our liking,” leading to initiatives that included Global Scholars, Intel Science Fair, Think Big, Fed Challenge, curriculum review, and faculty evaluation. Our traditional School had the humility and confidence to keep improving. A Head depends on a core administrative team. Kathy Friedman and Kathy Housiaux faced and met annual enrollment goals. Alex Chou and Janell Schmidt made the budgets balance. Randy Dean and Rick Johns mounted new athletic programs three seasons every year. At weekly division head meetings, Rosie Lyons, Gregg Bach, Pamela
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Nosbusch, Carolyn Lengh, and I came to terms and moved program decisions forward through long practice. So one day when Carolyn said I needed to come down to see something in the gym, I broke off the meeting and went without question. Even though a low hum leaking through the closed gym doors should have alerted me, I was stunned to burst into a surprise Farewell Assembly to wish me god speed as I was stepping down as Head of School. I carry in me the sound of one thousand children singing. Go Wildcats!
Kip Jacobs ’74 Middle School Science Teacher 1987-present This is my 37th year of teaching (at USM and elsewhere), and it’s still gratifying. I still wake up in the morning excited about getting to school and planning what I’m going to do. This School has given me so much, not only a fine education from the time that I was here as a lifer, but the education that I’ve received while teaching here. It’s immeasurable. You just keep learning.
Bonnie Halcomb 4th-Grade Teacher 1983-2005 One of my fondest memories is the beginning of the school year. The entire School, from junior kindergarten through the seniors, plus teachers, staff, and many parents would gather in the front circle by the flagpole. The Head of School would welcome us, and the new prefects would be introduced. Each of them would speak about the value which had been chosen for the new year. The scouts would help with the raising of the U.S. flag and the flag which represented the graduating year of the incoming seniors. After the pledge, we would sing a patriotic song, and USM’s Alma Mater. So many emotions would flood my mind on those mornings—the excitement and challenge of beginning another year with a new group of students, the satisfaction and joy of seeing former students as they grew and matured, the excellence of the USM facilities, and the beauty of the fall season. Most of all, I felt privileged to be a part of such an outstanding community which valued each person and was dedicated to helping students develop in all areas of their lives.
There’s a legacy here. You feel part of an institution that itself has been long-standing. Dedication is the key thing. Working here is just a sheer pleasure. Knowing that I’ve had master teachers and learned under them, it inspires me to provide the same value to my students. Those teachers invested so much time in me, I want to do that with the kids that I have, to be part of that legacy.
Pamela Nosbusch Head of Middle School 1978-present I remember the first person that I met through my interviews was Yvette Ragen, who was an Upper School French
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teacher, so a lot of the language teachers made an impact on me when I first started. When Bob Johnston hired me, he said they were looking for a Middle School French teacher who might stay awhile because they had a succession of teachers who had moved through. Now that I’ve been here for 37 years, I always say, look out for what you ask for! As you move into working here, you see all of these teachers who have been here for many years, and you start looking to them for advice and watch them, to see what they’ve done and continue to do in order to be so successful, and you sort of take little bits and pieces of what works. That’s what I did. I always tell people, I wouldn’t have stayed this long at University School of Milwaukee if I didn’t believe that it was the best place to be as a professional. If you really want to teach and impact kids’ lives, this is the place to do it, and this is the place to learn from the very best teachers. That has always been first and foremost in my mind because I wanted to be in a place where I could grow and really contribute to kids’ lives. Then I became a parent and got to see everything the School offers from daycare all the way through 12th grade, and that really solidified over the years what a great place this is, how dedicated the teachers are, and that this education and experience is what I wanted for my child.
after they graduated. Now I see them come back with their kids and they are the still same decent kids that I knew in Upper School. I’ve found that a lot of great relationships start by just saying “hi” to people, asking how they are doing and if they need help with something. Once you break that ice, high school kids are a lot easier to talk to. They need to feel that you are real, and if you aren’t real, they aren’t going to open up to you. Students here have been very real to me. I’ve gotten to know a lot of parents through Parents’ Association events. The sense of community is strong here with so many parents volunteering their time to help out. They kick butt. Overall, my most rewarding experiences here have been getting to know the students, parents, and teachers, and it’s great to see so many of them come back to visit.
Harvey Sperling Headmaster 1990-2000
Lauro Robles Custodial Supervisor 1993-present When I first started at USM, I didn’t know a lot of students here but was drawn to how they would interact with their teachers. Little by little, I got to know some of the kids and their brothers and sisters. I got to know their families, what they did in the summer, and then kept up with them
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Distinct from most, I had the privilege of signing the diplomas for the graduating seniors during my tenure. Our (board, administration, faculty, staff, parents, and grandparents) collective role was and remains to imbue students with the skills, insights, values, and outlooks that will enable them to surpass us in any and every possible way. “To think higher and to feel deeper” (Elie Wiesel), that is the quest for each class of graduates. The diploma reflects a person who in his or her own way contributed an important intellectual, moral, humane, or inquisitive element to the intangible but ever evolving framework of the School. Our graduates will reflect, as I do, upon the remarkable mentors and friends, living and deceased, who added the wisdom, determination, grit, convictions, and companionship to make our time at USM
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a most special moment in our lives. “Out of three (schools), one (USM),” and out of many, the inspiration to achieve, to explore, to challenge, to be different, but to coalesce and to add value to our School in its educational journey. That is my most poignant memory and hope for University School of Milwaukee.
On his time as admissions director in the 1980s: My predecessor approached the Board of Trustees and had to explain to them that enrollment that year was significantly short of goal, and then he later died of a heart attack while serving in the role. So suddenly we are in October and enrollment is down by a whole lot, and they needed someone that knew the School, so I took that job. I was more of the ‘front man’ while Matsy Ells handled the details and organization, and we did a lot of great work together. I served in the role for eight years, and I had a lot of fun as admissions director. I was out doing coffees and visiting churches throughout the greater Milwaukee area, and we got enrollment up in a hurry. We were also one of the first schools to do an admissions video at that time, which was very effective.
John “J.S.” Stephens Upper School History Teacher 1958-2007 On the merger: I became chairman of the History Department immediately after the merger and was able to see several sides of it. The three schools each brought some strengths—they were roughly equivalent academically and everybody brought something to the table. Milwaukee Downer Seminary had some great teachers. Milwaukee University School was known for its culture, arts events, and public speaking. Milwaukee Country Day’s thing was character. I didn’t sense the student angst as much as some right away, though I do remember arriving at School one morning to the door being bricked up with “keep the weenies out” spray painted on it, and thinking that the feelings (regarding the merger) were stronger than I had anticipated. The Milwaukee Country Day faculty felt a little adrift as well because our Headmaster Warren Seyfert, who was an intellectual and a really good guy, wasn’t going to make the transition.
On what he misses most about teaching full-time: What I miss most is being in the classroom and working with kids. I could still teach today if I didn’t have to grade papers! I also miss the great people, both in the History Department and the faculty in general. I’m also very proud of the success that many USM students have had in economics. During my tenure, I have had several students go on to earn a Ph.D. in economics, including a number of females. After being told by a colleague of mine that I could never teach girls economics, I feel like I was able to prove that wrong! What remains the same at USM: The faculty is still tight with one another, well-informed, and very concerned with their students. They know their students, and in fact, that’s probably something that has gotten better over time. There is a genuine concern for the student, and I think that’s healthy. The other thing that I still see is a similar commitment to hard work. Going back to the old Milwaukee Country Day motto of ‘Don’t wait to be a great man, be a great boy,’ students are still held to the highest standards of character development and hard work. I still often hear from alumni who tell me that our standards are what kept them going, and that same commitment is evident today.
On what brought the School together: Headmaster Gardiner Bridge was the guy that healed the merger. He was the Eisenhower of USM, and the best person that I ever worked for. He didn’t know the most about schools, but he knew people. He was an honest guy that would talk things through with you, and you always knew where he was coming from.
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2014-2015: A SCHOOL YEAR IN PHOTOS From the school year’s first moments, featuring our senior kindergarten students escorted by the seniors into the traditional Opening Day Ceremony, to the celebration of our most recent graduates that bid us farewell at Commencement, the 2014-2015 school year was filled with exhilarating highs and memories that the University School of Milwaukee community will never forget. Enjoy these visual highlights of the past year in celebration of the 50th year of University School of Milwaukee. The following photos are representative of the many wonderful events and joyous activities that make USM such a special place.
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What will USM be like 50 years from now? Ever wonder what the University School of Milwaukee campus might look like 50 years from now? USM
The trees will get old and need to be cut down. But new trees will grow and take their place. They’ll also need to build another parking lot because of all of the extra cars. DEVEN SHARMA ’27
Academics will be based more online. I feel that days that we don’t have school, students will be able to retrieve their lessons online. I don’t think much will be on paper at that time. We are already shifting that way with Google Docs and other technology tools. STUART DANTOIN ’17
students took time to answer that very question, and the following responses indicate what they think the future will hold for the School in 2064-2065!
There will still be computers, and kids will still say the Pledge of Allegiance. Students will get to school in fast airplanes. LILY KRIZEK ’29
Knowing the great teachers that we have now, I’m sure that students will continue to receive a great education. I think it will be a really cool place to learn. MIA BUCHBAND ’20
Students might be able to take extra courses online, on something like myUSM. I also think we might not have uniforms anymore. MARYAM BANGASH ’23
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The School will still be very technology heavy. We are already moving that way at the School. I think there will be different curriculum options that change with society. ANNA FITZSIMMONS ’21
I think the School will become more and more harmonious and feature better connections between teachers and students. I think students will be able to voice their opinions more in terms of extracurriculars and classes. STEWART LERNER ’18
The School will be much bigger and have new students, new desks, teachers that teach different things, and a fresh paint-over. ASHA METCALFE ’24
I hope that in 50 years, the School realizes that they need to make recesses longer. I’d probably make them an hour long. OWEN GARDNER ’22
I envision that just about everything you touch will be connected to technology in 50 years. I know for my class, the 1:1 program was a bit of a transition, but technology will continue to advance. It might cause a bit of tension, but it will be interesting to see how dependent people are on technology. MARGARET BODALSKI ’15
Learning could be more studentdriven and student-taught in the future. I think that you’ll see different curriculum come up, and the School might feature more independent learning. EVAN STROUD ’16
Principals will have glasses that will help them keep track of which students are being good or bad! Our composting garden will also be much bigger. LIZZY THUROW ’25
Computer science will become a core class, alongside math and other sciences. And who knows, maybe USM will add a swimming pool in 50 years. ZACHARY CHUA ’19
The School is going to have different colors. I hope they also have a swimming pool and a big playground. NATALIE JOHNSON ’28
The campus will be at least three times bigger than it is now, and there will be more elevators and stairs. SOFIE BUCHER ’26
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University School of Milwaukee wishes to thank the Class of 1965—USM’s first graduating class—for its generous gift toward the production of this “50 Years of USM” commemorative magazine. USM is forever grateful to its inaugural class that bridged the rich collective pasts of Milwaukee Country Day School, Milwaukee Downer Seminary, and Milwaukee University School to the cohesive, united, co-educational institution that USM is today. Members of the Class of 1965 gathered in celebration this past June for their 50th Reunion, and continue to stay connected to one another and the School.
The image above was created by Cheri Reed ’65, and appeared in a Class of 1965 10th anniversary reunion publication.
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