USM Commemorative 50 Years of USM

A WELCOME LETTER TO USM FACULTY AND STAFF
FROM AUGUST 26, 1964
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The German-English
Academy expanded its
curriculum and established
Milwaukee’s first
kindergarten program.
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.
Milwaukee Downer
Seminary built its new
campus on Hartford
Avenue in Milwaukee.
The German-English
Academy merged with
Milwaukee Academy High
School and incorporated
a high school for boys.
The Milwaukee
Country Day Junior
School opened on
Prospect Avenue.
Milwaukee Female
Seminary merged
with Downer College
of Fox Lake.
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 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.
2 50 YEARS of USM

School added a girls’
high school.
Milwaukee Country Day
Junior School moved to
a new building on the
Whitefish Bay campus.
Lake School for Girls
merged with Milwaukee
Downer Seminary.
Milwaukee Downer
Seminary opened its
Fairy Chasm Road
campus.
University School of
Milwaukee opened its
doors in September for
the first time. Students
chose “Wildcats” as
the School nickname,
Brooks StevensBrooks Stevens MCD’30
designed an emblem
for the School, and the
student newspaper and
yearbook were named
“The Charter” and “The
Trident” respectively.
School consolidated
its K-12 program into
what is now Engelmann
Hall on the current
University of Wisconsin-
Milwaukee campus.
A consolidation of
the Lake School for
Girls and Milwaukee
Country Day School
was contemplated, but
ultimately fell through.
Milwaukee Downer
Seminary (MDS) and
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.
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 Wisconsin-
Milwaukee for $2.3 million.
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.
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What was
USM like
50 years
ago?
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.
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
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
4 50 YEARS of USM

There were three separate schools.
Teachers were way more strict,
and they didn’t have drama class
back then.
ELLA MCCABE ’22
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
I think that maybe 50 years ago
our parents went to USM and were
in the same grade as we are now.
SARAH MACKEY ’25
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
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
There were no iPads or computers,
they had to use chalkboards to learn.
CATE KOHLI ’27
5

Richard S. McKinleyRichard S. McKinley
1964–1965
Davis R. ParkerDavis R. Parker
1964–1966
John C. LittlefordJohn C. Littleford
1986–1990
Harvey B. SperlingHarvey B. Sperling
1990–2000
5050Years ofYears of
LeadershipLeadership
5050Years of
Leadership
6 50 YEARS of USM

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. BridgeF. Gardiner F. Bridge
1966–1977
Robert D. JohnstonRobert D. Johnston
1977–1986
Ward J. GhoryWard J. Ghory
2000–2011
Laura J. FullerLaura J. Fuller
2011–present
7

William C. MessingerWilliam C. Messinger
1964–1967
Geoffrey G. Maclay, Sr.Geoffrey G. Maclay, Sr.
1967–1971
Robert M. HofferRobert M. Hoffer
1971–1973
Polly H. Van DykePolly H. Van Dyke
1973–1976
Charles V. JamesCharles V. James
1976–1978
Charles W. Parker, Jr.Charles W. Parker, Jr.
1978–1980
Lawrence R. KemLawrence R. Kem
1980–1982
Michael W. GrebeMichael W. Grebe
1982–1985
Henry J. LoosHenry J. Loos
1985–1988
Linda T. MellowesLinda T. Mellowes
1988–1991
Geoffrey G. Maclay, Jr.Geoffrey G. Maclay, Jr.
1991–1994
William C. HansenWilliam C. Hansen
1994–1997
James P. ConnellyJames P. Connelly
1997–1998
Renee J. TysonRenee J. Tyson
1998–2001
William A. Wernecke, Jr.William A. Wernecke, Jr.
2001–2004
C. Frederick Geilfuss IIC. Frederick Geilfuss II
2004–2007
Thomas W. Florsheim, Jr.Thomas W. Florsheim, Jr.
2007–2010
Michael A. RothMichael A. Roth
2010–2013
Richard J. SeeselRichard J. Seesel
2013–present
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.
University School of MilwaukeeUniversity School of Milwaukee
Board of Trustees PresidentsBoard of Trustees Presidents
Lead the WayLead the Way
University School of Milwaukee
Board of Trustees Presidents
Lead the Way
8 50 YEARS of USM

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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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.
1964 – 1970
10 50 YEARS of USM

“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 five 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 confidence 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 office for 14 years (with the exception of one
four-month period—there was briefly 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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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.
1970 – 1978
12 50 YEARS of USM

“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 definitely highlights of my life.
Some of my teammates included Tom KieckheferTom Kieckhefer ’76, Doug KloppenburgDoug Kloppenburg ’75, John LaingJohn Laing ’75,
John JekaJohn Jeka ’75, Jeff AllisJeff Allis ’76, and my brother, TomTom ’78.”
PETER BRAUN ’75
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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.
1978 – 1985
14 50 YEARS of USM

“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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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 YoungVirginia 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.
1985 – 1993
16 50 YEARS of USM

“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
17

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.
1993 – 2004
18 50 YEARS of USM

“My parents emphasized the importance of a good education, and there was no question that
their desire and expectation about striving for excellence was reflected 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 fine 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 sacrifices that allowed us to have that opportunity.”
LISA PITTMAN ’93
“For me, attending USM was one of the most significant 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 confines 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
19

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.
2004 – 2012
20 50 YEARS of USM

“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 terriﬁc 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
21

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.
2012 – beyond
22 50 YEARS of USM

“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-qualiﬁer 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
23

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.
24 50 YEARS of USM

THROUGH THE YEARS:
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,
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.
1981
1995 2013
2015
1987
25

A
t an institution steeped in traditions that date
back more than 160 years to the days of the
German-English Academy, it often feels as
though the walls of University School of Milwaukee
are speaking to you. No matter the season or time of
year, history and tradition emanate from every corner
of USM, telling a story of the School and what it stands
for that is just as true today as it was many years ago.
Firmly rooted in the Common Trust tenets of respect,
trust, honesty, fairness, and kindness, School
traditions have endured, and continue to be imparted
on the newest generation of USM students. While
the methods used to communicate these values
have evolved over the years, the dedication to the
core values of the School remains steadfast, and the
foundation on which USM was built has never been
stronger. Borrowing from the adage, “the more things
change, the more they stay the same,” the spirit of
USM and its rich history continues today.
Traditions, fundamentally deﬁned as “the transmission
of customs or beliefs from generation to generation,”
are perhaps best transmitted through the commitment
and fortitude of the USM faculty. Connecting the
past to the present and future, 29 current faculty and
staff members each
have 20 or more years
of experience at the
School, and serve as
a constant throughout
several generations
of students as they
uphold USM’s tradition
of excellence.
Now, as then, these
pillars of the USM
academic experience
arrive early in order to
prepare their classroom
lessons and leave late,
often after coaching a
sport in accordance
with the School’s long-
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
university school of milwaukee
A Tradition of Excellence
Students gather around the “Common Trust Rock” outside of the
Middle School entrance.
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.
26 50 YEARS of USM

at USM because they are confident that their child’s
educational experience will mirror their own.
“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 ShortGigi Mestier Short ’79. “It
was important for me to know that my children would
have the same kinds of experiences that I had.”
Many faculty members display their deep care
for students with the extra time they sacrifice as
coaches. This sacrifice helps teachers better
understand what students are experiencing
academically and athletically, leading to more
well-rounded, meaningful connections.
“For the first 31 years of my 39 years at USM, I was
also a coach,” said retired Upper School History
Teacher Steve Bruemmer. “What was most rewarding
were those occasions when we celebrated our
victories humbly and endured our defeats gracefully.
In my view, Upper School sports provide opportunities
for student-athletes to learn invaluable lessons in
goal-setting, self-
discipline, striving
for excellence, and
teamwork. They also
make teachers who
coach become better
teachers.”
The teacher-coach
model has bred and
continues a tradition
of excellence on
the playing fields
as well, as several
School programs
are perennial state
championship
contenders and many
others continue to be
highly competitive.
That history of
success is not lost
on current students,
who are able to view
and reflect upon the
conference and state
titles won by alumni,
as they aspire to
add to the School’s
collection.
Grace FlorsheimGrace Florsheim ’15, recalls scanning the photos and
trophies on a wall near the Upper School gymnasium
as a Lower School student for the names of her father
and uncles, and takes pride in having been able to
leave an athletic legacy of her own alongside her
family members.
“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.
While faculty and staff members have played a major
role in upholding the values of the School, the role of
the student in preserving USM traditions cannot be
understated. Students across all divisions have played
their parts in fostering lasting, meaningful connections.
Dating back to the beanies that were traditionally
donned by freshman students through the
development of the House System, USM students
have thrived within the School’s unified PK-12 format,
especially in the Upper School.
Many USM athletes are able to follow in
their family members’ footsteps.
USM Track and Field circa 1971.
27

Margy StrattonMargy Stratton ’84 recalls her days in the early
1980s with the beanies fondly, noting that while she
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.
“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.”
Freshmen were also assigned senior “big brothers”
and “big sisters” to help ease the transition into the
Upper School, and the tradition of senior siblings has
lived on to the present day.
In addition to senior siblings, Upper School students
and teachers are assigned to one of four Houses
(Academy, Arrow, Crest, and Ledger), where they
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
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
how scary it must have been to speak in front of the
entire Upper School,” said Merrill ReadMerrill Read ’15. “But by
the time you are a senior, you know everyone and
it’s not scary anymore.”
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.
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
grades for a sneak peek of what will await them
throughout their educational journey. One of the most
rewarding aspects of the School’s final consolidation
onto the Fairy Chasm Road campus in 1985 has been
the ability for students to develop as students and
as people from their formative years through their
graduation into adulthood within the same inclusive,
structured environment.
USM’s youngest Wildcats showcase their School spirit at the
annual all-School Homecoming Pep Rally.
Freshmen sport their traditional beanies during orientation in 1971.
28 50 YEARS of USM

Through the unique infrastructure of the School,
students interact with each other under one roof
and pass down their academic, athletic, and social
experiences, while consistently answering the
question of “what’s next?”
“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 PiperWill 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
senior kindergarten
students that walk
out with seniors on
Opening Day to keep
track of their new
Upper School friends
in theatrical plays,
athletic events, and
even through their
journey to college.
“I remember being
so enthralled with
the Upper School students when I was younger and
thinking ‘I can’t wait to be able to do that,’” Read said.
“Just having the opportunity to read together was so
exciting. I felt so close to them.”
Younger athletic teams often look up to their varsity
counterparts in similar fashion, as partnerships
have been built among Middle School and Upper
School coaches that bring Middle School players to
varsity games and practices, establishing valuable
connections that promote School spirit. These
experiences allow USM’s young athletes to interact
with their older peers before stepping into their shoes
at the varsity level.
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
social level. The activity-based collaborations allow
students to teach and learn from one another, giving
them new and exciting roles to play. These cross-
divisional connections have helped students use
technology to relate better to curriculum, and most
importantly, each other.
Each year, seniors escort senior
kindergarten students to the Opening
Day Ceremony.
Each graduating class enjoys a “Senior Sendoff,” where each grade level
prepares a song, skit, or cheer in honor of USM seniors.
29

“The relationships that develop are really special to
watch. It’s an incredible experience for my students
to get to know 5th-graders, learn from them, and
form those bonds,” said former 2nd-Grade Teacher
Nina Darling, in a Winter 2015 USM Today interview.
“It’s a wonderful thing to see.”
In recent years, the School has made a more concerted
effort to develop opportunities for the entire student
body to gather in celebration through the establishment
of several all-School events throughout the year. USM
begins each new year with an Opening Day Ceremony
that brings seniors and senior kindergarten students
together hand-in-hand as the entire School community
gathers to usher in another year of academic, artistic,
and athletic experiences.
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
means to them before
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.
School spirit hits a fevered pitch during the all-
School Homecoming Pep Rally that assembles the
student body each fall ahead of an action-packed
weekend of events. In recent years, the pep rally has
featured division-specific cheers, a variety of student
performances, and competitions that have pitted
Willie the Wildcat against fellow mascot foes from the
Milwaukee Brewers, Bucks, Admirals, and Lakeshore
Chinooks, among others.
Introduced in 2014,
USM welcomes
back its alumni
for Reunion
Weekend during
Homecoming,
allowing for the
entire School
community to
join together
in celebration
at a series of
inclusive events.
The traditional
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.Eighth-grade students participate in a
ribbon-cutting ceremony to officially
commence the new school year.
During Reunion Weekend, alumni have
the opportunity to take guided tours of
campus and interact with students in a
classroom environment.
Lower School and Middle School students frequently collaborate in
core classes.
30 50 YEARS of USM

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
farewell to the
departing graduating
class in May. Each
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
lap around the Upper
School gymnasium
before exiting for a
final time as students.
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
complete individual initiatives and grade-level service
projects on an annual basis that positively impact the
community through nonprofit organizations which
include Second Saturday, the Miracle League of
Milwaukee, Milwaukee Riverkeeper, Kiva, Our Next
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
vital leadership skills and make a meaningful impact
in the Milwaukee 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.
While it is clear that many USM traditions have
evolved through the years, the School’s core values
still shine through its hallways, its faculty and staff
members, and its
students. Those
values remain
unchanged, and will
continue to bind the
USM community for
years to come.
“The history of the
School brings
everyone together.
No matter how old
you might be, you can
still connect with the
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.”
During Homecoming and Reunion
Weekend, the USM community gathers
for a social barbecue event prior to the
Homecoming football game.
USM students spend Dr. Martin
Luther King, Jr. Day engaged in service
learning projects throughout the area.
USM students engage in a variety of service learning events that
positively impact the greater Milwaukee community.
31

University School of Milwaukee has long prided itself
on its reputation as a sterling institution, offering
students an outstanding academic foundation and
a rigorous curriculum which date back to its three
predecessor schools—Milwaukee Country Day
School, Milwaukee Downer Seminary, and Milwaukee
University School. At the center of that foundation has
always been an exemplary roster of seasoned faculty
and staff eager to teach, guide, and inspire.
Venture through USM’s administrative hallway—the
“Quiet Zone,” as it is known to students—and you
will find the walls adorned with the names and faces
of the School’s “legacy” faculty and staff, each of
whom has contributed 20 or more years of service
to USM. There are also countless individuals who
serve or have served less than 20 years at USM
and still made a significant impact on the School.
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.
USM’s tradition of academic excellence has been
made possible through the devotion of faculty
The MEDIOCRE teacher TELLS.
The GOOD teacher EXPLAINS.
The SUPERIOR teacher DEMONSTRATES.
The GREAT teacher INSPIRES.
— William Arthur Ward— William Arthur Ward
A Lasting Legacy
HONORING USM’S FOUNDATIONAL
FACULTY AND STAFF
Portraits of USM legacy faculty members populate the current
administrative hallway.
32 50 YEARS of USM

and staff who teach and preserve this legacy through their
leadership and guidance. One hundred current and former
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.
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,
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
their students’ coursework, activities, and accomplishments,
and helps to establish a vibrant, unified USM community.
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.”
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.
This photo appeared on the cover of the January 1987 edition of
USM Today with the tagline “445 Years of Dedicated Service.”
Head of Middle School Pamela Nosbusch rings the ceremonial
first bell as the longest-tenured current faculty or staff member
at Opening Day 2014.
33

In addition to the positive inﬂuence that legacy faculty
have on their students, they often have an equally
meaningful impact on their peers, serving as mentors
for the next generation of USM teachers and staff.
Upon accepting a position to teach 8th-grade earth
science in 1991, current legacy faculty Kip JacobsKip 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.
“The education that I’ve received from working
here is immeasurable. You just continue to learn,”
Jacobs said. “Knowing that I’ve learned from master
teachers—I want to provide that same value to the
students whom I teach.”
Nosbusch echoed Jacobs’ thoughts, attributing her
longevity in part to the opportunity to watch and solicit
advice from her colleagues.
“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.
These faculty and staff are instrumental in bridging
the School’s rich past with its bright future, as USM
continues to embark on an innovative Strategic Plan
that will advance the School while staying true to its
roots of academic excellence and a strong community.
The USM community is extremely fortunate to have
such a talented core of faculty and staff to help
the School maintain its status as one of the ﬁnest
independent schools in the country.
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
undoubtedly bring back fond memories for the many
people who had the opportunity to work with, learn
from, or be served by these faithful, foundational
members of the USM community.
From left Legacy faculty members Ernie Brusubardis,
Steve Bruemmer, and Tom “Butch” Richardson share
a moment during reunions in 1996.
B
34 50 YEARS of USM

By the numbers…
current and former
FACULTY AND STAFFFACULTY AND STAFF
HAVE SERVED USM FORHAVE SERVED USM FOR
20 OR MORE YEARS100
2,898combined
YEARS OF
EXPERIENCE
current faculty and staﬀ
HAVE SERVED USM FORHAVE SERVED USM FOR
20 OR MORE YEARS29
28.9AVERAGEAVERAGE legacy
FACULTY/STAFFFACULTY/STAFF
TENURE ISTENURE IS
YEARS
Longest tenures
(retired)(retired)
Information based on most current
University School of Milwaukee
employment records.
William ChurchWilliam Church
51 YEARS
Emil RintelmannEmil Rintelmann
49 YEARS
Audrey ArndtAudrey Arndt
46 YEARS
John “J.S.” StephensJohn “J.S.” Stephens
49 YEARS
Pamela NosbuschPamela Nosbusch
37 YEARS
Donald S. Forti, Jr.Donald S. Forti, Jr.
33 YEARS
Margaret M. BrowneMargaret M. Browne
32 YEARS
Longest tenures (current)(current)
35

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
36 50 YEARS of USM

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
37

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
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
Georgiana Brandt Oakes
1954–1981
38 50 YEARS of USM

Harvey J. Ramaker
1919–1963
Karen Reimer
1980–2007
Tom Richardson
1972–2012
Emil Rintelmann
1917–1966
Frank A. Roberts
1957–1987
Yvette Laurent Ragen
1965–1994
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
39

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!
Margaret MacKedon Browne
Prekindergarten Teacher (“Mrs. MacKie”)
1983-present
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
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.
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.
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.
40 50 YEARS of USM

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.
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 JeffJeff ’98, MattMatt ’01, and LauraLaura ’07 grow up
at the School. I smile when I think of Jeff’s starring with
Gareth ReynoldsGareth 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
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 OlsonMark 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
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.
41

Tony Fritz
Physical Education Teacher
1964-1978
In August of 1964, then-Headmaster Davis Parker took a
chance and hired a young man who had suffered a career-
ending eye injury in hockey to become the coach at USM.
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!
Ward Ghory
Head of School
2000-2011
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.
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
42 50 YEARS of USM

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!
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.
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.
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
43

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.
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
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
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
44 50 YEARS of USM

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.
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 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.
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.
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.
45

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.
46 50 YEARS of USM

47

48 50 YEARS of USM

49

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
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
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
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!
50 50 YEARS of USM

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
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 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 student-
driven 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
The campus will be at least three
times bigger than it is now, and there
will be more elevators and stairs.
SOFIE BUCHER ’26
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
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
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
51

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 ReedCheri Reed ’65, and appeared in a Class of 1965 10th anniversary
reunion publication.
52 50 YEARS of USM

USM Commemorative 50 Years of USM

USM Commemorative 50 Years of USM

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