GARRISON FOREST SCHOOL

The 110-acre, tree-lined Garrison Forest School campus gives students the space to explore, build, create and think. There are endless learning opportunities outside of the classroom! Younger students have access to several different playgrounds, and an innovative outdoor classroom offers students space to exercise—to climb and jump and also to imagine and pretend. This outdoor classroom features nature-based play structures, dirt and sand to dig and create, a garden and musical instruments.

The rolling campus includes state-of-the-art athletic fields, featuring a lighted turf field; an impressive equestrian complex that features riding and polo arenas, an outdoor riding ring and barns to house the many campus horses; bee hives that are maintained by the campus Bee Club—including honey that is extracted for community enjoyment; pollinator gardens; a dye garden used by art classes; and ample spaces to walk and explore. The academic buildings are designed to be modern, comfortable spaces to learn and collaborate. Each division—Preschool, Lower School, Middle School and Upper School—has a separate building to ensure each student’s needs are met as they move through their time at GFS. The arts building encourages creative, personal expression and houses several art rooms, concert and performance spaces and practice rooms. The Garland Theater hosts many performances throughout the year, including divisional programs, a Middle School play, two Upper School productions, dance performances and more.

The GFS campus center includes the Searle Athletic Center and Alumnae Hall, home to the dining hall. Within the Searle Athletic Center, students can run the raised track or use the workout room; it is also home to the dance studio and provides space for athletes to train and compete. Featuring natural lighting, the two-story library offers quiet meeting and study spaces and cozy nooks for reading. The boarding program, offered for grades 8-12, has four student dorms and 24 faculty residences, creating a homelike atmosphere for students joining GFS from across the country and around the world. Whether learning and exploring outdoors or finding your academic spark within one of the buildings, the Garrison Forest campus becomes an integral part of your overall educational journey.

Visit www.gfs.org.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

CALVERT SCHOOL

Tucked away within the quiet, tree-lined streets of Tuscany-Canterbury, Calvert School’s campus provides children ages 4 to 14 with a calm, secure space to grow amid an otherwise bustling world. Located on 16 acres convenient to Johns Hopkins University and I-83, the School balances beautiful green spaces with state-of-the-art facilities to ensure an enriching educational experience.

Serving students in kindergarten through eighth grade, Calvert’s campus features two main academic buildings, three sports fields, outdoor learning spaces, and the modern Luetkemeyer Athletic Center.

Featuring 10 regulation squash courts, a fitness center, and a large indoor turfed field, the athletic center has quickly become a gathering place for Calvert families. The facility offers an ideal space for squash tournaments, co-curricular activities, summer camps, opening and closing exercises, and programs like the Calvert Flag Football League, which opens the School to the greater Baltimore community.

Across the street, Calvert’s Middle School features large classrooms, a black box theater, a spacious gymnasium, and two additional meeting spaces, the Atrium and the Assembly Hall. These areas become hubs for leadership programming, public speaking, and idea-sharing as the students grow into young leaders.

A short walk across campus sits the W.P. Carey ’42 Lower School, where students have access to two gymnasiums, a spacious art room, and a brightly lit library in addition to more than 27 classrooms. The building also contains the Kiddie Calvert early education center and the Luetkemeyer Planetarium, which is used in science classes to study the stars.

During the 2023-2024 school year, Calvert’s Lower School expanded to include two major additions, the Cordish Science Lab and Dunbar Music Room. Housed in an all-new multi-level wing, these additions provide specialized spaces for Calvert’s science and music curriculum, ensuring that students continue to succeed in both subjects. Submit an inquiry online at www.calvertschoolmd.org/inquire to learn more about Calvert School.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

THE ST. PAUL’S SCHOOLS

Ask St. Paul’s students about their favorite place on campus, and you’ll hear a common refrain: the hill. Situated in the center of the sprawling 130-acre campus, the famed hill serves as a popular gathering place for students and faculty alike. The sweeping views over Greenspring Valley don’t hurt, either.

Beyond the hill, opportunities unfold across St. Paul’s campus. Students challenge themselves to try new things—whether reporting live on St. Paul’s Radio from two broadcasting booths, building a kinetic sculpture in one of three makerspaces, or learning to use a miter saw in the woodshop. Lower school students regularly take their learning outdoors with lessons in the Darrell Nature Pavilion and community garden, while budding scientists examine stream samples along the Carico Trail.

For student-artists, St. Paul’s campus encourages creativity with the Ward Center for the Arts’ 283-seat theater, as well as a black box theatre, two dance studios, visual and digital arts classrooms, and private music studios. Campus choral groups perform in the St. Paul’s Chapel, which also serves as a space for weekly community assemblies, guest speakers, and chapel services.

Student-athletes sprint and score across two turf fields, seven grass fields, 18 tennis courts, two performance gyms, and two practice gyms. The golf teams sharpen their strokes at LaPorte Hall, boasting three golf simulators and an indoor putting green, while squash players volley across four courts nearby. Blenckstone baseball field includes two brand new batting cages, and both SPSG and SP students utilize their own weight and training rooms for off-season workouts.

St. Paul’s opened a new, state-of-the-art boys’ upper school building in 2020, and is preparing to unveil an $18 million renovation and expansion of the girls’ school for the 2025-26 academic year. The 25,000 square foot project will add dynamic spaces—including two makerspaces, eight science classrooms, a computing studio, and health and wellness suite—that integrate technology, invite collaboration, and activate hands-on learning.

Visit www.stpaulsmd.org/campusviews to get a glimpse of the opportunities that await your child and register for an upcoming admissions event to discover the view for yourself.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

Waldorf School of Baltimore

Cultivating out-of-the-box thinking requires unconventional teaching methods, and the Waldorf School of Baltimore vividly exemplifies this idea through a unique, arts-integrated, low-tech approach that sparks creativity and fosters long-lasting, deep engagement among students.

A hallmark of Waldorf education is the creation of Main Lesson books, meticulously crafted by students themselves. These books serve as physical manifestations of acquired knowledge and understanding, featuring intricate diagrams, vibrant illustrations, and detailed lesson summaries — a stark departure from the digital sharing and mass-produced worksheets often found in traditional education.

“I like that we don’t use computers unlike my other school; I am more engaged this way, and it just feels more real,” shares Liam, a seventh grader at Waldorf.

Teachers at Waldorf are dedicated to nurturing an inner enthusiasm for learning; an approach which eliminates the need for competitive testing and external rewards to motivate learning, fostering instead a capacity for the joyful, lifelong pursuit of knowledge and growth.

At Waldorf, students learn early and often that celebrating others’ success does not diminish their own achievements. As seventh grader Emily explains, “We learn not to compete with each other. Ms. Valencia encourages us to take pride in our own work and celebrate our friends’ accomplishments as well.”

For families seeking an educational environment that prioritizes creativity, fosters deep engagement, and values individual growth, the Waldorf School of Baltimore offers a distinctive, child-centered experience. It’s a place where learning is collaborative and meaningful, enabling students to thrive academically while also developing as compassionate individuals prepared to explore and discover their unique paths in life.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

St. Timothy’s School

Deepened by the intellectual richness and independent learning approach of the globally renowned International Baccalaureate (IB) program, St. Timothy’s School provides girls with a unique, challenging education where students are encouraged to think critically and solve complex problems. Located on a beautiful 145-acre campus in Stevenson, Maryland, students from around the world thrive in a community of inquiry, creativity, and kindness. Twelfth grader Kiera and tenth grader Ally share some of their favorite aspects of St. Timothy’s School.

Ally feels challenged and supported by dedicated teachers and advisors who offer individualized attention to ensure academic success. Ally shares, “Teachers are always willing to help students by providing unwavering support and the encouragement to ask questions, both in and out of the classroom. Not only is the quality of the education invaluable, but the globally diverse student body provides an extraordinary opportunity to build lifelong friendships. A school with diverse cultures and opinions leads to greater understanding and appreciation.” Ally encourages prospective students to consider St. Timothy’s for its global student body and dedicated teachers who nurture critical thinking and a profound love for learning.

Kiera expressed her appreciation for the many traditions, two-week Winterim learning experiences, and sports teams that foster a sense of community. “In addition to my academic pursuits, I participated on several varsity sports teams, and my favorite memory is our lacrosse team winning the IAAM conference championship. After school, I enjoy connecting with girls from different grades on the fields or courts and reaching our team goals together.” Kiera’s advice from her St. Timothy’s high school experience is to keep an open mind and try new things, which broadened her global perspective and created lasting friendships with students from around the world.

To learn more about St. Timothy’s School, visit their website, www. stt.org.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

THE ST. PAUL’S SCHOOLS

Three small schools with big opportunities. The St. Paul’s Schools offers students a tight-knit community across grades and schools, while providing access to unparalleled opportunities found on a larger campus. Students McKayla, a third grader, Maddie, a seventh grader, and Kobe, a senior, share the aspects of St. Paul’s that make them excited to go to school every day.

Third-grader McKayla is an enthusiastic student with a joy for learning. Though nervous to begin a new school in first grade, “I made so many new friends!” she shares. “Teachers and students treat each other with respect and really care about one another.” While she excels in math and reading, McKayla’s favorite place is the art room, where she feels encouraged to be creative. That opportunity for personal expression is central to what McKayla loves about St. Paul’s. “Everybody is different,” she says. “If everyone was the same, school would not be as fun. St. Paul’s lets you just be you!”

In the girls’ middle school, Maddie takes advantage of all the opportunities St. Paul’s offers. A well-rounded student, she plays soccer, basketball, and golf, while also making time to be part of last year’s 5th & 6th grade theater production. This past spring, she won the annual Middle School Poetry Recitation contest, and she served her class as Code of Conduct representative on student government. Maddie cherishes the opportunity to be involved in so many facets of her school. “St. Paul’s lets you explore the things you’re passionate about,” she notes. “Everyone roots for each other for the individual things they love.”

Senior Kobe is particularly reflective about his 13-year journey at the schools. “No matter how long you’ve been at St. Paul’s, everyone has someone,” he shared. For Kobe, a dedicated varsity baseball player, that someone is his longtime coach and teacher, AJ Barnhardt, a mentor who Kobe says has “been there through all the highs and lows, whether in class or on the field.” When he heads to college next year, Kobe, also a peer mentor for middle schoolers and an active member of the Black Awareness Club, knows that he’ll miss the bonds with his fellow students and teachers most. “We have events that bring all the schools together as one,” says Kobe. “Even though I am a senior, I have friends across all grades. It really does feel like a family.”

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

JEMICY SCHOOL

“This school changed my life” has been echoed for 50+ years by Jemicy’s students, who have dyslexia or related language-based learning differences. Whether arriving in first grade, like recent graduate Sara, or in middle school, like Kieran, being taught the way they learn best is a proven “game-changer” for both the students and their families.

Sara remembers being anxious at preschool and singled out for not knowing letters or numbers. Upon enrollment at Jemicy, the stress ebbed away as she wrote the alphabet in shaving cream and played reading “games” with her favorite language skills teacher. Sara thrived in the rich multisensory and experiential program, where she discovered a passion for science through exploration of the woods and streams on campus.

When it came time for high school, Sara explains, “It was a ‘no-brainer’ to continue at Jemicy, where I was comfortable asking for help, teachers understood me, and I received the support and flexibility to excel academically while still pursuing my passions. You truly can do anything and everything here,” says the gifted athlete in three varsity sports. Along with over 95% of her classmates, she was accepted into multiple colleges and universities. This fall Sara is excited to take the confidence and skills she learned at Jemicy to a “bigger stage” at University of Rochester, where she will major in biology/pre-med and play lacrosse.

Kieran, an avid athlete, joined Jemicy in 6th grade and recalls feeling frustrated at his former school and being pulled out for “special help.” Kieran shares, “The difference here is that the teachers take the time to explain things. I discovered I am good at math because my teacher shows me instead of tells me and makes learning fun.” Kieran likes doing his homework in advisory, where help is available if needed, leaving time in the evenings to unwind and pursue his many other interests.

Both Sara and Kieran remember what it was like to be that little kid who felt different – that’s why they love reading to the younger students. They understand that having a learning difference is challenging but also comes with unique strengths. We can’t wait to see how these bright, creative, young leaders help to change the lives of future generations.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

GLENELG COUNTRY SCHOOL

Every child has the ability to achieve excellence. They just need the right environment to help pave their way. For over 65 years, Glenelg Country School has been educating students, encouraging them to reach their full potential. More than an educational experience, Glenelg Country School instills a lifelong love for learning. Students Sophia Allen and Christian Koh, both class of 2032, share details of their educational journey.

Sophia describes the school as “inspiring and unique.” Glenelg Country School has taught her to “trust myself and have confidence in myself and ideas.” On why students should choose Glenelg Country school, Sophia states, “I would tell them that GCS is a wonderful place to be and that you should absolutely come! There are so many fun events and projects that you get to do over the year. The all-school relay, Family Day, Halloween parade, and the art show are only a few of the fabulous things that we do at GCS! Also, you will meet all the kind students and teachers. You will surely make many great relationships during your time here. There are also many exciting opportunities! You can join things such as advanced choir, bells, Orff ensemble, and band. I really hope you come and if you do, I will be excited to see you next year!”

“The diversity of students enrolled in the school makes me proud because we all come from different backgrounds and can learn from one another,” said Christian, “I think GCS does a very good job at making sure students feel comfortable and able to speak up for themselves.” Teachers have made a difference for Christian. When asked what he likes most about his school, Christian responds, “The teachers that I had during my academic school years at GCS. I am fortunate to have very supportive teachers.” He continues, “All of my teachers made an impact on my education and also gave me the emotional support that I needed at each grade level.”

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

GARRISON FOREST SCHOOL

Garrison Forest School (GFS) is an all-girls’ school serving students in kindergarten through grade 12, with a co-ed preschool and a national and international boarding program, located on a 110-acre campus in Owings Mills, Maryland. Here, girls innovate, create and lead with confidence in a joyful community. 

As older students, Madelyn S., a 7th grader and Kennedy M., a 12th grader, are exploring their interests in many different ways. As a new student last year, Madelyn performed in the Nutcracker; played soccer, basketball and lacrosse; sang with the Middle School band; and participated in the Middle School’s Aspiring Leaders Program. Kennedy, who has been at Garrison since the Lower School, is not only the incoming School President, but also leads the Black Student Alliance and Girls Advancing in Medicine Club and runs track and field. In the Lower School, Avery loves art, music and PE. 

“At GFS, I value being part of a community that consistently supports me,” Kennedy said. “My thoughts and contributions are always appreciated, giving me the confidence to be myself and pursue my passions. The GFS community is like a second family—warm, welcoming, and supportive. We celebrate our differences and shared values, creating a special environment that feels like home.”

“At Garrison Forest, I like that there are many opportunities for everyone and there are always people to share the experience with you,” Madelyn shared. “I value that students in Garrison Forest’s community are always there and support each other.”

Avery, whose two older sisters graduated from GFS, shared that she loves laughing with her friends and is looking forward to being a part of the thriving theater community when she gets older. 

Above all, students value the space to be their authentic selves at GFS, and they encourage prospective students to embrace all they could achieve here. 

“Garrison is an amazing place to grow and discover new things about yourself,” Madelyn said. 

“Embrace the many opportunities available and pursue what excites you,” Kennedy advised. “Most importantly, remain authentic to yourself. GFS is a place where you can grow, learn, and thrive while being unapologetically you.”

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

FRIENDS SCHOOL OF BALTIMORE 

Friends School of Baltimore is deeply committed to helping students discover and become the person they are meant to be. A Friends education develops the intellectual, physical, and creative strengths of each student, encouraging exploration across academics, athletics, and arts. Friends equips graduates with the knowledge and confidence they need to succeed in the world, wherever their path may lead.

Class of 2025 Senate Co-Presidents Khadejah and Henry exemplify what it means to be a Friends School student, taking full advantage of offered opportunities and leading by example. 

Khadejah appreciates that her Friends education allows her to excel academically while pursuing a wide variety of activities. She participates in the musical, plays the violin, sings in the chorus and Chamber Choir, plays lacrosse and volleyball, cheers, and dances all while having time to complete coursework and spend time with her friends. She believes an important part of the foundation of her education are the Quaker values of simplicity, peace, integrity, community, equality, and stewardship. They inspire her to better herself and her community. As she looks ahead, an important lesson she will take with her is treating others with kindness: “The golden rule of treating others the way you want to be treated was something that we were taught at a young age. As I’ve grown up, this rule has stuck with me.” When asked what she would tell a prospective student she says, “At Friends, there is a place for everyone.”

 Henry is continually amazed by the strength and unity of the Friends community, where no one is “too cool for school” and students of all ages and backgrounds enjoy experiences together. Henry appreciates the open and collaborative academic environment that fosters confidence in thought and respect for others’ ideas, especially through discussion-based courses. The most important lesson he has learned is to listen to all sides, a value Friends instills by encouraging students to explore beyond their own thoughts and opinions, which he says is “key to creating a collaborative future for the world.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

THE BOYS’ LATIN SCHOOL OF MARYLAND 

Rising seniors EJ Hill and Charlie London credit Boys’ Latin’s tight-knit community for their academic growth and their courage to try new things.

EJ Hill participates in the Black Student Union (BSU), Laker Buddies, Spirit Club, Honor Board, baseball and wrestling. Arriving at Boys’ Latin, he found a mentor in Justin Fitch, middle school math teacher and the wrestling coach. With Fitch’s encouragement, EJ began wrestling and thrived, earning MVP honors last year. EJ believes the most valuable lesson he has learned is the importance of embracing new challenges. “Stepping out of your comfort zone is essential,” he says. 

Asked what makes him proud to be a student at Boys’ Latin, EJ emphasized the diversity of views. “I like that I interact with different people with different perspectives,” he shared. This is what sets Boys’ Latin apart. Values extend beyond the classroom, creating a supportive and inclusive environment.

Charlie London is the student body president. A soccer, basketball, and tennis player, he participates in Investment, One Love, and Jewish Awareness clubs and Laker Buddies.

Charlie is proud of the relationships he has formed at Boys’ Latin. Alex Barron, upper school English teacher and his advisor, is a stand out mentor for Charlie. “Mr. Barron genuinely cares about me. He goes out of his way to talk to me and remembers things about my life. I see him as a mentor and a friend,” Charlie explained.

The biggest lessons Charlie has learned are to challenge himself academically and to cherish relationships. He feels one of the things that sets Boys’ Latin apart is the myriad opportunities the School offers. “The greatest experiences have been doing things I didn’t think I would enjoy, cherishing relationships and making time to spend with friends,” he emphasized.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

LEADERSHIP LAB

At Severn School’s annual Upper School Leadership Lab, everyone is welcome, and every voice is heard. This authentic skill-building opportunity gives students a real voice in school culture conversations while also gaining leadership experience.

Through this signature initiative, Upper School students voluntarily come together at the end of each summer to assess the strengths and weaknesses of the school community, participate in interactive skill-building seminars, and devise a unifying call to action for the school year, known as the Adaptive Challenge. The Leadership Lab challenges students to take an active role in creating the kind of community they want to be a part of.

The August event spans three days and includes small group discussions, faculty-led seminars designed to help students develop leadership skills, and fun team-building activities. The final day includes a full group session to come up with the Adaptive Challenge, which aims to offer a solution to some aspect of school life that participants identified as a challenge. The final motto is then adopted as the rallying cry for the school year, creating a sense of unity within the school community.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

INTERNATIONAL BACCALAUREATE

Widely considered the world’s premier academic curriculum, the International Baccalaureate (IB) furthers Mercy High School’s mission, enabling students to form habits of lifelong inquiry, critical thinking, and courageous action in society. The IB’s rigorous academic approach is widely regarded, and studies show that acceptance rates of IB students at prestigious colleges and universities across the globe outpace other applicants.

In 2019, Mercy became the only all-girls’ Catholic school in Baltimore authorized to offer the IB Middle Years Programme (MYP), which aims to develop inquiring, knowledgeable, caring young people through engaging coursework and a culminating sophomore research project. The MYP is the academic program undertaken by every 9th and 10th grade Mercy student.

Mercy is a Candidate School for the Diploma Programme (DP) extending their commitment to providing a high quality, challenging international education to 11th and 12th graders. The DP curriculum is made up of six subject groups and the DP core, comprised of Theory of Knowledge (TOK), the Creativity, Activity, and Service (CAS) project, and the Extended Essay, allowing Mercy Girls to reflect on the nature of knowledge, complete independent research, and undertake a project that often involves community service.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

STEAM PROGRAM

Maryvale has expanded its curriculum and created a new learning space to support students’ growing interest in STEAM (science, technology, engineering, arts, and math). The lower level of the Castle has been transformed into a brand-new engineering lab to support courses like Intro to Engineering, Interior Design, CAD, and Technical Theater.

Maryvale believes in an individualized education with a hands-on approach. Eighth graders in Bioengineering design and build prosthetic limbs. In Forensic Science classes, teachers bring scenarios to life with crime scene investigations. Student detectives work with student forensic technicians to process a scene and find answers through pictures and interviews. Outside the classroom, students are given opportunities to learn from individuals and businesses. One example is the experience at Whiting-Turner where students learned the organization’s end-to-end business from recruitment to estimating and bidding, to actual construction and final delivery.

Every year in the spring, ACE (Architecture, Construction, and Engineering) hosts a national competition. This year, Maryvale students won the “Strongest Concept” award. They designed, planned, and delivered a product that followed the farmer’s market/food hub theme.

From the moment they enter Maryvale in sixth or ninth grade, the students are engaged in career-oriented STEAM courses.

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.

Teachers and media specialists talk about the books they recommend most to their students.

Remember being a kid and losing yourself in the pages of a book?

Maybe you immersed yourself in a magical world very different from your own. Or maybe you preferred nonfiction.

Books introduce readers to new worlds, teach empathy, and are just plain fun. Study after study shows that reading can reduce stress, improve problem-solving skills and boost vocabulary.

They also provide connection to other readers. “The thing I love to hear is when students talk about a book with their peers,” says Katie McGrain, lower school librarian at McDonogh School. “It’s my favorite moment in our library. I want that book to travel through as many hands as possible.”

Teachers and media specialists at local independent schools are always on the lookout for the books they think their students will love. They tailor their recommendations to what they know about their students, including other books they liked, while also nudging them to try new themes and genres.

Here are some of their current picks: Suzanne Fox, director of libraries for Roland Park Country School, has several favorites.

Firekeeper’s Daughter (2021), by Angeline Boulley. The story follows 18-year-old Daunis, who witnesses a murder and goes undercover to solve it, drawing on her knowledge of chemistry and Ojibwe traditional medicine.

“It has a smart female main char[1]acter protagonist, who is trying to solve a mystery while advocating for her people,” says Fox. “There’s also a romance connected to the mystery. And there are all these questions about the tribal community and challenging stereotypes, and how we take care of each other.”

 She also likes: When the World Was Ours (2021), by Liz Kessler. Based on a true story, it follows three best friends from Vienna in 1936 through World War II, their fates entwined though they are separated by the war.

Wave (2022), by Diana Farid. A coming-of-age story about a Persian-American surfer in 1980s California.

Attack of the Black Triangles (2022), by Amy Sarig King. This middle-grade novel starts with sixth-grader Mac opening a classroom book and seeing that some words are blacked out.

The Marvellers (2022), by Dhonielle Clayton. Eleven-year-old Ella finds her way as the first Conjurer in the Arcanum Training Institute, a magic school for Marvellers from around the world.

Show Me a Sign (2020), by Ann Clare LeZotte, is historic fiction focused on a deaf girl in 1805 Martha’s Vineyard, and the scientist who arrives in order to figure out why so many in that isolated community are deaf.

Troublemaker (2022), by John Cho (the actor), follows 12-year-old Jordan on the tense Los Angeles day in 1992 when a jury acquitted the police officers charged with beating Rodney King.

They Called Us Enemy (2019), a collaboration between the actor and activist George Takei and Justin Eisinger, Steven Scott and Harmony Becker, this graphic novel describes the real-life interment of Takei’s family during World War II.

New Kid (2019), by Jerry Craft, is about a 12-year-old finding his way at a prestigious but not particularly diverse private school.

Kate Campbell is the incoming school librarian for The Odyssey School and was previously a speech-language pathologist and tutor at the Lutherville school, founded in 1994 for students with learning differences.

She recommends The Wild Robot series by Peter Brown (The Wild Robot, 2016; The Wild Robot Escapes, 2018; The Wild Robot Protects, 2023), which is about a robot who washes up on an island and thinks she has always been there.

“The beauty of these books is that they’re for everyone,” says Campbell, who both teaches the books and recommends them. “The animals are suspicious, so she has to figure out how to fit in and adapt. When we teach it, we look at examples of adapting, and how the main character, Roz, adapts. We look at the scenes of life and death and nature. We talk about purpose in life, chosen family, and the importance of friendship. I’ve never had a student not enjoy it.”

Angela J. Horjus-Walker, head librarian of the lower school libraries for Glenelg Country School, says Wishtree (2017), by Katherine Applegate, is one of her favorite books.

“It is told from the rather unexpected view of a locally famous red oak tree,” she says. “Red, aptly named, is around 200 years old and has witnessed a lot, endured much, and weathered the many storms of life.” Red is also a Wishing Day tree, bound to honor the wishes that people write and hang on her branches, and she is determined to fulfill Samar’s wish of feeling as though she belongs, no matter the obstacles.

McDonogh librarian McGrain says she recommends books based on what she knows about her students. Choosing favorites is almost impossible, she says, but she singled out two books by Dan Gemeinhart.

The Remarkable Journey of Coyote Sunrise (2020) is about a girl and her father who journey home after five years on the road in the aftermath of tragedy. “The thing I love is the intergenerational relationships,” she says. “The children are the ones who propel the story forward and have the right thing to offer at the right time.”

The Midnight Children (2022) is about a family of runaways who take up residence in a small town. She likes it, McGrain says, because it’s about “young people who are braving the world on their own, supporting each other but with a little secrecy and mystery.”

McGrain also likes The One and Only Ivan (2012), by Katherine Appelgate, told from the point of view of Ivan, a gorilla who lives in a glass enclosure in a shopping mall. The book, based on a true story, won the Newbery Medal in 2013.

Roxaboxen (1991), by Alice McLerran, with illustrations by Barbara Cooney, is a picture book describing a fully functioning town created by children out of rocks, boxes, imagination and community.

Janice Lloyd, director of instruction and a teacher at The Highlands School, reaches back to a classic: A Wrinkle in Time (1962), by Madeleine L’Engle.

The beloved young adult sci-fi fantasy novel follows the adventures of Meg and her brother Charles Wallace, along with their neighbor Calvin, as they travel through time and space to rescue their father from evil forces.

“There is so much depth to the characters and concepts,” says Lloyd. “We see how Meg changes from the beginning of the book, from being so unsure of herself, very self-critical and not wanting to hear what her parents and others were saying.”

When Lloyd teaches the book, she uses the mystery of what happened to the dad to encourage predicting and inferring. Heather Minor, director of student services at The Highlands School, also picked a classic. Her choice is Where the Red Fern Grows (1961), by Wilson Rawls, about a boy growing up in the Ozark Mountains with his two beloved hunting dogs, Old Dan and Little Ann.

The book, Minor says, offers a view of rural life that may be new to children growing up in the suburbs. She likes the way the main character, Billy, works through situations and finds his own way forward.

Another one of her favorites, also a classic, is Bridge to Terabithia (1977), by Katherine Paterson, about two lonely children, Leslie and Jesse, who become friends and create a magic imaginary world in the forest.

“I have a copy at home torn to pieces from when I was in middle school,” Minor says. “As a kid, I identified with Leslie. I moved around a lot as well. I get very engrossed in it and the students seem to do the same.”

The book explores themes such as wanting to fit in and what it means to let a friend down. She says students appreciate the celebration of imagination and play. “They’ll say to me, ‘I didn’t realize I could still pretend and be a kid.’ They want to know how to keep that playful side going as they get older.”

This article is part of the 2024-2025 Guide to Baltimore Independent Schools.