October 1791 Letter

October 2011

BERWICK A C A D E M Y

1791 L e t t e r

Performances for the Arts - Faculty Staff Variety Show

1791 Letter ~ October 2011

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MESSAGE F R O M

Some New Thoughts on Being Good Ironically, we know that the values students acquire during their time on the Hilltop are perhaps the single greatest value of the investment in a Berwick education. National survey data time and again suggest that parents seek an independent school education in large part for the standards and values that our schools espouse. When one considers our mission, our core values, and our program, it is easy to see that we take the enterprise of moral development for young people at least as seriously as their academic development.

Lessons about character are omnipresent on this Hilltop: in the classroom, on the playground, on the athletic field, in the lunch room, etc. Our value of stretching through engagement is critical in achieving this goal of moral development, as we know that it is through taking risks that students grow and learn.

Recently, I had the pleasure of attending a national conference for Trustees and Heads of School.

As usual, I returned with a renewed appreciation for the unique strengths and values of Berwick Academy. While the conference itself was focused on issues of trustee governance, I found the most compelling speaker to be Richard Weissbourd, who is the author of The Parents We Mean to Be. In full disclosure, I have not had a chance to read it yet, although I have begun flipping its electronic pages on my Kindle this week. Dr. Weissbourd is a psychologist by training and 2

Greg Schneider

Head of School

a joint professor at the Harvard Kennedy School of Government and the Harvard Graduate School of Education. His work focuses on the moral development of young people, and so as a Head of School (who happens to tinker as an ethics teacher in his spare time), I was fairly interested in his research.

While I look forward to reading and digesting the full complexity of his thesis, there was one illustrative example that spoke to the heart of his message. It is unsettling in its simplicity, and I found myself squirming in my seat, not only as a Head of School, but as a parent struggling to find his way (see last month’s issue if you are looking for more on that…). Weissbourd begins his talk with a simple insight. First he surveyed scores of Asian parents to ask the simple question: “What do want your children to be?” Most of the people in the room quickly guessed the answer that within that particular culture was almost uniform: successful. It was even easier for all of us to guess the American response to the same question: happy. While it is so obvious to all of us in our culture that we aspire for our children to be happy, Weissbourd is quick to point out that this is a relatively new phenomenon, and it may be that this assumption holds the key to the disturbing lack of moral development in American children today. It is true that different parents can define happiness in very different ways. However, examples such as the fact that 40% of the undergraduates at Harvard University are on antidepressants and recent movies like 1791 Letter ~ October 2011

Race to Nowhere have to make us pause and ask whether this “happiness” goal is as worthy as we all seem to assume.

Perhaps most importantly, usual definitions of happiness tend to emphasize self and self-esteem above the condition of others. If the goal of child rearing and education is happiness above all else, then we are probably not equipping our kids with the tools they need most: resiliency, the ability to manage difficult emotions, and the acknowledgement that sometimes doing the right thing is not what will make us happy in the short term. I really began to cringe when Weissbourd went on to talk about the appropriate role of shame in the development of children. While he was very quick to cover his tracks and explain that balance is central to all of this, he still maintains that eliminating any sense of shame to a young person has the potential to create a vision of the self that is narcissistic at its core.

A corollary to this is the concept of praise, and I can say that I have in fact read the most compelling work on this topic in recent memory – Mindset by Stanford University’s Carol Dweck. In this book, Dweck argues that the way we praise our children is critical in the development of their understanding of intelligence. If all we do is compliment without purpose like “You’re so smart,” we risk creating a student who will give up easily when things get tough, as they come to believe that intelligence is something that is intrinsic and fixed. When we praise children on the specific aspects

BERWICK A C A D E M Y

of their work “I love the way that you tried to do that a different way the second time,” we help give our students a flexible mindset, helping them to see that intelligence is not fixed and can be improved upon through hard work and resilience.

Some of you may know that even more recently, the article in the New York Times “What if the Secret to Success Is Failure?” by Paul Tough, has documented the work of KIPP schools, a group of charter schools that are having incredible results across the country with challenging students. Their philosophy espouses that academic grit (resiliency) is a more important predictor of future success than any standardized test or other measure of achievement.

Back to the conclusions of The Parents We Mean to Be, Weissbourd offers a much more important goal for our children – again as simple as it is wise. We should want them to be good. It took me a while to think about the ramifications of replacing “happy” with “good.” The challenge is less obvious than one might think, and it does not mean that we need to tell our children to be good, but we need to engage them in a dialogue as to why they should want to be good.

In many ways this is a conversation about the emphasis being on others rather than themselves: acknowledging the success of others, developing empathy, and learning how to manage emotions that are difficult to control. I believe strongly, as does Weissbourd, that most of our students know the difference between right and wrong. Generally it is when an uncontrollable emotion surfaces (i.e., envy, greed, anger, frustration, etc.) that they make a bad decision

– not because they are hopelessly confused about morality. Ironically, Weissbourd documents that the research suggests that children who are more attuned toward trying to be good tend to end up both more successful and happier. To me, that almost feels like common sense.

There were other nuggets of wisdom from this speaker that unsettled me: “Children don’t want to be praised, they want to be known.”

I have always believed this to be one of Berwick’s great strengths between teachers and students, but I had to look at myself a bit more closely as a parent as the speaker continued: ‘How many of us find ourselves praising our children when we have been away from them for too many days? Perhaps we hope that this praise can make up for the time we have lost?” It was about that time when I went to refill my coffee cup for the fifth time – one of the undeniable rituals of attending conferences.

The end result of this for me is a better ability to express the fact that at Berwick, we do strive to help your children be good. More importantly, we try to help them want to be good. We certainly don’t bat 1000 on this, and we clearly can’t do it without your help, and while you make the investment in a Berwick education for a whole host of reasons: academic preparation, college outcomes, creative development, social awareness – your child’s desire to be good may very well be the most important outcome of all. In any event, my trip to Chicago has me thinking about kids in slightly different ways, and that is certainly a good thing. Enjoy the changing colors of fall, and don’t 1791 Letter ~ October 2011

1791 Letter

forget to tell your child what you hope they will one day become.

----------------------------------------Open House Season – There is no greater contribution you can make to support Berwick than recommending that a friend or neighbor consider applying to Berwick. Our Middle and Upper School Open House is set for November 11. Thank you so much for your help in spreading the word about Berwick.

The Twittering Head of School – Much to my chagrin, I have tried my hand at Twitter this year. Although still a novice, I continue to try to offer some thoughts and reflections on interesting events on campus.

Please hop on board if you find these musings to be at all enticing. I won’t be offended, however, if you have better things to do with your time. @BAHeadofSchool New Parent Receptions – Please consult your calendar for the upcoming New Parent Gathering on Wednesday, October 19 at my home, the Hayes House.

Please note, the event scheduled for October 18 (tonight) has been canceled. These events are attended by administrators and trustees specifically to offer interested parents a window into governance, budget, and fundraising at Berwick Academy.

They are more intimate and focused than the general New Parents Dinner at the beginning of the year.

Annual Fund Kick-Off – As many of you are aware, October is our month for kicking off the always continued on pg 10...

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Peter Saliba - Upper School Director

Upper School News Over the past few years, two emerging trends in education have caught my attention as particularly important to the Upper School. While I do not perceive there to be any impending crisis in these areas at Berwick, I have spent some time reflecting on them and how we might be able to improve the experience of our students and their families.

The public role of private education has recently gained some important traction in the national media which has started a much broader conversation with the federal government. Just last week, a group of former independent school heads met with Arne Duncan (US Secretary of Education) to explore the idea of public/private partnerships, and he endorsed the idea whole heartedly as a potential future for this nation’s schools. While it is not a new idea to serve others in our communities what is new is the type of relationships that some schools are forming with their greater communities.

Most independent schools have community service opportunities, but more schools are exploring deeper links including access and enrichment programs such as Breakthrough Collaborative, Horizons, Steppingstone, Odyssey, and Harlem Educational Activities Fund. These programs and others are part of the National Partnership for Educational Access (http://www. educational-access.org/) which seeks to support educationally underserved populations throughout the nation.

This recent trend of private/public partnership is the result of deep 4

concerns about the public educational system, a paradigm shift toward greater community involvement (local, national, and global) and new school leadership that is exploring the benefits of new educational models.

Berwick has a strong tradition of public service even without a formal community service requirement. All you need to do is look at the vibrancy of our Outreach Program or listen to our assembly announcements. Service to others is part of our experience and students embrace this facet of our community. However, I am starting to reflect on if there is something different that we could be doing to better support our local communities.

What would that look like here in a relatively rural community?

Another area that has garnered a great deal of attention is the teaching and measurement of character. Many of you forwarded the article by Paul Tough in the New York Times which discusses the best predictors of success. Anecdotally, Berwick does an exceptional job teaching character to our kids. My experience has been that while many Upper School families think they are investing in Berwick for college preparation, the greatest reason that people appreciate Berwick in the post-Commencement world is the life lessons that they learned from their peers and their teachers. Balancing their lives, addressing challenges, and supporting others usually top the list on the greatest lessons that Berwick imparts on its graduates. While we all “know” this, have we ever measured our 1791 Letter ~ October 2011

character education? Is there a way to measure it?

Some schools have implemented a character report card and are attempting to track the growth of a person’s character. I do not see the Upper School implementing such system for a number of reasons. But it does cause me to question the ways to strengthen our approach to teaching character.

These questions about public purpose and teaching character have already had a limited affect on the Upper School. In November, the Upper School will be engaging in a day of service to support our local communities, and our most recent faculty will begin to look at how we teach character. While no definite path has emerged yet from these discussions, I wanted you to know that these questions are on our minds as we look to the future of the Upper School.

Rosemary Zurawel - Middle School Director

Middle School News The beauty of October can easily be missed by our population of hardworking students. The musical, Honk is in full-out rehearsal mode, games are played on Wednesdays and Fridays, and mid-term progress reports have been electronically made available to parents. While I would love to linger on autumn beauty or musical high notes, I want to devote this message to the notion of assessing children’s achievement.

First of all, it is important to recognize that for our fifth graders and for many students whose backgrounds have included Montessori schools or home schooling, the idea of a grade can be stressful. A letter or a number to represent five or ten weeks of productive work and study seems too small a reduction to be authentic.

So, let’s deconstruct the whole idea of grading. A student’s work on any task may be evaluated against some intricate standards using a rubric.

Teachers who evaluate long written assignments often provide students with examples of grading scales along with explanations in class and models of what an “A” looks like. For tests or quizzes, the assessment itself carries proportionate weight for various answers. But a composition or a quiz is not the sum of a student’s work. In French or Spanish class, the teacher might include a measure of growing competence with the oral production of the sounds and cadence of the spoken language. In science, there may be lab reports that are evaluated for both accuracy and clarity of language.

Projects may be a concluding activity that are assessed for both their content and their appearance. In music classes, students may have a quick videotaped evaluation of their playing. All of these may be combined in ways that weight certain evaluations more or less than others. The goal of the teacher is to collect enough evidence in order to select a letter grade or assign a number that is a reliable aggregate score of a student’s work.

It is this notion of “evidence collecting” that is both the science and the art of evaluation. It is common for students at Berwick Academy to try their best, and for that reason, we have an effort grade that may be found on an electronic report card each trimester.

This reflects the students’ timeliness with homework assignments, their questions and curiosity in classes, their engagement in collaborative work, and even their self-advocacy. A rubric that describes the process of arriving at an Effort Grade may be found under the Communications section of the Parent Portal within the Parent Guide to Academic Programs.

Achievement of knowledge and skills is what the actual grade represents each trimester. For Middle School students, it can be challenging to understand that an evaluation of achievement does not represent how likable a student is. Each year, our students enter a new world full of unknowns; curriculum standards are raised, and managing the foundational skills while building upon them requires more and more of a child’s cognitive resources. This may explain 1791 Letter ~ October 2011

how a student who was earning an A in a subject one year, may now be earning a B or vice versa. The development of the intellectual capacities of each child is not smoothly synchronous with age. Some students achieve high grades through the employment of superior memory skills, while those who learn through the recognition and manipulation of patterns may take a little longer, but will have more “staying power” as the years go by and the hurdles to leap are more complex.

A credo for me has always been, “At any given moment, each of us is doing the best we can.” I have not known students in my decades as an educator to deliberately aim for failure. That is not how children are wired. They seek approval from their peers, their parents, and their teachers.

The ones who find the fortitude to return to a struggle or challenge each day are the survivors who are aiming for success. Each one knows that their achievement grade is within his or her capacity to change. What will help the student is assistance with understanding the grades are not “given,” as a gift, but are the summative representation of all of the evidence of their developing knowledge and skills.

As adults, we may have lost touch with our past academic challenges, and may wish to prevent a child from experiencing frustration or disappointment. The middle school years are an excellent time for the child to begin the process of goal setting and developing the autonomy that will lead him or her to a new level of resilience. In a recent New York Times article, writer continued on pg. 10...

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Joel Hawes - Lower School Director

Lower School News Writing this entry over Columbus Day Weekend allows me time to consider the first five weeks of our Lower School year. True to the ebb and flow of the past, mid-October brings with it a noteworthy turn as teachers and students successfully delve deeper into their classroom roles. This getting acquainted period has been punctuated by the observations shared during recent parent-teacher conferences. I eagerly await both the steady routines and the program highlights that will follow in the months ahead.

While school-year interactions for students and teachers are largely predictable, it is more challenging to define levels of involvement for Lower School parents. This is due, in part, to the variability with on-campus attendance as we move into midOctober following the routine startof-school celebrations, back-to-school night attendance, and parent-teacher conference participation.

During this transition, Lower School parents occasionally ask how they might best participate in their child’s school year and/or what level of involvement the School expects of them. As a country day school, parent involvement is important to Berwick Academy. While there is not a precise formula, my short answer suggests that being present is the most important aspect of involvement: helping students process a given school day, supporting healthy routines, and promoting a sound homework environment.

Additionally, everyone should realize that Berwick parents are automatically 6

members of the Berwick Parent Community, and it is my hope that everyone will make meaningful BPC connections—from keeping up with Lower School Weekly BPC notes, to participating in various volunteer and social opportunities.

I am sensitive to parents’ busy schedules, so my next piece of advice for parents looking for further involvement is to consider some flexible possibilities. Examples include coming on campus for an occasional lunch, attending a regularly-scheduled Unified Arts class during Unified Arts Week February 13-16, coming to one of the Lower School morning coffees (listed on the calendar), or evening informational nights (Curriculum Night on November 9 or Forum on February 14).

A second question I regularly address involves identifying the most important Lower School events.

While there are a variety of important activities, I will list three top picks here: The Lower School Production on March 8 at 6:30 p.m. in the arts center theater. Depending on numbers, we typically are able to give two to three tickets per family for this show.

We will also have dress rehearsals that family and friends are welcome to attend during that performance week.

Young Author’s Day on Thursday, May 31. Students, faculty, and families will start with a light breakfast 1791 Letter ~ October 2011

in the Commons (a new twist this year!) from 8:30 to 9:15 a.m. We will then transition to the Lower School (9:15 to 10:00 a.m.) as mixed-grade groups of students share their favorite written work with peers, faculty, and families.

The presentation of the Lower School literary magazine, the B.A. Bell, (10:15 to 10:45 a.m.) will close the morning’s events.

Lower School Closing Recognition Assembly for parents of fourth graders on June 7. During this final ceremony, we honor the fourth grade class and the Lower School community. Fourth grade parents are strongly encouraged to attend, and parents from other grade levels are welcome to attend to the degree that seating is available in the theater.

Three other parent-related events are: observing the Lower School Halloween Parade on Friday, October 28, attending the Lower School Winter Assembly on December 16, and joining us for an evening of entertainment at the Pizza-Bingo Night on January 20.

There are also a number of gradelevel events (from service projects to classroom project presentations) that are of equal value to parents. Lower School faculty will give as much notice as possible for these grade-specific events, as they make for an intimate and enjoyable experience. That said, my best wishes to all as we move into the routines and highlights of October and beyond.

Rob Quinn - Athletic Director

Honoring Effort I recently read an article in Independent School magazine by Dan Rogoff, the Dean of Students at Marin Country Day School, addressing the issue of when young athletes are prematurely anointed with greatness and other lofty labels and how they often fail to be resilient when the inevitable failures mount. What is a parent to do? Start with honoring effort. Whether it’s academics or athletics; reserve praise for hard work, perseverance, and tenacity. We all face challenges. A growth mindset – a “can do” approach to challenges and new experiences – can be built by avoiding hollow praise for success that appears to come easily and with little resistance, and by honoring good, old-fashioned, down-and dirty-effort. Without a values-based, consistently created and reinforced growth mindset, these students are pretty much guaranteed to give up and feel a debilitating loss of confidence and sense of self.

This personal paralysis can extend far beyond athletics to academics, the arts, and interpersonal interactions. On the field there are many ways to succeed, and it’s the job of adults to help young athletes see and feel that. Putting forth one’s best effort, taking the risk to try something new, supporting teammates in words and actions, demonstrating resilience in the face of adversity, and accessing the simple joy in our bodies at play, are just a few ways to win without ever glancing at the scoreboard. In the end what really matters is that we help all of our children learn how to reach their

Athletics News

potential, in whatever they pursue – and that they deeply enjoy the process.

Exploring Crew at BA

We made an announcement last week in the Upper and Middle School assemblies about the decision to explore a Crew program at Berwick Academy. We have recently done some research on the topic and feel the sport would be a natural fit for our students and would be a terrific benefit in the college admissions process. We also recognize that the Seacoast region has a strong tradition of rowing programs with college, prep, and club programs in the area. We have reached out to UNH and Great Bay Rowing as resources close to Berwick with questions about introducing this exciting sport to our community. We plan on having a few “learn to row” dates starting in the spring, which will include a swimming test and safety training. Our hope is to spur the interest among our students and see how those numbers grow. This is an exploration of the possibility of starting crew at BA and we would begin this process as a pilot program if there were genuine interest.

Off the Hilltop

This fall has been busy for Devon and Colby Wood regarding their horse showing. Throughout this past year they have competed in many horse shows to qualify for Regional Championships that take place every fall. There are several local Finals in which Devon was 3rd out of 80+ riders and Colby was 13th in the Massachusetts Hunter 1791 Letter ~ October 2011

Jumper Junior Equitation Final in the end of August. Most recently Devon placed 2nd and Colby 6th in the Massachusetts Horseman’s Council Junior Championship out of 130+ riders.

However, the most significant of these horse shows took place this fall at the ASPCA Maclay Regionals on September 25th in Westbrook, Connecticut. This competition is attended by riders of much higher abilities than many of the local horse shows, and included over 60 of the best junior riders from New England and New York. Devon and her horse, Carson 7, placed 11th among stiff competition, qualifying her for the ASPCA Maclay National Finals, which will take place on November 6 in Lexington, Kentucky. At this prestigious event, Devon will have the opportunity to compete for the most prestigious title in all of junior equitation, against 200 of the nation’s best riders and many Olympic hopefuls.

Congratulations to Devon and Colby Wood for their outstanding achievements!

On another very exciting note, Gabrielle Blackman, a junior at Berwick Academy, recently participated in the Grand National Morgan Horse Show in Oklahoma City and won the world championship for Classic Pleasure Saddle, Jr. Exhibitors 14-17. She has been riding since she was six years old and trains year round. Gabby trains at continued on page 10...

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you gotta have Arts

Deloris White - Fine Arts Director

The Arts are for a Lifetime Fine Arts New Tag Line - Years ago, the National Art Education Association adopted “You Gotta Have Arts” as the slogan. Recently, a new sentiment has surfaced which more accurately reflects our mission and philosophy at Berwick as evidenced through art history and archeology, “The Arts Are for a Lifetime.”

Honor Society Inductions - Selected by their GPA, fine arts courses taken, commitment to their art form, and contributions to Berwick, a number of serious Upper School visual artists and musicians will be inducted into the National Art Honor Society and the Tri-M Music Honor Society during a reception in the Commons Dining Hall at 5:30 p.m. on Thursday, November 3. The students will be notified and parents and friends are invited to attend the ceremony to honor these students.

Dance

The dance program is pleased to announce the captains for the 2011-2012 academic year. Katy Davis emerged as the head student leader of the Berwick Academy dance program, with Autumn Richards and Madison Keefe acting as co-captains.

As captains, Katy, Autumn, and Maddy will assist the faculty in preparation for the dance performance in May, as well as act as student liaisons, promote the presence of dance in our community, look for opportunities for outreach, and contribute choreography to the Company Blue repertory.

Congratulations, captains! We are 8

Arts News

excited to have such strong leaders representing the dancers.

Drama

Members of the Berwick Academy Drama Department and the Company Blue Dance Ensemble are joining forces to present William Shakespeare’s A Midsummer Night’s Dream, on Friday and Saturday, November 11 and 12. Performances start at 7:00 p.m. both evenings and will take place on the third floor of Fogg Memorial.

The cast includes: George Henkel as Theseus, Breandan Haley as Lysander, Liam Bristol as Demetrius, Noah Landis as Philostrate, Will Platt as Egeus, Freeman Fletcher as Quince, Henry Henkel as Snug, Matthew Butcher as Bottom, Joe Borg as Flute, Stephanie Story as Snout, Ian MacFarlane as Starveling, Olivia Berger as Hippolyta, Abby Scanlon as Hermia (Olivia Clark understudy), Carly Gill as Helena (Emma Marsh understudy), Henry Young as Oberon, Skyler Gailing as Titania, Jane Merrow as Puck, Juliet Moore as Peaseblossom, Karaline Berger as Cobweb (Jillian Clark understudy), Abigail Fitzpatrick as Moth, and Madison Keefe as Mustardseed.

James Davis serves as the student assistant director. The production is under the direction of Liz-Anne Platt, with technical direction and choreography by Sasha Malone, who will also be assisted by Benn Clapp, T.J. Dolan, Carly Gill and Rachel McManus. Polly Davie will oversee the production design and 1791 Letter ~ October 2011

Brad Fletcher will assist with props and stage management. Admission is $5 adults, $3 students and is available on a first come, first served basis.

Music

New Hampshire Stringfest - March 31, 2012--Stringfest is sponsored by the New Hampshire String Teachers Association. It is a day devoted to student string players; there will be four large orchestras ranging from beginner level to advanced middle school. This festival will take place at Mountain View Middle School in Goffstown, NH. Students will receive the music ahead of time and on the day of the festival will rehearse with their orchestra and present a concert in the afternoon.

All students who take lessons on violin, viola, cello, or bass, in school or outside of school, or who are currently involved in middle school orchestra, Mini-Strings, or the third grade violin classes are encouraged to attend. It is a great experience to play in a very large ensemble. If you want to participate, please fill out the form, (located on the Parent Portal under Forms and the Student Portal under Student Forms) and get it to Mrs. Waterhouse or Mrs. Wituszynski by November 14, 2011.

You may email Mrs. Wituszynski at swituszy@berwickacademy.org, or call her for more information at 207-3842164 x2406. Registration is $20.00 per student. We each have to write one check for all of our students, so please make checks payable to either Melissa continued on pg 10...

BPC Notes - from the BPC Board Members

I am assuming that the hustle and bustle of September has come and gone, and October finds you enjoying a more manageable pace. Fall is certainly in the air, and October and November bring many fun events to the BA campus.

If you enjoy Halloween, be sure to join us on Friday, October 28 at 2:00 p.m. for the annual Lower School Halloween Parade. Lower School students parade around campus in their Halloween costumes, while the Middle School and Upper School students come out to cheer them on. It is another example of the tremendous ways in which the School comes together as a whole to celebrate the friendships and bonds that exist among our children. All parents and siblings are more than welcome at this festive event. Feel free to dress up and join in the fun!

Parent Community News

always looking for volunteers, in all capacities, as we plan this fun and exciting event. For further questions or more information regarding this event, please contact Lored Fabbricatore at loredfabbricatore@hotmail.com, or reach out to me at m.friel@comcast. net.

Fan, Follow Connect!

As always, feel free to contact me with any questions or comments you have as the year progresses. I am always happy to chat with fellow parents.

Berwick Academy is on Facebook!

Become a fan to see daily updates, photos, videos, and more. www.facebook.com/ berwickacademy

Lesli Friel President – BPC m.friel@comcast.net

Berwick Academy is using Twitter! Create a profile and choose to “follow” Berwick Academy. Opt to receive updates via phone and you will receive a text message every time we post something new!

We also encourage you to join us for our BPC Book Fair and Bake Sale that will be held on campus from Wednesday, November 9 through Friday, November 11. The proceeds from this event will go to support the Lower School, Middle School and Upper School libraries. If you have expressed interest in volunteering your time and energy to this event, we will be contacting you shortly with our specific needs. All assistance is greatly appreciated.

www.twitter.com/ berwickacademy

Connect, reconnect, and engage with Berwick Academy alumni, parents, and friends. www.linkedin.com

Our first Community Benefit meeting was well attended and many great ideas were discussed. Our next meeting is Tuesday, November 8 at 8:30 a.m. in the Commons. We are

Search for Berwick Academy under Groups 1791 Letter ~ October 2011

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Head of School News...cont. from pg 3

critical Annual Fund for 2011-2012.

Last year, I was so heartened to see that over 70% of our parents chose to make a gift to this fund that allows Berwick’s educational experience to be truly exceptional for its students.

Thanks for considering renewing your commitment to Berwick in this way once again this year.

Middle School News...cont. from pg 5

the Baldwin Whipple Arts Center for an information session regarding the college-bound athlete. This presentation will help our studentathletes who are thinking about playing college athletics navigate the college search process. The program will include evaluation opportunities, contacting college coaches, citizenship and the college visit process. All athletes and parents are welcome.

Courtside Café

Paul Tough examines the role that “grit” plays in successful learning. Available online, the article has been made available to our entire faculty. “What if the Secret to Success Is Failure?” examines the character traits of those who succeed. I recommend reading this article to learn how success for students who entered college from KIPP schools in New York City correlated with their “optimism, persistence and social intelligence.” The bottom line for success: “...character is at least as important as intellect.”

As we head into the winter season we are looking for help from parents who have students playing basketball. We have an outstanding concessions area in the Athletic Center that we use to raise money for our athletic programs. The Courtside Café is run by our Athletic Boosters group and they are currently looking for parents to donate their time and help with concession sales. You can sign up for a game or two during the season to help support your teams. Please contact Rob Quinn for more information.

Our efforts this year, as always, are to expose our middle school students to a balance of both.

2011 Bulldog Golf Classic

Athletics News...cont. from pg 7

Taylor River Farm in Hampton Falls, NH and competes March through October in A level regional shows. As a result of her performance, Gabby was able to compete in Oklahoma this year. She participates in the high school equestrian athlete program sponsored by the United States Equestrian Federation (USEF) and has received her varsity pin for riding for her freshman and sophomore years.

Congratulations to Gabrielle for this prestigious honor!

The College-Bound Athlete

Please join us on Thursday, October 20 from 6:30-7:00 p.m. in 10

Under misty skies and warm, humid air the 2011 Bulldog Classic was once again a fabulous day and great success. Thank you to all of those who came out in the rain to share in this event. A special word of thanks to our Tournament Sponsor, UBS Wealth Management. Through their support we were able to once again bring together alumni, current and past parents, and many friends to support the Academy.

I would also like to thank our many cart, lunch, hole and putting green sponsors including Head & Neck Specialty Group (who put together the winning foursome!), The Levy Family, Bradley Associates, Atlantic Sportswear, Reid & Company Executive Search, Charter Oak Capital Management, George Blaisdell 1791 Letter ~ October 2011

Insurance, Rockingham Electric, Dermatology & Skin Health, Family of Henry Reznicek, Springer Law Offices, Brattan Industries, Bedard’s Roofing, Law Offices of Wyskiel, Boc Tillinghast & Buldoc, Quirk Construction, Seacoast Orthopedic, Somersworth & Lee, Collins Sports Center, Eastern Propane, Tom And JoDee Scanlon and the Twombly Family.

This event would not have been possible without the time and commitment of many. Thank you to everyone who helped pull this event together including Tyler Bristol, Amy Gaynor, Bill Gaynor, Sheila Woolley, Kit McCormick, Sara Santaniello, Jim and Sara Terenzio, Marilena Sanborn, Tracey Kelly Boucher, Travis Derr, Joyce O’Day, Andrea Bristol, Sue Downey, Joanne Meyer, Kevin Reinhardt and most of all, Rob Quinn All of your efforts are greatly appreciated.

Paula Reid President, Athletic Boosters

Interested in getting involved in the Boosters? We would welcome your participation – please contact me at paula@reidnco.com Upcoming events: Thursday, November 3 Middle School Sports begin Tuesday, November 8 Middle School Fall Sports Awards 1:30 p.m.

Reminder: 5:30 p.m. late bus schedule begins Monday, November 14.

Arts News...cont. from pg 8

Waterhouse or Sally Wituszynski.

We will need a few parents to act as chaperones during the festival, particularly during the teachers’ meeting at lunch time. Please get this form to Mrs. Waterhouse or Mrs. Wituszynski by November 14, 2011

Visual Arts The College-bound Artist - Visual and performing arts students in grades eight through eleven who are interested in learning more about fine arts course selections, expectations and recommendations in order to prepare for college level work in visual art, music, dance, and theater should plan to attend The College-bound Artists event on Thursday, October 20, at 6:30 p.m. in the Patricia Baldwin Whipple Arts Center. This 30-minute event prior to Junior College Night is for parents and students.

Maine Art Educators Conference Berwick’s art teachers attended the annual conference held at Haystack Mountain School of Crafts on Deer Isle, Maine, in September. This year’s theme “Seeds of Inspiration” set the tone for an intense weekend of meetings, speakers and workshops.

Each teacher selected a workshop, learning new skills in acrylics, mold making or intaglio, to explore with their students in the classroom.

Jackson Library Gallery - Teaya Fitzgerald, Laura Jacquays, Raegan Russell, Deloris White and Lynn Wildnauer will have work on exhibit in the gallery until November.

Please watch the weeklies for more information about a reception and an opportunity to speak with each artist about their work.

Uncovering: the act of removing a cover, stripping, husking, baring, revealing, discovering.

The works in this exhibit are selected with the idea of Uncovering in mind. They may show a broad range of expression, style, and media but they have something singular in common.

They are the physical evidence of the discovery of individuality that we find through our practice as artists. We uncover as we make art. It is a process

of self-discovery where we may leave ourselves open and bare to the scrutiny of others. In this case, Uncovering may be the act of fully revealing our authentic selves through our artmaking.

dewhite@berwickacademy.org if you have any questions regarding this process.

Winterfest Winterfest Auditions - January 10 and 12, 2012-- It is not too early to begin thinking about Winterfest 2012. The auditions will take place the first full week after we return from the winter holiday break. We continue to look upon the auditions as an educational experience. Last year, 76 individual performers or groups auditioned.

The final selection of 20 performers was very difficult. Winterfest 2012 will represent our “One School” philosophy.

Therefore, Berwick students in Kindergarten through grade twelve who excel in their performing arts concentration must submit a recommendation for audition form signed by their performing arts instructor by December 9 to sign up for a five-minute audition time slot.

Students will be informed of their assigned audition time. Auditioning before a jury is a competitive process, therefore, performing arts students are encouraged to prepare early and thoroughly for the Winterfest audition days in January. Because of the numerous students auditioning, each student may audition only once, either as a solo performer or part of a group. If selected, each student may perform ONLY as accepted by audition. Everyone must decide exactly what they will be performing prior to the audition. Please note that Winterfest 2012 will take place on Friday, January 20, at 7:00 p.m. with a snow date planned for Sunday, January 22, at 2:30 p.m. Any student interested in signing up for an audition should check with parents and coaches to determine if they have any conflict with the performance date or the snow date. Please contact Deloris White 1791 Letter ~ October 2011

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Cindy Briggs - School Counselor

Health has been a topic in my home or office, daily, for the past 20 years. I answer questions from family, friends, patients, neighbors, and even strangers in waiting rooms. Despite this, my first year as a school nurse held many surprises.

First, being a school nurse is harder than it sounds. This is not a plea for sympathy, just a simple observation.

Next, students seem to forget all we teach them about staying healthy by Middle School. My four-year-old can tell me why she has to wash her hands “all the time.” I had a Middle School student in my office this week who admitted he only rinsed his hands after using the bathroom, and never washed his hands during the course of the day. Although some would argue that he will eventually develop some fantastic immunity, he grossed himself out as he realized what he was saying.

Lastly, I am surprised by the number of viral infections we’ve had at Berwick Academy just this fall, before we’ve even dipped into October.

A common primary care question concerns the difference between a cold and the flu. Colds tend to have milder symptoms with a gradual onset. They strike school-aged kids two to three days after exposure, and can cause a runny nose, sore throat, and cough. Colds less commonly cause fever or headache, and uncommonly cause chills. In health care, we try hard not to say “it’s just a cold” and we remind patients a cold can last seven to ten days.

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We l l n e s s N e w s

Influenza, or a flu, is a highly contagious respiratory infection that enters through mucous membranes such as your eyes, nose or mouth. A flu tends to have an abrupt onset, and generally causes a fever with one or more of the following symptoms: headache, body aches, chills, cough, and fatigue or weakness.

Colds and influenza are both viral illnesses, and can be difficult to distinguish. It is important to remember we do not treat viral infections with antibiotics, which are intended for bacterial infections. Your health care provider may offer you an antiviral medication if you are seen early in the course of a suspected or known flu. I have great sympathy for folks who start with a viral infection and develop a secondary bacterial infection, but this discussion is meant for another day.

Sadly, I have no suggestions that will help cure cancer, but there are definitely steps we can take to stay healthier. The first is so obvious, so old fashioned, I may cause some eye rolls. We must wash our hands. We must wash after using the bathroom, sneezing, shaking hands, touching or feeding animals, and after caring for someone who is sick. This means before we ever touch our eyes, nose or mouth, and definitely before we eat. The CDC has kindly provided directions for hand washing (really).

We should use running water and soap, and lather our hands (backs, between fingers, under nails) for at least 20 seconds or for the time it takes to sing “Happy Birthday.” I used to advise my 1791 Letter ~ October 2011

patients to wash their hands during a specific conversation about hepatitis prevention. In response to the heavy sigh, I’d ask each person to think about the number of folks they’ve seen in public restrooms who didn’t wash.

Now think of that person serving you your meal.

There is also a recommendation regarding how to sneeze (really). I think sneezing is generational; older folks tend to sneeze into their hands, with or without tissues. Younger folks tend to sneeze into their elbows. This shift in practice can only help since the germs from our mouths leave with a sneeze or a cough at 100 miles per hour. I don’t think I can reach my tissue that quickly.

Did you know the Five Second Rule is a myth? Although a piece of food or silverware will pick up more bacteria the longer it sits on a floor, it does not wait five seconds to pick up any. This is the same floor that may have been walked on by the kid who stepped in dog mess this morning.

Another concern is that our students sometimes share water bottles.

The camaraderie that can develop on a team is priceless. The mono that can be shared is frightening. Finding the right water bottle is a challenge, but so worth the effort.

I toyed with the idea of writing 800 words on hand washing; instead, here are my top 10 precautionary measures for this cold and flu season: continued on pg 14...

Rachel Saliba - School Archivist

Archives News

Fogg Memorial, a Lost Finial and a Tow Truck

three students from the Class of 1961 and 1962, Bob Merrill, Red Goodwin and Matthew Lewis, were on campus one Saturday night and, in Bob’s words during our interview: We decided one day we should do something about them . . . We ought to get rid of them. So we did, we rolled them down the hill and one of them, directly across the (Academy) street, there was a house - used to have a big walk-in porch and one of them balls ran right through that porch and right down to 236. It stopped at 236. They called Roberge, he went and got his wrecker and he wrapped a chain around it and brought it back up. (50th Reunion Interview 9/24/2011)

Fogg c. 1925 Note the finials / ornaments (including three granite balls) atop the peaks of the roof of Fogg.

When I first started working at Berwick, my predecessor Joyce Borkowski ’46 told me a story about how one of the granite balls from the roof of Fogg ended up in Salmon Falls River.

Honestly, I was a skeptic – the balls in the photos of Fogg don’t look very round. Then I heard a similar story this past alumni weekend about the balls rolling down “The Hill,” and became a believer.

As you can see in the above photo, Fogg was built with finials adorning four peaks of the roof. They were removed around 1939--probably due to their weight on the roof--piece by piece on a specially constructed ramp, but not all of them made it to their intended destination. The story was retold by former math teacher, Mr.

Henry “Dick” Dixon to past parent and trustee Wendy Pirsig in 1997; The contractor had grown weary of the slow task of gently lowering the heavy balls and at lunch time, when no one seemed to be around, decided to speed up the schedule by just letting one ball go . . . This legendary flying ball descended the ramp most efficiently, then allegedly shot down the hill and across Academy Street, flew over the railroad tracks, missed every obstacle, and splashed into the Salmon Falls River, disappearing forever.

(Berwick Archives 2003.0100, Wendy Pirsig 6/17/1997)

The remaining two balls were placed on granite pillars and were used to mark the edge of the driveway and the top of the hill in front of Fogg. The balls sat there for almost 20 years until 1791 Letter ~ October 2011

The house Bob is referring to is the old Headmaster’s home, built in 1923 for Headmaster Homer Crocker and used as a dorm in the 1960s (see photo on next page). Bob admits to being very lucky that no one was hurt. To this day, he and his friends are still unsure about how or when the granite ball was discovered in the middle of Route 236. They assume continued on pg 14...

Fogg c. 1925 -- Closeup of one of the granite balls on top of Fogg.

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Wellness News...cont. from pg 12

1. Wash your hands.

2. Eat well. Start your students, and yourself, off with a nutritious breakfast. Have your students bring healthy snacks (thank you for avoiding peanuts and treenuts on campus). Eat a variety of food groups; try to get all the colors of the rainbow each day.

Recent classroom experiences have confirmed that many students start the day without breakfast, and usually skip snack in the morning. The faculty can see these students fading away midmorning.

3. Sleep well. Our students should be sleeping 8-10 hours a night. Most of the students I’ve asked tell me they don’t have the time due to sports and homework. I get an eye roll each time I suggest skipping texting to streamline the homework time.

4. Consider getting a flu shot if you do not have other contraindications.

5. Consider taking a multivitamin, particularly if you are not eating all the colors of your rainbow each day.

6. Exercise. Moderate exercise for an hour three to four times a week will release endorphins which in turn increase white blood cells which destroy viruses.

7. Dress appropriately. Try dressing in layers during this time of year. We can remove layers as needed and as the day warms up.

8. Rest if you are starting to feel down.

I am surprised by the limited knowledge our students have regarding comfort measures and self-care. For some reason, BA’s younger students seem to have greater faith in comfort measures; our older students are looking for a quick cure so they can return to their academic and athletic lives.

9. Drink plenty of water. Keeping hydrated helps our mucous membranes protect us better. Again, don’t let your students share water bottles.

10. Do fun things. Taking a break can be a great stress reducer, and some folks think laughter may enhance your 14

immune system. Spending time with friends may decrease your immunesuppressing hormones.

And, as always, wash your hands, again.

Take care as the cold weather approaches. A friend of mine suggested seeing the movie “Contagion” for fun; if this sounds like a fun movie and motivates you to wash your hands, then by all means, go for it.

Archives News...cont. from pg 13

that the Headmaster noticed his porch was damaged right away, but they were too busy running to look back.

Today, only one granite ball remains.

It is located outside the north entrance to Fogg. Surely, there is another story about the other granite ball and its location, but I think I’ll have to wait for another alumni weekend to hear it.

Be well, Karen Chiang, RN, MSN

Built 1923 for Headmaster Homer Crocker and turned into a dorm in the late 1950s. The granite ball crashed through the side porch of the home on its way down to 236.

1791 Letter ~ October 2011

Jedd Whitlock - Director of Advancement

Alumni and Development News Dear Berwick Community, October has been an exciting month! The Annual Fund has officially kicked off, and we are fortunate to have so many dedicated Annual Fund volunteers raising awareness about the importance of participating in the Annual Fund. I want to thank all of our current and past parents who have volunteered to be a part of the 2011 – 2012 Annual Fund team! They are: Annual Fund Chair Holly Malloy, Trustee US Division Sue Downey, Leader Ann Reis Molly Samson Laurie Potter Elaine Hayden Deanna Grammenos Adriana Cunha-Solomon Mary Anne Siegel Nina Maurer Jennifer Wiggin Marcia Flinkstrom Deborah Walden Mary Clark

Jim Lawson Linda Plaza Betsy Coughlan MS Division Lisa Anderson, Leader Laura Smith Amy Criswell Susan Noerdlinger, Trustee Janet Stevens EJ Hetz, Trustee Katherine Kaplan Bernadette Randle Dee Whall Darlene Saltz Jamie James

LS Division Jenni Franco, Leader Tom Parrott Jennifer Hoover Shanlee Ginchereau Laura Smith Alexandra Jacuch

Lesli Friel, Trustee Michael Quinlan Jedd Whitlock Kathryn Strand

Leadership Chair EJ Hetz, Trustee Leadership Committee Jamie James Holly Malloy, Trustee Mark Tay, Board President Alex Auty, Trustee

Parents will be receiving Annual Fund appeal letters in the coming week. Annual Fund volunteers will be contacting parents from October 21 to December 2, to ask them to participate in this year’s effort. Parents new to Berwick this year will be formally asked for their support toward November 1. This year’s Annual Fund goal is $650,000 and 72% participation. I hope to keep the momentum going, and with your support, I know we can reach these critical goals.

The Annual Fund is Berwick’s number one fundraising priority. To learn more about the Annual Fund and how it directly impacts our most important resources - exceptional teachers, talented students, and a campus well-equipped for learning - please visit www.berwickacademy.org/annualfund.

I want to again extend my sincere gratitude to all of our Annual Fund volunteers for your time and effort on behalf of Berwick Academy, and thank you in advance to the entire Berwick community for considering participating in the 2011 – 2012 Annual Fund campaign. If you have any questions, please do not hesitate to contact me or feel free to stop by the 1791 House when you are on campus.

Best, Jedd U. Whitlock Director of Advancement jwhitlock@berwickacademy.org Direct: 207 384 6304

1791 Letter ~ October 2011

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