February 1791 Letter

FEBRUARY 2010

BERWICK A C A D E M Y

1791 L e t t e r

W

I N T E R

P

E P

1791 Letter ~ February 2010

R

A L L Y

1

MESSAGE F R O M

Greg Schneider

Head of School ON BEING SMALL… As we are now a few weeks removed from the strategic decision by our Board of Trustees to restructure our Lower School, I thought it might be a timely moment for some direct commentary on school size and what makes Berwick special. One goal of this missive will be to make sure our Lower School families, in particular, have a clear sense of our K-12 vision moving forward. More broadly and perhaps more importantly, I want these thoughts to encapsulate not only the context of our Lower School but also some reflections on the essential qualities that make the Berwick community so special and so strong.

I am looking forward to speaking with our Lower School parents in person at our upcoming Lower School Parent Forum on the evening of February 18, but I thought I would address a few concerns I have heard at this time. First and foremost, our community should fully grasp the depth of the Board commitment to our Lower School philosophically. Separate from the fact that we have many trustees with Lower School children and a Head of School with two young children, there is no question that the Lower School represents an essential aspect of our Berwick mission. When we look at Berwick Academy as a whole, I believe that we are becoming a beacon of exceptional education and growth for young people in the Seacoast area and New England, and we see that impact having a K-12 spectrum by definition. Internally,

2

our community thrives on the crosspollination between the students and adults in all three divisions. There is a cyclical, connected, family element to the presence of our Lower School that provides an incredible grounding to all that we do here. Our youngest students offer the perspective and joy of learning that afford the foundation the concept of balance that drives our entire institution.

As we look towards the new model with fewer sections, concerns have been heard about whether we are reducing the program in the Lower School. This is not true in any form. Although we will experience some staffing changes in French and science, for example, we expect those programs to be as strong as ever for our youngest students. In fact, we are planning to make some additional investments in the Lower School next year by expanding the scope of our successful literacy program as well as some possible additions to the math program. Separate from these programmatic augmentations, the Board is in the final stages of approving some upgrades to the physical plant as we look to improve the entryway between Kendall and the Commons for our prospective and current families alike.

Separate from any thoughts about the Lower School, I also want to offer an insight regarding our identity.

In my estimation, being small is one of the essential qualities of the Berwick experience. Beyond our commitment to small class size characterized by exceptional teaching catalyzed through personal attention, being small means 1791 Letter ~February 2010

being a personal and intimate culture. It means that we have a community that is closely knit, drawing strength in its inherent flexibility, and being nimble enough to adapt to certain needs in ways that allow us to grow stronger.

When I consider our high school, for example, it is clear that a student body numbering under 300 allows for a depth of connection that differs from an independent high school that houses over 500 students, of which there are many in New England. Our model allows for participation in athletics, arts, and service in ways that are inspiring to our students. This is not to suggest that appropriate growth would not be exciting for Berwick in the long-term.

Certainly as interest in our high school continues to sky-rocket with extremely strong candidates, I would fully expect that our high school will modestly grow in the coming years, offering a bit more depth and strength to the programs that we offer. It may also be true in five years that our Board decides to grow the Lower School once again if the demographics suggest this might make the school stronger. One key strategic principle for our community in these times is a willingness to be flexible.

Although it is true that our kindergarten program has been more selective than ever this year, people should not wonder if we plan to bounce back to multiple sections in the Lower School very quickly. One critical piece of the vision for Berwick Academy in the next five years is to build our selectivity in admissions throughout the institution. Even as our enrollment has shrunk in the last two years, we have become substantially more

BERWICK A C A D E M Y selective in our admissions process.

This may seem counterintuitive to some families, particularly those who might end up on one of our wait lists in the future. However, we want to be in a position throughout the school to admit the finest students in the Seacoast area– students and families that we are fully confident are mission appropriate for Berwick Academy. Our admission process will continue to view this endeavor in a holistic way: our mission speaks to the primacy of a whole child approach, and therefore the admission office appropriately continues to consider all of the talents and qualities a student might offer our school. This kind of process makes the classroom experience stronger for every student and family in the school now and in the future. Stronger selectivity in our admissions process over time will lead to stronger performance from our students - from the Lower School all the way to our college results in grade twelve.

One concern of mine, however, is that our parents associate the word selectivity with either elitism or a decreased valuation of diversity. The Board of Trustees remains steadfast in its support of maintaining a strong commitment to financial aid in the Lower School and throughout the institution. The goal is to be able to admit the absolute strongest applicants to the institution, regardless of their ability to pay, whenever possible. At the same time, as financial aid continues to grow within our budget, I am also committed to ensuring that our financial aid program is supporting students who are truly mission appropriate.

This commitment is important for all families at the school, whether or not they currently receive financial aid.

In many ways, I feel our culture is obsessed with the notion of growth

in general. Growth is good for the economy, good for business, good for towns and communities. I am here to say that I believe our quest for quality – our quest for excellence at Berwick – has to trump any quest for growth in the abstract. Having said that, I know that moderate, strategic, measured growth will help make our community stronger over time. Our decision to become smaller in our Lower School will clearly make us stronger in the short term. John F. Kennedy once said, “Change is the law of life. And those who look only to the past or present are certain to miss the future.” While I fully recognize that change always creates an amount of uncertainty and anxiety, I also know that courageous leadership embraces change with open arms. When decisions are based on data, reason, strategy, and the collective wisdom of a highly intelligent group of trustees, we should move forward with reassurance and confidence.

I will close by saying that all great things in education are about balance – the central core value of Berwick Academy. School size is simply another one of these issues that requires thought and judgment. Fundamentally, however, we should all draw great strength from the established intimacy of our community. Many elements of this place remain extraordinarily expansive: our physical campus, the talents of our students, the breadth of our programs, and our ambitious mission all come to mind. But at the core of this experience is an intimacy and closeness that allows another central core value, a community of excellence, to continue blossoming towards its full potential for each and every student on this campus.

I am deeply grateful to our parents and families during this period of transition, and my door is always 1791 Letter ~ February 2010

1791 Letter

open to those who might require any further conversations.

Incredible Achievements Senior Sam Winters was recently nominated for a prestigious Presidential Scholar Award. He now moves forward in the multiple layers of this application process. Recently, Lee Tsairis recorded save number 3,000 as the goalie for the Berwick Academy Varsity Girls Hockey team. Her talents as a goalie are only surpassed by her qualities as a person. We honored Lee’s achievements at a recent assembly.

Haiti Response Although more information will be forthcoming from our communications office, the Berwick community was inspirational in its response to the tragedy in Haiti. All three divisions participated, and I want to thank our parents for their collective role in supporting these initiatives.

Pep Rally I would like to thank our seniors, our faculty, and our parents for their vision and flexibility as we created a new model for our Pep Rally that was characterized by unparalleled school spirit. It feels as if the energy from this event has translated into higher attendance recently from students at athletic events, which has been great to see. Although we need to make some adjustments to the logistical details next year – particularly in the Lower School – we are excited about the future of this event.

Re-enrollment In a year when we are experiencing unprecedented admissions interest and demand for financial aid in certain grades, it will continued on pg. 11...

3

Peter Saliba - Upper School Director

Upper School News A few weeks ago, I had the opportunity to tell our students about the shift to trimesters for the next academic year. I know that the vast majority of students are enthusiastic for a variety of reasons. First on the list is moving to one formal exam period, followed closely by the possibility of enrolling in more electives, and finally there is change to the stress levels between Thanksgiving and holiday breaks. Whatever the reason, students appear to have embraced the news of this change. These are all good reasons to be excited and they represent tangible improvements in the lives of our students, which was the impetus for this shift. However, what I am most excited about is the fact that we (the Academy) completed this process.

From my vantage point, I hear about two or three really good ideas every week from either students or faculty. The range of these ideas is pretty dramatic. Sometimes, it is about a menu item for the Pit Stop, a potential assembly, or a new course in our language department. Honestly, the majority of these ideas are viable, but very few actually come to fruition.

This happens for two primary reasons.

First and foremost, most ideas fade because their advocates lose enthusiasm and/or interest. Individuals become discouraged by obstacles or distracted by their routines or other factors in their lives. The second reason has to do with timing. Sometimes the timing is just not right for a new idea either for philosophical or logistical reasons. A great example of this is a recent student proposal for an assembly to celebrate

4

the holiday season. A good idea, but not when it is suggested a week before the end of the semester. These two impediments (loss of momentum and timing) probably act as safety valves, for I would assert that our lives as educators, parents, and students would become very complicated if we were constantly jumping at every new idea that came into our lives.

This move to trimesters, however, is an idea that just would not go away. Upper School faculty have been talking about transitioning to this model for many years (more than five) and it finally came to fruition through the collective efforts of all three divisions. I have spent some time trying to figure out why now, and I have landed squarely on the fact that the timing was perfect. Simply stated, Berwick is ready for this change.

This time around, the Upper School reached a tipping point (yes, that is borrowed from Malcolm Gladwell!) where factors produced a nearly unanimous vote for this new system. How we got to this point is the subject of great speculation. Is it related to faculty, our students or perhaps the lack of snow? A colleague of mine even told me that it might have to do with Scott Brown’s campaign in Massachusetts. I’m not quite ready to chalk it up to our political process, nor can I possibly identify all the possible factors. What I do know is that the timing was perfect, and this has made the Upper School an exciting place to be!

FAN, FOLLOW CONNECT! Berwick Academy is on Facebook!

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

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! www.twitter.com/ berwickacademy

Connect, reconnect, and engage with Berwick Academy alumni, parents, and friends. www.linkedin.com Search for Berwick Academy under Groups

1791 Letter ~February 2010

Rosemary Zurawel - Middle School Director

Middle School News The recent death of J. D. Salinger brought back memories from my rebellious youth of wanting to read “The Catcher in the Rye” simply because it was banned. I am afraid to admit, I have delicious memories of my hometown library where, for months I was able to get away with taking out books reserved for adults by “helping” the librarian and opening the book for stamping without allowing her to see the color code on the spine. When I was caught trying to pass as an adult, I did not feel shame, only anger. I longed for a fight to earn my right to read.

We adults try to protect our children and young teens from all manners of perceived evil in the world. Most of the time, we are successful and in agreement. We filter out pornographic websites. We set reasonable bedtimes, and we work hard to keep them safe from the realities of an adult world as long as possible.

Books present an interesting dilemma, for it is impossible to have complete knowledge of all printed or electronic materials. Instead, we rely upon other professionals to vet the books for us. The American Library Association has identified Salinger’s book as one that has weathered the storms of banning movements since its publication, along with “The Great Gatsby,” “The Grapes of Wrath,” “To Kill a Mockingbird,” and “The Color Purple.” How interesting it is to think that a Berwick Academy graduate will likely have read all of these before graduation.

How then, does an educational institution decide which

books to introduce to say, eighth graders, and which to save for later?

The answer is that we are committed to guiding students in the reading of fine literature that will challenge the mind of the reader. It is not that a teacher selects a book with salacious content, but, that he or she selects a book whose ideas force the reader to examine his own life through the lens of the characters in the story. One acquires a worldview through reading about the experiences of others.

At times, we adults are moved to pick up a book that may hold only slim interest for us, but that we think might be “good” for us. The text may be dense, the introduction may be lengthy, but upon perseverance, there comes that moment of satisfaction when we close the book at its final page and think about how our ideas have been challenged by what we read.

My personal thrill is when I come across a word that propels me to my dictionary. In December, that word was ‘incunabula.’ Last weekend, I came across it again in the New York Times, and felt a surge of excitement. For our children, instilling the joy of satisfying a moment of curiosity might take them to ideas they have not yet tested on the trusted adults in their lives. My hope is that we can invite the discussion of morals, ethics, and social mores through the reading of books that push our children a little further out into the world. By that, I mean examining the values of other religions, looking at different political perspectives, and even examining history through a new lens.

This month, Education Update (a publication by the Association 1791 Letter ~ February 2010

of Supervision and Curriculum Development) offered one of the best rationales I have seen for promoting the intellectual freedom of students. “When we model the belief that education is a process for learning about truth- which means considering all kinds of ideas, and not indoctrination- I think we reap the benefit with students who are true thinkers and who are going to be better citizens in the long run (Deborah Caldwell-Stone).”

Educators’ first job is not to foment insurrections, but to encourage a full examination of ideas. Curbing those by limiting access to literature tends more often to fuel the curiosity and to encourage a natural push back.

At times in my teaching career, I have encountered students who have said, “Oh, I read that book when I was eight.”

The challenge of every teacher at such moments is to see whether she might nurture a new view of the character or theme. Surely, I protested when forced to read Ethan Frome as a ninthgrade student. I hated that book most thoroughly. Thirty years later, I reread it and felt my heart rent in two by the story. That sent me chasing after Gatsby, Frankenstein, Dr. Jekyll, and Mr. Rochester. What more had been woven into those men that I had missed at the age when I “knew everything?”

The selection of books for our students is purposeful and deliberate. Our teachers and librarians will guide and redirect with the commitment to spark a new view or understanding. In the years ahead, I wish each of you the joy of having your adult child hand you a book, and say, “I thought you might like this. I found it changed my thinking.”

5

Joel Hawes - Lower School Director

Lower School News With all due respect to our varied Lower School programs, the point that brings me greatest divisional pride is our yearly consistency with Berwick mission and philosophy. With our tight focus on elementary-level student needs, we promote a powerful blend of social, emotional and cognitive growth. Whether we experience real or perceived change in the years to come, this consistent focus on Lower School student-centered values remains my greatest commitment and promise to our community of parents, faculty/staff, and of course, children. As potentially challenging as recently circulated messages and information have been, the Lower School’s status remains bright on the Hilltop; I am excited about leading our division into a future based squarely on superior learning experiences across the curriculum.

I am writing my 1791 entry approximately one week before our Lower School Forum. As you know, we moved the Forum’s date forward to February 18, to allow for greater reflection on issues surrounding the future of the Lower School. The past weeks have involved the continuation of another productive semester, while also turning our thoughts to next year.

At the Forum, I look forward to the presentation of information explaining how the French and science schedules will continue next year without deviation from our current structure. I will also explain how we will maintain quality instruction and learning in these two critical content areas.

We will also focus on aftercare.

6

While the faculty has done an amazing job with the aftercare program this year, we intend to hire a regular aftercare coordinator for next year. As an added afterschool component, we are working on an Innovation Program where students will receive Lower School supervision while working on special projects of their choosing and design.

We will maintain our strong literacy program next year; in fact, we are looking at areas where we might increase levels of literacy instruction.

Likewise, we are working on a schedule that will allow daily hour-long math classes in grades one through four and daily regular and flexible math experiences at the kindergarten level.

Whether it is literacy, math or other content areas, we hope to increase our efforts and commitment to instructional differentiation across the curriculum.

As in the past, the sense of Lower School community remains one of our greatest strengths—in the classroom, at recess, and during afterschool and weekend events.

Regardless of faculty number and aftercare coverage, we have not, and will not sacrifice community-oriented experiences because of the important social connections made by our students and families at these events.

Recently, I held an optional Lower School faculty meeting with the intention of addressing both current issues and goals in our division. I was so pleased with the high level of positive energy, kindness and support expressed by all as we discussed, brainstormed and considered various Lower School program needs. In closing, I expressed 1791 Letter ~February 2010

my sincere gratitude to the Lower School faculty for the important role models and leaders they had become in the face of Lower School structural moves.

Midway through my seventh year as Lower School Director, I continue to be humbled by that same sense of commitment and passion within our entire Lower School community.

From Board of Trustee oversight, to administrative leadership, to faculty and staff program implementation, to parent involvement and support, I thrive on Lower School energy. I value everyone’s support in using our calculated changes for the greatest good of our students. We have a productive remainder of the school year ahead as we maintain current momentum, while preparing for the future.

Rob Quinn - Athletic Director

Athletics News THE ROLE OF PARENTS IN ATHLETICS I recently attended a coaching conference that featured a guest speaker named Bruce Brown. Bruce is the Director of Proactive Coaching and speaks around the country to athletes, coaches, parents and businesses on the subject of character-based coaching and teamwork. He has worked for over 35 years as a teacher, coach and athletic administrator at the junior high, high school, junior college, and college levels. Coach Brown had an interesting and insightful talk about “The Role of Parents in Athletics” and I wanted to share some of his thoughts: The involvement of parents in the athletic experience of their children is a given.

Without question, all parents should be part of this area of their children’s growth. Their involvement affects their own child, the coach, the rest of the team, the other parents and the officials.

How they choose to be involved is a choice they have. When parents stop and analyze the athletic experience for their children, the reason they want their kid to play sports involves providing an opportunity to develop physically and emotionally, and for the enjoyment. The side benefits of playing sports include: learning how to work with and get along with others; learning how to take good risks in a public arena and survive; learning to set and achieve goals by developing positive work habits; learning how to succeed and fail with dignity; and, developing friendships outside the family unit that can last for a lifetime.

Even today, most parents mean well, but many may not be aware of how they

can meaningfully help the athlete reach their goals and improve performance.

If handled correctly, with both parent and coach working together for the benefit of the athlete, the athletic experience can provide a tremendous positive development encounter for the participants. In order to ensure that the athletic experience is, indeed, positive, everyone in the process (coaches and parents alike) must always remember that the kids need to come first.

Parents Role: • Attend as many games as possible.

• Do everything possible to make the athletic experience positive for your child and others.

• View the game with team goals in mind.

• Attempt to relieve competitive pressure, not increase it.

• Encourage multiple-sport participation.

• Release your children to the coach and the team.

• Look upon opponents as friends involved in the same experience.

• Accept the judgment of the officials and coaches; remain in control.

• Accept the results of each game; do not make excuses.

• Demonstrate winning and losing with dignity.

• Dignify mistakes made by athletes who are giving their best effort and concentration.

• Be an encourager – encourage athletes to keep their perspective in both victory and defeat.

• Be a good listener.

• Accept the goals, roles and achievements of your child.

1791 Letter ~ February 2010

Winter Sports Of all the sports seasons (because of semester exams, the long winter break, Martin Luther King weekend, Presidents weekend, late away games, and seasonal illness) the winter is the most demanding and disjointed season of all. Players and coaches find it difficult to get into a consistent rhythm. Weather has been the cause of more disarray in the programs, with cancellations, postponements and schedule changes.

The Athletic Department appreciates the sacrifices and conviction of players, families, coaches and athletic trainers during this long season.

Members of the Swim Team Qualify for New England Championships Six members of the Berwick Academy Swim Team are heading to the New England Prep School Athletic Association Swimming and Diving Championships on March 6 and 7 at Hotchkiss School. Senior Sam Winters, junior Andrew Briggs, and freshman James Davis have all qualified on the boys’ side; and, junior Allee Lizama, sophomore Caroline Seekins, and freshman Kelsey Hayden have qualified on the girls’ side for this annual event.

Congratulations to these athletes, and to Coach Priester and Coach Hoyt!

Off the Hilltop Junior Jordan Sanford competed in halfpipe on Thursday January 14 and placed second.

The U.S. Snowboarding Revolution Tour is the top junior event tour in the country. The event brings together athletes from across the country to identify the top juniors. Halfpipe and continued on pg. 11...

7

you gotta have Arts

Deloris White - Fine Arts Director

Arts News VISUAL AND PERFORMING ARTS The Becky Davie Grant for the Arts This opportunity is open to students in kindergarten through grade 12 who are interested in pursuing a project in the visual or performing arts that will result in a presentation, performance or exhibit at Berwick. The final project or presentation should illustrate a sense of joy or enhance the school. The final product may be completed by one Berwick student or more than one, working as a team as described in the proposal.

Interested students must complete a written proposal that will be reviewed by the committee representing the visual and performing arts. Final candidates will then meet with the committee for an interview.

One individual will be selected to pursue their project and will receive funding of up to $200 - $300. However, in any given year, if the funds allow, the grant may provide funding for two people based on the estimated costs.

This program is funded by Becky’s family as a living tribute to her life and love of the arts. Please contact Deloris White for an application at dewhite@ berwickacademy.org.

Winterfest 2010 Twenty-two students representing all three divisions as Berwick Academy graced the stage on Friday, January 22, making their own Berwick history. Performing as soloists, in duets, or ensembles, students from grades one to twelve danced, sang or played an instrument, sharing

8

their passion for the performing arts. The evening performance was the culmination of many months of practice, anticipation and excitement for the student performers. The theater was filled with a responsive audience, acknowledging each performer with exuberant applause. Through their performances, our performing artists evoked many emotions illustrating the human experience. It was not only a wonderful event, showcasing our students, but also an evening of mentoring or modeling by all students.

Thank you and congratulations to one and all.

Winterfest Art Exhibit The Winterfest 2010 Art Exhibit includes work by students in grade three through twelve.

This exhibit will remain on display throughout the month of February in the Patricia Baldwin Whipple Arts Center lobby gallery. Please stop by and enjoy this thought- provoking show.

DRAMA Upper School Winter Musical The King and I will run Friday and Saturday, February 26 and 27, at Berwick Academy. More than one hundred members of the school community, including students, faculty and staff from all three divisions have been hard at work on stage, in the orchestra, and behind the scenes, since late November to stage this spectacular Rodgers and Hammerstein classic.

The cast is led by Jo Fletcher as Anna Leonowens; Frederick Diengott,

1791 Letter ~February 2010

as the King, Cristina Salvador as Lady Thiang, Tyler McFarland as the Kralahome, Elizabeth Hopkins as Tuptim, Connor Haley as Lun Tha, Henry Young as Prince Chululongkorn, Austin Fishbaugh, as Louis Leonowens, Nate Winters as Sir Edward Ramsay, Jane Merrow as Eliza, and Breandàn Haley as Captain Orton.

This classic tale of East meets West is under the artistic direction of Liz-Anne Platt, with music direction from Brenda LaForce, and assistant music director Seth Hurd ’90. Terry Minihan directs the Lower School Ensemble. Fellow faculty members Raegan Russell, Polly Davie, Sasha Randall and Brad Fletcher have assembled a large technical staff to meet the myriad challenges of designing and constructing the elaborate scenery, costumes, lighting and props required for this production. Seniors Jim Maddock and Chelsea Johnson will design and supervise lighting and make-up, respectively. Sasha Randall is also joined by her colleague, Christine Bessette, as they choreograph the many dances, including the “Small House of Uncle Thomas Ballet,” inspired by the original Broadway staging, but with a unique and fresh BA interpretation.

“I Whistle a Happy Tune,” “Getting to Know You,” “Something Wonderful,” “Hello, Young Lovers,” “I Have Dreamed,” and “Shall We Dance,” are but a few of the musical numbers from this beloved classic of the American Musical stage. Tickets for The King and I are still available and may be ordered by calling Louise Rouleau, Registrar, at 207-384-2164, ext. 2500. Curtain time continued on pg 14...

BAPA Notes - from the BAPA Board Members

Parents Association News PRESIDENT’S NOTES The BAPA office is starting to receive donations for this year’s Community Benefit, scheduled to take place on April 24, 2010. Our theme this year is Community. We want this auction to celebrate the community that is Berwick Academy and also celebrate the communities that help us every year by supporting this wonderful event. The annual auction is BAPA’s sole source of funding for over 50 studentenrichment and social activities. BAPA also provides support to community building with contributions to faculty and staff appreciation, parent socials, campus historical preservation and financial aid. This year is the first year we have taken the event off campus. So, be sure to be a part of this terrific party with great company, fine food and a warm and entertaining atmosphere.

There will be items of every description on which to bid including a green section with many environmentally friendly offerings. In addition to the live event, BAPA will host an online auction which will open for bidding the last week March. Check it out at www.bapaauction.cmarket.com, tell your friends and family and place it on your Favorites list! There are also volunteer opportunities still available if you would like to join us. The more the merrier!

Head of School Lunch Our thanks to the class representatives who attended the January luncheon. It was a great morning with our division directors discussing the topics for the forums.

Thanks to Diane Walker for organizing

a wonderful lunch at which Jennifer Brewer received a check for $3500 for the Katz Lower School Library. Thanks so much to Pamela Oberg and Beth Tykodi, our Book Fair Co-chairs who made it all happen. Congratulations!

Lost and Found Clean-Out Please check the Lost and Found in the Commons, lower level, for items your children may have lost.

Since organizing it I am amazed at the items left by our children. Spyder ski coats, Ugg boots, and North Face fleeces are just some of the items I have found. I will clean out the clothes and bring them to a local charity on March 4, so please claim your belongings before this date.

BAPA Coffee on March 29 in Commons Dining Room at 8:15 a.m.

Please join us for a BAPA Coffee at 8:15 in the Commons Dining Room. Catch up with friends after the break and hear updates from each division. Class rep meetings to follow with locations to be announced. We look forward to seeing you.

BAPA Board Openings for 2010-2011 The BAPA Board is looking ahead to next year! If you are interested in getting involved in the BAPA leadership, and would like to be considered for a position, please submit your name along with the position(s) you are interested in, to my attention, via e-mail or letter (mail to the Academy, Attention BAPA), by March 1, 2010. The openings for next year are: one Middle School Coordinator, one Upper School Coordinator, and Auction Chair(s). Like to learn more?

1791 Letter ~ February 2010

Check out the job descriptions in the Downloads section of the portal or contact me and I’ll put you in touch with the person currently in the position in which you are interested.

Jean Jarvis Jean.jarvis1@myfairpoint.net BAPA President TREASURER’S REPORT January 31, 2010 Income: $264.23 : Net LS Book Fair and Bake Sale income this month (More expenses have yet to be booked.) ($252.84) Net US MagazineSale (Upper School Prom) this month $193.80: William Arthur card sale Total BAPA Income 12/31/09– 1/31/10

$205.19

BAPA Expenses: Middle School $165 : Social at Dover Bowl for grades 5 and 6 $524.40: Winter Social for grades 7 and 8, music, pizza and snacks $1800: Grade 8 team building, American Youth Foundation Camp Total MS

$2489.40

Upper School $137.43: Clubs/Extracurricular – Lassiter buddy care packages $140.09: Clubs/Extracurricular – Advisory Cranium competition continued...

9

$198.91Clubs/Extracurricular – Literary magazine $15.98: Clubs/Extracurricular – Midterm exam snacks $65.65: Socials and Dances – October dance food and supplies $23.98: Socials and Dances – DJ for Valentine’s Day dance $99.14: Winter semiformal – Lindt chocolates

joining us for a BAPA meeting designed for busy US parents with agenda topics and discussion focused specifically on your requests for information. We have scheduled the meeting at 6 p.m. in the Pit/Café before the US Forum on Tuesday February 23. Food and a tour of the Fogg improvements that you voted for over the last two years included.

Total US

And lastly, thanks to all who supported the library’s Cookie Day on February 9.

$907.20

Total BAPA Expenses 12/31/09– 1/31/10

$3396.60

Net BAPA Expenses 12/31/09 – 1/31/10 $3191.41 Nancy Noyes nnoyes@comcast.net Schools Treasurer

Warm Regards, Suzanne McFarland suzannerye@comcast.net Mary Pat Dolan Marypat.dolan@comcast.net Upper School Coordinators

cookies all in the same space. Speaking of cookies, we had a Valentine’s Day party for fifth graders on February 11!

They enjoyed cookies and other special treats for the day.

February 12 - 15 gave us a long weekend to recover from all the festivities that February brought our way. Fifth grade parents don’t forget to mark your calendar for February 18.

We look forward to hearing about the biographical presentations our children have chosen and see the creativity of their performances.

Support our Upper School and see the production of “The King and I” on February 26 and 27. Our children always provide us with enjoyment through their entertainment and performances.

MIDDLE SCHOOL NEWS UPPER SCHOOL NEWS February is a busy and demanding month for our US students.

Sports are in full swing, the play is counting down the days to the final performance and papers, exams and project deadlines are in full gear before our March break.

This past month, US BAPA parents have supported an Advisory Cranium Competition, the DJ and decorations for the Valentines Dance and a hypnotist performance. There are some funny stories coming from the latter. Ask your child about some of the student performances under hypnosis.

Thank you to those parents who participated in Language Day. Tthis year was a great success and the breakfast was delicious. Mark your calendars for next year for all those parents who did not have the opportunity to participate this year.

It is an easy and convenient way to participate right before work.

IMPORTANT Please consider 10

What fun it was to see our Middle Schoolers dress up in different themes during Blue and White Week.

Capped off by a Pep Rally and basketball games, we showed our true school spirit! Then on the following week our children and some parents went to Gunstock and partook in tubing, snowboarding and skiing. We actually had the whole tubing mountain to ourselves for 4 hours! What a nice way to spend some time with our friends outside the classroom.

We hope you were able to attend the Middle School Parent Wine & Cheese Reception and Forum on Tuesday, February 9. Thank you to Dr. Rosemary Zurawel and Greg Schneider for meeting with our parents and discussing some important topics.

These forums offer our parents a chance to provide valuable feedback and input regarding the successes and challenges of the Middle School.

The Library hosted a “We Love You Cookie Day” On February 9. The students were able to enjoy books and 1791 Letter ~February 2010

The Auction is fast approaching.

Volunteers are still needed to coordinate the Middle School class gifts this year.

This is a simple and fun project and a great opportunity to work with your child and his/her classmates. Class gifts have already been purchased, they now need to be spruced up! If you are interested in coordinating this portion of the Auction, please contact Andrea (malted92@comcast.net ) or Joanne (jomeyer777@aol.com ).

LOWER SCHOOL NEWS A big thank you to all of the volunteers who helped make this year’s Pizza Bingo night a huge success!

Everyone enjoyed the wonderful salads, desserts, water, and of course, the pizza!

The date for the Lower School skating party will be moving. We have decided to go ice skating this year and cannot get ice time until after the end of the hockey season. Please stay tuned to the Lower School weekly for the new date announcement.

We will be meeting with Mrs. Issak in mid-February to discuss the costumes for the Lower School Production. More information will be available shortly.

Beth Tykodi bptykodi@comcast.net Lower School Coordinator AUCTION NEWS Berwick Academy Parents Association Community Benefit As you know, the Auction information packets were sent this week. Enclosed you will find many relevant pieces of information regarding the event that will take place on April 24, 2010, at the Red Barn at the Links at Outlook. We hope you will consider contributing to this exciting event – most importantly by attending. Formal invitations will follow shortly, and we hope to see on April 24th. If you have any questions regarding any of the information, feel free to e-mail the Auction at bapaauction@berwickacademy.org, or call Lesli Friel at (603)379-2104.

Did you know, you can sponsor a teacher by purchasing them a ticket to the BAPA Auction? Tickets for a teacher (and their guest) can be purchased for $50.00 per person, and can be presented to the teacher as a gift from you or your child. What a nice way to show your appreciation!

Lastly, we would love your help in bringing the Auction to life!

If you would like to discuss volunteer opportunities, please contact Heather Kodzis by email at h.kodzis@getxsi. com

MESSAGE FROM THE HEAD OF SCHOOL...cont. from pg. 3 be important for current families to adhere to the late February response date for re-enrollment next year. If you require an extension for some reason, please be in touch with Diane Field to see if that may be possible in your case, as we need to be able to balance the needs of our current families with the excitement we have for new students that are applying for admission next year.

Spring Break I can’t believe that this is the last 1791 Letter before spring break! I want to be sure to wish our families a wonderful period of relaxation with their children. It seems as if this year has flown by, but we have so many exciting events to look forward to this spring. I hope that you all share my enthusiasm for what lies ahead.

ATHLETICS NEWS...cont. from pg. 7 slopestyle athletes 13 and older (SBX 15 and older) compete together in an open-class event. The Revolution Tour is also used to qualify athletes for World Juniors, U.S. Open, U.S. World Cup, USASA Nationals and Project Gold camps.

Spring Sports Spring presents the challenge of getting onto fields and being able to scrimmage before the first games. To get a jump on this year’s season, baseball will be headed to Connecticut to play three games in two days and boys’ and girls’ lacrosse teams are headed to play on turf fields at Harvard University on Saturday, March 27. Both teams will participate in the Turf War sponsored

by Metro Lacrosse, a Boston-based inner city lacrosse development program for boys and girls.

Uniform Return Middle

School

will take place at practice Tuesday, February 23. Upper School collection will be done by Upper School coaches the week of March 1.

Sports Awards Middle School Awards Presentations will take place on March 4 at 1:30 p.m. in the theater; and, Upper School will meet on campus at 6:00 p.m. on March 4 for team gatherings and 7:00 p.m. for awards presentations in the theater.

Spring Practices All varsity spring practices will begin on Wednesday March 3. The JV teams will begin practices after spring break on Monday March 22. Coaches will be meeting with players soon.

Spring game schedules Schedules are being finalized and will appear on the portal next week.

Equipment for Spring Lacrosse helmets should be inspected yearly and must be stamped and meet NOCSE approved standards.

Helmet life is three to four years. Girls’ lacrosse players must wear goggles.

These goggles need to be ATSM approved for lacrosse. Various types of goggles are available in sporting goods stores. The Berwick Athletic Department and Bookstore will have a small supply for sale. Colored mouth guards are required for both girls’ and boys’ lacrosse. Varsity baseball teams play with wooden bats. Composite wood is not allowed.

collection

1791 Letter ~ February 2010

11

Cindy Briggs - School Counselor

We l l n e s s N e w s WINTER DOLDRUMS OR ADOLESCENT DEPRESSION? We all know about winter doldrums-the blah feelings that we experience this time of year due to freezing temperatures, lack of sunlight, ice, snow and winter in general. Most of us muddle through these days often feeling a bit crabby. Others cope by complaining about the extra layers of clothing to stay warm, frozen extremities, and the overwhelming inertia that the weather causes.

Inwardly, the majority of us know that life is still okay and that the snow will melt away (hopefully by March) along with the doldrums.

Over the past two weeks, I have been involved in a number of conversations where the topic of adolescent depression has come up. Just last Thursday, I, along with two senior SWAT members did a mini-presentation on this topic in Jen Onken’s ninth grade English class. Her freshmen had just finished reading “The Catcher in the Rye” and she felt it was an opportune moment to discuss adolescent depression. For those of you who may not be familiar with the book, the main character, Holden Caulfield provides an excellent example of an adolescent who struggles with this serious illness. I am happy to report that the freshmen did an excellent job of identifying Holden’s signs/symptoms and were able to have a thoughtful discussion about both adolescent depression and suicide. It is heartening as the school counselor, to know that our faculty is willing to 12

integrate these tough, but important issues into their curriculum.

doldrums or is it something far more serious for some of these students?

Another arena in which this topic has come up was our Upper School Student Support meetings.

Mr. Smith, Mr. Saliba, Ms. Onken, Ms. Sevelowitz and I try to keep a close watch on our students during these cold winter months. The time when we return from winter break until we depart again for spring break is probably the toughest for our oldest students on campus. Long-term projects are the norm during this stretch. I recently did a survey for the Restroom Reader (our student health newspaper) and found that over 190 Upper School students are presently researching and writing a history research paper. This statistic does not include the huge Chemistry Periodic Table Project that the sophomores are also doing this quarter, or the college applications over which some of our seniors are still laboring. It is during this time that students (and some faculty) wish for that random snow day to catch up on their work or much needed sleep.

I would assume for the majority of our students, it is just the doldrums, and they will be lifted as soon as the temperature hits fifty and the Frisbee starts flying again on Fogg Field; but for a few, it may be more serious and may need to be addressed. The following information on adolescent depression and a list of warning signs may help you determine if your child is just in the midst of the doldrums, or has issues that may need immediate professional attention.

I know one thing as I write this 1791 Letter article, the “winter doldrums” have taken hold in the Upper School.

I see it on the faces of the students and in their posture. Many of them look tired and stressed, and not nearly as cheerful as they were just a few months ago, before the temperature begun dipping. I try to ease my worry by saying to myself, “March break is less than a month away and that will surely rejuvenate them.” However, my worry always circles back to the same question... Is this just the winter 1791 Letter ~February 2010

The Federal Drug Administration defines depression as, an illness where the feelings of sadness, hopelessness and despair persist and interfere with a child or adolescent’s ability to function.

Unfortunately, depression is one of the most overlooked and undertreated psychological disorders in adolescents.

This missed diagnosis is often due to the confusion surrounding what is to be determined as normal or abnormal behavior during this particular life stage. Those of you who have the experience of living with an individual between the ages of 12 and 18 can most likely relate to this statement. In my household, it is common for us to witness anger, joy, sullenness, elation, tears, and laughter all in one day. A common trademark of adolescence is moodiness, making it difficult to distinguish between teen temperament and depression. When considering the FDA’s definition of adolescent depression, two major components continued on pg 14...

Rachel Saliba - School Archivist

Archives News FROM RUMMAGE SALE TO AUCTION: THE FOUNDING OF THE BERWICK ACADEMY PARENTS ASSOCIATION

be over in time for parents to take home any students leaving normally on the early bus at 2:40 p.m.

Ever since the founding of Berwick Academy, parents have played a key role in its success and survival as fundraisers, trustees, student recruiters, volunteers, and program organizers.

During World War II, Berwick Academy parents even volunteered as drivers for the athletic teams to save precious money and gas for the school.

On Monday, February 21st, at 7:30 p.m. a similar meeting will be held for fathers interested in helping to organize a Fathers Association.”

However, not until the late 1970’s did the need for a formal parent organization become apparent.

Within a few years, the Board of Trustees had decided to end the postgraduate boarding program, open a lower school and embark on the first major capital campaign in the school’s history. Not surprisingly, Headmaster Andrew Holmes turned to the parents for support and made the following plea to parents in his January 1977 “Since 1791” letter: “The Headmaster is extremely anxious to get started a Mothers Association and a Fathers Association for the Academy. Such groups are most successful in other schools in undertaking projects on behalf of the Academy and students and providing vital contact between the parents, administration, and faculty concerning desires and comments on operation of the school. To these ends, on Thursday, February 17th, Mr. and Mrs. Holmes will host a coffee for mothers interested in forming a Mothers Association. This will begin at 1:30 p.m. in the Commons lounge and will

While it is difficult to determine what happened at the Father’s Association meeting, the mothers responded quickly and the Berwick Academy Mother’s Association was started, with the election of Jane Hall as the first president and three other officers in April 1977 (Class Parents and Area Representatives weren’t selected until 1979).

The Mother’s Association sponsored annual events including a Pot Luck Supper and a Candlelight Dinner Dance for faculty, parents and prospective parents, but the most important fundraiser was the Rummage/Yard/Barn sale. The first one raised $500 for the (new) Lower School Library in May 1977.

The Yard Sale was the first Mother’s Association fundraiser and was an annual event until the auction replaced it by 1984.

1791 Letter ~ February 2010

Eventually, the Berwick Academy Yard Sale became one of the biggest in the Seacoast region. While the reasons are unclear, in 1983, the Mother’s Association sponsored the first auction and a yard sale in the same year. The auction was considered a big success raising $5,000 to support the school and the yard sale era was over.

After four years of successful auctions, and with Headmaster Vince Durnan’s support, the Mother’s Association changed its name to the Berwick Academy Parents Association (BAPA) and became incorporated as a nonprofit corporation on January 14, 1987. The purpose of BAPA was stated: “To foster parental support for the philosophy of education at the Academy; to bring the parent community of Berwick Academy closer together by sponsoring educational and social events; to listen to parent recommendations and concerns; to formulate appropriate ways to help enhance student life at Berwick Academy through fundraising efforts for school necessities; to provide volunteer assistance in needed areas.

(Articles of Incorporation, Jan 14, 1987).”

While the structure and programs of BAPA have changed since its beginning in 1977, it is still true to its core mission and has become a fundraising powerhouse that empowers the school to provide many important programs and activities that would otherwise be impossible to offer.

13

ARTS NEWS...cont. from pg 8

is 7 p.m. for both performances.

MUSIC Music and Technology Enhancing Music Performance and Assessment by Stephanie Sanders: Berwick Academy students are combining technology and music in a variety of ways in music classes. MIDI controllers, electronic instruments, music software, the iPhone/iPod Touch, recording software, and small video recorders are changing the face of music education and performance.

Symphonic Band and Middle School Jazz Band students are using music technology to compose and arrange music to be performed at the spring concerts. Students in the Upper School Symphonic Band, who do not participate in jazz band, have selected five popular songs in a variety of styles to create a mash-up. Students are using music theory and composition skills to determine the appropriate keys for which the music can be played by a combination of electronic instruments, computer generated music, and acoustic instruments such as trumpet, trombone and saxophone.

Students in both the Upper School and Middle School groups have been working with the Korg NanoKey, and Korg NanoPad connected to Mixcraft software on a tablet computer, and GarageBand on a Mac to create original soundtracks and loops. The Yamaha WX5 wind controller connected to a sound module, allows students who play clarinet, flute, and saxophone to assimilate a variety of acoustic and electronic sounds, commonly heard in popular music today. The Korg Kaossilator and iPod Touch are used to add interesting and creative affects to the music. Students have also taken the challenge of learning Logic Pro 8 composition software. This software allows students to connect the computer 14

directly to an electric piano, and create multi-track compositions and see the notated score as they compose each track. In Logic Pro, students can mix live recordings with prerecorded audio and MIDI loops, along with student-created audio and MIDI tracks. Music copyright of the songs used in the mash-up will be addressed with students learning the process of procuring the appropriate copyright license to perform, record and arrange their music. The finished works will be showcased in a live performance of electronic, computer generated music, and acoustic instruments.

The challenge for our student composer-songwriters is keeping their daily work in an organized, documented format. Student musical works are being documented and stored in a digital portfolio, using a Flip camera, M-Audio Microtrak II, digital recorder, and recording with free Audacity software, found on all student tablet computers. A digital portfolio is similar to a visual artist keeping their paintings, drawings, and rough sketches in a sketchbook or paper document file. The digital portfolio is not only a record of student work for assessment purposes, but is also a recorded and dated, simple copyright of their original music. The digital portfolio is a documented resource for students to present in the college application process for music studies. Students in composition and songwriting will be creating a class Podcast, which will include their original work along with discussion on a variety of topics related to songwriting and popular music reviews.

Audacity is a free multi-track recording software that students in the grade 7/8 band and the symphonic band are using to complete playing assessments. The playing assessment in front of peers can be an intimidating process for many students and it is also time consuming when performed 1791 Letter ~February 2010

in class. Using Audacity, students can record themselves at home, having the opportunity to do as many takes as necessary, until they are happy with their recorded performance. Once the recording is completed and saved, students export their performance as a compressed MP3 file, which can easily be sent by e-mail or dropped in the homework box on the school server.

These recorded assessments will also create a digital portfolio of individual student achievement in a given year or across several years of musicianship.

Family and friends cannot attend the concert? An added bonus of this process is that students can send Grandma in California a recording of their playing that opens directly in iTunes.

Students are bombarded with music and technology every day.

Research suggests technology is an important new element in education and in music curriculum. It is important to remember, as we embark on a path of technology, that technology is an enhancement to learning and should enrich the musical experience being delivered in the music classroom.

April Recitals Berwick’s music recitals will take place during the week of April 5. All students who take lessons on campus are encouraged to perform.

Applied lesson teachers and parents should arrange a recital date for each private lesson student.

VISUAL ARTS Scholastic Arts Exhibition This is a reminder that the Scholastics Regional Awards Exhibition at Heartwood College of Art, 4 East Avenue, Kennebunkport, Maine, is open to the public. The award-winning work of Derek Lavigne, Whitney Pasternak and Olivia Waterhouse will be on exhibit from March 8 through March 17, 2010.

Youth Art Month 2010 March is Youth Art Month.

Visual art teachers recently selected the work of Ben Joslin (3), Colby Wood (8), and Hannah Unger (9) to represent Berwick Academy at this annual exhibit sponsored by the Maine Art Education Association and the Portland Museum of Art. The exhibit will open at the Portland Museum of Art on Saturday, February 27, and will be on display through Sunday, April 4. The opening reception and awards ceremony will take place on Saturday, March 6, 2010, from 5:00 – 7:30 p.m.

Summer Intensives in the Arts Upper School students interested in attending summer camp or art programs with intensive study in the visual arts should see Ms. Russell.

She has familiarity with a number of programs attended by previous students and has an extensive file of summer art opportunities.

WELLNESS NEWS...cont. from pg 12

resonate for me: persistent symptoms and interference in normal functioning.

An adolescent whose depressed mood continues for an extended period and/or an adolescent whose mood or behavior are causing an inability to function are adolescents about whom I begin to worry. A “marker” used by the Upper School Academic Support Team at Berwick Academy is a change in grades or performance in class. If we see a student who experiences a sharp drop in grades, or if we have a teacher who expresses concern about a change in a student’s class performance, we take notice.

According to the National Mental Health Association, adolescent depression is increasing at an alarming rate. Recent surveys indicate that as many as one in five teens suffer from clinical depression. Adolescent depression appears to have two big peaks, the first around the ages of 13

or 14; and, the second between ages 18 to 22. A clear link exists between depression and developmental changes.

These changes include puberty, the development of a social network (friends), sexuality and sexual identity, academic or vocational achievement and goals, and separation from adults.

These are all the normal tasks that our middle and high school students are presently undertaking. Adolescents who are under a large amount of stress, who may experience some type of loss (such as a boyfriend/girlfriend), or, who have learning or behavioral issues are also at a higher risk of depression.

Adolescent females, as well as minority populations such as homosexuals are at more risk for developing depression.

This is not to say that males are free from this illness. In fact, over the past few years, we have seen a rapid increase in the diagnosis of depression in adolescent males.

This may startle you, but parents can sometimes be a roadblock to professional help. Our reluctance to seek help appears to be related to self-blame and minimization of the symptoms. Many parents become convinced that their teenager is simply moody by nature, therefore missing the fact that a majority of them have a very serious and sometimes lethal disease.

We, the parents know our children the best! We know their eating and sleeping habits as well as how they socialize with their friends. If one of these daily habits changes, we should consider it a red flag. According to the American Academy of Child and Adolescent Psychiatry, if one or more of the following warning signs persist, parents should seek professional help for their adolescent:

• Persistent boredom; low energy •Social isolation; poor communication • Low self-esteem and guilt • Extreme sensitivity to rejection or failure • Increased irritability, anger, hostility • Difficulty with relationships • Frequent complaints of physical illnesses such as headaches or stomachaches • Poor concentration • A major change in eating/sleeping habits • Talk of, or efforts to run away from home • Thoughts or expressions of suicide or self-destructive behavior If you are worried about a change in your adolescent’s mood or behavior, find the help you need immediately. Even though talking with a professional may not be an adolescent’s idea of a good time, it may change or even save their life.

The following are other valuable resources available to parents of adolescents: a book entitled, “Adolescent Depression: A Guide for Parents” by Mark Mondimore and the following websites: www.ascap.org, www.drada.org and www.namh.org.

Sincerely, Cindy Briggs

• Frequent sadness, tearfulness, crying • A sense of hopelessness • Decreased interest in activities; or, an inability to enjoy previously favorite activities 1791 Letter ~ February 2010

15

Jedd Whitlock - Director of Advancement

Alumni and Development News Dear Berwick Community, On January 28, Janet Stevens graciously hosted an evening gathering to thank our Annual Fund parent volunteers.

Thank you, Janet, and thank you to the 50+ volunteers who have given and continue to give their time and energy on behalf of Berwick. We have created great momentum and hope to carry this through to June 30, 2010, when the 2009 – 2010 Annual Fund closes.

Although we remain optimistic about reaching our goals, we still have some work to do, and need your help to make our goals a reality. As a reminder, our participation goal this year is 65%. To date, 42% of Berwick parents have made a gift or pledge to this year’s Annual Fund. Thank you again! Online giving continues to be an extremely popular way to make a donation. We have already received 50 online gifts compared to just 4 at this same time last year.

Second appeal letters have been sent out, and new parents will receive their first Annual Fund appeals this month. Please do not hesitate to contact me if you have any questions about the Berwick Annual Fund. I have enclosed two helpful links: To learn more about the importance of the Annual Fund, visit www.berwickacademy.org/annualfund To view last year’s report on annual giving, Celebrating Philanthropy, visit www.berwickacademy.org/thankyou As always, thank you for your support and consideration.

Best, Jedd Whitlock Director of Advancement jwhitlock@berwickacademy.org

16

1791 Letter ~February 2010