1791 Letter - September 2012

September 2012

BERWICK A C A D E M Y

1791 L e t t e r

Class of 2013 Convocation

1791 Letter ~ September 2012

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MESSAGE F R O M

Greg Schneider

Head of School

of institutional goals.

One of the ironies of being the Head or Assistant Head of School at a place like Berwick Academy is that there is far more work and effort involved in preparing for our opening week of meetings for employees than there is for the first day of school with your children. Getting ready for the kids is generally distributed throughout the employee community, but Cindy Briggs and I spend a great deal of time hand-wringing over the summer to create an opening week that sets the right tone to kick off the school year.

While I won’t suggest that we have this annual preamble down perfectly yet, I feel like we have come a long way as a community in this area. As a parent, I thought you might be interested to know just what goes into getting ready for your child’s return after Labor Day.

An opening week needs to balance many things – professional growth, logistical meetings, social reconnection, time alone to think and prepare – all of these are competing priorities in many ways. As with most things in my leadership at Berwick, our Core Value of balance emerges as the most useful rudder we have to get this right. While perhaps not the most popular initiative of my tenure, we have expanded the expectations for this week in a number of ways. We now enjoy faculty presence on campus for four full days before heading into an extended long weekend over Labor Day. This added preparation time has allowed us to add some important components to launching our year, including cross-divisional meeting times, divisional meeting times, and PK-12 meeting times to meet a myriad 2

The first day generally begins with a presentation (that is always too long) from me. I do my best to offer the employee community a transparent 10,000 foot view into the strategic issues and priorities that confront the School. For a moment, teachers are transported out of the world of the classroom into a broader view of finance, admissions, development, marketing, and other areas. Members of the administrative team contribute to a mosaic of information regarding both progress made over the summer and anticipated goals for the year. This year, we then offered a menu of sessions from which faculty could choose that focused on the topics like the new technology plan, new fundraising initiatives, feedback from the student and parent spring surveys, and a session regarding the future of environmental sustainability at Berwick.

Day two focuses on divisional time for each faculty group to work through the logistical details of opening school. Part of this is clearly upon operational decisions, but a substantial amount of time is also devoted to discussing students and strategies to support kids thoroughly in the coming year. Another relatively new aspect we have added to this week is summer reading for all employees.

This offers us a chance, as the adults in the community, to come together across divisional lines and discuss topics that impact all of us. One of my favorite aspects of this has always been integrating staff members into these faculty groups while discussing all kinds of educational themes. This year, we chose from nearly a dozen 1791 Letter ~ September 2012

titles that should offer you a sense of the continual need for our school to move multiple initiatives forward simultaneously.

Topics included technology, assessment, 21st century skills, creativity, critical thinking, and inquiry-based learning.

The lucky administrators had an additional summer reading assignment, which was to pour through the newly minted NAIS publication regarding diversity and inclusion. This volume is in fact a collection of thirty plus articles specifically on the topics of diversity issues at independent schools.

The administrative team then led twelve concurrent discussions on individual articles from this book. These articles raised issues that we thought could be relevant at Berwick Academy: the possibility of a community diversity assessment, issues facing adopted students, the psychological experience of students of color, transgender issues, and conversations of physically disabled students. Each article comes from an example at a peer independent school, and it is fascniting to glean how far ahead we are in some areas and how far behind we are in other aspects of the critical institutional conversation about diversity and inclusion.

Thursday morning surely offered us the greatest highlight of the week. A number of our teachers were away at a conference this summer and had the pleasure of hearing Dr. Sugata Mitra speak. Having befriended him at lunch after his presentation, our teachers asked if there might be any way he would consider coming to speak to our faculty. Dr. Mitra is a popular speaker on TED talks, but somehow we found ourselves able to

BERWICK A C A D E M Y pull off a complimentary presentation at our opening meetings this year. A physicist by training, Dr. Mitra has experimented for years by putting computer kiosks in disadvantaged neighborhoods and then observing the way groups of young children learn from a single computer. Over time, his research has demonstrated how very young children can in fact teach themselves huge amounts of information (like how to speak English) without a teacher present.

His work is now being implented in more affluent schools across the globe. Dr. Mitra is a huge believer that education as we know it has now changed for good. In a world where limitless knowledge sits out there in the “cloud,” people have the ability to pretend to know a lot about everything. The validity of educational credentialing is changing rapidly. He suggests a model in classrooms where we ask groups of students to pursue answers through technology, while teachers truly remove themselves from the role of knowledge providers. In fact, he believes the most important role of the teacher is to offer thoughtful questions and continual support and guidance from the side. Mitra’s conclusion is not so different from what we already know from other wise educational minds - teachers need to be coaches on the side more than “sages on the stage.” However, his approach addresses very directly what this means for teachers and acknowledges just how hard it is to sit back and allow students to learn and grow in slightly unorthodox ways.

When we come back out of the technological clouds to planet Berwick, we know that we exist in an educational world that has competing pressures. Being a college preparatory school, at times, can feel like a stifling

force to curricular innovation. And yet, we also have a clear goal of making our educational experience more and more student-centered rather than teacher-centered. Certainly Dr. Mitra asks good questions: as students have more and more devices to access unlimited content on the cloud, what is the role left for us as teachers? Could techonology actually close the divide associated with economic status and educational attainment over time?

Will Berwick students find themselves competing against far more “educated” people than any of us could fathom even ten years ago?

After debriefing by division as to what was practically applicable from Dr. Mitra’s talk, we eventually found our way to my favorite part of opening week. We closed with the kick-off party at the Schneider’s, which is the one day of the year where you will see almost every Berwick employee and their children in one place. The bouncy house and piñata tend to be the biggest hits, but it is also a moment for the adults to reflect upon the week and reconnect before we launch into the busy journey of another school year. And while the adult time is always welcomed and enjoyable, the undercurrent is always the same: “it’s time to see the kids....”

I suppose I offer all of this to you (perhaps more than you ever wanted) for a couple of reasons. First, I want our parents to know that our faculty are a group of professionals who take their craft seriously. In addition to our opening week, many of teachers pursued professional growth opportunities on their own time. I also want our parents to know that we are committed, as a group, to staying on the cutting edge of innovative educational practice. Philosophically, Berwick is a place that values both tradition and 1791 Letter ~ September 2012

1791 Letter

innovation. So while you should not expect that your children are suddenly going to be taught by computers rather than teachers this year, I hope that you will all observe teachers taking risks and trying new things in the spirit of making school more relevant and engaging for your children. As Head of School, I am sending a message to the group that we want to be a place that takes thoughtful and informed risks while building upon the aspects of education that we already know we do well.

At the end of it all, there is no theory or philosophy that can replace the magical spark of a relationship between a student and a teacher. There is no singular way to do this thing we call teaching and learning, and there are as many topics and learning styles as there are pedagogical approaches.

As we launch into another school year here on the Hilltop, I will close by saying thank you for your contribution to the fundamental educational spark the gift of your children.

Blue and White Day: While September is filled with amazing Berwick events, no family should miss our Blue and White celebration on Saturday, September 22. This day is a combination of alumni weekend, our “Dog Days” fair, a BBQ, and amazing athletic competitions.

It is also a time to catch a glimpse of yours truly in the dunking booth.

Admissions Open House: After another successful year in Admissions, we are committed to generating an even stronger applicant pool in 2013. To that end, we have moved our PK12 Open House earlier this year to a Sunday afternoon. This open house will offer families an easy first glance continued on page 10...

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Shiela Esten - Upper School Director

Upper School News “If

you want to make it, all you have

to do is try.”

- William Kamkwamba, The Boy Who Harnessed the Wind When Peter Saliba contacted me last spring to ask me to pick the summer reading book for Berwick’s Upper School community, I confess to being at a bit of a loss to start. There were so many books that I could imagine exploring with my former school community because I was involved in and living their ongoing dialogue about educational trends, the world and the future. I had a sense of what might collectively resonate with our students and teachers given what I knew of those larger conversations. As much as I was learning about Berwick in preparation for jumping on board, however, I was concerned about not striking a relevant chord, and I didn’t want to miss an important opportunity to engage in the kind of reflection this type of reading inspires. Quite honestly, here was my first Berwick challenge, and there was every possibility I might blow it! So, what did I do? I did what many educators do in moments of uncertainty – I consulted the students.

I have taught and loved all of the Upper School grade levels, but there is something about the particular wisdom of sophomores that is unique and refreshing. When faced with that difficult question of selecting a summer reading book, I went to a tenth grade English class, and asked them to guide me as I deliberated between two possibilities, both of which I knew they had read. I went into this conversation believing that I knew in 4

which direction they would lean, and came away reminding myself of the danger of making any assumptions – especially with 15 and 16-year-olds.

We had a spirited conversation and at the end of the day, they guided me toward the work that they thought had important big picture implications for themselves and their peers 900 miles away – and beyond.

We had learned about William Kamkwamba’s story, The Boy Who Harnessed the Wind, through a schoolwide global education program, and had the good fortune to hear co-author, Bryan Mealer, speak to the school. As learning communities grapple with the questions and challenges around the ever-shifting landscape for which we are preparing our students, it was all the more inspiring and relevant to hear this story of the power of determination and ingenuity. If a 14-year-old boy impacted by lack of access to a formal education, coupled with the crippling effects of sustained famine, could push through improbable barriers to build a windmill to bring power to his village out of scrap parts and a vision, then truly, anything is possible.

As a means of kicking off some community reflection on this example of the need for courage and innovation here and around the world, recently in assembly we watched two of William Kamkwamba’s TED talks, and circling back to my expert guides, I asked a group of our sophomores to offer some reflections on innovations throughout history that many deemed impossible.

The hope in doing this was to try to bring this story to life, and to remind all of us to that, as Kamkwamba 1791 Letter ~ September 2012

concludes in his book, if we want to do something, all we have to do is try.

When Greg Schneider announced at the start of that same assembly that seniors Jamie Meader and Lily Hahn had achieved National Merit status, it was a wonderful example of this kind of drive and spirit right here in the Berwick community. Later in the day when we gathered for the Convocation ceremony to highlight and honor the senior experience as it starts to unfold, and to present the prestigious Cogswell Medals to ranking scholars Clayton Jacques ‘15, Zachary Flinkstrom ‘14, and Lila Hahn ‘13, this recognition was celebrated and reinforced.

Berwick students demonstrate not just the desire to achieve, but also the will to make it happen, and as we closed out that first week of a new school year, those were inspiring illustrations of the harnessing of power.

Rosemary Zurawel - Middle School Director

Middle School News One of the most interesting distinctions between adults and most adolescents is that the latter group tends to thrive on changes. They are spontaneous in their reactions and they will try most novelties. Therein lies both the good news and the bad news, and it is where the joined efforts of home and school have the largest impact.

For instance, the arrival of the first day of school was a major change for all of us, but for the students, the promise of reuniting with friends and seeing who the “new kids” are made that day a special one. The changes of each day in the first week meant that students were facing new patterns of instructions from new teachers and a new schedule each day. The very alertness required to navigate the first weeks is exhausting for many adults, but stimulating for the adolescents.

There is a joyful uncertainty in meeting new teachers and students.

There is a level of anxiety there, too. “Will the new students like me?” “Am I wearing the right clothes?” “How will I succeed with a teacher whose standards are so high?”

Generally, fatigue and anxiety will meet up for a meltdown sometime during the first trimester. This is our moment, parents, when you and the teachers share a common goal: helping just one child at a time to surmount the obstacles, to summon new strength, and to be the enthusiastic coaches who will see the child through.

Amongst the hundreds (maybe thousands) of students I have known over forty years, few have failed to

flourish under the supportive care of parents and teachers working together.

At times, we need to nourish a soul battered by a failure. At other times, we have to be a bit of the “drill sergeant” who orders the soldier to pull up his socks and attack the mountain. Still other times demand of us an attentive and empathetic ear that acknowledges the fear of failure while restating our belief in the person’s innate ability.

Our best collaborative work can happen when the communication is open and frequent. Homeroom advisors are a place to begin, and that is why I have asked each of them to phone you during the first two weeks of school. An alternative is to let me know how I can intervene and support on the school end of the partnership.

When it comes to working together, early communication is always preferable to waiting and watching.

For a number of new students in fifth grade or having transferred to Middle School, the issue of receiving grades can be stressful. Parents can help by guiding conversation that focuses on grades as a piece of evidence of learning. One bit of evidence does not make a case for learner’s profile, but as the bits and pieces are collected, they begin to accurately reflect what a student knows and is able to do.

The combination of both skills and knowledge fills in the portrait of a whole learner. Effort grades in the Middle School are used to communicate work habits and participation efforts. Many parents see this grade as an indicator of how hard a student is working in the eyes of his/her teacher. The challenge of communicating a single grade is 1791 Letter ~ September 2012

that some children see a high grade as a measure of a teacher’s affection for them. It helps when conversations at home compare an academic grade to a blood pressure reading or a weight.

The objectivity of those measures is clear; blood pressure cuffs or scales are incapable of liking or disliking the person using them. When it comes to grades in the Middle School, the parent-teacher meetings in the first and third trimesters are designed to fill in the details of your child’s achievement and to make prescriptive plans for the weeks ahead. Comments about a child’s work habits, accomplishments, and struggles will accompany grades on the grade reports for trimesters one and three. Mid-term grade reports will be electronically available for all new students in the first trimester as well as for any students whose grade hovers at a B- or lower. Parents are always welcome to phone or email the teacher for more details. Assessing student progress effectively and accurately is a complex part of the educational endeavor. Please contact any of us with your questions.

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Joel Hawes - Lower School Director

Lower School News Consider this situation. You are a Lower School Director, and you are planning the first morning assembly of the school year. What would you do to welcome in the new season?

In our Division, we held a straightforward, yet meaningful, assembly on Thursday, September 6, as faculty, students, and I gathered for the first time as a complete Lower School group. While meeting in the Great Room, faculty introduced students new to Berwick Academy to our faculty and veteran students. Then, in turn, each faculty member introduced herself or himself to our student body. And as we customarily do in the Lower School during our opening assembly, two of our fourth grade student ambassadors gave a shiny Macintosh apple to each faculty member as they concluded their introductory remarks. It was a simple, yet symbolic, sign of appreciation. It was also a foundational start to the year—ensuring that we are not only all together as a Lower School group, but that we have also been properly introduced to one another as we get underway.

It is a short three-day week, and yet there is time for one more assembly – a Friday morning assembly on September 7. Again, playing the role of Lower School Director, where would you put your focus?

We typically hold our weekly assembly on Friday mornings. In the past, we have held the gathering at 8:30 a.m. This year, the faculty and I have decided to conduct the assembly during a mid-morning time 6

slot. This will allow us more time to get established in our homeroom classrooms with morning meetings and related routines and to then transition to the full-division program later in the morning. We have also renamed this regular event. Instead of morning assembly, we will be referring to the gathering as our community meeting, in order to more accurately describe the purpose and intent of coming together as a full Lower School group.

morning greeting and response, (good morning boys and girls; good morning Mr. Hawes) is positive practice around the importance of greeting one another.

The manner in which the fourth graders describe their involvement as ambassadors highlights their intended involvement as role model leaders.

And the fact that we take the time to introduce the new students and all of our teachers supports our community connections.

Besides traditional meeting agenda items such as the morning greeting, the fourth grade ambassadors’ introduction and the weekly birthday song, we used this community meeting time to collectively ponder and describe ways in which we could promote safe, enjoyable recess play. Oh, and we also discussed our approach to the afternoon’s ice cream social which was scheduled for the last half hour of that school day. (Yes, we ended that week with a bang!)

This Lower School year will take us in many directions. It will lead us to creative thinking, to a well-rounded program, and to exciting special activities. But most importantly, it will provide us with an opportunity to show signs of friendship within our Lower School community. As Lower School Director, I could not think of a better way to begin these two community meetings. And in answering my initial questions, I can imagine you would approach these assemblies in a similar manner. That certainly makes sense and is likely one of the main reasons we are collectively looking forward to a bright new school year together.

Understandably, the first week in the Lower School involves a purposeful, steady approach to establishing the routines and foundations for the school year. There is certainly much to cover in making our diverse program well understood and comfortable for our students.

However, it is actually not that complicated. What matters most during this first week is establishing a sense of connection between children and adults from all directions. Much of that is done through opening week signs of friendship that are unveiled during these two important community times together. For example, the basic 1791 Letter ~ September 2012

Rob Quinn - Athletic Director

BA Soccer Jamboree

The weather was perfect on Saturday, September 8 for our annual Soccer Jamboree as the sun shined and the temperature was a comfortable 70 degrees. Both the boys and girls varsity teams competed against the Winchedon School, Tilton School, and Hyde School in the pre-season scrimmages. The event was well attended by parents, families and friends. Following the games we were treated to an impressive barbeque sponsored by the Berwick Academy Athletic Boosters. A special thank you to Chan Reis, Richard Salvati, Sue Downey, Kate Thut, Ben Thut, Maggie Bristol, Kate Salvati, Craig Solomon, Sam Reid, Paula Reid, Holly Bennett, Travis Derr, and Marilena Sanborn (I apologize if I have failed to mention others). A word of thanks to everyone who donated baked goods too! Your work and dedication made the event a success. We fed over 200 students and families! I also want to thank Sage Dining Services for providing the food. A special thank you to the Facilities Department for their support in providing tables, chairs, and grills.

Leadership

As we approach the start of a new fall athletic season it reminds me of how important leadership is on our teams. The ultimate goal of leadership is to make those around you better. Leadership is not really about you. Instead, true leadership is about your teammates and what you can do to get them to consistently play to their potential and make good decisions.

It is setting them up for success and being happy for them when they succeed as when you do yourself. Instead of being jealous of their success, celebrate

Athletics News

it with them. In actuality, when your teammates succeed, everyone succeeds.

EEE Virus

Each year this mosquito born virus is a concern in the Seacoast area.

The woods surrounding the fields have been professionally sprayed using a safe “green” solution in order to minimize the mosquitoes. Teams will be supplied with a mosquito repellant and athletes are encouraged to use a repellant for practices and games.

AED (Automatic External Defibrillators)

AEDs are located in the basement of Fogg, near the mailboxes in Burleigh Davidson, and in the back hallway of the Athletic Center. Holly Bennett, LATC, also carries a unit at all games. All faculty coaches are currently certified in CPR and AED. Booster Message from Tyler Bristol, President

Greetings from the Athletic Boosters, I would like to invite any and all parents to join the Athletic Boosters. We typically have meetings in the evening on a semi-monthly basis. We have some great low intensity volunteer opportunities coming up in the near future. The Boosters manage the Courtside Café in the Athletic Center as well as sell BA apparel at Blue and White Day. If you cannot attend a meeting but would like to become involved or be added to the mailing list, please Contact Tyler Bristol at William.T.Bristol@EHI.com.

September 20, 2012 is the 22nd Annual Bulldog Classic Golf Tournament at the beautiful Ledges Golf Course in York, ME. The tourney begins at 8:30 a.m. Please support your children’s athletic program by being a golfer and/or a sponsor. This popular event is the Boosters major fundraising event and an opportunity to meet new people and reconnect with old friends.

There is still plenty of room for golfers, please sign up!!

Seacoast United Junior Academy

Berwick Academy and Seacoast United are pleased to announce our third winter of the Club’s highly regarded Junior Academy Program on our campus. The developmental program for boys and girls ages 7 through 11 will begin in the first week of November in the BA Field House.

Tryout dates are Tuesday, October 2 from 5:30-7 p.m. and Friday, October 12 from 5:30-7 p.m. at the Field House.

Team Pictures

N.E.A.T. is scheduled to photograph fall teams in October at Berwick. Team pictures are $9.00 and will be charged on the student’s account. Please have your son or daughter notify the photographer on picture day if you are not interested in purchasing a team photo. The photographs will be used for the yearbook, website, and keepsakes for the players; if you do not want your son or daughter to be included in the pictures please notify me.

Don’t Miss out on the 22nd Annual Bulldog Classic 1791 Letter ~ September 2012

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you gotta have Arts

Deloris White - Fine Arts Director

The Arts are for a Lifetime BPC Arts

Members of this group of dedicated parents have been working in the Patricia Baldwin Whipple Arts Center Lobby/Gallery, giving a fresh new look to the exhibit panels. A new user friendly surface and black fabric have been added to the existing panels.

Each work of art on exhibit this year will be highlighted when placed on the high contrast of the black background.

Please contact Katie Clark if you would like to know more about BPC Arts.

Dance The 2012-2013 dance program at Berwick Academy is off to a strong start with a dedicated group of movement arts students.

We are pleased to announce a variety of new classes to stretch the level of engagement and opportunities for the Berwick dancers. Among the new lessons offered are repertory classes in lyrical, jazz, and contemporary.

The repertory classes are for students enrolled in intermediate and advanced level classes who are looking for more opportunities to learn and perform challenging choreography. Repertory students will perform several times throughout the year in addition to the final spring performance. A third level of hip-hop/jazz fusion is now offered for our Middle and Upper School students as well as a Lower School hip-hop class that is open to our first through fourth grade students. Finally, a technique-based leaps and turns class has been added to our Monday 8

Arts News

afternoon schedule. The leaps and turns class is open to dancers of all levels and will focus entirely on building skill sets and improving technical proficiency.

All classes are now coeducational and we strongly encourage boys and girls to try out classes at the Movement Arts Center! It is an incredible way to increase strength, speed, dexterity and flexibility.

resources. We are planning on updating this page as new events occur and it should act as a source for answering a multitude of inquiries. If you have further questions or comments, please send them along to Sasha Randall Malone at srandall@berwickacademy. org.

The Movement Arts Center has had quite the facelift! Newly painted and adorned with privacy shades, the space now offers a clean aesthetic to complement the growing strengths of the program. Our ability to dance alongside incredible music has improved with the addition of a beautiful baby grand piano and a new sound system. We are so thankful to the folks from BPC for assisting in the progress of the space.

After School Opportunities

Finally, we are pleased to announce a partnership with New England Dance Project by offering classes in the evening hours. This program expansion seems to be especially beneficial to Berwick Academy athletes who are also interested in pursuing dance options.

Classes at theMAC@B.A. are open to the public and allow the space to be used with much more frequency.

We are excited about the partnership and look forward to seeing this piece of the program grow with time. For more information, please visit www. nedanceproject.com.

If you are currently a dance family, please be sure to check the Berwick Academy portal page for announcements and information 1791 Letter ~ September 2012

Music

Band Director Stephanie Sanders is offering musicianship as one way to fulfill the Upper School after school requirement. This activity is open to all Upper School students in grades 9 - 12 and meets three afternoons each week during each trimester.

Stephanie Sanders will also continue to direct the Middle School jazz band after school on Tuesday afternoon.

Anyone interested in participating in any of these ensembles or would like more information should contact Ms. Sanders directly at ssanders@berwickacademy.org.

Off the Hilltop

This summer music student Noah Landis attended a jazz program at the Berklee School of Music in Boston. Violin students Emily Barbour, Lily Reed, Brooks Kennedy, and Olivia Pomeroy attended the Southern Maine String Camp. Emily also attended a chamber music program directed by Augusto Salazar in Kittery, and the Lyceum Music Festival in Utah, where she got to work with the cellist Steven Sharp Nelson, of YouTube fame. continued on pg 10...

BPC Notes - from the BPC Board Members

The whirlwind of the first couple of weeks of school are behind us and the BPC has been busy coordinating coffees, networking opportunities, and the Convocation lunch for seniors. We have also been putting the finishing touches on our orders of new BA logo items that we will have out for you to purchase at upcoming school events.

Our annual volunteer survey has been distributed via email and we send out a big “thank you” to Tania Marino and Katie Clark who tirelessly crafted and edited the survey so we could put together lists of volunteers for school events. Tania is now collating the responses and if you volunteered, you will be called upon as your event(s) arise.

2012 Grant Awards

Each spring, the BPC accepts grant proposals from faculty and staff requesting funds for their enrichment projects. Last April, we received a total of 60 qualified and well-researched requests totaling over $347,000.

With $57,000 in available funding we truly had a difficult task determining the projects to fund. However, the decisions were made, acceptance letters sent out, and the recipients were busy implementing their projects over the summer.

At this time each year, we publish the list of projects that were funded so you can see what our fundraising benefitted last year and so that as a community we can celebrate the incredible caring and passion that our faculty and staff have for enriching

Parents Association News

the lives of our students. Following (in no particular order) is the list of grant requests that were funded in June 2012: • Tunable timpani • Crazy Creek Chairs for fifth grade • Video editing software for the Communications department • Middle School robotics supplies • Lower School iPad cart • Interactive white board for LS/MS music/chorus • Digitizing the 1964 Master Plan Elevation • Eno Click Board for Upper School • iMac for Upper School art studio classroom • Phase 2 of library furnishing • Lower School Rioux Room upgrades • Orchestral instruments • Various music enhancements • Yearbook equipment upgrade • Upper School film class cameras • Books for first grade classroom library • Resource material for Social Emotional learning • Partial funding for the AED expansion project • New Art display boards for the Arts Center Lobby (funded by BPC Arts) • Interactive globe • Partial funding for the Campus Signage Initiative • Production studio • Michael Thompson Professional Development • Equipment for the guitar classroom • Speakers & equipment for on-campus musical events • Middle School math program materials

feel that all of the work that went into our fundraising truly made a difference.

Please join us by volunteering at any upcoming event to help us set the stage for another successful year.

Next on the BPC calendar Berwick Golf Classic September 20. Make sure you are signed up to play – it is a really fun day!

And if you really don’t golf, please come for lunch and the raffle! Contact Rob Quinn, rquinn@berwickacademy. org or Tyler Bristol, William.T.Bristol@ ehi.com to sign up for golf and/or lunch.

Blue & White Day September 22. This is a marvelous day complete with sports games featuring grades 6-12, field games for Lower School students, and a BBQ lunch.

BPC will be selling logo items from 10 a.m. – 2 p.m. Come and purchase our new logo item selections!

When we look back on these amazing projects for which we were able to provide financial assistance, we 1791 Letter ~ September 2012

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

at the School, which we hope will then be followed by a more customized and personal visit. The date is set for the afternoon of Sunday, October 28. As always, you are the most important marketing resource we have, so please spread the word to your friends and neighbors.

College Visit Days: Senior parents should please note that college visit days are back in the calendar this year on October 1 and 2. Please utilize these days effectively so that we can minimize absences during other parts of the year.

The Bulldog Classic: Don’t forget to sign up and be a part of the Athletic Boosters Bulldog Golf classic at The Ledges on September 20. There are entry forms available on the website at https://www.berwickacademy.org/ boosters.

NEASC Accreditation Visit: Berwick will be welcoming a NEASC visiting team to complete our ten-year accreditation process October 21-24. As a community, we have been preparing for two years for this important event.

Don’t be surprised if next month’s 1791 Letter offers you more insight into this event, but it will be a wonderful moment to showcase our school on a regional stage.

Arts News...cont. from pg 8

Fall 2012 Music Festival Auditions Upper School student musicians who are enrolled in one of Berwick’s performing ensembles, have the opportunity to audition for three honors music festivals this fall.

The Jazz Allstate auditions will be held during the school day on Friday, October 12 in Augusta. Please note that this date is incorrect on our calendar. Students may audition for one of three instrumental ensembles or the jazz choir, and the festival will be held January 3-5, 2013, at Bangor High School. The deadline to sign up to audition is Friday, September 28.

The Maine District One Honors Festival auditions will be held after school on Tuesday, October 16 at Sanford High School. Students may audition for the concert band, jazz band, string orchestra, or choruses, and the festival will be held January 25-26, 2013 at Noble High School.

The deadline to sign up to audition is Friday, September 28.

Students may audition for the Maine Allstate Music Festival band, orchestra or chorus on November 2 or 3 at Kennebunk High School. The festival will be held May 16-18, 2013 at USM in Gorham, and the deadline to sign up to audition is Friday, October 5. Please see Mrs. Wituszynski for audition instructions and to sign up.

As stipulated in the Maine Music Educators Association State Handbook 2012 - 2113, Upper School music students must be enrolled members of organized school groups, unless no such organization exists in their school in order to audition for and participate in the Maine District I High School Honors Festival, Jazz Allstate or Maine Allstate. If selected by audition, they perform at prestigious music festivals in large ensembles.

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1791 Letter ~ September 2012

Fan, Follow Connect!

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

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

Community Cirlces &10th Day Assembly

1791 Letter ~ September 2012

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Cindy Briggs - Assistant Head of School

We’re Back to School!

Well, we have just finished our first few weeks back on the Hilltop. I’m wondering if any of you were as exhausted as I was on Friday night. No doubt, it is a lot of work for faculty and staff to adjust to the arrival of the 572 students on a campus that just a week prior was essentially empty. On the other side of the coin, it is also a lot of work for both the children and families to adjust to a new school year.

If it isn’t already obvious, a great deal of time and effort goes into the planning of the first week (s) in all three divisions. The primary focus is on transitioning students back not only academically, but more importantly, socially and emotionally.

Each division has its own unique way to assist students with this transition.

For the sake of those parents who have received “radio silence” from their child/children this week, let me give you a little glimpse into what goes on in each division.

We l l n e s s N e w s

Dining Hall for both a snack and a cafeteria orientation. On the first day of school, Wednesday, and for the reminder of the week, students have a “special schedule” to be introduced to all of the events that occur outside of their homerooms. This included “the specials” as we call them – art, music, and gym, community meeting or assembly time, and the various procedures and routines that occur during a typical week of school. Other important items such as playground rules, fire safety, and cafeteria expectations are covered with each grade level in their homeroom setting.

Probably one of the most challenging experiences for Lower School students and faculty is lunchtime. Extra time and attention is given to this area during the first week to assist students with the lunch line and the clean-up process within the cafeteria. The first week ends with a morning assembly which focuses on team building activities and an introduction of the fourth grade ambassadors.

Middle School

Lower School

Lower School does not officially open its doors for everyone until Wednesday at 8:20 a.m. On Tuesday (the first official day for Middle and Upper School) the Lower School provides an orientation for new students and parents. The students begin their day by spending some morning time with their new teachers in their classrooms, after which they rejoin their parents who have been orientating with Mr. Hawes, the Lower School Director, in the Commons 12

The Middle School also ushers kids into the school year in a unique way. The oldest of that division, the eighth grade students, head out on their first day back to Camp Merrowvista for a leadership retreat. This team building experience sets the stage for the Middle School because as the oldest in the division, the eighth grade students are called upon to “lead the way” for their younger peers. Students in grades 5, 6 and 7 jump right into a normal school routine with regular classes and sports in the afternoon on 1791 Letter ~ September 2012

Tuesday. Unlike the Lower School, the Middle School believes in developing a routine quickly and sprinkling transition and team building activities in during the first month of school. The first transition/team building activity occurs on Monday, September 10 when seventh grade students head up to the Alton Bay area to climb Mount Major. At the end of that same week, sixth grade students head to Sweetser to participate in a ropes course and team-building activities. The youngest Middle School students have two off campus events during the month of September. The first trip is considered their “first social” on September 21 at Hilltop Fun Center and the second trip is an educational trip to the Tsongas Industrial History Center in Lowell, MA on September 24. Along with the off campus trips, the Middle School introduces students to “family lunches” which are mixed grade and gender tables with a faculty member.

The first family lunch is scheduled for Friday, September 21. Like the Upper School, the Middle School also does an “all school read”. This year’s book, a Wrinkle in Time will be discussed next Tuesday afternoon, September 18.

Upper School In the Upper School, the first week back is preceded by both the freshmen and sophomore overnight trips. The focus of these trips is to renew and establish new relationships (the ninth grade) and renew old relationships and team build (the tenth grade). Tuesday’s morning assembly is nothing out of the ordinary except for the exhilaration continued on pg 14...

Alice Lynch ‘88 - School Archivist

Seasons of Learning As the warm richness of the sun seeps through the tree branches, the refreshing, crisp air whispers against my cheek. A quiet stillness surrounds me and the hemlock trees release thousands of needles that dance through the branches to land silently on the path. As the hemlock trees shed their needles and the geese take to the skies in search of warmer climates, our students are dusting off their backpacks and filling them with novels and textbooks that look daunting or intriguing depending on the subject and the student. For most of us, September means returning to the routine of the school year. Has it always been this way? To answer this question I delved into the Trustee minutes from 1791 to 1897 and the school catalogues starting in 1830.

I discovered that for over 200 years, Berwick Academy students have begun their educational journeys in the fall. In 1800, students began and ended each school year on the first day of fall, the Autumnal Equinox (September 2224). The Trustee minutes from May 1800 read as follows: Periods of instruction at the Academy are from the Autumnal to the Vernal Equinox, from nine to twelve o’clock in the forenoon, and from half after one to half after four in the afternoon. From the Vernal to the Autumnal Equinox from nine to twelve in the morning and from two to five in the afternoon, and the Preceptor to open and close the exercises of the day with prayer, and occasionally to include the duties of religion, piety, and morality.

Vacations from the second Wednesday of

Archives News

January two weeks, from the first Tuesday in May, and from the last Tuesday of October, two weeks.

The Fourth of July and the Anniversary Fast and Thanksgiving days of the State, and any occasional one by recommendations of the Executive of the United States are to be days of intermission.

was dedicated. One, the male and female students would be taught under the direction of one preceptor, and two, the male and female students would be charged the same tuition.

It was also around this time that the summer academic term was eliminated and replaced with a long vacation.

It is clear from this description that the students attended school yearround and the length of the school day was closely related to the hours of sunlight. During the long winter months the 40 students who attended Berwick Academy were kept warm by one of the many fireplaces in the Berwick Academy’s Third Academy 1791 House. From 1793 to 1829 the Building, 1853-1894 Throughout Berwick Academy’s Academy’s students studied and learned rich history, the number of terms or within the 1791 House, although semesters has changed several times it was located in Fogg Memorial’s but the general layout of the academic current location. The Trustee minutes year has remained relatively stable describe the 1791 House as having: since the turn of the twentieth century. model architecture, lofty walls, a beautiful hall, elegant schoolrooms, modern seats, exquisite finish and conveniences.

During the first half of the nineteenth century Berwick Academy constructed a larger building to accommodate the growing male and female student body. These students continued to study on the hilltop year-round, although the number of vacations days steadily increased. By 1880, the students were attending classes in the Academy’s third building, commonly referred to as the 1853 Building.

Several important changes occurred when the 1853 building 1791 Letter ~ September 2012

Berwick Academy Academic Calendar 1880-1881 continued on pg 14...

13

Wellness News...cont. from pg 12 due to seeing old friends for the first time, and the extended length due to faculty introductions. The entire first week schedule in the Upper School is altered during opening week. Classes are abbreviated, advisor time is lengthened, faculty summer reading books are discussed, and most importantly, Mr. Sullivan presents his famous talk on the history of Berwick Academy to the freshman class. This isn’t to say that students aren’t receiving homework assignments. Much to their chagrin, the faculty does start teaching course material. Even so, the infusion of additional advisor time and down time goes a long way in acclimating both new and returning students back to school. The week closes on Friday with Convocation, a ceremony which marks the beginning of the seniors’ final year at Berwick Academy. This is probably my favorite ceremony because unlike Baccalaureate and Commencement, the entire student body is present for this event. Convocation includes a faculty speaker chosen by the senior class and a student musical performance.

This year’s Convocation speaker was

Marielle Johnson, grade 12 English teacher and the musical performer was senior, Andrew Waterhouse.

I hope that this brief overview was helpful and provided you with valuable information about your child’s experience at Berwick Academy. If you have any questions about any of the information I shared in this article please don’t hesitate to contact me or the appropriate division director.

Sincerely, Cindy Briggs Archives News...cont. from pg 13

Although our current students go to school approximately 10 weeks less than the students who walked up the hillside in 1800, they have all been greeted by signs of fall as they ascended the hill to begin a new academic year. Soon the trees surrounding our campus will put on a spectacular show and the students will be embraced by the richness of the season.

SEE YOU THURSDAY! September 20, 2012

Berwick Academy Athletics Boosters remind you to mark your calendars for the 22nd Annual Bulldog Golf Classic at the Ledges in York, Maine.

- Excellent day of golf!

- Sponsorship packages available - Great raffle prizes Visit www.berwickacademy.org/boosters for more information and to download the registration and sponsorship forms. Contact Rob Quinn with questions at rquinn@berwickacademy.org or 207.384.2800

w w w. b e r w i c k a c a d e m y. o r g / b o o s t e r s

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1791 Letter ~ September 2012

Jedd Whitlock - Director of Advancement

Alumni and Development News Welcome back returning parents and welcome to new families! I hope the start of the year has been a smooth one.

This year we welcome #### new students to campus. For families new to Berwick, I am sure that the start of the academic year is exciting, but filled with questions as you settle into the community. With this in mind, I thought I would take this opportunity to introduce families to philanthropy at Berwick, specifically, the Annual Fund. For returning parents, the information below may also be a helpful reminder of the important role that the Annual Fund plays in our community.

What is the Annual Fund?

The Annual Fund is the Academy’s number one fundraising effort that raises critical philanthropic dollars to support the operations of the School. The Annual Fund relies on the commitment, generosity, and enthusiasm of parents, grandparents, alumni, parents of alumni, faculty, staff, and friends. Contributions to the Annual Fund make a dramatic and direct impact on students and faculty as it provides crucial revenue in areas where the need is greatest each year. Often, these gifts are used for technology, faculty, professional development, physical plant maintenance, and program support. The 2012-2013 Annual Fund runs on the School’s fiscal year calendar starting on July 1, 2012 and closing on June 30, 2013.

Why is the Annual Fund necessary?

As a private, independent day school, Berwick develops its own program and curriculum. This means that the School operates without the financial support

from the federal or state government agencies and is self-governed by a Board of Trustees. Unlike public schools, which are funded by tax dollars, independent schools rely solely upon tuition revenues and philanthropic gifts to meet operating and capital expenses. Ultimately, the Annual Fund can be viewed in one of two ways. Traditionally, it has been seen as the source of funds that bridges the gap between tuition and what it actually costs to educate each Berwick student.

Simply stated, tuition, fees and our draw from the School’s investment portfolio (or endowment) cover about 95% of the actual cost of the Berwick experience for each child. Like anything in life, it’s the last 5% that puts the special touches and final details on all that we do. That 5% at Berwick makes the difference between a good education and a great experience.

Imagine what more 5% could provide.

If the Annual Fund did not exist, the experience of our students would be substantially compromised.

Why give?

Berwick’s tradition of charitable giving began when the Chadbourne family created a land grant to establish the Academy in 1791. Today, Berwick is fortunate to have a beautiful campus consisting of over 80 acres and an investment portfolio valued at approximately $17 million. Each generation has played its part to ensure that future generations of talented students from the Seacoast are able to obtain an exceptional education. Simply put, donations are a gesture of pride and a continuation of a history of support and generosity.

What are this year’s campaign goals?

1791 Letter ~ September 2012

The 2012–2013 Annual Fund campaign goal is $750,000 and to achieve 85% parent participation (although our long term goal is 100% participation!).

Last year’s efforts raised just over $650,000, and we achieved 83% parent participation, a new record!

Why is my participation important?

The School’s financial strength is dependent upon the participation of all members of its constituency. Your participation generates enthusiasm and encourages others to join you in supporting the School. It also makes a difference each and every day in each and every facet of our student’s experience.

The impact of your participation is valued beyond the dollars. It is a statement to the Seacoast community at large about how happy parents are with the experience for their children.

How are monies raised through the Annual Fund spent?

Supporting the Annual Fund allows a very good school to become a great one with better programs, facilities and resources. Your donation to the Annual Fund benefits every facet of the Academy experience: excellence in our academic program, Financial Aid, caring and well-qualified teachers, faculty professional development, fine arts, athletics and technology and innovation Who will be contacting me?

We are fortunate to have a dedicated and enthusiastic group of parent continued on pg 16...

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Development News...cont. from pg 15

volunteers who are a part of the Annual Fund team. These volunteers, trustees, or I will be contacting you to invite you to join us in supporting the Annual Fund when appeal letters are mailed mid-October.

We are indeed fortunate to have an incredibly philanthropic community.

These investments enable Berwick to continue to open horizons for the brightest students in the Seacoast in transformative ways. If you have any questions about the importance of philanthropy at Berwick, I encourage you to contact me at jwhitlock@berwickacademy. org or 207-384-6304 or visit www. berwickacademy.org/annualfund.

Thank you again to all those in the community who support the Annual Fund, and thank you in advance to new parents for learning more about it!

September 2012 Addendum Grade 3 Christie, Charlie 207-499-7762 Penelope Christie 42 Country Way Lyman, ME 04002 *new student Grade 4 Chase, Camden Barry and Heidi Chase *phone update

207-676-4473

Shawn and Kelly McGowan 51 Hemlock CT Newfields, NH 03856 *new student Wood, Pierce 603-781-0767 c Steve and Nancy Wood *phone update Grade 7 McLaughlin, Connor 603-292-6042 James McLaughlin and Karen Loechner 14 Thornton Lane Lee, NH 03861 *new student Grade 8 Grant, Elsa Juliet Grant PO Box 1143 Rye, NH 03870 *address change Haley, Shannon 207-286-6945 Timothy and Lynanne Haley *phone update

Yuodsnukis, Jennifer 406-451-4637 c Joel and Lisa Yuodsnukis PO Box 301 Rye, NH 03870 *new student

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Grade 11 LaChance-Klandrud, Aimee 857-204-6026 c Sue Ann LaChance *phone update Lebel, Emile 603-659-2818 Host Family Christopher and Christine Hawkins 10 Huckins Drive Newmarket, NH 03857 *new student

Grade 12

Goldblatt, Jacob 603-743-3468 Warren Goldblatt & Pam SchultzeGoldblatt *phone update

Kovvuir, Shiva 603-397-0703 Somasekhar and Lisa Kovvuri 20 Ross Road Durham, NH 03824 *new student

603-772-3002

Robb, Patrick 603-778-0549 c Eric and Deborah Robb *phone update

Carter, C. Thacher Peter and Lorna Carter *spelling Thacher

Grade 6

McGowan, Jack

Grant, William Ms. Juliet Grant 603-817-8823 c PO Box 1143 Rye, NH 03870 *address change

Wood, Colby 603-781-0767 c Steve and Nancy Wood *phone update

Hernon, Caroline 603-926-5963 Michael and Joanne Hernon 11 Langdale Drive Hampton, NH 03842 *new student

Dana and Cynthia Beauchesne *phone update

Dixon, Hayley 603-772-2697 Brenda Dixon 49 Hilton Avenue Exeter, NH 03833 *new student

Grade 9

Silva, Miranda 603-486-7593 Jessica Hersey 7 Central Avenue Dover, NH 03820 *new student

Beauchesne, Olivia & Sophia 603-734-2870

Jim and Brenda Bradley *phone update

Grade 10 Bradley, Tatiana

978-363-1616

1791 Letter ~ September 2012

Haley, Breandan 207-286-6945 c Dr. and Mrs. Timothy M. Haley *phone update Hahn, Lily Phil and Anne Hahn 24 Academy Street South Berwick ME 03908 *new address Morse, Jesse Robert and Lori Morse 4 Hickory Lane Stratham, NH 03885 *new student

603-772-4144

Winders, Caitlyn Jeff and Ruth Winders *phone update

603-973-1449 c