Berwick Today | Summer 2016 by Berwick Academy

TODAY Summer 2016

TODAY Berwick Today is published two times per year, once in the winter and once in the summer, by Berwick Academy. It is mailed to all alumni, parents, and friends of the School. EDITOR-IN-CHIEF Tracey Boucher EDITOR Jana F. Brown DESIGN Arly Maulana CONTRIBUTORS Kathryn Strand Chris Atwood ‘10 Alice Moores Lynch ‘88 Rob Quinn PHOTOGRAPHY Shanlee Linney Ginchereau ’87 Marilena Canuto Tracey Boucher Arly Maulana The faculty and staff who carry cameras and capture Berwick moments as they happen. PRINTING Flagship Press Changes of address or other communication regarding this periodical should be directed to: Berwick Academy Advancement Office 31 Academy Street South Berwick, Maine 03908 207.384.2164 ext. 2303 kdemers@berwickacademy.org facebook.com/berwickacademy @berwickacademy @berwickacademy

SUMMER2016 2

Message from the Head of School

Features: 225th Anniversary 4 8 12 16 18

225 Years of History Timeline

Berwick Academy & South Berwick by Jana F. Brown

Beginners Together by Ruth Rioux

I Came, I Saw, I Carnivaled by Lilly Hedges ‘16

Redefining Useful Knowledge by Jana F. Brown

225th Community Art Project

Berwick Then and Now

Balance: Then and Now

2016 Commencement

Athletics

by Raegan Russell

by Kate Cavanaugh ‘10

41 Arts 48

2016 Alumni Weekend

MESSAGE FROM

HEAD OF SCHOOL

appy Birthday, Berwick Academy, and welcome to our 225 th anniversary commemorative edition of Berwick Today. It is astonishing to acknowledge the depth and complexity of our history on this Hilltop. Recently, I was sitting at a meeting of independent school heads, who were introducing themselves. A few mentioned that their schools happened to be celebrating their 100th or even 150th anniversaries. There were a few gasps in the room when the guy from South Berwick was asked to introduce himself (and I included our birthday news). What I love most about Berwick’s history is that it is far from perfect, neither as pristine nor as shiny as our beautiful campus today. Our history is actually complex and littered with important bumps and bruises. It has been filled with challenges, changes, and visionary leadership. We have served as a public school, a boarding school, and now an independent day school. We used to work with students from just a few neighboring towns, and now we serve more than 60 towns from three states. We used to have one school building, now we have at least 15 buildings on campus, depending how you account for them. We were just a high school for many years, and now we educate students ages 3 to 19. This spectrum creates a mosaic of history that makes up Berwick Academy. It is an honor to be sitting in this seat at a

SUMMER 2016

and students. We have an exceptional faculty, as committed to the notions of “virtue and useful knowledge” as the teachers of 225 years ago. Students who come here still want to be challenged, and they leave knowing how to write, how to think, and how to work hard. We also remain deeply proud of and inexorably connected with the community of South Berwick itself. We embrace our role as a beacon in the town and on the Seacoast, working hard to promote the economic success of our entire region. Perhaps most importantly, even as pedagogy and content change, our commitment to academic excellence is as strong today as it was in 1791. moment when we can celebrate all of this together. I hope you might experience this issue as both a celebration of what is changing and reverence for what is staying the same on the Hilltop. We are quick to promote all that is changing, and I hope you are excited by the clarity of vision for the future. We are on a quest to become one of the finest independent day schools in the country, not just our local neighborhood. We have unveiled a new vision for our program in Curriculum 2020. We have recently transformed a historic building into an evolving wellness center, and this fall we expect to open an Inspiration Commons within the walls of Jackson Library. Our coding programs are growing, and we had more than 75 Upper School students try out for crew this spring. Our kids are making films with drones and building projects in our makerspace. We had a robotics team compete in an international competition, and there is new energy around building skills of cultural versatility and empathy through our work in cultural competency. With six National Merit Finalists in our 2016 graduating class, Berwick students are headed to the finest schools in the country and will, quite literally, change the world. But what is unchanged and what will never change? The essence of the Berwick experience remains within the power of deep and caring relationships between teachers

Take a minute to digest, acknowledge, and embrace this apparent paradox between the timeless and the new in the pages ahead. I hope you will come to appreciate what I now know as the School’s leader: All of it makes up the essence of Berwick Academy. We could not be who we are today without the teachers and leaders of the past, and our job today is to position Berwick for continued evolution, innovation, and growth in the future. Berwick is a school that has been unwilling to stand still for its 225 years, and I trust that this issue will show that our commitment to improvement and evolution is alive and well on the Hilltop.

Sincerely yours,

Gregory J. Schneider Head of School

TODAY

225 YEARS of HISTORY The School is temporarily relocated to South Berwick village due to a fire in the second Academy building. The 60 students call themselves the â&#x20AC;&#x153;Hall Band.â&#x20AC;?

1820

The Beginning of Berwick Academy.

The Charter is granted and signed by John Hancock. Berwick Academy is the first secondary school to be founded in the District of Maine.

Cogswell Book Prize is established and Berwick adapts a school seal.

1853

STUDENTS ENROLLED

1828

Females are reinstated, 15 years after admission of female students was rescinded.

th 100 Anniversary

1830

The Mozart Sextet, the first band at Berwick Academy, is organized.

1891

100 anniversary celebration. th

1853

Berwick Academy opens its doors. The curriculum includes English, Latin, natural philosophy, and mathematics. Reverend Thompson rides on horseback to Massachusetts to have the Charter signed.

1856

Gymnasium is built on the top floor of the new 3rd Academic building.

1793

1791

1851

Congress establishes Maine as the 23rd state under the Missouri Compromise of 1820. By this time the population of Maine has reached nearly 300,000. The new state has nine counties and 236 towns.

1854

165 STUDENTS ENROLLED

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88 Gentlemen 77 Ladies

1891-1894

Elizabeth Perkins Fogg bequests $50,000 to Berwick in 1891 to build a library in honor of her late husband William Hayes Fogg. Cousins Hiram Fogg and John A. Phipps give additional $50,000 to enable building of Fogg Memorial Building to house school. Library is to be used by all residents of the town. Fogg Memorial is completed and dedicated in 1894. The building combines a public library and a new â&#x20AC;&#x153;state-of-the-artâ&#x20AC;? academy. Complete with science labs and electricity, it is the most imposing public edifice the area has ever seen.

150 Anniversary th

An article from the local newspaper about the anniversary.

1945 Berwick Academy purchases Davidson House in 1945 to prevent from becoming sold to be used as turkey farm. The house becomes known as the Burleigh Davidson (BD) House.

1941 150th anniversary celebration.

1893

Football is introduced.

1922

1957

1903 Girls basketball is introduced. School song Long Live Berwick, Long Live B.A. is written by the music teacher, Imelda E. Goyette.

Berwick begins a boarding program for male students. The program ends in 1976, when many dormitory properties are sold.

1927

F ie ld

is i

DORM LIFE ntro

d u c e d.

1989 Computers introduced to Berwick Academy campus.

th 175 Anniversary

Middle School program opens with seventh and eighth graders.

1971

200 Anniversary th

Opening of Sarah Orne JewettCreative Arts Center

1966

The 1791 House moves back to campus and is restored for the 175th anniversary.

1991 Bicentennial celebration

1965

Patricia Baldwin Whipple Arts Center opens. Extensive Fogg Memorial renovations begin.

1990

1977 1985 LOWER SCHOOL!

1988

The Commons is built with a science center on the ground floor. Lower School established.

uilding for The new b l wer Schoo Kendall Lo is built.

2002

State-of-the-art athletic turf field is installed.

The Jackson Library opens.

2010

The Berwick Innovation Center begins.

2009

1994

The Clement Middle School building erected.

225th

Anniversary

1999 The Jeppesen Math and Science Center opens.

2015

1995

2016

First female ice hockey team.

The 225th Anniversary.

The Walsh Wellness Center at Oakes House opens.

BERWICK ACADEMY

SOUTH BERWI by JANA F. BROWN

n a report of South Berwick town records from February 20, 1903, it is noted that “the town is to be congratulated that it has at its command such a school as Berwick Academy.” At the time, Berwick already had celebrated 112 years of educating students from Maine. The officially logged commendation, now a half-life ago for the School, signified the enduring connection between South Berwick and the School. It is a relationship that has continued throughout the 225-year history of Berwick Academy, though it has changed over the years, ebbed and flowed like the waters of the Salmon Falls and Great Works Rivers. But the fact remains that the School’s history has been intertwined with that of the town of South Berwick for the better part of two and a quarter centuries. When Massachusetts Governor John Hancock signed Berwick’s charter on March 11, 1791, he formalized the relationship between school and town. Sixty years later, when the Academy building burned down on August 27, 1851, the South Berwick community rallied, housing the school downtown for two years, until the campus cornerstone was rebuilt. This demonstrated that Berwick’s loss was the community’s loss. Nearly two decades later, the State of Maine mandated free high

BERWICK LANDMARKS IN THE TOWN by Wendy Pirsig, Old Berwick Historical Society

CK school education. At this point, the town of South Berwick contracted with Berwick Academy, voting to provide monies to be matched by the state to admit students to the School free of tuition. Thus, from 1868 to 1960, Berwick Academy served as the public high school for the town of South Berwick. The South Berwick town records from the turn of the 20th century clearly highlight the symbiotic relationship between Berwick and the local community during this period. South Berwickians supported the School through the Great Depression of the late 1920s and 1930s, employing students on an annual work day to help raise funds for athletics and other programs. In turn, town residents enjoyed theater and music programming put on by Berwick students throughout the first half of the 20th century. But the South Berwick Chronicle reported in its February 9, 1956, edition a change in the relationship. “This golden period was tarnished when the board of trustees announced that ‘after several years of careful consideration, the trustees have concluded that the Academy can no longer continue to serve the town as an appropriate free high school and, at the same time, maintain its standing as an institution devoted to pre-college

rive through the town of South Berwick today, and you will pass property after property associated with Berwick Academy during the almost two centuries it served as the town’s principal secondary school.

Take the Cogswell buildings, for example. For generations, Cogswell Medals have been awarded to Berwick students achieving the highest gradepoint average. Charles Northend Cogswell was born in 1797 in a house still standing on Portland Street. He attended Berwick Academy and graduated from Bowdoin in 1814 at only 17. He then became a law partner of William Allen Hayes, who was Berwick Academy’s trustee president. The law office of Hayes and Cogswell was upstairs in the building now containing the Asia Café, at a time of major business dealings over the establishment of textile mills and railroads. Cogswell built his beautiful home across from Academy Street in about 1830, and was elected Maine state senator and representative. About the time Charles Cogswell had been a student, Berwick’s head of school was William Allen Tompson, who also lived in a Main Street house still standing today. By the 1840s, the house belonged to Dr. Caleb Sanborn, whose son, Madison, was born in 1843 and attended Berwick from 1855 to 1860. Madison earned high grades and entered Brown, but dropped out to enlist in the Union Army with the outbreak of the Civil War. Promoted to First Lieutenant in 1864, he may have fought at the Battle of Gettysburg under Col. Joshua Chamberlain. After the war, Madison Sanborn remained in the Army and posted to Ft. Fred Steele, near Rawlins, Wyoming, during hostilities with the Oglala Sioux. He died in 1872 and is buried in Portland Street Cemetery. His family, which included other Berwick students, owned the house into the 20th century.

Charles Northend Cogswell, whose portrait still graces the Commons Lounge, lived from 1797 to 1843, and three buildings associated with his life and career still stand. The Cogswell Medal is still awarded in his memory.

Around 1830, Charles Cogswell built his home, which still stands near the intersection of Main Street and Academy Street in South Berwick.

Main Street buildings in the 1800s. The Hayes-Cogswell law firm associated with two prominent Berwick families was the light-colored building at left. The second house (at right) had been the home of Reverend William Thompson, head of school from 1813 to 1817.

Berwick Academy founder Jonathan Hamilton (1745-1802) owned wharves on Ceres Street in Portsmouth and traded with sugar plantations in the Caribbean. Hamilton’s shipyards, once located at right in this photo from a century later, produced tall ships that sailed the Atlantic.

The Hamilton House is now used as a practice location for Berwick’s crew team.

A gundalow delivering coal moors below Fogg Memorial in a photo circa 1900. In 1791, several founders of Berwick Academy owned property here and earned livelihoods from local rivers and their connections to the Atlantic.

A WATERBORNE ASSOCIATION by Wendy Pirsig, Old Berwick Historical Society

rom most places on campus it’s obscured. But if you stand in the right place, and the sun is bright, you see it gleaming: Water, only half a mile away. Sometimes after a heavy rain you can hear waterfalls on the Salmon Falls and Great Works Rivers.

“Above tide-water the two rivers are barred by successive falls,” wrote 19th-century alumna Sarah Orne Jewett, who liked to row. “You hear the noise of them by night in the village like the sound of the sea.” Berwick Academy’s past has been inseparable from the town of South Berwick for most of its 225 years. Right up to the recent creation of the rowing program, the intertwined story of both school and town is closely connected with water. The ancestor of founder Judge Benjamin Chadbourne, who donated land on the Hilltop in 1791, developed America’s first “overshot” waterpower sawmill in 1634. The Chadbourne clan made its fortune in logging, sawmills, and gristmills. Other founders navigated water. Jonathan Hamilton built ocean-going ships on the river, and traded at Caribbean sugar plantations through his wharves on Ceres Street in Portsmouth. Academy founders Ivory Hovey and John Lord were also merchants in the Atlantic trade. Hovey’s son was captured by pirates, and eventually rescued. A later Berwick family, the Jewetts, lost 23-year-old son Samuel in 1846, while he commanded the ship Berwick, which had been built in the Jewett shipyard here on the river, not far from the current crew program’s temporary docks. John Holmes Burleigh dropped out of Berwick to go to sea, returned wealthy after roundthe-world trips, and invested in South Berwick’s water-power industry. His family, including the Burleigh-Davidsons – whose home became part of the campus in 1948, employed generations of local residents at their woolen mill. William Hayes Fogg was a Chadbourne great-nephew, born on a local farm in 1817. His China and Japan Trading Company of Manhattan eventually opened branches in Shanghai, Yokohama, Osaka, London, and San Francisco. His clipper ships, racing the globe with cargoes of tea, silk, and “oil for the lamps of China,” amassed a fortune of more than $1.5 million, some of which built Fogg Memorial in 1894.

education in the fields of art and science.’” The decision created understandable tensions between the School and the town, though the trustees felt they were remaining true to the original mission of Berwick Academy. South Berwick High School opened in the fall of 1960 and most of Berwick’s students enrolled. Some students from the surrounding towns continued to attend Berwick, but their families, not the towns, paid their tuition. Berwick’s “Boarding Era” was born. Young men from around the country began to fill the newly acquired buildings on and off campus that served as dormitories. By the 1970s, Berwick had discontinued its boarding-school era, and transformed itself into a successful country day school, serving elementary, middle, and high school students. According to The Old Academy on the Hill, “September 1974 found 272 students enrolled at the School, most of them area day students, many from the same towns represented by its first students back in 1793 – the Berwicks, York, Eliot, Kittery, Somersworth, and Dover. Once again, the old school was serving the youth of the community, the area, as Parson Thompson and Judge Chadbourne had intended it should.” Over the course of the last 30 years, the School has continued to expand, with the completion of several new academic buildings in addition to countless improvements and additions in existing buildings. There remains a high percentage of

students who hail from Southern Maine. Berwick students are regular visitors to downtown South Berwick, as patrons and as volunteers at local institutions. In 1853, at the dedication of the new Academy building, Reverend Benjamin Russell Allen closed his remarks with a tribute to the connection between the school and the town, which had so graciously hosted Berwick Academy after the fire of 1851. “This institution has thus far been a blessing to this community and to the world,” Reverend Allen told those gathered. “It has furnished an education to great numbers of the sons and daughters here, such as they could not have received without it. It has spread over the community a literary atmosphere, which has entered into all the departments of social life, with its refining and elevating influences. It has inspired the children in the common schools with the desire for a better education than those schools can afford, and opened its wide doors to receive all such from primary institutions, as aspired to its privilege.”

Greetings from

! k c i w r e B h t u So Historical South Berwick postcards, provided by Carole Watkins Paul ’54

BEGINNERS TOGETHER Ruth Rioux, former Lower School Director, Assistant Head of School, second grade teacher, and 2015 Dorothy Green Teacher of the Year Award winner, returned to Berwick to speak at the annual Faculty, Staff, Trustee dinner this past January. Ruth chose to honor nine master teachers who have dedicated 25 years or more of service to Berwick Academy. Included in the following article are excerpts from Ruth’s speech and six-word memoirs written by each faculty member.

was both honored and humbled by this Dorothy Green Award. I was honored to be acknowledged as meaningful within a group of such profoundly talented educators, and I was humbled because I believe – no, I know – that this is a recognition that is impossible to achieve in isolation. I am reminded of the words of Lech Walenza when, being recognized for one of his many humanitarian awards, he reflected that in any progressive endeavor, everyone contributes their share. Everyone, as he said it, “puts their penny in the jar.” Yet sometimes, when that jar reaches one hundred pennies, we honor that singular figure who, by luck or chance, happened to put in that hundredth penny. This recognition rightly belongs to all who have made a contribution – mine no more or less than the next. I know, for instance, that whatever good I might have brought to the Lower School

RUTH RIOUX

students and program over the past three years would not have been possible without the supportive and welcoming atmosphere that permeates the division. The Lower School is home to a group of remarkable educators. I will forever be indebted to them for their inspiration and for their kind support. But tonight is not about me; tonight is about nine of our colleagues who have been putting their pennies in the jar for a very, very long time. I would like us to recognize nine faculty members who have served this institution with distinction for 25 years or more. Let us take this time to recognize the contributions of Deloris White, Sue Maddock, John Downey, Jonathan Witherbee, Dana Clinton, Ted Sherbahn, Brad Fletcher, Bill Clapp, and Wendy Harrington. Each of these colleagues has made an undeniable and permanent contribution to the life of this School.

“In this work, we are all beginners together.” Nine veterans. An aggregate 253 years.

WENDY HARRINGTON

Forty-four thousand, two hundred twenty-five days.

25 years

And, conservatively speaking, 12,650 students.

“Early childhood educator. Reboot. Technology integrator.” BILL CLAPP

25 years

But we recognize these nine veterans not simply because of their longevity. We recognize them for their individual and collective contributions to this institution, for the spirit they have infused as this School continues to define itself, for their integrity, for their constancy, and for the strength they have bequeathed this School. All too often longevity is equated with staleness. The reason we recognize these nine colleagues is because, despite their plentiful years of service, they have remained fresh, invigorated and deeply impactful. They have what a novelist might call narrative drive. They have each retained an enthusiasm for life and learning and they have shared that enthusiasm in ways that have forever altered Berwick. In Zen practice, there is a concept known as “beginner’s mind.” Beginner’s mind expresses an innocent approach to questions and dilemmas. It offers a fresh perspective when considering ideas and it requires a keen attention to the moment at hand. In the beginner’s mind, there are infinite possibilities.

“Continued growth through relationships in teaching.” BRAD FLETCHER

26 years

Beginner’s mind, it is said, is what feeds invention, what sustains innovation, and what allows for clarity of thought. Beginner’s mind is free of pre-conceptions, unencumbered by personal history, and is conversant in the language of divergent thinking. Beginner’s mind lives deeply within these nine veterans. Last December, I wrote to each of the nine and asked them for two assignments: a six-word memoir and advice to a new faculty member. I was hopeful that their responses would give me a clue as to what makes this group so remarkable. What I found is that each of them, in their own language, spoke of the renewal that is central to their beings. In Wendy’s six-word memoir, she speaks of “rebooting.” Bill Clapp cited his “continued growth.” Ted and Deloris each spoke of themselves as “works in progress.” Dana, Brad, and Sue each noted that they are “still learning.” Jonathan spoke of how he keeps his classroom energized and alive. Beginner’s mind. And because the work of each of us here centers around young people, it is fitting that we seek beginner’s

13 “Love kids. Be fair. Keep learning.”

TED SHERBAHN

26 years

mind. Our students have inherited a world with which we share no history. They are heirs to a difficult and confusing world. They are heirs to a time when their most common method of communication does not involve eye contact, body language, or the nuances of tone of voice. They are heirs to a culture that sports an embarrassingly shallow political discourse. They are heirs to a society where, if the medium is the message, it is delivered in sound bites that are laced with sensationalism and cautionary tales that leave little time for stories of inspiration and hope.

“I am a work in progress.”

Every one of us, whether we are twenty-three or eighty-three, have grown up with the sweet liberty of believing that Paris was for lovers, and that Colorado Springs was for hikers and that San Bernadino was for families. But this is not the world that our students have inherited. And still, we are the ones charged with the ominous task of guiding them and helping them make meaning of this world that we do not recognize. In this work, we are all beginners together. Beginners together, what does that mean? What does it mean at the end of a long day or after a difficult student encounter? What does it mean in an evening faculty meeting or when we are once again trying to find common ground on a tired issue?

DANA CLINTON

28 years

“Joie d’Apprendre, Joie de Vivre.”

I believe it means simply this: I believe it means remembering that none of us is as wise as all of us. That, in order to fulfill our responsibilities to our students, we must work together. And whether we are a seasoned veteran, a mid-career teacher, or a fresh beginner, each of us has the responsibility to share what we know, to learn from each other, and to help students make meaning of their lives and the learning that we ask them to undertake. Easier said than done. But if I may, I would like to offer some advice on how we might begin this work. Giving advice to others is risky under the best of circumstances, so I have debated the wisdom of leaving you with advice. As I debated, two thoughts emerged. The first was, “What are they going to do, fire me?” The second thought is this: This is the only gift I can offer. So, here it comes, two pieces of advice on how we might begin the work of being beginners together. The first piece of advice is offered to all of you who, like me, admire and respect the work of these nine veterans and who hope to learn with and from them: 1. Listen. Listen well. They have truths that even they do not yet realize. 2. Respect their knowledge base and the paths they have traveled. Those paths are not better, but different from yours. In the center of your differences lies inspiration.

JONATHAN WITHERBEE

26 years

“Son of teachers. Teacher of sons.”

3. Speak up. Speak your truth clearly and respectfully. Understand that your voice is a necessary

JOHN DOWNEY

29 years

“Not a job but a lifestyle.”

part of the chorus. And after you have spoken, listen yet again.

SUE MADDOCK

31 years

4. Refuse to allow your own preconceptions and assumptions about age or experience marginalize what they offer. And because turn about is fair play, I offer my second piece of advice to our nine veterans, so that they might learn with and from their colleagues: 1. Listen. Listen well. They have truths that even they do not yet realize. 2. Respect their knowledge base and the paths they have traveled. Those paths are not better, but different from yours. In the center of your differences lies inspiration. 3. Speak up. Speak your truth clearly and respectfully. Understand that your voice is a necessary part of the chorus. And after you have spoken, listen yet again.

“Thirty-one Academy Street years. Still learning.”

4. Refuse to allow your own preconceptions and assumptions about age or experience marginalize what they offer. Beginners together. I am indebted to our nine veterans for many reasons, but tonight I am most indebted to them because they have given us all a reason to stop and imagine our world as beginners together. Nine veterans. Two hundred and fifty-three years. Forty-four thousand, two hundred and twenty-five days. And yet, tomorrow morning, they will climb that hill or cross our quad, they will open the doors to their classroom or their office, they will greet their students, they will open their plan books, they will put another penny in the jar, and they will begin again. Beginners, still. Beginners evermore.

DELORIS WHITE

35 years

“We are all works in progress.”

I CAME, I SAW,

I CARNIVALED Winter Carnival 2016 from the perspective of the Upper School Winter Carnival Student Chair

by LILLY HEDGES â&#x20AC;&#x2122;16

n a sunny – but 35-degree – afternoon in the depths of February, the entire Berwick Academy community left classrooms and offices to celebrate the opening ceremonies of Winter Carnival. The event marked the revival of a storied Berwick tradition. Berwick held its first Winter Carnival in 1927, and the event reached its heyday during the School’s boarding era. During those years, male students typically invited female guests to visit for a weekend of activities, ranging from snow sculpture carving to a formal ball. In 1985, Winter Carnival transformed into an all-day ski trip and remained so until 2004, when ski trips were ultimately canceled. On the heels of a particularly dreary 2015 winter, and as part of the school’s celebration of its 225th birthday, the Berwick community decided to revive Winter Carnival, with organizers crafting a day of activities that mirrored the Carnival’s original format. This year’s organizers aimed to help the entire school take advantage of the snow, while bringing the community together in a day of pure fun and games. What could be better in the dead of winter? Organizers chose a “Greek Olympics” theme for the re-conceived version of Carnival, creating much buzz in the Upper School, where students donned togas, packed hockey helmets, and signed broomball waivers in the days leading up to the event.

commitments on hold for the sake of fun. We all understand the stress that surrounds students and faculty during the long, cold winter months, and the Winter Carnival was exactly what the community needed to enhance school spirit. On a personal note, it reminded me how much I value the Berwick community. Watching the entire Upper School return to a state of Lower School lightheartedness was not only heartwarming, but memorable. It’s a tradition that many, including me, would like to see continue into the future.

1960

Past Winter Carnivals 1959

Winter Carnival began with opening ceremonies, held on an ice rink designed and constructed by the community members. From there, Upper Schoolers scattered around campus for a competitive (yet lighthearted) campus-wide game of capture the flag. Students also participated in a human dogsled race that made use of the last tufts of snow on the upper field, a fastpaced pushcart derby in the blue gym, and an intricate obstacle course on the turf field. To compete in these Olympic-style events, Upper School students organized into gradelevel teams to battle for class points. Adding to the festivities, SAGE Dining prepared a celebratory lunch in the Commons as part of the ongoing celebration of Berwick’s 225th. Although Winter Carnival required extensive planning, the process and the Carnival festivities themselves became highlights of the Class of 2016’s senior year. It’s rare that we are able to put our daily

1983

1961

by JANA F. BROWN

REDEFINING USEFUL KNOWLEDGE Curriculum 2020 honors the past, but looks toward the future in education.

hen Berwick Academy was incorporated in 1791, it was done so with a mission of promoting “virtue and useful knowledge among the rising generations.” Now, 225 years later, that mission remains the same, though the definition of “useful knowledge” is ever evolving. In an October 2015 letter to the Berwick community, Head of School Greg Schneider outlined the rollout plan for Curriculum 2020, which will drive the School’s educational goals for the future. The plan includes five areas of focus, including student-directed learning; skills as the goal (with content as the vehicle); systemic innovation across all grade levels; a commitment to wellness, character education, and public purpose; and building cross-cultural versatility. “When you look at Berwick’s history, one of the strengths has been its pattern of evolution,” says Schneider, referring in part to the School’s transition from public school to boarding school to private day school. “Adaptability is part of the institutional DNA. To me, when we think about the word useful, the first component is current. The root of useful refers to practical applicability. How do we connect our students’ learning to the real-world situations they will face? We have an obligation to always be asking ourselves what useful knowledge looks like today.” Curriculum 2020, says Schneider and others on the Berwick faculty, is somewhat of a formalization of the trends toward innovation that have been prominent in the class offerings and teaching and learning approaches at Berwick over the last several years. The identifying factors vary from division to division and across the disciplines, ranging from student-initiated projects to cross-disciplinary learning to implementation of technology in the classroom.

Lower School Innovation Ex, Bridge Building

“When you look at Berwick’s history, one of the strengths has been its pattern of evolution”

Kelly Martin has been a member of the Lower School faculty since 1993. In her 23 years at Berwick, Martin has consistently taught with the philosophy that learning should be fun. She says that while her third grade students are directed toward books as a preferred source of information, they are coming to her as tech-savvy learners who have the luxury of easy access to information via the Internet and electronic devices. That access, Martin says, allows her to grant more freedom of choice in her classroom, fostering both a spirit of self-motivation and collaboration. “The tools are different and evolving and we try to change with them,” she says. “There is a natural curiosity in children that we try to encourage. In the past that also existed, but the access to information has made it all that much easier.” The Lower School offers the Innovation Ex program for students in grades one through four. The program features units ranging from orienteering to robotics to bridge building. The program itself is a bridge for graduation to the Middle School and the many creative offerings designed for those students. Marc Small has been a Middle School science teacher at Berwick since 2012 and also serves as chair of the School’s science department. He says one of the biggest differences he has noticed in the way students learn today – and the way he therefore teaches – is that, when he launched his teaching career in the mid-1990s, course content tended to be confined to textbooks. In the present, students “come in thinking about where they can find

additional information. They are thinking more critically today.” Scientific learning at Berwick is open-ended, says Small, bred in an environment where students are asked not to find specific answers, but to formulate their own questions. In that spirit, Small was one of the initiators of Global Ex, a hybrid program that takes elements of the traditional science fair and combines them with interdisciplinary learning from the World Cultures curriculum. Small worked with seventhgrade dean Molly McKay, who also teaches World Cultures, to evolve the science fair into a multi-faceted, immersive project. Seventh-grade students learn the culture, geography, economy, and environmental factors of a country of their choice, then choose an issue facing that country to explore in more depth. Taking it a step further, students then call attention to that issue in an artistic display at the Berwick gallery, create interactive maps, and try to raise funds to help support the people of the country they have studied. “This project encompasses the mission of Curriculum 2020,” says Small. “It takes the focus away from grades and puts the students’ immersion in the project at the center. And they get to share their work with others.” The multicultural aspect of the Global Ex program is a strong example of the focuses of Curriculum 2020 on building cross-cultural versatility and a commitment to character education and public purpose. Michael Buensuceso joined the Berwick faculty for the 2015-16 academic year as director of cultural competency. In that

Middle School Robotics

role, Buensuceso is responsible for creating more opportunities for Berwick students to understand and celebrate difference. This happens within the curriculum, as in the case of Global Ex and elsewhere, and also in the form of student travel opportunities, which includes an exchange opportunity with a school in India. “We are paying attention to demographics and how they will be changing in the future,” says Buensuceso. “We want our students to be prepared, willing, and accepting of the diverse settings they will encounter. Within the last decade or so, the world has become more interdependent through technology. We want our students to be able to participate in the national and international dialogue around issues of diversity and inclusion.” Curriculum 2020 was a long time in the making. Pre-dating the philosophical plan was the School’s Curriculum Council, consisting of the assistant head of school, directors of the Upper, Middle, and Lower Schools, eight department chairs, and other administrators. Among the changes made by the Curriculum Council on its way to devising Curriculum 2020 was to enhance the role of department chairs so that they now are responsible for curriculum across the Middle and Upper Schools, creating a more comprehensive approach to learning from Pre-K to 12th grade. The Council also initiated more student choice in the curriculum, inquirybased learning models, and peer observation among teachers to allow for more communication and awareness between disciplines. Ryan Feeley has served as Middle School director for three years and became assistant head of school this summer. Feeley talks about the shift from focusing on content in Berwick classrooms to helping students develop the skills they need in an ever-changing world. Communication, collaboration, and cultural competency are among the skills Feeley and the Curriculum Council have identified in rolling out Curriculum 2020. As part of the shift away from content as king, Berwick has decided to eliminate Advanced Placement classes by 2020. Those courses, says Feeley, will be replaced by high-level classes that are interdisciplinary in nature and encourage student choice and innovation.

While some parents might be concerned that their children will no longer have access to AP courses, Feeley and others, including director of college counseling Moira McKinnon ’88, already have seen evidence that the decision will help differentiate Berwick graduates from their secondary school peers. McKinnon recalls that when she was a Berwick student, APs were considered the highest academic standard. But the continued focus on content for the sake of taking a standardized placement test is no longer as desirable as it was in the past, McKinnon says. In contemplating the eradication of APs, McKinnon and the College Office surveyed 150 college admissions officers. “Nobody told us not to do it,” she says. “They told us they want kids who are passionate, excited, and creative – and not afraid to make mistakes. Moving away from the APs gives students more ownership, more focus on the process versus content. It gives them the ability to experiment, fail, and rebound. That’s something you can’t do when you’re studying for an AP with a finite outcome.” In responding to Berwick’s query about eliminating AP offerings from the curriculum,

Global Ex kinetic sculpture, designed and built by seventh grade Global Ex students in partnership with the 2015-16 Maker-in-Residence, Jeff Gunn.

an admissions representative from Yale told McKinnon that her university is looking for creative, independent thinkers, who take risks in their learning, value collaboration, approach education in an interdisciplinary way, and are keen critical thinkers. “The AP has limited our ability to innovate,” says Schneider, who notes that Berwick is as committed as ever to strong college placement. “Now we can offer something more compelling without being constrained by content.” In January, The New York Times reported on “Turning the Tide,” a study out of the Harvard School of Education and endorsed by many top educators, which points out the flaws in the college admission process. The report, says the Times, “asks colleges to send a clear message that admissions officers won’t be impressed by more than a few Advanced Placement courses.” It also quotes the University of North Carolina at Chapel Hill Vice Provost Stephen Farmer as saying his school has already “downgraded the importance of ‘AP everything,’ which doesn’t necessarily measure true ability or intellectual hunger.” McKinnon talks about a Berwick senior who impressed college representatives with a project he conceived, developed, and consulted on with a mentor. “He said, ‘Here is what I learned and the skills I developed,’” says McKinnon. “Curriculum 2020 will encourage more of this innovation, allowing students to be interdisciplinary and connected to learning and understanding the world community.” Junior Chad Thut is a student who has taken full advantage of the innovation encouraged of Berwick students. One inventive project he spearheaded, while in eighth grade, was an examination of hull speed in boats and the science behind it. As a sophomore, Thut attempted to produce a working 3D printer. “It was an interest I had on my own that Berwick helped me bring to fruition,” says Thut, who is currently building an autonomous drone with a grant from the Berwick Parent Community. “Curriculum 2020 will allow teachers and students to continue the path toward a better way of learning. Classes will be more individualized and specialized

to student interests. This will create students who are even more motivated to learn.” Fellow student Eric Rawn ’16 talks about Berwick’s Innovation Center and the framework it has provided for him to pursue his own creative projects. Among his endeavors have been building a sound booth to help with production of his Latin class’s documentary about Pompeii and an aural storytelling project, through which he attempted to answer the question: How do people build narrative conceptions of spaces with sound? “These projects have shown me how to incorporate my creative and technical passions into my life,” says Rawn. “I’ve had exposure to a large range of material, from history, culture, and religion to technical solutions for building nearly any kind of digital experience. I’ve worked with teachers, mentors, and friends, and have become a stronger collaborator and creator.” Other experiences in Berwick’s Upper School include innovative work in the History Department. Department Chair Brian Sweeney initiated an interdisciplinary curriculum in his eleventh grade American Studies classes, which are team-taught by Sweeney and English teacher Meg Martinson. The class is structured by themes, including consumerism, immigration, war, race, and family in America. The class takes a humanities approach, asking students to make connections between history and literature and providing content as a context for useful knowledge. Skills the students learn in examining historic texts can be applied to modern documents, says Sweeney. Prior to his departure from Berwick in June, Sweeney also helped to revamp the ninth grade World Civilizations curriculum, offering students more choice. They can elect to study the ancient societies of Greece, Egypt, or China, or focus on Asia, Rome, Islam, or Africa. “We are making the discipline relevant to the modern student,” explains Sweeney. “We

are turning them from students of history into historians, with the useful knowledge and skills to solve future problems.” While looking toward the full implementation of Curriculum 2020, Berwick is well on its way to evolving the useful knowledge needed for today’s students to thrive in the world. It’s important to note that looking toward the future is in no way meant to discredit the past and the excellent education Berwick has been providing for its students for two and a quarter centuries. “Times have changed and you have to adapt,” says Kris White ’87, a middle school English teacher in Scarborough, Maine, and daughter of longtime Berwick English teacher Janet Miller, “Certainly Berwick did prepare me well. But education, like everything, has changed over time, and the School must change with it.” In addition to a forward-thinking approach for students, Head of School Schneider also aims to foster a culture of professional growth among the Berwick faculty. He is proud of the increasing number of conversations among the faculty, including the cross-disciplinary and cross-divisional planning that is part of daily life on the Hilltop. “One thing that’s really important to me,” says Schneider, “is creating an organization that is constantly reflecting and improving, not stagnant. This movement, [Curriculum 2020], has helped to elevate the professional and learning culture of the School to a new level.”

Rendering of the sculpture. Created by Mason Jacques ’16

225 COMMUNITY ART PROJECT TH

by RAEGAN RUSSELL, Upper School Art & Visual Arts Department Chair Engaging in creative expression” is written into the School’s mission statement. And while Berwick’s 225th anniversary provides many opportunities for our entire community to celebrate, the concept of creating a community art project seemed like an innovative adventure. Tim Christensen ’87 was a perfect choice to help us design a community-built sculpture that was both meaningful and inclusive, and to shepherd Berwick through its creation. Not only is Tim a talented artist, but his roots run very deep at Berwick. Both of his siblings are alumni, and his mother, Marcia, taught art here for 16 years beginning in 1979. Tim proposed a freestanding sculpture in the style of a mobile, but rigid and stationary. Under his direction, more than 300 members of the Berwick community created pieces of artwork on a clay discs, to be assembled into a group effort. The sculpture is a series of interconnecting solid maple orbs stemming from a single pole, with the discs attached to the orbs. The

entire structure will measure approximately 6’ x 6’ and will be suspended in the lobby of the Commons. The sculpture will rotate so viewers are able to see all of the discs, representing the stories of many members of the Berwick community. “What we are celebrating is an unbroken chain of relationships older than the state of Maine,” Christensen says. “Everyone in the Berwick community has had a part in defining those relationships. Hundreds of members of this community express their feelings about the School on these discs; it is an emotional map of the School.” As this year’s Artist-in-Residence, Tim also worked with students in all three divisions in ceramics and sculpture classes to make clay animals in sgraffito along with many wheelthrown vessels. Christensen displayed his own work in the Jackson Library Gallery, followed by a student exhibit inspired by his art.

Berwick is very grateful to the Christopher L. Linney Memorial Fund and the Maine Arts Commission for funding this project, and to Tim Christensen who donated a piece of his artwork which was sold with the proceeds supporting this project.

To see more of Tim’s work, please visit his website at www.timchristensenporcelain.com

BERWICK THEN AND NOW BURLEIGH DAVIDSON

BAND

FOGG MEMORIAL

ALL SCHOOL

OAKES HOUSE

DINING HALL

HALLOWEEN SCIENCE LAB OUTDOOR ICE RINK

COMMUNITY SPIRIT

CAMPUS VIEW

LACROSSE

225 YEARS of BERWICK LEADERSHIP SCHOOL HEADS Samuel Moody (1791) Joseph McKean (1796) Benjamin Green (1797) Abraham Hilliard (1801) Josiah W. Seaver (1804) Rev. William Tompson (1813) Isaac Holton (1819) Ira Young (1828) Rev. James Wilson Ward (1829) Lewis Turner (1831) Stephen Chase (1836) Rev. Joshua D. Berry (1838) Horace Hall (1841) Joseph L. Lord (1843) Francis B. Clark (1844) Auren Payson (1845) Moses Wells (1853) William Palmer (1855) Dd. J.B.M. Gray (1856) Ichabod Goodwin (1856) Abner Stockin (1861) Nathan Barrows (1866) Jotham F. Clark (1868) John Russell (1872) Maitland C. Lamprey (1873) Thomas Kneeland (1874) John Libby (1877)

BOARD

William O.M. Lord (1879) Samuel P. Record (1881) Albert Somers (1884) William S. Rix (1888) George A. Dickey (1889) Edward Merriman (1896) Frank Stebbins (1898) Elmer Nye (1902) Timothy F. Downey (1909) Thomas C. Tooker (1912) Ernest L. Gray (1914) Homer E. Crooker (1920) Ercell M. Gordon (1929) Walter L. Kennett (1948) Wallace J. Murray (1949) Stuart C. Chaplin (1950) Reginald Hammond (1956) Dr. Albert Kerr (1957) Joseph Gauld (1964) James R. Burnham (1965) Eugene McNabb (1970) Victor MacCagnan (1971) Andrew C. Holmes (1973) Dr. Vincent Durnan (1981) Richard W. Ridgway (1989) Gregory J. Schneider (2007)

TRUSTEE PRESIDENTS

Benjamin Chadbourne (1791), John Lord (1799), John Thompson (1803), Ichabod Goodwin (1829), Edward P. Hayman (1829), William A. Hayes (1832), Francis B.Hayes (1854), Horatio N. Twombly (1886), William A. Hayes (1898), George S Hobbs (1912), Edward W. Townsend (1945), Frank D. Marshall (1948), Harold L. Goodwin (1950), Thomas L. Davidson (1970), Dr. Owen R. Stevens (1974), Francis E. Robinson (1977), Kennett R. Kendall, Jr. (1979), Joseph S. Graziano (1981), John R. Dulude (1982), Dr. David J. Dreyer (1985), Robert N. Kendall (1987), Dr. Owen R. Stevens (1988), Arnold S. Katz (1989), Donald R. Hatt (1994), L. Dennis Kozlowski (1995), Charles V. Clement III (2002), Mary Z. Schleyer (2005), Mark H. Tay (2008), Matthew R. Friel (2013)

by KATE CAVANAUGH ’10

BALANCE: THEN & NOW

avigate to any number of websites – The New York Times, the Trump presidential campaign, or Berwick Academy – and watch “excellence” leap off the page. These entities, different in their goals and identities, all share a popular value. Excellence in creation and execution is a worthwhile ambition, but it’s one of Berwick Academy’s other core values that most resonates with me because it is less commonly held: “Berwick Academy constituents participate in a quest for balance that fundamentally defines our sense of community.” The value reads: “We exist in a spiraling cycle of discovery, self-reflection, and growth. While each community member’s individualized journey towards this value is a personal work in progress, we share a common appreciation of the tensions that exist within our definition of this ideal.” The concept of constant balance in another context might connote safety, a tempered routine, and, frankly, a lack of excitement. Balance as defined by Berwick, though, is about an appreciation of and an ease within periods of tension. At Berwick, balance means finding grace in the process of discovering the self and all the bigger forces that exist outside of it. Berwick represents a community in which people support each other in their individual quests to remain nimble in times of turbulence, and to grow comfortable with being uncomfortable. Like many, I began to understand and appreciate the value of balance while navigating the throes of adolescence, a time that I cannot even begin to capture with the word “uncomfortable.” Somehow, while faced with day-to-day questions surrounding identity, image, and hormones, I managed to learn from a community that enabled my confidence in challenging leadership situations, in an ever-evolving social landscape and in academic vigor. Discovery, self-reflection, and growth, of course, do not happen in a vacuum, and each of these processes wove itself into all facets of my Berwick experience: from classroom to cafeteria and on the walks in between, from reading alone in the library to running laps around the field. I did not always succeed at maintaining balance in the traditional sense as my worldview shifted, as my classmates became different people before my eyes, and as I was pushed again and again to learn more and perform better. I did, however, find my “Berwick balance.” I know what it is to lean on someone else, and I know what it is to be the person leaned upon. I know what it is to experience the frenetic energy of a stimulating class discussion, and I know also how it feels to embarrass myself in front of an entire class. I have felt the bliss of understanding and the frustration of being misunderstood. Each and every one of these tense moments gave me a greater understanding of my place in a small community and in a big world. Grasping at that awareness and holding onto it – that to me feels like the balance of Berwick’s definition. So, it is this core value that defined my Berwick community at large and also each individual friendship I established during my time there.

HILLTOP HAPPENINGS

COMMENCEM E

SUMMER 2016

2016 Commencement

ENT

TODAY

HILLTOP HAPPENINGS

â&#x20AC;&#x153;Butterflies are capable of magnificent feats. Monarchs fly unfathomable distances in a migration the ending of which is unknown. Somewhere in their instincts is the need to migrate impossibly far, though they do not know where they will land. Perhaps they are afraid. But they fly anyway, a flock of beating wings orange against the mountains. And I know that you, too, will not be afraid to face your fears as you venture into the world. I know you will not wait and fade into the background and let life pass you by. I know you will not hesitate to make a name for yourselves. I know that each and every one of us has a journey ahead of us that will take us far from what we have known, no matter how close to home we stay, or how far we fly.â&#x20AC;? CLAIRE BREGER-BELSKY, Valedictorian

SUMMER 2016

2016 Commencement

“Today, Class of 2016, is a day, a moment, and a feeling that cannot be recaptured. If you come seeking it next year, or twenty years from now, in this very place – you will not find it. So we must commit, all of us together, to being fully present at this ceremony in celebrating all that you have done for this school and all that you will become. Since we have no current plans to erect condos on this campus, I suspect when you come looking for ‘the pit in Fogg’ or ‘morning assembly in Whipple,’ we will certainly still be here. Changed for sure, but always seeking validation for our own lives through the goodness and happiness that you will achieve as Berwick alumni.” GREG SCHNEIDER Head of School

TODAY

HILLTOP HAPPENINGS

“So, to my classmates and friends, we have arrived at our final destination and I just want to thank all of you for pushing me to appreciate the scenery along the way. I hope everyone here takes to heart what these wonderful people in front of us have taught me. Get lost and take the unknown paths. Follow your instincts even if they guide you in the opposite direction from where you thought you were headed. And most of all, appreciate all the people that you come across along the way.” JULIA SCHAEPE, Salutatorian

“Carve out a place in a new supportive community by forming relationships with unexpected people. Get to know your mailman, the kid sitting next to you in your history class, and the person who runs the café that stays open late by your dorm. You never know which members of your new community will come to your aid should you need it. And if you are, or have ever been faced with life changing adversity, be open to learning new lessons to make your future days more fulfilling.” LUCY POLLARD, Baccalaureate Speaker

SUMMER 2016

2016 Commencement

“Even if you forget everything else I’ve said to you today, please make sure you remember the word with the Latin derivative ‘decere.’ To me, decency is an obligation. It may not change the behavior of a bully. Or the integrity of a cheater. Your decency might not change those things. I mean, it might … but it might not. But your decency can make a day … a moment … a whole lot better for you … and most importantly, for the people you touch every day. Remember: It is YOUR CHOICE.” BRIAN A. SHACTMAN, Commencement Speaker

TODAY

HILLTOP HAPPENINGS

To read the complete versions of the 2016 Baccalaureate and Commencement speeches and to view the photo gallery, please visit www.berwickacademy.com/page/commencement

SUMMER 2016

2016 Commencement

2016 Baccalaureate and Commencement Awards

Baccalaureate Awards PERKINS PRIZE The Perkins Prize was created in the memory of Thomas Allen Perkins and is awarded annually to the junior or senior who is a resident of the state of Maine and has attended Berwick Academy for at least two years and attained the highest rank in English and history.

Huda Al-Shair

CLASS OF 1915 AWARD The Class of 1915 Award is provided by an anonymous donor who established a fund from which an annual $100 award is to be given. The recipient is to be selected by the Head of School, Chair of the English Department, and Chair of the Mathematics Department. The award is given to “an academically and financially deserving student.”

Christina Grassie

JANE ANDRES POETRY PRIZE

The Honor Awards are made annually to students who are outstanding in specific fields of academic endeavor. Biology Dance English French History Latin

Gage Anderson Adam Sargent Jr. Claire Breger-Belsky Page Waldo Meira Ruben Abigail Moore

This award was established in memory of Jane Andres, the wife of Charles J. Andres, Chairman of Berwick’s Art Department from 1965-1981. Poems are submitted to a panel of teachers and judges, who select the recipient of the award.

Claire Breger-Belsky

Honor Awards

Math Music Physics Spanish Visual Art

Christian Zinck Shivanand Kovvuri Christian Zinck Julia Schaepe Alicia Leavitt

Stalwart Awards The Stalwart Awards recognize graduates who have attended Berwick Academy since Kindergarten or Grade 1.

Thatcher Carter Riley Keefe Ellen Lynch Gabrielle Michaud Nicholas Noerdlinger

Margot Smith Erika Varley Olivia Varano Page Waldo Samuel Winter

“Berwick has made me different by teaching me to ask questions, seek help when I need it, and not be afraid to share.” - PAGE WALDO ’16 “When I look back at my time here, a thousand images come rushing back. Those are the pieces that have shaped me into the man I am today.” - NICHOLAS NOERDLINGER ’16 TODAY

HILLTOP HAPPENINGS

DOUGLAS DARRAH HOLLIS MEMORIAL AWARD The Douglas Nina Dashti-Gibson Darrah Hollis Memorial Award was established through a gift of $1,000 by this deceased studentâ&#x20AC;&#x2122;s father to honor that senior who has demonstrated outstanding achievement in the dramatic arts during his or her career at Berwick Academy.

THE HILLTOP AWARDS Selected by the Athletic Director and the Head of School with nominations from the coaches, this award recognizes a male and female senior for their athletic ability and achievements on the Hilltop.

Siobhan McDermott Anthony Cosentino

MIDDLE SCHOOL WILLIAM LAMBERT COGSWELL BOOK PRIZE The William Lambert Cogswell Book Prizes are presented each year to the ranking scholars in the underclass levels.

Grade 5 Grade 6 Grade 7 Grade 8

Andersen Pickard Natasha Nazarian Casey Houlahan Ryan Trotzky

HEAD OF SCHOOL AWARDS Selected by the Head of School from nominations submitted by the faculty, the Head of School Award is given annually to a male and a female member of the senior class who best typify the ideals and spirit of Berwick Academy.

Eric Rawn Katherine Reid

MARIE DONAHUE AWARDS Named for an alumna of the Class of 1937 and later a teacher at Berwick, the Marie Donahue Award recognizes an outstanding senior for exceptional commitment and contribution to Berwick.

Siobhan McDermott Lilly Hedges

Baccalaureate Honors and Awards MIDDLE SCHOOL AWARDS These awards were established to recognize citizenship, contributions to the school and fellow students, and academic excellence.

Grade 5 Grade 6 Grade 7 Grade 8

Kaia Buensuceso and Griffin Santos Natasha Nazarian and Luke Osgood Emily Ney and Cormac Feeley Zach Boston and Sophia Estes

MIDDLE SCHOOL HILLTOP AWARDS Selected by the Athletic Director and the Head of School with nominations from the coaches, this award recognizes a male and female eighth grader for their athletic ability and achievements on the Hilltop.

John Luchsinger Raegan Kelly

Underclassmen Awards

TIMOTHY KELLIHER PRIZE Emma Sattler UNIVERSITY OF ROCHESTER BAUSCH AND LOMB AWARD Charles Thut BROWN UNIVERSITY AWARD Olivia Hutchins HARVARD BOOK PRIZE Edward Vatcher CHEMISTRY AWARD Jack Dunbar RENSSELAER MATH AND SCIENCE AWARD David Eaton DARTMOUTH COLLEGE AWARD William Hamel YALE BOOK AWARD Jeanne Allen BLUE AND WHITE AWARD Derek Muse and Anne Vatcher COMPUTER SCIENCE AWARD David Eaton

2016 Commencement

CLASS OF 2016 COllege matriculations Huda Al-Shair: Simmons College Gage Anderson: Carnegie Mellon University Thomas Anderson: Hamilton College Madison Balas: Elon University Claire Breger-Belsky: Stanford University Margaret Bristol: Lehigh University Sarah Bryn: Dickinson College Charles Carter: St. Lawrence University Morgan Copani: Endicott College Anthony Cosentino: University of New Hampshire Nina Dashti-Gibson: Franklin & Marshall College Matthew DesRochers: Rochester Institute of Technology Jacob Dupont: Roanoke College Blaine Farrell: University of Denver Jacob Goldblatt:Tulane University Charles Gould: University of Rochester Christina Grassie: Northeastern University Emma Hambright: College of Wooster James Hamel: University of Toronto Sean Hayden: Millbrook School Lilly Hedges: Northeastern University Sahana Heiderscheidt: Boston College Caroline Hernon: University of New Hampshire Katya Horne: Providence College Alyssa Hulst: Norwich University Mason Jacques: Colby College Keith Jordan: United States Coast Guard Academy Lisa Kastrilevich: School of the Visual Arts Riley Keefe: Keene State University Matthew Kenneally: Becker College Shivanand Kovvuri: Berkelee College of Music Emma Landry: University of New Hampshire Alicia Leavitt: Hobart William Smith College John Linde: Loyola Marymount University Ellen Lynch: Dickinson College Andrew MacDonald: Bowdoin College Zoe Maden: University of New Hampshire

Connor Martin: University of Maine Nathan McCrone: Northeastern University Siobhan McDermott: College of the Holy Cross Gabrielle Michaud: Lynn University Zachary Miller: Lafayette College Abigail Moore: Wake Forest University Sarah Murray: Hobart William Smith College Nicholas Noerdlinger: Connecticut College Evan Oâ&#x20AC;&#x2122;Dowd: University of Denver James Ordway: University of New Hampshire Ian Palleiko: Champlain College Ian Randle: St. Lawrence University Eric Rawn: Stanford University Katherine Reid: Tufts University Matthew Richards: George Mason University Meira Ruben: Gettysburg College Isabelle Salvati: Wheelock College Adam Sargent Jr.: Worcester Polytechnic Institute Julia Schaepe: Stanford University Sultan Sairafi: Oxford-Brookes University Parker Sikora: Colby College Margot Smith: Sacred Heart University Kailey Sonricker: University of Alabama Luke Stockmayer: College of Charleston Elijah Towne: Denison University Samuel Twombly: Phillips Exeter Academy Olivia Varano: Quinnipiac University Erica Varley: Sacred Heart University Jesse Vining: St. Lawrence University Kelsey Voss: Lafayette College Page Waldo: Connecticut College Samuel Winter: University of New Hampshire Nicholas Wurzer: Montana State University Samuel Zimmerman: Bucknell College Christian Zinck: Tufts University

TODAY

HILLTOP HAPPENINGS

ATHLETICS HIGHLIGHTS

SUMMER 2016

With 66 students participating in the crew program, including 36 at the varsity level, the Berwick rowers made huge strides this spring. The girls first boat enjoyed its best season yet, going undefeated throughout the campaign. The spring included impressive wins over Brewster, Derryfield, Waynflete, and Yarmouth High School. Berwick crews concluded the season by winning nine of the 11 races at the Maine Youth Rowing Championships on the Fore River in Portland, earning the MYRC title. Rowing Director Taylor Nealand and coaches Brian Sweeney, Renate Reader, Holland Chadwick, Michael Buensuceso, and Shelby Aseltine led the charge, with help from the energy and enthusiasm of captains Teddy Vatcher ’17, Claire Breger-Belsky ’16, and Parker Sikora ’16.

Athletics

GIRLS VARSITY SOCCER The Girls Varsity Soccer team qualified for NEPSACs in 2015 after a 15-year lapse, marking a milestone for the modern program. The team was unselfish offensively, with 14 different players contributing to the 46 goals scored as a team. The players took pride in defense, earning 10 shutouts in the regular season and conceding only a single goal in five other matches. The final regular-season record of 11-3-5 included losses to three teams who went on to qualify for NEPSAC tournaments. One of the tougher losses came at the hands of Brewster Academy in the regular season. Brewster went on to capture the NEPSAC title, eliminating Berwick in the quarterfinals of post-season play. The team graduates a talented group of seniors, the biggest graduating class Coach Derr has ever coached.

SWIM BOYS VARSITY SOCCER What a turnaround for the Boys Varsity Soccer team, which re-established its presence in the EIL and around New England, with an 11-win season that included only four losses. The dramatic shift in record from 11 losses the previous season came earlier than expected, with a relatively young group maturing on the field. The boys earned a NEPSAC Tournament bid, holding offensive-minded Holderness scoreless through regulation and two overtime periods, before losing a heartbreaker, 4-3, on penalty kicks. The stellar season created great promise for the program’s future.

In a historic season, the Berwick Academy swim team duplicated its success from a year ago, with the girls team repeating as NEPSAC champions and the boys defending their EIL championship. Coach Jenny Preister will point to the leadership of captains Teddy Vatcher ’17, Emma Whall ’18, Thomas Anderson ’16, and Sarah Ewart ’17. For the first time in school history, Berwick hosted the EIL Swimming Championship at its home venue, Swasey Pool at the University of New Hampshire. In a season that included many team and individual highlights, Anderson was named EIL Swimmer of the Year.

TODAY

HILLTOP HAPPENINGS

Athletics

GIRLS VARSITY HOCKEY For the third consecutive season, and for the sixth time in the last seven years, Berwick earned the EIL Championship in girls hockey, finishing undefeated in league play. The team was coming off back-to-back seasons of qualifying for the Division II NEPSAC Tournament, but four overtime losses to strong out-of-conference opponents meant that Berwick came up just short of a third straight appearance. The leadership of captains Allysa Hulst ’16, Emma Hambright ’16, and Siobhan McDermott ’16 was outstanding, with multiple players earning all-league recognition. Hulst was named EIL Player of the Year

GIRLS VARSITY LACROSSE It was a season filled with close competition for the Girls Varsity Lacrosse team, which placed third in the regular season. Berwick earned a pair of ties with Winsor and Newton and lost one-goal games to Dana Hall and eventual EIL champion Pingree. The Bulldogs did find redemption in the end-of-year EIL Tournament, defeating Winsor in the semifinals and outlasting the Pingree squad in the championship game. It was an exciting season with many high-scoring games and quality play. The team was led by captains Siobhan McDermott ’16, Emma Hambright ’16, and Caroline Hernon ’16. It was a bittersweet end to the season as the team celebrated the final season for Coach Kyle Bishop, who will be moving off the Hilltop to join her family at Gould Academy in the fall. Coach Bishop had a terrific run, leading Berwick to three EIL Championships and three Coach of the Year honors during her 11-year tenure as head coach.

SUMMER 2016

HILLTOP HAPPENINGS

Arts

ARTS UPDATE

US Musical, The Boy Friend May 26-27, 2016

TODAY

HILLTOP HAPPENINGS

Arts

STUDENT ACHIEVEMENTS BERWICK IN TEXAS

t a February co-conference in San Antonio, Texas, music faculty member Stephanie Sanders was selected to present a pair of sessions at the Technology in Music Education National Conference and the Texas Music Educators Conference. The conferences represent the second-largest gathering of music educators in the U.S. Both of Sanders’ presentations focused on using technology as a tool to teach music in large-ensemble and general-classroom settings. “A Lab in a Bag: The Good, Bad and the Ugly,” centered on Sanders’ own experience setting up the Berwick Academy eMusic course, including use of a virtual music lab environment. Creativity and innovation was the focus of her second presentation, “The Music Box: Student Innovation and Creativity.” Sanders presented examples of the outside-the-box thinking for project-designed classes regularly used in her teaching. Both sessions were well received and garnered much interest for music instruction at Berwick.

ff the Hilltop, student artists participated in numerous exhibitions and competitions this year. Several students exhibited their work at the annual Scholastic Art and Writing Competition Exhibition at the Maine College of Art in Portland, while others showed their work at the Portland Museum of Art in March, and more had work accepted to the Maine Clay Exhibit at the Maine College of Art. A list of those events and student achievements appear below. YOUTH ART MONTH/PORTLAND MUSEUM OF ART Alicia Leavitt ’16 Kate Martin ’21 Ava Rahn ’24 MAINE CLAY EXHIBIT AT THE MAINE COLLEGE OF ART Zoe Maden ’16 Olivia Varano ’16

SCHOLASTIC ART AND WRITING COMPETITION Tyler Van Etten ’17, Honorable Mention Julia Caple ’17, Portfolio Honorable Mention Mason Jacques ’16, Portfolio Honorable Mention Thomas Anderson ’16, Portfolio Silver Key Award Thacher Carter ’16, Silver Key Award Duncan Heywood ’17, Gold Key Award

RAKU FIRING

201.96 THE BULLDOG

pring term students enrolled in Music in Pop Culture made an impact with their radio podcast of “201.96 The Bulldog.” The trimester-long project featured material written, produced, and directed entirely by the students in the class. Broadcasts incorporated discussions of music topics covered in the class, including a review of music from 1950 to 2016, censorship, and the foundational question of whether society shapes music or music shapes society. The episodes were mixed using GarageBand and produced using PodOmatic. They have been archived on Soundcloud.

SUMMER 2016

TEACHING ASSISTANT – IAN PALLEIKO ’16

dvanced Music Production is a new course offering geared toward students interested in audio engineering and producing their own music. In planning her curriculum, music teacher Stephanie Sanders incorporated teaching assistance from senior Ian Palleiko. Ian’s spring 2016 Innovation Pursuit focused on music production, including co-teaching with Stephanie Sanders. Ian has a long history of knowledge and understanding of digital audio software, providing a successful example of peer teaching and student leadership.

n April, Berwick art students participated in a school-wide raku firing. Student artists in third grade made pinch pots, while Middle School and Upper School artists created multiple glazed vessels, which were fired outdoors under Christensen’s guidance. Physics, chemistry and art all came together in a compelling and experiential way, as students participated in the transformation of their glazed clay pieces through the raku firing process – conducted safely inside a large barrel.

HILLTOP HAPPENINGS

operation maple by Krysta Ibsen, Middle School Science

n April 8, eighth grade students took over the kitchen of the Eric ‘84 and Marla Katz Learning Lab, where they served up more than 350 pancakes to those who came for an open house to learn about the students’ exploration of the sweet world of sap. In January, students began tracking the weather during science classes, learning that warm days and nights below freezing signal the kickoff to sugar season. This fast lesson in meteorology was part of the preparation for a three-month maple sugaring unit, during which students identified sugar maple trees, drilled holes on the sunny sides of the trees, and eagerly awaited an accumulation of sap. Each week, they hauled buckets back to campus for boiling. Prior to spring break, the eighth graders elevated their learning to another level. Through what was dubbed “Operation Maple,” they conducted a weeklong unit, during which students picked one aspect of maple sugaring for further exploration.

Devoting time to their projects when they would typically attend other classes, the students gathered into specialty groups, where they designed projects that allowed them to showcase knowledge of their chosen maple-sugaring topics.

their work with other divisions at Berwick. Eighth grade students were ambassadors of the sugar bush, teaching kindergarteners how to collect sap and sharing a math lesson with third graders to determine the ages of many campus trees.

The Maple Marketing Group created a brand for Berwick maple syrup, designed packaging, built a website, updated their followers via social media, and named the product “Hilltop Maple Syrup Company.” The Sugar Shack crew converted the former Berwick snack shack into a functional sugarhouse, while the Maple Mural group produced a gorgeous piece of collaborative artwork to represent the 90-day unit. Other projects included a documentary on the history of maple sugaring, experimenting with maple syrup as a healthy sweetener, researching the impacts on sap flow, and printing 3D tools to make the process more efficient.

At the end of the sugar season, when the buds began to break, the students prepared for their syrup showcase. The Maple Open House event in the Walsh Wellness Center gave the students a chance to share their experiences in maple sugaring with the broader Berwick community. Activities included lessons on tapping, sharing of the documentary, and many other projects and displays throughout the space.

Throughout the experience, students also had opportunities to share

After completing the unit, eighth graders shared their enjoyment of the student-directed projects, talked about the satisfaction that comes from collaboration, and appreciated the hands-on learning experience – even if that sometimes came with sticky hands.

TODAY

HILLTOP HAPPENINGS

is ignorance really bliss? by Suzanne Miller, BPC member and parent

he Berwick Parent Community recently invited author Debby Irving to speak to faculty, staff, and the larger community at an evening event in April. Irving is the author of Waking Up White, and Finding Myself in the Story of Race. In her talk entitled “I’m a Good Person, Isn’t that Enough?” she challenged audience members to explore that question in their own lives. Irving discussed a difficult subject in a non-confrontational, nonjudgmental way, sharing her sometimes cringe-worthy struggle to understand racism and racial tensions. She offered a fresh perspective on bias, stereotypes, manners, and tolerance, defined by the white culture. What she learned on her journey, she shared, is that her good intentions often had the reverse result. A “good person” gives his or her leftover goods to the needy. As a child, Irving was tremendously proud of the fact that her family divided its trash into “trash” and “not so trashy trash” that could be donated. It was an event for her to go to the dump and watch the indigenous people run out to get their discards. These same people were the ones displaced when her family “founded” her hometown in Maine through a free land grant. On her journey, Irving realized that there is no such

SUMMER 2016

thing as “free” land, that someone else must be displaced. Irving shocked the audience with her information on the impact of Social Security and the GI Bill, the very bills that created the white middle class. Who knew that the black population was essentially denied both Social Security and the GI Bill, even though there were more than one million black men who fought in WWII? Since Social Security excluded farm workers and domestic workers, which employed 60 percent of the black population, this created a socioeconomic culture gap. White soldiers were freed from caring for aging parents through Social Security, while black GIs returned from war to find aging parents lacking the same benefits. They did not, Irving shared, have the opportunity for free education due to family obligations. Only five percent of the returning black GIs, she said, ever received GI benefits. In addition, the FHA created mortgage guidelines that gave fewer loans to black neighborhoods, ultimately resulting in white suburbs and black inner cities. I had always believed that the “American dream” was for everyone. Was it really only for white people? After reading Irving’s book

and listening to her talk, it’s hard to hold onto the belief that the playing field is level. Many follow the mantra of “work hard and you will succeed.” I always believed everyone had the same opportunity to benefit from that hard work. “You don’t know what you don’t know” is a concept Irving stressed in her talk. It turns out there is a lot we don’t know about cultural differences. Simple things such as asking someone you just met where he or she lives or what he or she does for a living can be offensive to people of some cultures. I always viewed these questions as conversation starters, not knowing they could be perceived as judgmental. Irving made us wonder: Have we actually offended people we care about through cultural ignorance? It is important to have discussions like this one in the Berwick community, where we value cultural competency and hope our students leave the School with a better understanding than that of the previous generation.

FINDING WELLNESS by Kim Kryder, School Counselor

on healthy living and a chance to broaden their personal definitions of wellness.

Putting the day’s events together was a community effort, combining ideas from students and faculty to create a series of campus-wide activities, each 90 minutes in length. Resulting workshops both informational and hands-on types – included silent reading, rock climbing, a walk in the woods, painting, logic puzzles, meditation, a musical jam session, soccer, and zentangling, among other activities. The goal of the day was to expose students to a wide range of ideas

Wellness initiatives continued into the spring, with a series of 45-minute workshops designed to provide even more options for students. Highlights included playing with animal therapy dogs, pretzelmaking in the Katz Learning Lab, Mongolian throat singing, kickboxing, board games, and a hike up Mount Aggie.

efining wellness in a school community is a challenge – not because we have no idea what wellness is, but because there are so many ways to celebrate and promote wellness. In a meeting of the Upper School deans, it was decided that mixing education with fun would make for an ideal environment.

During the Wellness Assembly, which kicked off the day, students shared their many talents on stage. Performances ranged from music and dance to stand-up comedy. All of the efforts surrounding Wellness Day were geared toward finding activities to help balance the impact of everyday stressors.

TODAY

HILLTOP HAPPENINGS

MEET OUR NEW FACULTY AND STAFF 1

3 Hilary Camire Hilary joins the Berwick community in the fall as the Lower School music teacher and the Middle School choir coordinator. Hilary earned her B.A. in music education from the University of New Hampshire. She spent eight years teaching general music, chorus and strings in Alton, NH. She also works as a freelance musician and violin teacher. Outside of music and teaching, Hilary enjoys spending time with her husband and daughters, hiking, fishing, and gardening.

4 Stephanie Caswell

Stephanie is excited to join the advancement team at Berwick, after spending the last eight years with the University of New Hampshire. At UNH, Stephanie served as director of development for the College of Life Sciences and Agriculture and was responsible for all fundraising and engagement for the College. She is a 2000 graduate of UNHâ&#x20AC;&#x2122;s Peter T. Paul College of Business and Economics.

5 Linda Daley

Linda Daley joins the Berwick community as director of admissions and financial aid. Most recently, she served as associate director of admissions at Phillips Exeter Academy. Previously, she spent eight years as a math teacher, advisor, dorm head, field hockey and squash coach, and as director of the International Exchange Programs at Brooks School in North Andover, MA. She earned her M.B.A from Harvard Business School and a B.S. in mathematics and philosophy from Vanderbilt University.

6 Sarah Gurry

1 Naamah Azoulay Naamah joined Berwick Academy as the assistant director of communication in July 2016. Previously, Naamah worked at Silverstein Properties, Inc. as both the Social Media Manager and Event Manager. Naamah earned her B.A. in comparative theology from Colby College in 2010, and her M.S. in counseling from Northeastern University in 2016. Naamah and her husband Jeoff Jarnot, LS teacher and hockey coach, recently relocated to Portsmouth, NH.

SUMMER 2016

2 Chris Atwood Chris Atwood â&#x20AC;&#x2122;10 rejoined the Berwick community as an Upper School admissions assistant in the fall of 2015. He is a 2015 graduate of Middlebury College, where he earned his B.A. in economics. In the spring of 2016, Chris moved into the Advancement Department, where he now serves as assistant director of advancement. In addition to his role in Advancement, Chris serves as assistant Boys Varsity Hockey coach and Varsity Golf coach.

Sarah joined Berwick in June as the assistant director of Lower School admissions. Previously, she worked at Brooks School in North Andover, MA, where she headed up the Academic Support Center, started the International Program, ran the International Exchange Program, and coached sailing, tennis, and squash. She spent many years in the Admission Office at Brooks, rising to associate director of admission. Sarah earned her B.S. in elementary education from the University of Vermont and her Ed.M. from Harvard University.

7 Allison James Allison joins the Lower School as the assistant Pre-K teacher. She attended the University of Maine, graduating with a B.S in elementary education with minors in English as a second language and disability studies. She previously taught second grade at the Dedham School in Dedham, ME. She has taught English as a foreign language in Isla Mujeres, Mexico, and at the American International School in Salzburg, Austria.

New Faces 8 Martha Limbocker Marti Limbocker joins the Berwick Academy community as the educational support services coordinator for Kindergarten through Grade 5 from Heritage Hall School in Oklahoma City, OK. Marti earned her B.A. in public administration from Miami University and her master’s in education from Salem State College. Marti’s background also includes many years as a special education teacher in a wide spectrum of academic environments.

9 Meghan O’Leary Meghan is excited to be joining the Lower School as the Pre-K teacher. Before coming to Berwick, Meghan worked as teacher’s assistant in the Pre-K and second-grade classrooms at Shore Country Day School in Beverly, MA. She has also worked as a PreKindergarten teacher at a nature preschool program called Eyes of the World Discovery Center in Kittery, ME. She holds a B.A. in English literature and a master’s in education from the University of New Hampshire.

10 Jason Singleton Jason joins the Berwick community as the new Middle School director. He holds a B.S. in natural science and chemistry from Indiana University of Pennsylvania and an M.B.A. from Averett University. He previously worked at the Fessenden School in West Newton, MA, where he served as the Upper School dean of students, Science Department chair, and director of CAB Academy, a public-private summer partnership.

11 Julia Givens Julia will join the Upper School faculty as AP psychology and Spanish teacher. She holds a B.A. in psychology with a minor in Spanish from the University of Vermont. Upon graduation from college, she moved to Madrid, Spain, where she immersed herself in the Spanish language and culture. Upon return to the U.S., Julie earned a master’s in business administration and a master’s in social work from Boston College. Julie has worked in a variety of child welfare and educational settings, including as the director of a residential school for adolescent girls, as the director of a large, inner city YWCA child care center, and as the director of an after-school educational support program for elementary aged children.

12 Chris Ryan Along with his part-time Theater Tech. role at Berwick Academy, Chris has also served as the Director of Youth Theater in Sanford, ME where he worked with children ages 8-18, exposing them to all aspects of theater and arts. This year, he will be devoting all of his professional time and expertise to Berwick Academy’s Visual and Performing Arts Program as the theater arts & audio-visual support manager

2016 - 2017

NEW TRUSTEE MEMBERS Mary Dempsey serves on the Berwick Parent Community Board as the president and volunteers for the Berwick Annual Fund. She has served as treasurer of the board at the Deerfield Cooperative Preschool and has been actively involved in fundraising for a variety of schools. Mary currently works in finance and business development for Oxland Builders in Stratham, NH, and is a founding board member of Catamount Womenaid, a community-based organization dedicated to providing short-term grant funding for families in need. Prior to moving to New Hampshire, Mary worked in municipal finance for Lamont Financial Services, a New Jersey-based firm that provides financial advice and data analysis for state agencies issuing bonds for infrastructure projects. Mary has also spent more than 10 years working in various facets of human services, including advocating for children in the foster care and adoption system in New York City; running a community residence for adults with mental health and addiction issues; and co-directing an employment project for adults with developmental disabilities. Mary graduated magna cum laude from Hamilton College, where she majored in French, and holds an M.B.A. from the University at Albany. She and her husband, Tim, live in Stratham with their two sons, Jack ’23 and Liam ’24.

Clare O’Brien is an attorney at Shearman & Sterling. She regularly advises major U.S. and international clients on public and private mergers and acquisition transactions, including public company restructurings, joint ventures, and large public transactions. She also provides counsel on corporate law questions, including corporate governance matters. Clare has been consistently acknowledged as a leading mergers and acquisitions lawyer and is the recipient of a “Dealmaker of the Year” award from The American Lawyer. Prior to joining Shearman & Sterling, Clare worked with the law firm of Brady & Tarpey, P.C., where her practice included cross-border corporate transactions, litigation, and domestic relations. She began her legal career at the Irish law firm of Eugene F. Collins & Son. She is the mother of Una O’Brien-Taubman ’17. . TODAY

ALUMNI BULLETIN

2016 ALUMNI WEEKEND

1956

1941 75th Reunion A few members of this class still live in South Berwick. Hope to see you at this special reunion!

60th Reunion

The class, led by Richard Pitroff, will celebrate a combined reunion on Tuesday, October 5 at the Oarweed Restaurant in Ogunquit. The luncheon will include members of St. Michael’s Class of 1952 celebrating their 64th reunion, along with Berwick’s Class of 1956 enjoying their 60th.

1961 55

1946

70th Reunion

We plan to see some of the ladies from the championship basketball team back on the Hilltop for their 70th.

says, “My time at Berwick gave me focus on a path to maturity. I have had somewhat of a rocky road, but I always appreciate the musings of my classmates as to their own journeys.” Lee Allaben is still working. K.C. Walpole is as healthy as he has ever been. Giles Laurén writes, “Mine is and has been a happy life and my Berwick years helped to make it so.” Anita Schoff Gagne says, “We are so lucky to say we are alumni of one of the best schools ever.” Steve Soffron is happily retired and enjoying life. Bob “Bogey” Bogardus shares, “[Berwick] was a very big stepping stone for my life.” Bill Benenson adds, “I have always looked back at being on the Hilltop as the place where I began to shift gears and almost find myself and my direction onward.”

Reunion

We are sad to report the loss of our trusty class agent Kim Reynolds, who died on May 3 at his home in Louisville, KY. As always, Kim Reynolds collected notes from the members of the Class of ’61, including his own. Space does not permit us to reprint them all, but they have been mailed to each member of the class. In brief: Kim Reynolds

1966

50th Reunion

The guys from ’66 will join their Boarding Era classmates for this milestone event. Brian Longo plans to attend, and promises not be as muddy. Pete Garrell, Chuck O’Connor, and Arthur Shenker will also be on hand. All are looking forward to getting together in Burleigh Davidson to watch some of the old Berwick football films and reminisce about their days on the Hilltop.

1971

1951 48

SUMMER 2016

From the 1951 Quamphegan yearbook: “We, the class of nineteen fifty-one, proudly entered Berwick Academy for the first time four short years ago. We say four short years ago because our lives on the hill have been filled with only happiness, enjoyment, and the realization that our dream for a complete education was now becoming a reality.”

45th Reunion We can’t promise that you’ll be able to climb up on the roof of your old dorm, but you will have a great time reliving some of the less dangerous antics of your Berwick years.

Alumni Weekend, September 23-24, 2016

1991

25th Reunion

1976 40th Reunion From the decade of the gigantic sideburns, just a few of the familiar faces you can expect to see at the celebration on campus.

1981

35th Reunion

– A lot was going on in 1991…the Chicago Bulls won their first NBA championship; Arkansas Governor Bill Clinton announced he would run for president; the television show “Dallas” went off the air after 13 seasons; and Berwick Academy sent 45 young graduates out into the world. We know what happened to the Bulls, Bill Clinton, and JR Ewing, but what about the members of the Class of ’91? Come back to the reunion and find out!

2006

10th Reunion Where are they now? Come to the reunion and find out.

It’s only been 35 years. What could have possibly changed?

1996

20th Reunion

Think you’ll recognize them now?

2011 5th Reunion

1986

Keith Hope, Sydney Katz, Danny MacKinnon, Michael McGuigan, Brooke Moschetto, and Tucker Trimble are all planning to come! Are you?

30th Reunion

The Girls Varsity Lacrosse team made history in 1986, winning the league championship and sending six players to the all-star team. Way to go, ladies! The cross-country team also won big in ’86, as did boys lacrosse. Let’s get all these tremendous athletes back for their reunion and maybe a little pick-up lax game on the turf field? Marc Saulnier is up for it!

2001 15th Reunion Hope everyone can make it to the 225th celebration. It will be great to catch up on the last 15 years! TODAY

ALUMNI BULLETIN

YOUNG ALUMNI PROFILES

What Berwick gave them

n February, I moved to the Seoul, South Korea, area as an English teacher. It has been a huge learning curve, but so rewarding. My students amaze me every day, and I have been having the time of my life exploring this country. From a Buddhist temple stay to Holi Hai on the beach to field trips with kindergarteners, it has been the most amazing whirlwind. I have been blogging about my experiences at www.elizateacher.wordpress.com. My life at Berwick was a safe space that allowed me to learn to take risks and push myself – academically and otherwise. I made so many mistakes, but it prepared me for the realities of life after Berwick. The support, coupled with high expectations, allowed me to grow immeasurably. I developed the beginnings of my leadership skills under the mentorship of incredible teachers, with whom I am still in touch today. I made friendships that I will hold closely forever. Berwick gave me such strong roots from which to grow and I am so glad that my time at the School gave me the confidence to never stop dreaming.

ELIZA JACOBS ’11 www.elizateacher.wordpress.com

“...I am so glad that my time at the School gave me the confidence to never stop dreaming.”

“As a scholarship

KIM WARNICK ’09

SUMMER 2016

am in Boston, launching College for Social Innovation, a nonprofit aimed at educating and inspiring the next generation of problem-solvers. We bring colleges and social sector organizations together to create fully credited, semester-long, hands-on learning experiences for students that include an internship with a dedicated mentor; skill-building and reflection workshops; and a social change theory seminar. Students are primarily first generation, Pell-eligible and/or students of color, and our goal is to develop a bigger, better, and more diverse talent pipeline for the social sector. As an associate director on the growing start-up team, I lead the design of the mentor program and manage the internship sourcing, matching, and support. As a scholarship student at Berwick, I gained access to an incredible learning community that pushed me to develop as a learner, listener, and leader. As a first-year student, I quietly worked hard in the classroom and in athletics. By my senior year, with the support of thoughtful and inspiring classmates, teachers, and staff, I served as class president, Honor Committee member, and captain of the soccer and basketball teams, and went on Harvard. Berwick taught me the power of a community that encourages learning and creativity. It was an environment in which trying was cool. I’m thrilled to now be creating another impactful learning community for college students.

student at Berwick, I gained access to an incredible learning community that pushed me to develop as a learner, listener, and leader.”

“I was instilled with a lot of confidence in my artistic inclinations and endeavors while at Berwick in addition to developing many long-lasting relationships. That solid platform gave me momentum and an ability to shape my career.”

MIKE ARMENTA ’04

am currently living in San Francisco, working as the creative director of Taylor Stitch, a company I co-founded in 2009. We are an outfitter that produces overbuilt, well-fitted, classic clothing for men and women. With a fast-paced production schedule, releasing new products online every week, and maintaining two retail stores, there is plenty keeping me busy. I am also the photographer for our lifestyle content, which has me traveling frequently, enabling me to fit in activities such as surfing, camping, and biking. I was instilled with a lot of confidence in my artistic inclinations and endeavors while at Berwick in addition to developing many long-lasting relationships. That solid platform gave me momentum and an ability to shape my career.

DAVID WITUSZYNSKI ’07

his spring, I have been working as an intern with Engineering Ministries International, an organization that provides almost-free engineering and architecture design work for Christian ministries all over the world. We generally work in materially disadvantaged contexts, and our challenge is to provide appropriate, well-designed facilities to our clients, who are almost always donor-supported (as we are) and therefore are working with very small budgets My desire to work in humanitarian engineering grew out of my struggle to integrate my faith with my academic pursuits during college, but it was arguably sparked by the Berwick Spanish class trip to Guatemala in 2006. During part of the trip, we worked on a school in Vuelta Grande laying down a concrete pad held up by a retaining wall. On the night before our last day at the school, there was a tremendous rainstorm and the wall collapsed. When I got home, I looked more closely at retaining walls. And I noticed that every one I saw had some kind of drainage built in so that water could not accumulate in the soil behind the wall. Whoever designed the wall in Vuelta Grande didn’t think of that.

My main project with EMI has been for Hope Alive! – an organization that sponsors education and – critically – provides local mentorship for children from fragile families. They recently purchased 332 acres in northern Uganda and they want to build a series of schools on the savannah. At completion, the campus would provide the equivalent of preschool through vocational school for almost 2,000 students. I am here as a civil engineering intern, so I’ve been working on the water supply and distribution system, as well as compiling the final report. During our final design presentation, I looked at the plan we had come up with and started imagining how it would feel for a student to progress through the different schools and eventually coming to recognize the school as a safe place, as a home. It reminded me of my 13 years at Berwick Academy, which is a home to me still. If I can be a small part of that happening in northern Uganda, I will be very content with the time I have spent here.

www.davidwhat.blogspot.com

“It reminded me of my 13 years at Berwick Academy, which is a home to me still.”

TODAY

ALUMNI BULLETIN

YOUNG ALUMNI HAPPENINGS

A NEW BERWICK CHAPTER: 2016 ALUMNI INDUCTION

T he Class of 2016 was inducted into Berwick Academy’s Alumni Association during their June 3 Baccalaureate dinner. Each student was presented with a Berwick lapel pin featuring the bell tower. Moira McKinnon ‘88, director of college counseling and one of the Class Advisors, welcomed the seniors into the Alumni Association and highlighted several events throughout the year that prepared them for this transition. In January, a panel of college-aged Berwick alumni returned to campus to share their insights on what to expect in college. In March, Amy Smucker, Assistant Head of School for External Affairs, educated the seniors on the importance of alumni participation in the Berwick Annual Fund. In April, the seniors wrote thank you notes to Berwick alumni who donated to the Berwick Annual Fund.

YOUNG ALUMS GET IN THE GAME WITH MARCH MADNESS T his year, the Alumni office took a new approach to increasing young alumni giving in the Berwick Annual Fund. The 16 most recent classes contended against each other in a friendly competition for highest participation in the Annual Fund. The Class of 2008 marched to victory with an impressive 30% participation followed by the Class of 2000 with 22% participation. A sincere thank you goes out to all of our 141 young alumni who donated to the Annual Fund this year. Young alumni gifts made up 48% of all alumni gifts!

WHAT TO LOOK FORWARD TO

HUNDREDS OF PROFESSIONAL CONNECTIONS AVAILABLE

Need a job? An internship? Some inside information about a college or a company? The Berwick LinkedIn group is the place to find it. Berwick community members are ready and willing to share their experiences and contacts with alumni. Join the group today and start to reap the benefits.

YOUR GIFT HELPED THE BERWICK ANNUAL FUND SOAR TO ITS HIGHEST LEVEL EVER! Thank you for your generosity and support of the 2015-16 Berwick Annual Fund! Your gift, and those from other community members, helped the School raise $879,000 –the most in our 225-year history! Congratulations!

The success of the Berwick Annual Fund is a remarkable accomplishment, and your gift is a wonderful testament to the culture of philanthropy Berwick Academy has established.

We thank you for your investment in our School and students!

Chris Atwood ’10, Berwick’s new assistant director of advancement, will focus on building out a more meaningful young alumni program. Chris will be asking for input from our young alumni about how they want to engage with the School. Be on the lookout for a brief survey this fall and contact Chris at catwood@berwickacademy.org or 207.384.6309 with suggestions.

RAISED

$879,000 THE MOST IN BERWICK’S 225-YEAR HISTORY!

ALUMNI BULLETIN

OBITUARIES JONATHAN FOX KELLOGG ’65

on Kelogg came to Berwick Academy as a boarding student in the fall of 1961, hand-selected by Headmaster Dr. Albert Kerr, who recognized something in the young man from Manchester, NH, who was struggling against the odds. Like many of the young men offered admission at Berwick by Dr. Kerr, Jon did not disappoint. In his four years at the school, he was an avid and talented athlete, especially on the football field. In addition to his athletic success, Jon excelled in the classroom and was awarded both the Headmaster’s Prize and the Cogswell Prize for academic achievements and leadership. Jon graduated from Berwick in 1965 and became an active alumnus, working to steward the school he loved so much. At a 2014 event to honor Mr. Kerr, Jon recalled walking up the hill from his dorm toward Fogg, pondering the opportunity he had been given. “Dr. Kerr saved my life,” he thought at the time. As he did with many alumni events over the years, Jon took a leadership role on the Class of ’65 50th Reunion Committee but, sadly, did not live to attend the reunion. Jon’s classmates honored him at their milestone event with a display of photographs and essays. Tributes included: “Jon was always where he was needed and he could be counted on to give his all. He was so reliable, so courageous, tenacious, tough, loyal, team-oriented, ethical, and a naturally respected leader.” - Bruce McLellan ’65 “One of Jon’s outstanding qualities was his leadership. He had a quiet way about him,

SUMMER 2016

was visionary, thoughtful, and his ideals stood before him.” - Peter Arakelian ’65 When Jon died last July, he had recently retired from his 17-year post as an award-winning executive editor of the Connecticut-based Republican-American and The Sunday Republican newspapers. Jon’s passing left a void in his family, his profession, and in the Berwick community. In a tribute to his classmate, Rob Perkin ’65 has established the Jon Kellogg ’65 Memorial Fund at Berwick Academy. The $50,000 fund has been made possible by the generosity of the Perkin Fund, where Rob is a trustee. The Kellogg Fund is one of the many funds that supports financial aid at Berwick and will honor our commitment to economic diversity and to enabling the best and brightest students to attend Berwick. It is a fitting tribute to Jon.

of the left outfield and Gary Williams, the coach, was hitting fly balls to the players. “One long batted ball rose impossibly high in the chilly, clear spring sky and, at once, Robert was running to where the ball would fall to earth. His strides were long and effortless as his outstretched left-gloved hand reached across his body and caught the ball in its final seconds of descent. That catch was a marvelous combination of athleticism, grace, and coordination – all were impressed. Then, like all athletes, full of the game and gaining confidence. He did it repeatedly. “As the twilight came, the practice was over and the outfielders headed for the locker room, tired but filled with brash new confidence. Robert had flown and caught and thrilled that day and we were richer for his heroic performance.”

OWEN RAPHAEL STEVENS ’48 ROBERT SHARP FORSTER ’63

obert arrived at Berwick Academy in the fall of 1960 from his home in Guatemala City, Guatemala. The tremendous change in culture and climate did not deter him from embarking on a successful experience on the Hilltop and beyond. Robert went on from Berwick to earn his B.A. from the University of New Hampshire and his J.D. from the University of Mississippi. For a time, he served as chief operations officer of the Mississippi Small Business Development Center. For many years, he served in varying capacities at the Pan-American Life Insurance Company in New Orleans, LA, retiring as general counsel. Robert’s classmate, David Pratt ’63, shared a recollection of his friend from the baseball field: “We were students at Berwick and it was early spring. The baseball team was beginning to practice. The frost had recently left the soil, and the grass in the outfield was moist and forgiving. Robert was standing with a baseball glove in the distant reaches

wen has been a lifelong friend and steward of Berwick Academy. As the local veterinarian for many years, he was widely known and respected throughout the community. Owen’s gentle and joyful presence, alongside his wife, Margaret, was a familiar and welcome sight on the Hilltop. As a member of the Class of 1948, Owen performed in countless plays and musicals and with the glee club. He was class valedictorian and thus was presented with both the Cogswell Prize and Kelliher Prize upon his graduation. Owen served the School as a trustee from 1970 to 1989, chaired the Board two times, from 1974 to 1979 and then again from 1988 to 1989. He also chaired both the Finance Committee of the Board and the Head of School Search Committee that hired Hap Ridgeway. Owen received the Alumni Award in 1984, served as a class agent and on the Alumni Council, and attended yearly reunions at the Academy.

Owen’s daughter, Catherine ’80, and two of his grandchildren attended the School. His wife, Margaret, continues to be a valuable member of the Berwick community. Below is Owen’s essay published in his senior yearbook. It displays his maturity, compassion, discipline, and commitment to his fellow man, traits that remained with him throughout his life.

it problems and a desire to make possible permanent world peace. A large order? Yes. But if we cannot fill it, we shall not be measuring up to the justifiable expectations of those citizens who are Americans in the finest sense of the word.

ALFRED “FRED” CATALFO, JR. ’40

“EVALUATION” What should we, as high school seniors about to assume the role of active citizens in the United States, have learned from our schooling thus far? Among other things, we should now know what constitutes proper behavior and good character for young men and women, what vocation we wish to follow, what steps we can take to combat racial and religious intolerance, what the problems of our country and the world as a whole are, and finally what we can do to help solve these problems. How should we conduct ourselves now that we are reaching adulthood? We should act like young men and women. We should show by our actions that we are ready to assume the responsibilities that go with manhood. What vocations should we follow? The answer will vary with the individual. We should by now have considered the advantages and disadvantages of several fields in which we are interested and should have selected one or two to think about seriously. How can we combat racial and religious intolerance? We need only follow the Golden Rule and treat others as we wish to be treated ourselves. We must never forget that in many cases members of our own race and creed are responsible for the plight in which the less fortunate of other nations and religions now find themselves. What should we know about national and world government and the problems with which they are confronted? We should first of all understand the organization of our own government and be prepared to perform the duties as well as to enjoy the privileges of citizens. We must realize that there is always room for improvement in our government and do our part to bring about these improvements. We should have a similar understanding of world government and

erwick Academy lost a dear friend and loyal supporter when Alfred “Fred” Catalfo died at his Tennessee home in April. He was 99. On what would be his last visit to campus, Fred joined his classmate, Doris Flynn Grady, at the Hilltop Luncheon in September 2015 to celebrate their 75th class reunion. Fred’s path to Berwick was an unusual one. The son of Italian immigrants, he worked to support his family after completing eighth grade. He did not enter ninth grade at Berwick until age 19. Fred was not fluent in English at first, but that did not deter him from competing in four sports, serving as editor-in-chief of the school newspaper, and becoming a member of the Debating Club. Following Berwick, Fred attended the University of Alabama, where he played football. He then went on to serve in the U.S. Navy as a pilot in World War II, rising to the rank of Lieutenant Commander. Following the war, Fred received his B.A. from the University of New Hampshire and his J.D. from Boston University. He practiced law for 59 years, many of those in Dover, NH, with his son, Freddie Catalfo ’75.

IN MEMORIAM Madeline Hussey J. Lilly ’34 (August 5, 2014), Alfred Catalfo Jr. ’40 (April 14, 2016), Edna M. Young Kenney ’42 (January 2, 2015), Theodore John Finnegan ’42 (July 28, 2015), Robert W. Morgridge ’45 (February 11, 2016), William H. Morgridge ’45 (February 11, 2016), Anita Malo Florence Perreault ’48 (January 22, 2015), Owen Raphael Stevens ’48 (March 31, 2016), Norma Roberts Woodruff Tutelian ‘49 (March 31, 2016), Achille Rene VanDe Meulebroecke ’50 (June 28, 2015), Priscilla Paul Louise Hersey ’50 (November 6, 2015), David L. Blanchette ’51 (March 18, 2016), Donald O. St. Pierre ’53 (June 8, 2016), Reginald Nadeau ’54 (January 14, 2015), Milton Wayne Benoit ’57 (September 6, 2015), John Richard Cook ’59 (January 7, 2016), Delores Watkins Alice Lothrop ’60 (October 18, 2015), Linda Merrill Bolduc ’61 (August 6, 2015), Kim G. Reynolds ’61 (May 3, 2016), Robert Sharp Forster ’63 (August 20, 2015), Bradley M. Damon ’63 (November 20, 2015), Jonathan Fox Kellogg ’65 (August 17, 2015), Thomas A. Snyder ’66 (December 29, 2015), Robert Bruce Wallace ’67 (April 5, 2016), James Todd Moore ’67 (August 31, 2015), Thomas Myron Gelbach ’69 (April 23, 2015), Christopher Charles Devlin ’70 (September 6, 2015), Nancy B. Roberts ’74 (January 29, 2015), Eric L. Weeks ’75 (July 3, 2015),

Fred’s autobiography, Undefeated, Scored on Once, was published in 2014. The title references the season Fred coached the unbeaten Berwick Academy football team. The title also takes its meaning from Fred’s successful challenge of a surgeon who wanted to amputate his arm following his plane crash in World War II.

TODAY

ALUMNI BULLETIN

Planned Giving

WHAT IS YOUR LEGACY? GEORGE JANETOS: Entrepreneur, Innovator, Philanthropist

years ago, George served as a panelist at Berwick’s Innovation Celebration, where he evaluated student projects.

BRADLEY M. DAMON ’63

rad Damon spent only one year as a boarding student at Berwick, but it left a positive impression on him. “BA was good to me, and I have a fond spot for it,” he said when he told the school about his plans to include Berwick in his will. As a Berwick student, Brad served on the Senior Council and played soccer and basketball.He received his bachelor’s degree from Nichols College. Brad was a longtime supporter of Berwick and followed the news about the Boarding Era reunions. After his retirement from banking in 1999, Brad spent most of his time at his camp in the Adirondacks, golfing, skiing, and maintaining his home. When he died in November of 2015, Brad’s fondness for Berwick translated into a $25,000 bequest to the Academy. “Berwick is extremely grateful to Brad for his generosity and foresight,” said Head of School Greg Schneider. “Including Berwick in his will was a relatively simple act that will have a major positive impact on the School.”

SUMMER 2016

hrough ingenuity and hard work, George Janetos has achieved a great deal in his life. He is the holder of many patents, including one for the magnetic screwdriver, and has been a revolutionary in the sports manufacturing industry. Through it all, George has never forgotten Berwick Acacemy. He is now applying his resources to help future generations of Berwick students through a planned gift of $500,000 to establish the George E. Janetos Fund for Global Education. The fund is intended to help prepare Berwick students to compete in a global economy. Specifically, the fund will support a visiting faculty program, which will bring to Berwick teachers whose life experiences and academic interests will enhance student global and cultural competencies and contribute to the intellectual discourse of the Berwick faculty. George’s connection to Berwick began in the 1970s, when friend and Berwick Trustee Owen Stevens ’48 asked George to do an audit of the Academy’s buildings. Not long after that, George became a trustee, and has continued to support Berwick with his vast knowledge. Two

Born and raised in the Rollinsford, NH, area, George attended Dover schools and graduated from the University of New Hampshire, where he was an honors student. His hard-earned success was based in his innovative engineering abilities. In 1958, he established Janco, Inc., a company that revolutionized the athletics industry by using plastic in the manufacturing of sports equipment. Over the years, George’s brothers and extended family joined Janco, which was supplying many large manufacturing companies, including Digital Equipment and Wang. George’s wife, Marjorie, also had a strong commitment to education. She graduated from the University of New Hampshire in 1946 with a Bachelor of Science in institute administration. Marjorie’s thirst for knowledge didn’t end there. She was a voracious reader and never lost an opportunity to learn something new. Marjorie contributed to the local community as a member and past president of the Woman’s Club of Somersworth and the Rollinsford Garden Club and as a Welcome Wagon Hostess for Rollinsford. Berwick is grateful to George and Marjorie for their commitment to “useful knowledge” and ensuring that Berwick students can succeed in a multicultural world outside of Southern Maine.

The Chadbourne-Thompson

SOCIETY T

he Chadbourne-Thompson Society, recognizes donors who make planned estate gifts. Planned gifts are a way for members of the Berwick community to share the rewards of what they have been given and achieved. These gifts are integral to Berwick’s long-term financial stability and, over time, have helped shape the Berwick of today. In addition to the personal benefits, including valuable tax reductions, augmented income, investment diversification, and the possibility of making a larger gift than would otherwise be possible, donors can create a legacy for the future. A planned gift is a way to support the areas and interests that appeal most to an individual donor, whether it’s a gift earmarked for a particular academic or extracurricular program, one to honor a beloved faculty or staff member, or a gift to create or support financial aid.

For more information about including Berwick in your estate plans, please contact Kathryn Strand in the Advancement Office at 207.384.6307 or kstrand@berwickacademy.org.

BOARD OF TRUSTEES 2016-2017 President: Matthew Friel Vice President: Lucas Merrow ‘81 Treasurer: Robert J. Hoy Secretary: Eric Katz ’84 Dr. Talal Al-Shair Karen Parker Feld Lisa Goulemas James Jalbert Jamie James Kennett R. Kendall, Jr. James Lawson Holly A. Malloy Susan Noerdlinger Clare O’Brien Barbara O’Connor

Greg Raiff Paula Reid Robert Richard Michael J. Schafer Gregory J. Schneider Malcolm E. Smith, III Patrick Spearman Mark H. Tay Karen G. Walsh

Mary Dempsey*, President, BPC Stephanie Kendall Jaggars ‘89*, President, Alumni Council *Ex-officio members

CHADBOURNE-THOMPSON SOCIETY MEMBERS Anonymous James Cook ’63 and Paula Cook Bradley M. Damon ’63 Marie A. Donahue ’37 Aurora Dube ’25 Preston N. Eames ’65 C. Dennis Fink ’44 Nancy B. Fort Adolph Geyer ’31 Russell Grant ’45 and Marty Grant Doris Dixon Griffith ’39 Seth A. Hurd ’90 George E. Janetos Alberta Morrill Johnson ’28 Mary Jacobs Kennedy 1908 Lawrence A. Martineau ’64 and Karen Martineau Perley D. Monroe ’48 Olive Purrington Moulton ’22 Victor Perreault ’33 and Helen Hasty Perreault Nancy Pindrus ’69 Wendy Pirsig Richard and Susan Ridgway Anna May Flynn Smith ’31 William R. Spaulding Owen Stevens ’48 and Margaret Stevens Ella Estelle Geyer Stonebraker ’29 Mark H. Tay Roger Thompson ’25 and Theresa Thompson

ALUMNI COUNCIL, 2016-2017 Trustee Emeriti John Armacost Raymond Ramsey “Ray” Charles V. Clement, III Richard Ridgway “Hap” C. Dennis Fink ’44 Mary Z. Schleyer O.P. Jackson Claire deTarr Smith Joan R. Jarvis Owen R. Stevens ‘48 Russell W. Jeppesen Mark H. Tay Kennett R. Kendall, Jr. “Skip” Joan Trimble Michael Ramsey “Mitch” Jameson S. French

President: Stephanie Kendall Jaggars ‘89 Vice President: Bill Tarmey ‘63 Melissa Gagne Falzone ‘03 Chris Glancy ‘76 T.J. Jurevic ‘94 Glenn Michael ‘65 Rebecca Oliver-Palanca ‘01 Greg Schneider, Head of School Kathryn Strand, Director of Alumni and Stewardship Chris Atwood ’10, Assistant Director of Advancement Honorary Council Member: Richard ”Hap” Ridgway

Berwick Academy 31 Academy Street South Berwick, ME 03908 www.berwickacademy.org

For parents of alumni: If this issue of Berwick Today is addressed to your son or daughter who no longer maintains a permanent address at your home, kindly notify the Alumni Office with the correct mailing address at kdemers@berwickacademy.org or 207.384.6303.