Berwick Today – Winter 2018 by Berwick Academy

ars: The Schneider Ye and Thank You Saying Goodbye

b e rw i c k t o d a y

Financial Aid: The Power of Access | Winter 2018

Thank you, Mr. Schneider

b e rw i c k t o d ay

Editor-in-Chief Tracey Boucher Copy Editor Jana F. Brown Design Lia Bensley Tracey Boucher Photography: Lia Bensley Tracey Boucher 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:

TABLE OF CONTENTS

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.

WINTER 2018

Berwick Academy Advancement Office 31 Academy Street South Berwick, Maine 03908 207-384-2164 ext. 2303 kdemers@berwickacademy.org

Welcome from the Head of School

Feature Articles:

Financial Aid: The Power of Access

16 The Schneider Years:

Saying Goodbye and Thank You

24 2018 Winter Carnival 26 Arts 32 Athletics 35 Country Roads, Take Me Home Student reflection 37 Alumni News

8 28 34

BOARD OF TRUSTEES 2017-2018 President: James Jalbert Mary Ervin Dempsey ex-officio Vice President: Paula Reid Catherine Powell ‘80 ex-officio Treasurer: Barbara O’Connor Secretary: James Lawson Trustee Emeriti John Armacost Dr. Talal Al-Shair Charles V. Clement, III Stephen Boyle C. Dennis Fink Lisa Goulemas Jameson S. French Robert Hoy O.P. Jackson, Jr. Kennett “Skip” Kendall, Jr. Joan R. Jarvis Jason Kroll Russell W. Jeppesen Susan Noerdlinger Kennett “Skip” Kendall, Jr. Clare O’Brien Michael “Mitch” Ramsey Karen Parker Feld Raymond “Ray” Ramsey Greg Raiff Richard “Hap” Ridgway Bob Richard Mary Z. Schleyer Gregory Schneider Claire deTarr Smith Malcolm Smith, III Mark H. Tay Patrick Spearman Joan Trimble Mark Tay Karen Walsh

Welcome from the Head of School

Dear Berwick Academy Community, I could never have imagined, when I began my career as a director of financial aid in my mid-twenties, just how central this topic would be to my leadership as a head of school. From the beginning, I was drawn to this area of school life, for its sense of offering opportunity to deserving students, regardless of their ability to pay tuition. At virtually every independent school, financial aid is the largest line item in the budget after salaries, and I have always believed that one’s budget is the living embodiment of a school’s mission. Given that financial assistance of all forms now represents approximately 30 percent of our overall budget, I would say it plays a central role in the Berwick desire to promote virtue and useful knowledge. What is widely appealing about financial aid is the concept of access. The idea of being able to attend a place like Berwick, regardless of one’s ability to pay, is a noble and idealistic vision for meritocracy. While virtually no independent school can claim to be entirely “need blind” in its admissions, all schools have the ability to invest in deserving kids and families to make the community stronger. There is no doubt that Berwick’s financial aid resources can literally change the lives of individuals. I have heard many of these stories firsthand through our alumni body. Perhaps even more powerful is the ability of strong financial aid students to transform the experience of all students on our campus. Excellence raises the bar, making others in the community stronger as well. Historically, Berwick has done better than most independent schools in supporting middle-class families struggling to afford an independent school education, but we have not done as well as we need to in attracting more families with high financial need to our school. While we cannot fund all of these students, we want to be sure that every exceptional student on the Seacoast believes

“

Berwick might be possible for them. We have made substantial strides in this area in recent years. It has been exciting to see donor interest emerge to support these access goals in a variety of ways. Recently, we had a gift to help underwrite Berwick’s support of students applying from the Dover Housing Authority, where we have built a terrific partnership with town officials and school administrators. You can read more about this exciting program in this issue. We hope that this gift will inspire others. More and more, schools like Berwick have had to use financial aid not merely to support access, but also to address affordability more broadly. Berwick trends reflect national trends; as tuition growth continues to outstrip income growth in the country, families with higher earnings are qualifying for more financial aid. At Berwick, there is no question we need to distribute financial aid resources strategically. In some years, we may need to find more girls or boys in a particular grade to make sure a class is robust. We may have needs in particular areas of school life that we hope to strengthen. Perhaps most importantly, given the size of campus and the depth of ambition for program breadth and excellence, Berwick has opted to be a larger school with more financial aid rather that a school half as big with far less financial aid. While still a small school in comparison to public options, keeping Berwick filled with a critical mass of excellent students allows us to offer the range of experiences our families are seeking. I can say as both a former director of financial aid and, now, as a head of school, financial aid work connects to my teaching in ethics as well. Working in financial aid means navigating a virtual minefield of ethical dilemmas. For example, should the school step in to support a child whose parents’ decision to divorce has made the school unaffordable? Should the school resist offering large amounts of financial aid to five-year-olds for twelve years, or should we be worried about creating divisions within the institution that have entirely different socioeconomic dynamics? Should the financial aid budget subsidize a decision of a parent to attain a new graduate degree to improve their future earnings? Do we expect families to pay the same portion of their savings to Berwick as we would for college education? Isn’t college preparation part of our mission? Do we disqualify people who enter our process with substantial credit card debt? Should we figure out what exactly it was for and are we willing to subsidize it? How much should we care about lifestyle choices, such as cars and vacations when considering financial aid awards? Where is the line between allowing people personal choice or subsidizing problematic choices? Should we be spending more on our extremely needy families to deal with extra costs like athletic gear, books, and tutoring? What about dance and music lessons? Is it better to fund fewer students more fully if it means turning

Berwick’s extraordinary commitment to access and financial aid are sources of tremendous institutional pride – it is who we are and what we stand for.”

our back on other strong candidates who also have financial need? These dilemmas require process, judgment, and ethical clarity to navigate. Rest assured that the list is endless in terms of these ethical quandaries. From the Board of Trustees’ perspective, there is wide agreement that we have no greater need at Berwick than more endowed resources to support our financial aid budget. Unlike the schools with whom we compete for high school students, discounting tuition provides virtually all of Berwick’s financial aid budget. Schools with larger endowments are able to support this need with real money being generated by endowed resources. If we ask ourselves what is the single issue that might challenge Berwick’s sustainability for its second 225 years, I would put this need at the top of list. For as many ethical dilemmas and sleepless nights as financial aid work provides me, I could write for pages and pages about the stories of Berwick students and alumni who have made

our school better through the existence of these resources. Berwick’s extraordinary commitment to access and financial aid are sources of tremendous institutional pride – it is who we are and what we stand for. So many of our families who receive aid are still struggling with multiple jobs and cutting back in other areas, as they have come to see that a Berwick education is not a luxury in any way; it is a necessity for their children. And we are so fortunate that these students and these families are willing to share their many talents and gifts with our community. During my 23-year career, I have seen a heartening shift away from this singular sense that financial aid families should be so grateful to attend a school like Berwick Academy. While this is partially true, I believe it is even more true that schools like Berwick Academy are so lucky to have the gift of these students and families, many of whom enter our community knowing they will face a different level of social challenge and discomfort than our full-pay families. Our work in being comprehensively inclusive around issues of socioeconomic status will never be done, but without our financial aid program we could not even engage in this essential learning for our students. My hope is that this issue offers the entire community a deeper look into the stories and successes that arise from our efforts in financial aid. I also hope that it becomes a call to action for Berwick. While campus building projects are exciting and needed at times, our need to build endowed resources to support the people in this community (faculty compensation and student financial aid) gets at the essence of a Berwick education; magical relationships that lead to an open exchange of ideas. The power of these relationships is nothing short of transformative. Sincerely yours,

Gregory J. Schneider Head of School

FINANCIAL AID: THE POWER OF ACCESS

Financial Aid: The Power of Access

FINANCIAL AID: Access vs. Affordability by Kristen Carey Power, current parent and General Manager, School and Student Services

ccording to Berwick’s Statement of Community, the school strives “to support and attract students, faculty, staff, and administrators whose varied backgrounds, including race, religion, gender identity, sexual orientation, family composition, physical difference, and socioeconomic status strengthen our community.” For decades, independent schools have used their financial aid dollars to achieve socioeconomic and ethnic diversity among their student populations. In addition, those funds have allowed underprivileged students access to an independent school education. Since the 2008 recession, the means by which independent schools disbursed their funds began to shift to include affordability – even for higher-income earners – in addition to access. Over the past 15 years, the rate at which tuition has increased has far outpaced rises in income. On average, independent schools raise their tuitions by four percent each year, while the average family income increases just over one percent. The last time family income increased at the same rate as tuition was 2002. This disparity has created a gap in affordability for middle- and higher-income families. School and Student Services (SSS) data shows that rising tuitions, coupled with families who have multiple children attending tuition-charging schools, means that higher-income families are now entering the financial aid applicant pool. The fastest-growing number of families applying for financial aid are those with incomes over $150,000. SSS data also shows a decrease in applications from families in the lowest-income quintile. According to the National Association of Independent Schools, during the 2005-2006 academic year, the median percentage of students on financial aid was 17.4, while the median financial aid grant equaled $10,817. In 2015-2016, the median percentage of students on financial aid was 24.1, with

a median financial aid grant of $13,927. Looking at data a little closer to home, the median percentage of students on financial aid in Northern New England in 2015-2016 was 31. At Berwick Academy, 40 percent of the student body receives some form of financial aid. For independent schools such as Berwick to continue to thrive while maintaining socioeconomic diversity, an investment in additional financial aid dollars is needed. It is that diversity, in all areas of school life, that strengthens a community.

School and Student Services (SSS) is a third-party financial aid needs assessment tool. Backed by NAIS methodology, SSS has been helping schools determine financial aid eligibility for their families for over 50 years. Currently, more than 1700 schools utilize SSS for their financial aid needs.

secondary school market.

Prior to joining NAIS in 2008, Power spent eight years as a regional manager and then vice president of business development for a $70 million student loan program that serves the private primary and

Due to her background and expertise in the financial aid market, Power travels the country presenting to independent schools, associations, and trustees. Power holds a B.A. from the University of New Hampshire. In addition to working with independent schools, Power is a trustee at Oxford Academy in Connecticut. She is also an independent school parent. Her daughters are enrolled in fourth and sixth grade at Berwick Academy. Power resides in Exeter, NH with her family.

Evergreen College Univ. of Washington

Financial Aid: The Power of Access

Lewis & Clark College Reed College

The Philosophy of FINANCIAL AID by Colleen Meader, Director of Financial Aid

Stanford Univ. Univ. of Southern California Occidental College California Inst. of Tech.

eeting our mission of providing virtue and useful knowledge requires us to create a community that reflects the world beyond the Hilltop. It means encouraging our students to engage and collaborate with those who may think, look, act, and believe differently than themselves. Our financial aid program is a means to this end. Berwick uses financial aid to attract, enrich, and sustain its student community as it seeks the most intellectually curious and intrinsically motivated students on the Seacoast. This financial support not only encourages socioeconomic, cultural, and demographic diversity, but – equally important – diversity of thought and passion. Like many independent schools in recent years, Berwick has made the philosophical choice to support the financial need of a larger number of students, rather than more completely meeting the needs of a smaller group. The percentage of students receiving financial aid has increased from 34 percent of the student body to 40 percent in the last seven years. Serving more students allows us to intentionally build a stronger and more inclusive community. In addition, the financial aid budget has increased by $1.2 million, raising the median award by $7,900. Berwick is committed to investing in its student community, and its rate of return has been impressive. “Our children practice moral integrity, empathy, and

Westminster College Arizona State Univ. Colorado College Univ. of Denver Univ. of Colorado–Boulder

resiliency, and express sensitivity, due in large part to them feeling safe to take risks,” says one parent. “Berwick is a place that engenders them to dare greatly. I am extremely grateful for this.” The strength and breadth of our student community can be seen in all areas of school life. As a PK-12 college preparatory school, the college application process is often a focal point for both students and parents. Our students are seeking new academic experiences and looking outside that proverbial box for colleges and universities that encourage intellectual freedom and independent study. Last year, Berwick added 25 new colleges to its acceptance list. Over the last few years, our entrepreneurs have enrolled at Babson, Stanford, and the University of Chicago. Our engineers attend Worcester Polytechnic Institute, Northeastern, Carnegie Melon, and Cornell. Our mathematicians and scientists attend MIT, Cal Tech, and Brown, among others, and our artists are attracted to schools such as New York University’s Tisch School, Pratt, Maine College of Art, and Berklee College

We do attribute [our “ daughter’s] wonderfulness

to her education at BA. We are so thankful for all the financial aid and support we have received over the last few years.”

Montana State Univ.

Maine College of Art Bowdoin College Bates College Colby College

Denison Univ. Northwestern Univ. Ohio Wesleyan Lake Forest College Rose-Hulman Inst. of Tech College of Wooster Univ. of Chicago

Carnegie Mellon Univ. Univ. of Penn. Dartmouth College Lafeyette College Univ. of New Hampshire Univ. of Michigan Franklin & Marshall Middlebury College Bryn Mawr College Univ. of Vermont Villanova Univ. Barnard College Drexel Univ. Skidmore College New York Univ. Hamilton College Univ. of Rochester Vassard College Cornell Univ.

Wellesley College Harvard Univ. Berklee College of Music Worcester Polytechnic Inst. Williams College Amherst College Massachusetts Inst. of Tech. Tufts Univ. College of the Holy Cross Northeastern Univ.

Brown Univ. Yale Univ. Salve Regina Univ. Trinity College Providence Univ. Wesleyan Univ. Connecticut College Univ. of Connecticut Quinnipiac Stevens Inst. of Tech. Princeton Univ.

Elon Univ. Wake Forest Furman University

Georgetown Univ. George Washington Univ. Catholic Univ. Virginia Tech Univ. of Virginia Univ. of Richmond College of William & Mary Roanoke College

Emory Univ.

der

Univ. of Alabama Oklahoma State Univ.

Tulane Univ.

Univ. of Mississippi

Univ. of Miami Univ. of Tampa Eckerd College

Berwick students gain admission to more than 100 different colleges annually. The map represents a partial list of colleges that Berwick students have recently attended.

of Music. On average, about a dozen students receive Silver and Gold Key Scholastic Art & Writing Awards each year, and one student’s work received the Congressional Art Award last year, earning a yearlong exhibition in Congress. In the last seven years, Berwick students have earned 19 EIL championship titles and four NEPSAC championships. They have nurtured a crew program that started with 13 rowers to a program boasting more than 50 participants. Berwick student-athletes have been recruited for lacrosse, crew, swimming, ice hockey, and soccer. “We do attribute [our daughter’s] wonderfulness to her education at BA,” adds another parent. “We are so thankful for all the financial aid and support we have received over the last few years.” In May of 2017, guests lined the walls of the Inspiration Commons in Jackson Library, eager to explore more than 50 student-driven Innovation Pursuits. With the support of financial aid, our students and programs have put Berwick on the national map. As a result, our vision of national excellence is within reach and gaining momentum.

BEYOND OUR REACH? Navigating Conversations about Social Class by Jen Onken, Upper School English Teacher

t took me a little while to realize the summer sailing team wasn’t going to work out – and that the reason was probably money. We were driving home from a race in Casco Bay, tired, sun-soaked, and salty. “Mom, do you think we would ever get me my own boat?” my son asked. There was no way we were buying him his own sailboat, but all he kept talking about was what a great “rig” his teammate had, or how crispy his new sails were, and how kids had other sails for heavy wind days. My son is 11, but he knew exactly how much those sails cost. Jeez, do little kids really talk about this stuff? I wondered. The young coach told him which boat he was sailing didn’t really matter this year, but next year it would be a deciding factor for who was finishing first. This bothered me. Weren’t sports about skill and ability? Was equipment really a deciding factor? I recalled how my Berwick students had talked about needing $900 hockey skates, which blew my mind. Having conversations about money is usually awkward. I realize that sailing teams already seem pretty high up the totem pole of summer activities, conjuring images of Rolex watches, white trousers, and the America’s Cup. For my son, though, it is a means of

doing something he loves – being on the water, using only the physics of wind and boat and sail to harness speed. I felt awful, but I had to say it: “Honey, maybe this team isn’t for us.” “What do you mean?” he asked. “I’m just freaking out a little bit that the cost of everyone’s equipment is what you’re talking about when you come home from sailing. How are your teammates sailing? What was fun today? Do you really need Sperry topsiders to sail a little dingy? I just don’t think this team is a good fit for us; sailing can be kind of a rich person’s sport and, as you know, we aren’t…rich. Do you hear what I’m saying?” “I guess,” he said. Are you cringing yet? I tell you, I didn’t like saying it, and I don’t enjoy writing it either. But maybe this is the point. How many of us are having conversations like this at home or in classrooms? I bet it varies. I am not sure if this is a topic to address with the sailing team coaches. I am not sure whether we should sign up for the team again next year. In my junior year English classroom, we read one of the great books in American Literature, The Great Gatsby. If you don’t remember from high school English, or

you come from another part of the world, Gatsby is an American man who tries to escape a poor, rural upbringing to become outrageously wealthy. He struggles to keep up with high-society culture. Before we dive into this book that so beautifully examines the class system in America, we talk about a key concept: “punching up” and “punching down.” I learned this nomenclature from Lucy Pollard and other colleagues at our SEED seminars, faculty-based investigations into our own identity and culture that some teachers participate in throughout the year. As an example, when I am at my son’s baseball game at the South Berwick Rec League, eventually parents figure out my kids don’t go to the local public school. When I tell parents that my children go to Berwick Academy, I make sure to mention that my husband and I both work there. This is “punching down” the private school perception of snobbery so that I can fit in more with my sideline parent-peers. An example of “punching up” (always feels more embarrassing, but here goes): When I visit my parents at their home in Florida and meet their friends, I often mention that I am a teacher – yes, a teacher in a private school in Maine. This is a wealthier

country-clubish community, where I always feel underdressed and less bedazzled. When we visit, my parents always seem to mention that my husband and I served in the Peace Corps in Africa. Perhaps they are verifying through this gesture that not only are we teachers (a noble if humble profession), but we have become dutiful public servants. Is this punching up or punching down for them? I will leave you to ponder that tricky one. My students love having this honest conversation and often mention it at the end of the year as the lesson they remember. It is one of the first times I feel like I get authentic responses about class structure and the idea of fitting in. Don’t we all want to feel comfortable in our groups? Isn’t it easier when the playing field feels balanced? After one conversation about identity and social class, a student emailed me. “This is still bothering me,” she wrote. “What I said aloud in class? Did I sound like a snob to say that my parents have money? That I have a lot of things that other kids don’t? Was it bad for me to say that I sometimes feel lonely?” She was so worried that her candidness would be misunderstood. I hope she internalized my response, which was an appreciation for her honesty, for sharing something hard, and for leaving an impression not that she was snobby or elitist, but that she was human, that she struggles, and that we all can empathize with that, no matter what she owns. Rather than making anyone feel guilty about who they are or what they have, this is a conversation about how we feel in our place. This conversation is relevant at any strata. When we read Stephen Crane’s Irish immigrant story, Maggie: A Girl of the Streets, we discover that Maggie, a poor Irish immigrant, actually has a lot in common with Gatsby, a mansion-owning tycoon, mostly because they are reaching for something better than what they were given. For Maggie, it is a stable home without having to work in a factory. For Gatsby, it is a beautiful girl named Daisy, who far outreaches his social class. Is that reach human? Certainly,

“

as we study patterns in American literature, it feels distinctly American. We talk about the ability to find comfort in where we are, but also finding hope in reaching. When does reaching give us hope? When does reaching make us incurably unhappy or even destined for failure? The conversation with my son about sailing started to feel bigger than sailing. We started talking about whether the team was going to give him a sense of pride or belonging or a route to being successful, or whether the team was going to make him feel like an outsider, like he was always going to need more than we could provide him, like he was barred from success. This conversation is relevant to our students at Berwick, too. I was saddened to hear one student tell us in class that she had come to Berwick feeling so proud of the generous financial aid package she’d received that allowed her to attend, but when she overheard some other students talk about “scholarship kids” (a misnomer for nearly all of our students) in a derisive way, she was disheartened. It had never occurred to her that this achievement was something for which she should have felt anything but a deep sense of

Don’t we all want to feel comfortable in our groups? Isn’t it easier when the playing field feels balanced?”

accomplishment. In fact, around 40 percent of our students receive some form of financial aid, which many students do not know, maybe because we don’t usually talk about it. Upon hearing her story, her classmates responded with surprise, compassion, and a sense of loss for what we hope to be here at BA – inclusive, accepting, and welcoming to all kinds of students from all kinds of backgrounds. Perhaps having that conversation made them rethink how lucky we are to have such a range of students here. It made me wonder again about whether the sailing team would be in our family’s future. Would this environment help nurture a kid who would never have it all? At the last race of the season, I pulled into the sailing school parking lot. “Sorry I couldn’t help with the boats,” I said. “My car doesn’t have a hitch.” The other moms glanced at my station wagon, which is pretty new, which I love, and of which I am proud to have earned myself. Suddenly, it felt small. I began to help the kids unload the little sailboats from the trailer. I sent one of the smaller boys in his Sperrys up to the scaffolding’s third tier, not convinced I’d be able to reach the top.

Financial Aid: The Power of Access

THE COMPLETE BERWICK EXPERIENCE Supporting Additional Costs Through Supplemental Aid

inancial aid programs are traditionally designed to support tuition costs, however, there are many additional expenses associated with attendance that are not included in tuition. Examples are laptops, bus fees, advisee or homeroom snacks, athletic equipment, music lessons, tutoring, and more. Many of these items are critical to enjoying the full Berwick experience. As an institution, Berwick believes financial need should not discourage families from applying for admission. The School is committed to partnering with families who have demonstrable need, so that their children can have access to the best PK-12 education on the Seacoast. In 2014, the Board of Trustees added Supplemental Financial Aid to the long-range plan to ensure that all Berwick students can take advantage of and engage in the full Berwick experience. With the implementation of supplemental financial aid, 50 students have been able to participate in the schoolâ&#x20AC;&#x2122;s travel program over the last three years. While travel is only one of many â&#x20AC;&#x153;extras,â&#x20AC;? many students who have returned from Italy, France, India, Spain, or St. Maarten will share that their experiences have been life-changing and, for some, opportunities that would not have been possible without supplemental financial aid. Prioritizing where to allocate supplemental financial aid is truly a balancing act. Ultimately, the School is committed to ensuring that a Berwick education, with all that entails, is affordable to all students, but fully funding this is a challenge. As the Board enters into its next long-range plan, the question of how to fully fund supplemental financial aid will remain an important one.

THE POWER OF PARTNERSHIPS

this program “Supporting is our opportunity to

The Dover Housing Authority and Berwick Academy

pay it forward. We hope others lucky enough to have been part of the Berwick experience will do the same.” - Dick Shafner ’65 and Jan Eustis

by Amy Smucker, Assistant Head of School for External Affairs

reating a community with a wide range of socioeconomic diversity is critical in meeting Berwick’s goal of reflecting the population and creating diverse classrooms in which multiple perspectives emerge. Providing access to a high-quality independent school experience can be transformational for students. Supporting middle- and low-income families is a challenge for almost any independent school, where resources are often less abundant than need. It takes collaboration and generosity to create a more socioeconomically diverse community. Donors have been generous in giving to The Berwick Fund, or through named endowed funds, which helps bridge

the gap between need and available aid. Over the past several years, Berwick has formed partnerships with numerous organizations and programs to identify and support students from a variety of backgrounds. Thanks to a connection made by former parent and current grandparent Pat Silberblatt, who serves on the Dover Housing Authority Board of Directors, one such partnership was made. DHA is a federally funded entity that has provided housing to low-income families in Dover, NH since the early 1950s. In 2016, Berwick approached DHA with the hope of identifying qualified students and offering support to local families. Students are recommended to the program by school administrators in Dover, and

leadership at the DHA finds families interested in opportunities at Berwick. Berwick had already earmarked a portion of its financial aid to supporting promising low-income students, but still needed help in fully funding the program. Dick Shafner ’65 and his wife, Jan Eustice, have stepped forward to take a leadership role in helping Berwick and the DHA execute this partnership. “There are few instances in life when you can view the concrete results of charitable giving,” said Dick and Jan in a joint statement. “The Dover Housing Authority project offers a unique educational opportunity to a promising child in the local community. This initiative helps Berwick build a student population that is reflective of the communities they serve as well as the world around them. Supporting this program is our opportunity to pay it forward. We hope others lucky enough to have been part of the Berwick experience will do the same.” Berwick plans to continue its partnership with DHA to bring students to the school each year. If you have questions about this partnership or an interest in supporting financial aid at Berwick, please contact Amy Smucker at asmucker@berwickacademy.org

Financial Aid: The Power of Access

ALUMNI STORIES At Berwick, we take pride in our ability to offer our students financial support and access to this distinct community, filled with diversity, knowledge, and virtue that otherwise may not be possible. Opportunities within the Berwick community are numerous, and allow our students to learn, grow, push themselves outside of their comfort zones, and, above all else, play a role in shaping who they are. Our alumni are our greatest testament to this.

OLIVIA HUTCHINS ’17

“Having been given the opportunity to attend Berwick, I felt a great responsibility to take advantage of all it had to offer. Through the IP program, I was able to directly pursue topics related to my intended career path. As a sophomore in high school, I had the chance to spread awareness about commonly misconstrued mental illnesses. I truly believe the overwhelmingly positive response I received to this is unique to Berwick. In my senior year, I interviewed an author who had written several books on bio art and wrote a lasting DNA handling policy for the school. I started my college career as a pre-med bioengineering student, with a minor in behavioral neuroscience at Northeastern University. I am confident that my experiences at Berwick have prepared me to make the most of my education. It is difficult to express how grateful I am for the opportunities that financial assistance to attend Berwick has provided me. I look forward to giving back to the community in years to come.”

PARKER SIKORA ’16

“I was fortunate to receive financial support after applying to the Upper School, which provided me access to all Berwick has to offer. As a current sophomore in college, I find myself looking back at my Berwick experience frequently. I see this as a testament to how influential my four years on the Hilltop were to me. The Berwick experience gave me four years of excellence, 12 seasons of athletics, and 72 incredibly inspiring peers in my class. But there are so many things that numbers cannot capture. In the buildings around Fogg Field, I learned to take risks, to find purpose in the routine, to love and seek knowledge, and, most notably, I learned how to dedicate myself. I am extremely thankful for my time at Berwick and am lucky to call myself an alumnus. Lessons learned at Berwick still accompany me to class every day.”

ENDOWMENT GIVING in Support of Financial Aid

is arrival at Berwick as a boarding student in 1960 marked the first time Sam Troy ’63 had been away from home. Troy recalls how Berwick’s Headmaster, Dr. Albert Kerr, took him under his wing and helped him gain confidence in a new environment. “He cared, and that caring never stopped,” says Troy. “He stuck with me.” The Albert L. Kerr Fund, an endowed fund for financial aid, was established in 2005 to honor Berwick’s headmaster from 1957 to 1964. The most significant number of donations to this fund have been made by students of the boarding era who, like Troy, felt the impact of Dr. Kerr’s caring leadership. Currently, the balance of the fund exceeds $70,000. “Financial aid made sense for the Kerr Fund,” says Troy, who has made regular donations to the fund since its establishment. “Just like Dr. Kerr, the fund is a helping hand that follows a student through Berwick.” Endowed funds are established at Berwick Academy to support the current and future mission of the School. The goal of endowment fundraising is to provide an ongoing and stable source of funding for Berwick’s programs and activities, while also helping to create philanthropic legacies for the most generous donors. Financial aid endowed funds helped Berwick provide $4.3 million in financial assistance to 40 percent of our student body. More than a dozen endowed funds for financial aid currently exist at Berwick, promoting the belief that access to a Berwick education should be possible for all promising students.

Financial Aid: The Power of Access

THE POWER OF PARTICIPATION by Stephanie Caswell, Director of Leadership Giving and Philanthropy

or the first time in Berwick Academy history, the school reached 100 percent participation in The Berwick Fund among faculty and staff. Buoyed by the promise of a $30,000 matching gift from a group of anonymous faculty and staff if full participation was achieved, the goal was reached, and the gift was made toward financial aid within The Berwick Fund for the 2016-2017 fiscal year. Berwick’s annual giving program provides the necessary support to meet the most pressing priorities. Last year, the school raised more than $900,000 through the generosity of many, with gifts directed toward seven defined areas within The Berwick Fund, including greatest need, financial aid, professional development, programs, athletics, arts, and campus and facilities. Faculty and staff live the Berwick mission year after year, and therefore fully understand the importance and impact of financial aid. That understanding of making a Berwick education accessible for all qualified students is what inspired the matching gift. The same match has been offered for 2017-2018, and already faculty and staff participation has reached 90 percent. “Berwick is our second home, where we work and where our own children learn and grow,” explains one faculty member. “We cherish the people at BA, who love and support all of us. This is why we give.” According to Giving USA’s report on all charitable giving in the United States in 2016, philanthropic giving to education was the second largest giving sector (behind religion) with $59.77 billion. That number exceeded 2015 giving by more than $2.25 billion. This information is inspiring to a place like Berwick Academy, which relies on philanthropic support to fund seven percent of its budget. In making their gifts, faculty and staff members expressed a belief in providing opportunities and access to as many students as possible as their inspiration for giving back. In turn, few would argue the inspiration the teachers, administrators, and other dedicated professionals give to Berwick every day – in every quadrant of life at the school. By giving back financially, Berwick’s faculty and staff have added philanthropic leadership to the list.

THE SCHNEIDER YEARS: SAYING GOODBYE & THANK YOU 2007-2018

“

Thank you for your constant support throughout my time at Berwick Academy. You came to Berwick when I was in the Lower School, and you’re now graduating with me as well. It is a surreal moment, and the impact you have had on me and the school has been tremendous.” –Tess Varley ‘18

Through the Years Schneider Family Memories

A PROMISE FULFILLED “ by Ruth Rioux, Former Assistant Head of School

I appreciate everything you have done to help me integrate into this school.” - Zachary Boston ‘19

“

Whenever Mr. Schneider comes to one of my basketball games, I can always count

on hearing him cheer me on. It feels pretty cool having the head of school tell you that your passion for the game truly stands out, and that you are a great representive for Berwick, on and off the court.”–Daisy Aromando ‘19

to become head of school. The match was more promising than any of us had dared to hope. As we fast-forward 11 years, it becomes clear that the Committee’s trust in Greg’s leadership was well placed. He has left an indelible legacy on this School. He has bestowed upon Berwick a plethora of gifts – from program, to faculty, to governance, to the long-term financial health of the school, to students, and to the community. Greg has singlehandedly initiated and championed issues and ideas, too many to count, that have made the School stronger and better. Those ideas have distinguished Berwick among our peers and have truly made the School a nationally recognized bastion of excellence. Greg insisted that Berwick’s reputation as Mr. Schneider came to the Hilltop the being one of the Seacoast same year I began my Berwick career as a area’s “best kept secrets” could and would be first grader. I’ve always been impressed not shattered by tangible only by his articulate speeches but also by his accomplishments. He has created the School’s genuine interest in the Berwick student body. Innovation Center, based While he is a devoted and passionate ethics on his vision that there teacher and head of school, enthusiastic needed to be an outlet for creative and innovative saxophone performances and jokes about ideas. He worked tiresnow days in assembly reveal his less serious lessly to expect more from the faculty and staff, while side. This good-natured spirit enriched providing them with the the Berwick community and will surely be professional and personal support needed for their missed.” -Mahesh Agarwal ‘19 continued growth. Greg has worked diligently to make each student’s experience at Berwick a personal and positive offered a rare leadership profile – humility one; he literally knows every student, both within undeniable competence, experience by name and by individual stories. with a school’s challenging external affairs, informed by his deep ties to classroom It is rare in any field to find a leader excellence, strong athletic talents and who can both significantly alter tangible experiences with his concurrent talents in benchmarks by which success is measured performance arenas. Greg’s profile was sinand also offer a deeply personal, supportgular, and it was not long until each of us ive, and informed relationship with his or realized that his personal qualities matched her constituents. Greg has found a way to his professional talents and experiences. accomplish both of these challenges with I will always remember the satisfaction uncanny grace. His achievements as head of the Committee felt when Greg agreed school are truly impressive, but his ability to hen Hap Ridgway announced that he would be retiring from his remarkable tenure as Berwick’s head of school, those of us who understood his impact immediately recognized the leadership challenge before us. As a member of the Search Committee, I was fortunate to be part of the conversations that might help determine the direction for the School’s new leadership. When members of the Search Committee were presented with résumés from the talented candidates, Greg Schneider’s emerged onto each member’s short list. As early as his first interview, Greg

“

succeed in these endeavors is made more noteworthy because of the ethos he has created while undertaking them. Greg has made his personal mantra of “doing well while doing good” commonplace at Berwick. The school owes him a great debt for his willingness to pick up the reins Hap Ridgway handed over, and for leading the School with his personal brand of honor. Those of us who recognized Greg’s promise from his earliest moments at Berwick can now recognize the promise fulfilled. He has given both life and voice to a momentum that will continue to propel Berwick’s mission of excellence for years to come. His mark on this School is undeniable. Berwick Academy will forever be better because of Greg’s tenure. Those of us who have worked with and for him, who have been inspired by him, and who have benefited as a result of his leadership, will forever be grateful.

“

Even though I’ve only

known Mr. Schneider for one year, he’s made my experience at Berwick perfect. I can still remember the first day I toured campus. He was a main plus in [my decision] to attend. I remember thinking ‘Wow, he’s so kind and positive.’ And he’s lived up to those first impressions.” –Amelia Whitcomb ‘21

The Schneider Years: Saying Goodbye

11 YEARS OF LEADERSHIP ACCOMPLISHMENTS 2007-2008

mily arrives Schneider fa k ic at Berw Schneider’s iture • Greg hool Invest Head of Sc t or uryp • Newb ded bus route ad rreault Pe n io ill • $3.7 m bequest 0,000 • 1st $5 nt EE Ford Gra

•

2013-2014

t of Assessmen d an ity iv Inclus lism Multicultura survey on of • Additi Mandarin m rew progra • Pilot C

•

2008-2009

Statement • Mission Values and Core ulum • Curric itiative mapping in design re te si eb • W Pit • Fogg and Renovation ar B k ac Sn

2009-2010

Berwick Center Innovation er Scholar • Schley in Fund g on of Field • Additi y ke oc H

•

2015-2016 2014-2015

opment of • Devel riculum ur C the Council tment Chair • Depar uc Re-str ture son h-David • Burleig n va Reno tio 0,000 • 2nd $5 Grant rd Fo EE

ess Walsh Welln r te Cen ulum 2020 • Curric Restructure rd oa • B ative iti • RGI In completed l or of Cultura • Direct cy en et Comp r Center sola • Athletic alled st in s el pan

•

“

I remember being a small second grader when Mr. Schneider began his first day on the Hilltop, and how prominent his presence was and still is. Whether he is speaking at a morning assembly or we are passing along the walkway to the Commons, Mr. Schneider shows how much he cares. He takes the time to know our names and to know us as people. His powerful legacy will carry on far past his time here. Thank you for making my time at Berwick such an amazing part of my life. You will be missed!” - Laura Hoy ‘18

2011-2012

2010-2011

• rf

of tu Installation fields rmed • BPC fo joins g re G • rd AISNE Boa to • Move Trimesters

•

2016-2017

and Commons Inspiration ry ra b Li ol Middle Scho renovation Anniversary • 225th ra Celeb tion Record erwick Fund • The B f af St Faculty • 100% n in participatio k Fund The Berwic of campus n tio le p • Com project l ea p curb ap

•

• •

of Restoration orial Fogg Mem cing Debt Refinan of on iti Add arten Pre-Kinderg

2012-2013

• • •

ent Vision Statem ar ye Tenion Accredidat of on iti d d A Girls Golf

2017-2018

reet Academy St ed as ch Inn pur pper • New U ng lot School parki in t en m • Endow reg G of r no ho

•

“

Since first grade Mr. Schneider has been our head of school and he has never failed to make Berwick feel like a welcoming and warm place. I’ll miss the positivity he brings to the campus, and wish him the best with his new school!” - Charlotte Noerdlinger ‘19

The Schneider Years: Saying Goodbye

When Greg was hired, I remember being so impressed with his multitude of talents. The mixture of athletic prowess, musical abilities, and strong leadership skills are remarkable, especially at such a young age. He has had a clear vision and peerless work ethic throughout this decade, and he’s really put BA on the map. –Jen Hill

g throughout re G h t i w ts en om m h ug to d I have laughed,Bcreriwed,ick,anbud thawhat I wil forever be gratefulmefowr orarkieng our time at hen he acknowledged how hard he saw r. Those little the moments wd he was to have me as a faculty membective, empathy, and how prou g my career have helped me gain perspereg for taking comments duriton do my job well every day. Thank you, G ents next year. and courage ten to stop and talk. I wil miss those mom the time so of -Kim Kryder ntasy

play fa It’s a prett y cool t hing tpeo cial ly when you ur boss, es yo h t i w ll ba ot fo a has He trust in me, ity and honor. egr ng int vi h ha wit n r ma fo a see ks I an eg, Th Gr . of ey nk thi on I m When eg is a true take his Gr ss. cla and y nit . –Jim Smucker dig on h si wit f vi sel ur him s yo rie r car fo and s s pu nk cam ha on t ce d sen an pre . –Cathy O’Brien

leader, and Berwick Academy will miss him

Thank you for building such a wonderful vision for our school. You

as not dared to dream that Berwick could be a more inclusive place for ce on hiring me. Iscwhool, but an ch a ok to eg Gr I am grateful thatcoming from another independent kful that diverse students despite our rural location. You willingly withstood an and toward someone who was coaching world. I will be forever thth em roll the flack to move the Berwick Upper School away from APs e ge ad lle m co e at th e m in rather th ng a more dynamic learning experience. It has been exhilarating to urney and x saw somethi Greg and Ruth Rioucision has changed my professionalwjoays enjoyed watch our school become better with you at the helm. I’ve always dice and that de of my wife and children. I have al felt confident experimenting with my teaching practice here enriched the livesking with and for Greg. –Rob Quinn wor

tching Through Engagement” tre “S d an es, u l Va re Co k’s c i rw Be d Early in his tenure, Greg establishel mantra. Greg has stretched this school hard for 1 years. He has could be his personal and professionaand every one of us sustained over a decade, but he has not asked demanded high energy from each required of himself. Whether buttoned up in front of the parents or anything of us that he has not k, whether convincing the Board of his latest vision or letting his sitting on the perch of the dunk tanhis electric guitar, Greg Schneider has led by example steering us freak flag fly at Woofstock with school into an institution of National Excellence. -Ted Smith from a solid country day

knowing that you are so supportive of us tinkering. –Lucy Pollard n in November, whilethe Late one afternooro met Greg during my interview two st fir I I was gifted , en Wh om ss cla y m n i g n worki phone resonating I I was impressed wit h his innovative o, ag rs yea . sound of a single saxo ol ho sc of the middle nature, his commitment to diversit y andrm through the top flooreg rehearsing for a piece petency, his integrit y, his wa com al tur knew it had to be Gr to play at assembly the cul he was scheduled ent, with beautiful notes achable demeanor, and his wil lingness pro ap and om m at th In ck next day. as a mentor for other aspiring leaders, eat Room, I was stru ve ser to . ar ye bellowing from the iGr xt journeys. his leadership ne including myself, in their administrative by how much I’d m slltos p one year before Greg, been instrumental in my adjustment to has eg I arrived on the Hi , first hand, the amount of Gr and have witnessedge that has occurred in his tion of the Berwick communit y, and I iga nav and an ch d growth an not only my boss, but a friend and him er . I have no doubt thplatace sid A con B at re nu te l fu t ui fr hool in a stronger confidante. –Jason Singleton Greg is leaving this vsced. Belmont Hill is lucky to One of my favorite memories than when he arrim. -Molly McKay have hi is walking into a Lower School

It’s a shame Greg has this other job which keeps getting in the way of his musical career, because he can really play and he can really sing. Keep finding the pretty notes, Brother. –Ben Baldwin

assembly and unexpectedly seeing Greg playing guitar and singing in a jam session with teachers and students alike. Greg, you are an ship. You have all-around inspiring er ad le dy ea st ur r yo leader and I Thank you, Greg, fo y a home away from home. I am will personally reall y em miss you on ad this special to made Berwick Ac e m ed m co el w u the Hillt yo op. - Steffie Stempien forever grateful that

place. –Ally James

our theater gatherings.

ing e to the Your booming voice will be missed dur m g in m o lc phone. –Jo-Anne Patterson cro mi a t hou g, for we wit e ar r cle y is G rd m , wo e y u ver d E o a y c ick A Thank year. Berw t s a to p is th l every day Hilltop fu te When first meeting Greg and hearing him talk about this amazing community a r g m I’ d , n d e a s l, is a m ic e g b ill is ma we are all a part of, I could see and feel his passion for the Hilltop. It was here. You w w o r – g . D d n B a f o n r r a o o le contagious and played a large part in accepting my role here. –Stephanie Lavey the second fl n o y ll ia c e esp ed with Greg’s ley ing that time, I have been impress Dur y. - –Lia Bens dem Aca k wic Ber at vice ser azing years of at yearly Lower

beyond s to loolvk es. For hallenged u se Greg has c o to better our acticing what we dnally, whether pr ong with s lt u me, persom ing a diffic bout my and perfor king critically a a schoolhim or thrin working toward leadership teaching toive, because of hcisome better. wide initia I truly have be and spirit, –Julie Alexander

and singing Greg for his eleven am to confidently playing his guitar ure fut It’s my pleasure to congratulate k’s wic Ber for rse cou the ication and support! ents. From adeptly setting you, Greg, for your incredible ded nk Tha . ion itut leadership style and his many tal inst ble era ven our nt Hill. has successfully left his mark on r upcoming great work at Belmo you g atin icip ant ile wh y, dem School student assemblies, Greg e at Berwick Aca ed friendship and connections her We look forward to your continu Best wishes! –Joel Hawes

r you for youon k n a th , g e r G erwick and impact on Bdren’s education. my own chile forward-thinking Berwick is this because of your school it determination to vision and gs happen. Your make thin ontinue to impact legacy will kcids for years to so many ck with your next lu come. GoodBelmont Hill is lucky eated. . e team that he has cr th of rt endeavor ou. –Ginny Vatcher pa g n i be r fo much gratitude den gem of a to have y at Berwick I feel so proach to taking a hid

l l i W u o Y d e s s i M Be

ap s final year proleader. His courageous a d an As Greg finishes up hi r ato uc been remarkable. His ed s ha an ols as ho eg sc Gr -12 om eK fr h of us of the best Pr I have learned so muc at he has proven to all l conversation as one th s na i o y ti ac na e leg th s hi to n t i t bu i , g n are countless for generations school and launchi successes at Berwick here leading the way l a ci be l l an n wi fi d d an an g , l n i v ra ri ltu th grammatic, cu ars, but it is levant after 225 ye re ly on t no s i k c wi er that B me both personally r fo ne do ve r ha ke u uc yo to Sm w out ho erything a part to come. - Amy ank you, Greg, for ev I feel honored to be u these past five years ab

Th g wit h yo . ly e of your first hires, in eleven short years. I al on on s ti A en . ly int al d I’ve learned so much workin an on si ly ul es tf of and pr ement it though school forward pl im is d th an e ol ov ho m sc to a r ne fo do on ile si wh of all you have or, here and I thank you at er uc re ed develop a vi ca d a an d r to an ra ily ist m in a better adm to have a fa I will miss You’ve pushed me to become my family and my personal well being. I appreciate being ablalence both of those enormous tasks. Whatic calendar ioritize rising for helping me bag parenting stories (good and bad!), the ep u the best of ly en dd su al ways reminding me to pr u yo om fr , gs in so many meet in ost are sharin nners. I wish yo di m ts en in om dm m A y nn y al fu wa nu e s t an i th r s g is in ou , ak will m d hunt down a stink bug m etings. meetings, and of coursepe we can keep in touch! - Tracey Bouchheren it comes an ue ss ti a ab gr to e nc mid-sente luck and ho participeanotrwtwo to play d of our annual calendar me n s a es in te of a go c e o v th d to a r oo g fl n i ce ool assembly reg has been an amazHe ALWAYS has a tuunp with his guitar at across your of fi ch l-s al t rs fi y m m ro (f s ormance lo on G to music on caWmpouofs.stock, ALWAYS shsaowyss, “I guess I better fstmaryt so x sa I will miss the musical perf ur yo to ” ds ien Fr y WAYS and at Help fr om M th one o on the Beatles’ “A Little d many more.) I know that this is not wpitphera Sbchool coffee househs,im AtoL play/sing in concaeterdt wwiith a long list U id ask ht ,” an l abor Van Morrison’s “W ild Nig you later,” and I look forward to staying practicing,” woohlenGuIitar groups andblhy apsercfoo rmances. I’ve alewlsaeysfosar a a “see g Middle Sntsch and faculty on asseomdecided to do something in ar sh d an , ts real ly a good bye, but just or sp g in lk of studies simply a musician wh-Chip Harding family, talking shop, ta I l al t bu t, or sh ll connected, catching up on fa living. Greg words seem to e Th . me co to s ar ye y an m great music for al l! - Ryan Feeley t i r fo h uc m so ks an th is can close wit h

2018 Winter Carnival A day of snowy, cross-divisional fun, this yearâ&#x20AC;&#x2122;s annual Winter Carnival included broomball, snow sculptures, ski races, outdoor games, and a fierce Acadrod competition (Academy + Iditarod). The entire campus came together for opening ceremonies and the seniorsâ&#x20AC;&#x2122; traditional candle lighting event before an afternoon of winter activities and lots of hot chocolate.

FALL INTO DANCE

Berwick Academy Company Blue dancers worked throughout the fall to develop choreography to present at the third annual Fall Into Dance company showcase, held at Thornton Academy on November 17. This collaborative performance raised more than $4,000 for the Maine Arts Commission and its initiative to provide dance residencies for schools in the far rural regions of Maine. In the three years of Berwick’s collaboration with Thornton Academy’s dance program, six residencies have been funded, providing performing arts opportunities to hundreds of students in Maine.

ARTS UPDATE

Company Blue dancers perform “The Village” by Kianna Lynch ’18. (Photo by Jeff Lynch)

VISITING ARTIST

Under the guidance of ecological artist and art educator Krisanne Baker, students in all three divisions explored the connections between science and art. Baker, who hails from Waldoboro, Maine, was Berwick’s artist-in-residence from November through February, with a focus on using art to create ocean awareness. She specifically worked with student artists to consider the human impact on the ecology of Maine waters. With Baker’s help, students created fused glass sculptures of endangered species in a series of studio workshops. Nearly 70 fused glass sculptures made by Berwick students are on display in the Jackson Library Gallery window to bring awareness to the fragility and beauty of Maine’s ecosystem. Krisanne Baker’s own paintings and installations were exhibited in the Jackson Library Gallery for eight weeks this fall. For more about the artist, visit www.krisannebaker.com.

Students in AP Art and Studio Art Honors classes have engaged in a collaboration with the Ogunquit Museum of American Art (OMAA) throughout the fall and winter. In October, students visited the museum and learned about the rich local history of the Ogunquit Art Colony and the work its members produced during World War I, through an exhibit celebrating OMAA’s centennial.

CONVERSATIONS

Student Collaboration with the Ogunquit Museum of American Art

“Conversations,” an art project resulting from the students’ research, exploration, and creation of original art works, is scheduled to exhibit student work with reproductions from OMAA’s collections this spring.

CONNECTING ART & EMPATHY I

n September, as the U.S. was reeling from the effects of Hurricanes Harvey and Maria, Berwick thespians drew parallels between the story they were acting out and pictures they were seeing in the news. From September through December, about 30 Middle Schoolers rehearsed and, ultimately, performed the Broadway musical Once on This Island Jr. by the legendary writing team of Ahrens and Flaherty. The show has many themes worth exploring, including prejudice, the socioeconomic divide, cultural identity, love, and sacrifice. The story is centered on an island community in the Antilles that must deal with the consequences of a series of devastating storms. By coincidence, current events mirrored the circumstances of the play, so the actors took the opportunity to look at how similar trauma was playing out in communities in real time. The experience turned into a community outreach opportunity as Ms. Russell, who previously lived in St. Croix, volunteered to help the cast and crew set up a collection of much-needed relief supplies to send to the island communities most impacted by Harvey and Maria. This moment of activism enabled students to experience firsthand the power of art to engender empathy and the effect it can have beyond Berwick.

MUSIC World Music is a new trimester course offering initiated this year in the Upper School. The class provides an introduction to music from around the world and investigates ethnomusicology and cultural influences on music. Thanks to a generous grant from the BPC and Ms. Sanders’s personal collection of world and ethnic instruments, students have the opportunity to get hands-on experience through exploring and playing a variety of instruments from different cultures. In other music news, parents and students were treated on December 11 to an All-Band Night, the first event in the 2017-18 Winter Concert Series. Held in the Patricia Baldwin Whipple Arts Center, the concert featured the fifth and sixth grade Concert Band, the seventh and eighth grade Advanced Band, and the Upper School Jazz Ensemble and

LOWER SCHOOL ARTISTS Third graders have been exploring the storytelling and community-building of art through the creation of their own stained glass windows. Students used permanent

Symphonic Band. The musicians performed a variety of music, including a combined piece with the Concert and Symphonic Bands, featuring several “grumpy elves” and audience participation using a Jingle Bells app on their phones. A w e e k l a t e r, t h e Middle School guitar and African music ensembles took to the stage for a dynamic concert that included a surprise saxophone solo from Mr. Schneider. The next night, the Winter Concert Series concluded with the Voices and Strings concert, which featured Middle and Upper School orchestras, choruses, and chamber ensembles. To conclude the evening,

markers, contact paper, and organic and geometric shapes to tell a story about the Berwick Academy community. Student creations are now hanging in the Lower School Art Studio windows. Second grade students have spent time contemplating who can be an artist. They discovered that the answer is everyone. To reach that conclusion, students looked at the work of artists with a wide range of abilities and ages, including Judith Scott, Frida Kahlo, Hayao Miyazaki, and Henri Matisse. Next, they created accordion books, using

all orchestras and choruses from both divisions performed “Simple Gifts,” a tune written by lifelong Maine resident Joseph Brackett.

homemade textured paper. Inside their books, students wrote letters to their future selves. Students in the first grade have carried the regional focus on India into the art room. Class members will be exploring India’s long history and tradition of puppet theater through the creation of their own puppets and retelling of traditional Indian folktales. Kindergarteners completed a project exploring how art can express emotions through self-portraits. One side of their work is a portrait of themselves on the “inside,” expressing how they feel. The other is a portrait of themselves on the outside, representing how they appear to others. Every two weeks, pre-kindergarteners explore a new artist, learning about his or her life and work. Pre-K is also continuing to work in its station-based class format. Stations in recent weeks have included weaving, beading, molding, chalk pastels, oil pastels, scratch art, watercolor crayons, watercolor painting, painting with Q-tips, and other media. These stations allow Berwick’s youngest students to create art focused on the process and not the final product. Each student also visits the “teacher table,” where he or she can practice a more structured skill in small groups. Most recently, students looked at the work of Jackson Pollock and created watercolor crayon shaving abstract paintings.

SCHOLASTIC ART AWARDS Each year, Berwick student artists are invited to submit portfolios and individual works to the Scholastic Art and Writing Competition and to the Regional Judging Exhibition at Maine College of Art in Portland. Five students have been recognized for their exceptional entries in art, with Lexi Simmons ‘19 earning a Gold Key Award, moving her work on to the national level in the selection process. Other honorees included Olivia Beauchesne ‘19, who earned a Silver Key Award, and Madeleine Green ‘19, Emily Rockwell ‘19, and Lingshu Wang ‘18, who earned honorable mentions. Lingshu Wang, Honorable Mention “Peking Opera self portrait”, Medium: Oil paint

Lexi Simmons with her Gold Key Award winning photograph “To Bee or Not to Bee.”

Olivia Beauchesne, Silver Key Award “Chest Plate”, Medium: Brass, copper, and cotton cord

SAVE THE DATE FOR THE BERWICK PARENT COMMUNITY

Annual Spring Benefit SHERATON PORTSMOUTH HARBORSIDE HOTEL SATURDAY, APRIL 28, 2018 | 6:30 P.M.

Please join us for this year’s Community Benefit as we come together to help raise funds for the Berwick Parent Community’s faculty and staff grant program. This year’s benefit will feature both silent and live auctions, with items ranging from vacations to artwork by our own talented students and faculty members. We are also excited to announce that this year’s Fund-ANeed will be the establishment of an endowed fund for financial aid in honor of Greg Schneider and his passion to help make Berwick Academy accessible for all. Invitations will be mailed shortly. We look forward to seeing you on April 28.

Questions?

Email us at BPCauction@berwickacademy.org Artwork by Lingshu Wang ‘18

ATHLETICS UPDATE 32

GIRLS VARSITY SOCCER

VARSITY FIELD HOCKEY

Berwick (16-4-2) enjoyed an historic season, earning the girls soccer program’s first-ever semifinal appearance in the NEPSAC Class C Tournament. The season ended by the closest of margins, as the Bulldogs fell to Brewster Academy in a penalty kick shootout after a 1-1 tie in regulation. As a team, Berwick posted 86 goals on the season. Seventeen different players put the ball in the net over the course of the fall, led by Aaliyah Farid ‘20 (22g, 18a), Caroline Starr ‘19 (16g, 10a), and Rayne Zimmermann ‘20 (13g, 13a). Brayden Reed ‘21 (10g, 3a), Kenza Farid ‘18 (5g, 11a), and Christine Gardella ‘18 (5g, 13a) were other strong contributors. Defensively, Berwick goalkeepers combined for seven shutouts, while the back line allowed only 26 goals in 22 games. Berwick’s 16 wins represented the most in Coach Travis Derr’s seven years at the helm.

Senior captains Emma O’Shaughnessy, Morgen Smith, and Shavonne Farrell provided great leadership to a young team, which finished the season at 5-51. With six new players on the roster, coaches Lynne O’Shaughnessy and Lucy Pollard did not know what to expect, but saw improvement throughout the fall. Goalie Shavonne Farrell and leading scorer Andrea Caradonna ‘19 earned EIL All-League honors, while forwards Sydney Foster ‘20 and Ciara Ryan ‘22 received honorable mentions. The Bulldogs return 14 players in 2018 and look forward to building on this year’s success.

BOYS VARSITY SOCCER With a mark of 9-5-3 and a No. 7 seed in the NEPSAC Class C Tournament, the boys soccer team posted a solid season in a league marked by exceptional parity. Berwick went 3-0-3 in its final six regular-season games to finish strong. This season kicked off on a high note, with a preseason trip to West Sussex, U.K., where the team worked with the staff of Brighton Hove Albion FC, a club recently promoted to England’s Premier League. In between highly competitive matches with local clubs, Berwick learned the rudiments of cricket, visited London, attended a professional match, toured a castle, and bonded during the time together. Back stateside, the Bulldogs opened the season at 3-0, before a series of key injuries slowed the mid-season push. The impressive run at the end of the season propelled Berwick into the NEPSAC Tournament, where the team lost 5-4 to Concord Academy. Senior captains Brendan Tribastone, Pierce Wood, and Zach Trotzky led by example throughout the season, setting an excellent tone and leaving behind a positive atmosphere and a high standard for the returning underclassmen. Tribastone, Trotzky, and Tucker Smith ‘19 represented Berwick as Boston Globe All-Stars for the EIL.

BOYS VARSITY CROSS COUNTRY It was a season of ups and downs for the boys cross country team. Berwick finished the campaign at 4-10, placing eighth at the EIL Championship. The team performed substantially better at the New England Division IV Prep School Championship, hosted by Berwick, where the varsity runners finished 11th in a field of 27 teams and the JV team earned fourth place. Senior captains Oliver Broadrick and Nolan Feeley provided leadership to a team that boasted 22 runners – a large squad that featured representation from all four Upper School grades.

GIRLS VARSITY CROSS COUNTRY

BOYS VARSITY GOLF

After losing five strong seniors to graduation, the Berwick cross country team was rejuvenated by several new runners. The team focused on fast form, setting goals, and goal modification throughout the season. With good technique on their minds, nearly all runners improved their times at each meet. Notably, every runner achieved either a course best or season best at the season-ending New England meet, which Berwick hosted. Again, the program says goodbye to a strong and dedicated senior class of runners, led by Erin Sullivan, Sammy Pickering, and Barrett Jackson, with up-andcomers ready to lead Berwick next fall.

After losing senior Ryan Gaulin to a knee injury early in the season, members of the Berwick golf team were forced to step up their games to fill the void. Ross Spearman ’20 had an outstanding season, earning all-conference and team MVP honors. Freshman Wesley Renny took full advantage of his opportunity, earning himself a spot in the top six and showing steady improvement throughout the season. The experience and leadership provided by Curtis Wirbal ’18 and Max Gassner ’18, along with the steady play of the sophomore trio of Spearman, Tyler Gaulin, and Ben Slama, kept the atmosphere both fun and competitive.

COLLEGE COMMITMENTS Four Berwick Academy seniors have commited to continuing their athletic careers next fall as they begin their college journeys: •

•

EMMA WHALL committed to Brown University and plans to swim for them for the next four years, while studying cellular biology/pre-medicine. She has attended Berwick since Kindergarten. ERIN SULLIVAN committed to row for Bucknell University, where she plans to major in biomedical engineering. She has attended Berwick since eighth grade. KENZA FARID discovered Wheaton College through playing club soccer in Seacoast United tournaments, and committed to the college after meeting future teammates and exploring the liberal arts campus. She has attended Berwick since eighth grade. LAURA HOY committed to Colorado College for its small liberal arts program, beautiful campus, and the opportunity to play lacrosse while potentially pursuing a film course of study. Laura has attended Berwick since Kindergarten.

ERIN (L) & EMMA (R)

KENZA (L) & LAURA (R)

COUNTRY ROADS, TAKE ME HOME Big Creek People in Action: Community Service Trip to West Virginia by Chloë Fabbricatore ‘19

itting the road as the sun rises, we get back into our minibuses and continue the 14-hour journey to War, West Virginia, ready to contribute our time and our hearts to helping the people of the small coal-mining town that will soon welcome us. After peering for hours out of the darkened windows at the lush, green mountains and long, windy roads, we finally arrive at the schoolhouse owned by Big Creek People in Action, a place run by the larger-than-life Marsha Timson. BCPIA, according to its website, serves the population of West Virginia’s McDowell County, “promoting education and literacy, leadership development, volunteer service, service learning, arts and culture, housing, recreation, and collaborative partnerships.” Selfsufficiency for area families is the goal, and we were able to play a small part in that mission. BCPIA supports local residents with home repair, offers after-school care so hardworking parents have a safe place to leave their children, and feeds and enriches the lives of those children so they can have a better life. Walking through the halls of the old schoolhouse, its walls covered with the marks of those who have felt the kindness of its founders and volunteers, we coordinate the logistics of our bunking arrangements and then meet BCPIA employees Buster, Scottie, and our lovely host, Marsha. Everyone is so warm and welcoming. Our large group from Berwick Academy splits into two each morning and, after hearing from Marsha, we go out to see where the day will take us. Our first day of work is spent painting the room of an eight-year-old girl named Candace to match her favorite color, purple. Surrounded by the towering mountains, her house is also home to a horse, a dog, a cow, and two newborn piglets, who have not yet been named. It is a delight to see the amorous sheen in her eyes when Candace talks about her animals, and an even greater joy when she sets her eyes upon her newly painted purple room. On our way to our next project, Buster makes a stop at the local general store to purchase some tools. It isn’t quite clear what tools are needed, or whether the stop is necessary, but we find ourselves in a quaint shop, where we are greeted with free popcorn and the freedom to rummage through old yearbooks from Big Creek High School, which no longer stands due to consolidation efforts and a fire that ravaged the building. During the yearbook review, as we laugh over the high jinx of the superlatives, Mr. Buensuceso introduces us

to the very aptly named sweet tea. While sipping our first drops of this hot Southern drink, the store employees share engaging stories about their town, the marching bands, the old football team, and other fond memories from before the recession of 2008. During the heyday of coal, War, West Virginia, prospered. Grand parades swept through town for every holiday and rumor has it that George Washington attended the Big Creek School as a young lad. While the latter is likely untrue, it is a fact that War was a very welloff community before the demise of the coal industry. Our group of volunteers, all born between 1999 and 2001, had not been aware of coal’s integral role as a natural resource. Waking up every morning in the bright fog, surrounded by the mountains, was a glorious – almost spiritual – experience. On our visit, we had a chance to venture into the frigid tunnel system of a local mining company, and hiked around Berwind Lake and the surrounding mountain ranges, where we were able to view the serene landscape and bond over our shared experience of bringing joy to others. In War, we approached every day eager to serve the residents of McDowell County. We built a front porch for a new mother so she won’t slip in the winter and put up new walls in a family’s home. We went to bed each night talking about the town and the people who warmly welcomed us.

1. Berwick Academy students purchasing supplies for the week / 2. The view from the first of two minibuses after 15 hours on the road / 3 & 4. Making progress on the deck / 5. A new friend / 6. A breathtaking vista in West Virginia

ONE DAY. ONE HILLTOP.

ONE BERWICK 05.16.18 36

#ONEBERWICK

Alumni

Willow Ross ‘05, Moira McKinnon ‘88, Peter Arakelian ‘65

ALUMNI NEWS

1 2 3

5 38

2017 ALUMNI WEEKEND On September 22 and 23, Alumni Weekend was full of celebration and fun with Bulldogs from many graduating years in attendance. The Hilltop Luncheon facilitated a trip down memory lane, back to 1937 in honor of class members celebrating their 80th reunion. Later in the evening, many alumni reconnected with classmates from far and wide at the Alumni Reception at the 100 Club in Portsmouth, NH.

6 1 Marion Clapp, Bob Remington ’54, Sally Knowlton Carmichael ’54, Walter Clapp ’54, Carole Watkins Paul ’54, and Barbara Remington 2 Don Downing ’37 3 Hayley Reddington ’12 and Caroline Seekins ’12

4 Lois Harmon Dugal ’47, Doris Keelty Cheney ’48, and Leonard Cheney ’47 5 Members of the Class of 2010: Skyler Stern, Kurtis McCabe, Maggie Sutherland, Chris Atwood, and Ethan Hawes 6 The Class of 1992 celebrated its 25th Reunion: Back Row: Ethan McAdam, Ben Homles, Aaron Caswell, Cindy Moran Fitzgerald, Abby Johnson Doucette, Adeeva Wang Fritz Front Row: Nate Bouley, Tom Johnson, Jennifer Ouellet Thomas, Jessica Orzech

Pares, Brian McMenimen, Nick Butler 7 Front Row: Jacquelan Tuttle MacDonald ’57, Jeannette Goodwin Birch ’57, Anita Schoff Gagne ’61 Back Row: Robert Higgins, Bob Gagne ’57 8 Alex Bertrand, Nicole Kleinmann ‘12, Erin Trainor ‘12, and John Morrow 9 David Wituszynski ’07 and ChanLing Beswick ’07

1960 Outdoor Skating Rink

WINTER CARNIVAL HISTORY For many years, beginning in 1927, Winter Carnival was a big deal at Berwick Academy. For a few days each winter, students participated in activities ranging from skiing and skating events to snow sculpting and bonfires, culminating with a coronation ball. The tradition morphed over the years and eventually ended with the last Upper School ski trip in 2004, until its revival two years ago. The height of the tradition came during the boarding years at Berwick (1957-77). In those years, Winter Carnival was held over an entire weekend and included multiple events and activities for students. Because only boys were allowed to board at the school, approximately 60 girls would visit campus each Winter Carnival weekend. The boys gave up their dorms for the girls and slept on mattresses in the gymnasium. After Berwick became a country day school in 1977, Winter Carnival included division-specific activities. The tradition was canceled between the late 1980s and 1993, but re-introduced in 1993 as a name for ski trips, which remained active until 2004. In February of 2016, Winter Carnival was again re-introduced to Berwick. Lily Hedges ’16 served as the student chair for the event’s grand re-opening, which featured a Greek Olympics theme. Hedges shared her enthusiasm for the tradition’s revival in an article for the student newspaper. “Winter Carnival began with opening ceremonies,” wrote Hedges, “held on an ice rink designed and constructed by 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 fast-paced pushcart derby in the blue gym, and an intricate obstacle course on the turf field. To compete in these Olympicstyle events, Upper School students organized into grade-level teams to battle for class points.”

Since its resurrection in 2016, Winter Carnival has proven to be an integral part of winter on the Hilltop. Visit pages 24-25 to see photos from this year’s carnival!

1965 bonfire

1964 Outing Club snow sculpture

1984

1985

1960

2016 Winter Carnival revived

1963 Coronation Ball

1927 Hilltop Breeze article

ALUMNI ARTIST elizabeth hallett â&#x20AC;&#x2DC;83 Elizabeth A. Hallett â&#x20AC;&#x2122;83 kicked off Alumni Weekend 2017 with a well-received art exhibit in the Jackson Library Gallery.

Alumni

YOUNG ALUMNI PROFILES Sklyer Stern ’10 recently began graduate studies at MIT as a fellow in the Leaders for Global

Operations (LGO) program. LGO is a two-year, dual-degree program, through which Skyler will earn his M.B.A. from the Sloan School of Management and his M.S. from the School of Engineering. His studies will focus on supply-chain and logistics systems. As part of the degree requirements, students complete a six-month research internship for one of the program’s partner companies. In February, Skyler moved to Seattle to begin his LGO internship at Amazon, where he will be building a machine-learning model to predict and prevent on-time delivery failures. Previously, Skyler earned his B.S. in chemical and biomolecular engineering from Johns Hopkins University, before joining a rotational program at Catalent Pharma Solutions, a global leader in drug development, delivery, and supply. Most recently, he worked as a project manager in the company’s biologics headquarters in Madison, WI. His goal is to continue working at the intersection of business and engineering. “Berwick gave me a balanced foundation for this goal,” Skyler says, “providing an excellent education in both math and science as well as in communication and the liberal arts. The close-knit, supportive community on the Hilltop allowed me to form long-lasting relationships and develop confidence in my leadership abilities.”

“Berwick gave me a balanced foundation for this goal, Providing an excellent education in both math and science as well as in communication and the liberal arts. The close-knit, supportive community on the Hilltop allowed me to form long-lasting relationships and develop confidence in my leadership abilities.” -Skyler Stern ‘10 Marrielle Van Rossum ’03 After mov-

ing frequently for work for many years, from Upstate New York to Boston, from France to Senegal, and from Philadelphia to Concord, N.H., Marrielle “wound up a lawyer, just as I thought I would, when I was known more for stubbornness than as the advocate I am now.” Marielle currently works as an associate at Sulloway & Hollis, where her practice revolves around medical negligence and healthcare, but also encompasses employment matters and insurance disputes. Outside of work, she serves on the Development Committee for Families First of the Greater Seacoast and on the new Berwick Alumni Advisory Board. Although not as often as she would like, she still finds time to ride and sometimes participate in horse shows.

Zach Balomenos ’10 teaches social studies and En-

glish literature to grades eight through ten at DaVinci World School, a private International Baccalaureate school in Duhok in the Kurdish region of Northern Iraq. A 2014 graduate of Connecticut College, where he studied international relations and Arabic, Zach previously lived in Amman, Jordan, where he worked as a freelance contractor and trained in Levantine Arabic at the Consortium of Global Education. Zach says he feels “incredibly lucky for the interesting experiences and rewarding opportunities I have been afforded thus far,” and that, while life and work are not always easy in the Middle East, “I wouldn’t want it any other way.” Zach enjoys reconnecting with the Berwick community as often as he can.

Largely inspired by his experience at Berwick, Zach teaches social studies and English literature to grades eight, nine, and ten.

ALUMNI SPEAKER SERIES NOVEMBER 2017: Marrielle Van Rossum ’03, litigation associate at Sulloway & Hollis PLLC, and Andreea Richard ’03, an attorney at Drummond Woodsum, spent the morning discussing with Upper School students their paths from Berwick, through law school, and their current legal careers. FEBRUARY 2018: With more than 20 years of experience in journalism, most recently with the Wall Street Journal, Michelle LaRoche ’90 sat down with eager Upper School students to discuss how to best break into the field as they navigate through college and internships en route to their careers.

Do you you have a great story to share about your profession?

If you are interested in participating as an alumni speaker, please contact Steph Lavey at slavey@berwickacademy.org. 43

Following Berwick Academy on social media not only keeps you up to date on happenings on the Hilltop, but also helps you stay in touch with other Berwick alumni. Also find us on:

u o y g n i h t y n a e Hav ? e r a h s o t e k i would l Let us know! ALUMNI:

GET IN THE GAME WITH MARCH MADNESS.

With classes from 2002 to 2017 competing for the highest participation in The Berwick Fund, who will end up on top? Stay tuned to learn how to get involved.

Alumni

Save the Date

BLUE AND WHITE HOMECOMING WEEKEND SEPTEMBER 21-22, 2018

HOLLY GAUDETTE ’00 SPEAKER SERIES with Professor Jennifer Finney Boylan Professor Jennifer Finney Boylan visited Berwick on November 13, spending time with Middle and Upper School students as well as the greater Berwick community. After beginning with a short reading from her bestselling memoir, She’s Not There: A Life in Two Genders, Professor Boylan engaged with community members in a discussion of gender and society. She gave a brief overview of the wide range of gender expressions and sparked a dialogue that led to many thoughtful questions and conversations about embracing diversity in its many forms. The visit from Professor Boylan was made possible through funds from the speaker series honoring Holly Gaudette ’00, supported by the generosity of Holly’s family. The series focuses on diversity and inclusion, both of which were important to Holly, in conjunction with Berwick’s efforts to incorporate cultural competency into the curriculum and daily life of its students and the greater community.

Brandon McKenna ’98 and Family In June of 2017, former Berwick teacher and parent Razel Kallberg and her husband, Keith, cruised the Baltic Sea and stopped in Copenhagen, Denmark, where they had a lovely visit with Brandon McKenna ’98 and his family. Pictured (l. to r.) are Keith, Razel, Brandon, Brandon’s daughter, Koral, his wife, Burcin, and his daughter, Mira.

ALUMNI ADVISORY BOARD Recently, the Berwick Academy Alumni Council underwent a transformation designed to foster and fortify the school’s relationship with its alumni. The newly named Alumni Advisory Board’s mission is to provide perspective and guidance to school leadership on issues that are important to alumni and to act as a sounding board for the head of school on school-wide issues and initiatives. Members serve a three-year term and meet biannually. The Chair of the Alumni Advisory Board sits on the Board of Trustees in an ex-officio capacity for two years. Berwick is excited for the impact that the Alumni Advisory Board will have.

Class of 1937 Reunion Alumni Freda Thurell Marchi and Don Downing reunited 80 years after graduation.

Members: Glenn Michael ’65 David Allen ’72 Mike Eruzione ’73 Catherine Stevens Powell ’80 Tim Burr ’83 Brian Gregg ’90 Chuck Clement ’00 Andrew Caldwell ’02 Dianna Muth Mullis ’03 Marrielle Van Rossum ’03 Megan Ramsey ’08

Chris Atwood ’10

Berwick’s Oldest Graduate? Laura Chick Lawry of the Class of 1927 died on November 6, 2017, at the age of 108. Laura may have been Berwick’s oldest living alumna at the time. Laura was the aunt of Joyce Pray Borkowski ’46, Charles Pray ’49, Sally Knowlton Carmichael ’54, and Phil Knowlton ’56.

2017 VETERANS DAY Berwick’s military veterans were celebrated at a student assembly in November, featuring a presentation on Major General Hayes of South Berwick by Upper School history teacher Brad Fletcher. At the luncheon following the assembly, veterans and guests were treated to musical performances from the seventh and eighth grade string ensemble, a song presented by first and second graders, and handmade thank you cards made by Lower School students. Veterans shared stories of their time in the service, and a current student and parent shared the story of Leon Hurwitz, a family member who had served in World War II. Earlier that day, U.S. Air Force veteran and Berwick CFO, Jon Douglas, spoke at the Lower School Community meeting.

Veterans in Attendance: Bob Bogardus ’61, USN John W. Canty, USA Jon Douglas, USAF Walter Clapp ’54, USA Josh DoByns, USN Dr. Dean Echols, USN Jack Fogarty ’53, USA Jon Foster ’65, USN Bob Gagne ’57, USCG Dick McHugh ’54, USN Glenn Michael ’65, USAF Gregory Michael ’65, USAF Charles Pray ’49, USA Bob Remington ’54, USAF John Umlauf ’65, USA Toby Weir, USA

IN MEMORIAM Mrs. Joan Alice Gough Garnett ’50 – February 2, 2017 Mr. Coleman N. York ’42 – August 12, 2017 Mrs. Bette A. West Gallant ’55 – August 19, 2017 Mrs. Muriel C. Blanchette McHugh ’54 – August 25, 2017 Mrs. Hazel N. Warren Jones ’45 – September 27, 2017 Mr. Michael W. Burns ’81 – September 30, 2017 Mr. George E. Gorman ’60 – October 7, 2017 Mrs. Rena G. Morgridge Parent ’39 – October 25, 2017 Mr. Roger A. Neal ’45 – November 3, 2017 Mrs. Laura E. Chick Lawry ’27 _ November 6, 2017 Doris Goodwin Blanchard ‘54 was remembered fondly by her classmates for her peerless typing skills, boasting 120 words per minute on a manual typewriter. After attending business school she lived in Eliot, ME for more than 35 years. She was an avid outdoors enthusiast; kayaking, hiking, cross country skiing, and snowshoeing were some of her favorites, as well as her beautiful flower and vegetable gardens.

Ms. Doris M. Goodwin Blanchard ’54 – December 16, 2017 Mrs. Ruth M. Howarth ’44 – January 6, 2018 Ms. Patricia Whalen ’54 – January 24, 2018 Mr. Robert Pinkham ’56 – January 31, 2018 Ms. Sharon Barr Newsky ’61 – February 27, 2018

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.

GRANDPARENTS DAY

FRIDAY, MAY 4, 2018

Each year, grandparents and special friends are invited to Berwick Academy to enjoy a day of performances and classes with their grandsons and granddaughters. We look forward to seeing you on the Hilltop. Invitations will be mailed shortly! Please contact Stephanie Lavey with questions about this event at slavey@berwickacademy.org or 207.384.6309

To update your contact information, please contact Kellie Demers at kdemers@berwickacademy.org or 207.384.6303. 48