Back To School by Witherspoon Media Group

TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 28, 2019 • 32

BACK TO SCHOOL Abundance of Music Programs in the Area Benefit Students of All Ages and Abilities

“I

f music be the food of love, play on.” W i l l i a m S h a ke speare knew a thing or two about a lot of things, and, as this line from Twelfth Night indicates, music was among them. Certainly, the value of music can’t be overestimated.

It is there for everyone, and everyone can be a part of it — by learning to play an instrument, to sing, or simply to listen. Whatever the choice, in Princeton and the local area the opportunity for instruction in just about any instrument and style of music is

readily at hand. The piano, of course, and the violin or guitar — but do you want to play the ukulele, mandolin, harp, or bassoon? Not to mention drums or electric guitar? No Limit There is simply no limit. If you want to play it, there is

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someone to teach it. And if you want to sing your song, someone can help you do that, too. Instruction is available for all — from youngsters to retirement age and beyond. For children, music can open doors to pleasures that will last a lifetime, says Rebeca M. Pennington, administrative director of The New School for Music Study in Kingston. “Playing a musical instrument is something that can stay with you your whole life. You can play by yourself or with others. You can play whether you are 6 years old or 90 years old. Music is a powerful form of expression. Our goal for each of our students is that they will play and enjoy music their whole life.” The focus at The New School is piano instruction for students of all levels of ability, but it also offers ongoing theory instruction for students playing any instrument. Students can start instruction at 4 or 5 years old, and they often continue throughout their high school years, notes Pennington. “Our instruction generally follows a classical path, but we supplement with music that matches the students’ tastes and interests. There

is so much wonderful music written for the piano. and we take advantage of the wealth of possibility.” Also, she adds, it is for everyone. “Anyone can play the piano! When you learn, there is so much music at your fingertips. You can explore a variety of styles, genres, and types of music. Music is an outlet for a variety of emotions, and helps us to express emotions that words cannot.” Many Offerings The piano is also ver y popular with students at the Westminster Conservatory, the community music school division of Westminster Choir College of Rider Universit y. Its Princeton campus location is on Walnut Lane, and, in addition, there are extensions in Lawrenceville, South Brunswick, and Yardley, Pa. “Westminster Conservatory is preparing to celebrate its 50-year anniversary serving as the community music center for the greater Mercer area,” says Drew Michael Brennan, Westminster Conservatory assistant director. In addition to the piano, Westminster Conservatory provides instruction in many other musical instruments. “We offer a comprehensive

continuum of programming starting from our early childhood classes all the way through our music instruction for adults,” explains Brennan. “For our private lesson program, we offer piano, organ, violin, viola, cello, ukulele, mandolin, guitar, harp, flute, oboe, clarinet, saxophone, bassoon, horn, trumpet, trombone recorder, percussion, voice, and composition. “We are able to provide many offerings as we employ approximately 120 teaching artists, and are one of the largest community music schools in New Jersey.” Piano is the most popular program of study, he reports, and the Conservatory has 54 piano instructors, most of whom hold master’s degrees. “Our piano faculty are experienced in working with a wide range of students from beginner to advanced, and can assist any student with reaching their musical goals. “What makes Westminster unique is our faculty’s dedication to excellence in instruction. Our faculty regularly send their students to represent Westminster in significant regional and national competitions. Additionally, our faculty have their students participate in Continued on Next Page

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international assessments such as the Association Board of the Royal Schools of Music (ABRSM) and Royal Conservatory of Music (RCM) exams.” Brennan sees great value in musical programs for students. “Music instruction offers a multitude of benefits

that deeply impact each and every area of a student’s life. Numerous studies have proven that music instruction strengthens students’ language acquisition skills, reasoning sk ills, socialemotional development, and physical coordination.” Most importantly, he believes it helps students reach their potential. “I think that is the most significant

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benefit of music instruction. Great music instruction has the ability to assist students in living out their potential. That is what Westminster Conservatory is all about.” Whole Person The importance of musical study in the lives of students is also emphasized at Princeton String Academy. Founded in 2008, it is located on Walnut Lane in Princeton, with its main location in Princeton Junction. Stringed instruments are the focus at the academy, and children as young as 4 are among the students. “ We a r e t h e p r e m i e r school for instruction for violin, viola, cello, and string bass in the greater Princeton area,” says owner Paul Manulik. “Our instruction is based on the Suzuki Method, which is premised on the belief that music education trains the whole person, and teaches us how to be better citizens through dedicated learning of beautiful music. “O u r i ns t r u c tor s have ad v a n ce d d e g re e s f rom Juilliard and other highly acclaimed music conservatories, and regularly perform in Carnegie Hall and other venues in the tri-state area,” he continues. “In addition to being great musicians, they have all taken additional training in the Suzuki Method of music education to work specifically with young students. “Stringed instruments are fun and rewarding. They are a very social instrument, as students are always performing in groups and in recital, and never feel alone. The majority of students who start with us as beginners continue through high

school, and even as adults.” Students get used to performing, he adds. There are two student recitals and three group performances each year. “Our students have played in master classes with some of the finest soloists in the world, and

have played with state and national youth orchestras. We strongly encourage participation in local and regional competitions for students at each stage of their learning.” In addition, group classes are part of the training for

the youngest students, he says. “These classes are fun and social, but also aid in the training of the ear both for group dynamics and for rhythm.” Choir Program If singing and voice training Continued on Next Page

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33 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 28, 2019

Music Programs

TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 28, 2019 • 34

Music Programs Continued from Preceding Page

WELCOME NIGHT OPEN HOUSE All new and prospective students are invited! Thursday, August 29, 2019

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6:30-7:00PM Informational meeting for parents No RSVP required. Drop in, say hello, and enjoy the music! 4543 Route 27 in Kingston 609.921.2900 • www.nsmspiano.org

are on your agenda, Westrick Music Academy offers an excellent program. Located in Princeton Junction, the academy is the home of Princeton Girlchoir and Princeton Boychoir. “Westrick Music Academy is the premier choir program serving music training and choral experiences to more than 300 girls and boys from the Central New Jersey and Eastern Pennsylvania areas,” says Gina de Palermo, operations manager. “The organization is comprised of 10 choirs ranging from beginning to advanced levels for singers in grades 3-12. “Our season begins in September, with girls and boys joining once per week at our new facility. Throughout the season, our singers present a wide range of musical genres, styles, cultures, and composers in a robust season calendar of self-produced, collaborative, benefit, and outreach performances. While honing their musicianship and artistry, singers build lifelong friendships, and perform at home and around the world.” Cr e at i n g m u s i c e x p e r i e n c e s for a l l a g e s i s

Westrick’s goal, and it has recently launched two new programs, says dePalermo. Poco Voce ( Little Voices) is a music class offered to young musicians from K-3. The academy also held its first one-week summer camp, where students had the opportunity to engage in choral singing, ukulele training, drums, and musical theater. “The directors and staff at Westrick Music Academy are inspired by young musicians and look to continue the mission of building confident, educated musicians who foster a lifelong love of singing together.” Must-Haves “You’re never too old or too young to rock!” declares Chelsea B. Simpkins, studio coordinator of Princeton School of Rock. Located on Quakerbridge Road in Hamilton, the school offers instruction in a wide range of rock music. ‘There are a few things that are must-haves when defining rock music,” she explains. “First, you must have electricity. Rock music was born from amplifiers and electric guitars. Second, you’ll need the instruments. Along with the electric guitar, rock music is known for

its bass, drums, keyboard, and strong lead vocals. The more feeling, emotion, and soul you can put into a song, the better. Rock music is less about being perfect or stiff and more about being expressive. It has always strived to push social boundaries and dared to step outside the norm.” Princeton School of Rock focuses on different styles of rock, adds Simpkins. “The best part about rock music is how expansive it is. There really is something for everyone. We teach all styles, from folk rock to hair metal, and hope to instill some music history into our students as they learn. For our fall season, we are putting on a show of decades. This December, our students will jump on stage and perform the hits of the ‘60s, ‘70s, ’80s, ‘90s, and 2000s.” The students, who are between 8 and 18, are at all levels of ability, from beginner to master, she points out. “Many of our students start without ever having touched the instrument before their first lesson. We are lucky to have teachers who can tailor the instruction for the individual student.” “ T h e m aj or i t y of o u r Continued on Next Page

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students start lessons around 8 and only leave when it’s time to move away to college. Our rotating seasons keep the learning process fresh while our sense of community makes students feel comfortable to be themselves. “There are many different

avenues at Princeton School of Rock. We have private instructors for guitar, bass guitar, drums, keyboard, and voice. Many of our students wind up studying more than one instrument and become very versatile musicians by the time they graduate out of the program. “School of Rock is an after-school activity that students love being a part of.

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This is a place where they make lifelong friends, learn how to make mistakes, and build confidence both on stage and in life.” Weekly Rookies Many of the students hope for a performance career, and this is factored into the instruction. “Students between the ages of 8 and 18 are eligible for our Rock 101 and Performance Program,” explains Simpk ins. “We also have a Weekly Rookies group course geared toward 6 and 7 year olds as well as an adult program for those above the age of 18. “We’ve had students go on to study music professionally at places like Berklee College of Music and University of The Arts in Philadelphia. Some may take a different path by moving to Los Angeles or Nashville to work in

the studio. One thing that Farrington’s Music has been Instruction is a significant remains the same is that our helping students learn to part of the business, and students continue to make play instruments for more playing an instrument has music with others, and that than 50 years. so many benefits, believes is all we can hope for.” Established in 1962, this Farrington. “It can improve T he benef its of music family-owned business is health and wellness, and instruction are great, she now located in the Mont- music exercises the mind emphasizes. “The process gomer y Center on Route and spirit.” of learning a musical in- 206 (State Road). It rents, She points out that studstrument teaches you more sells, repairs, and provides ies have shown that music than you may think. It’s the instruction for a variety of per formance encourages ability to challenge both instruments, says owner Mi- scholastic improvement and sides of the brain at once, chele Farrington. lifelong benefits. the repetition of patterns “Piano and guitar are the “It can lead to higher that strengthens neurons, most popular instruments scores in verbal and math and the determination it now, but the uke has been classes, and also increase takes to learn a song that very big recently, too.” average SAT scores. It enmakes playing an instruFollow usgenerations on twitter @GMImpressions Different of hances cognitive development worthwhile. Students clients from Like us on Facebook all overwww.facebook.com/GoldMedalImpression the ment in children, and can who pick up an instrument area have been coming to build self-esteem and selfhave strong study habits, Farrington’s to satisfy their confidence. It also improves better test scores, and a musical needs, and the com- problem-solving and critical more developed memory. pany has a loyal following. analysis skills, strengthens Not to mention how fun and Their clients include indi- pers everance and st udy rewarding it is, too.” viduals of all ages, but the habits, and fosters superior Loyal Following for children are working memory.” IconIc sports photosadvantages by dIck druckman especially important. A mainstay in the area, Continued on Next Page

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35 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 28, 2019

Music Programs

TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 28, 2019 • 36

Music Programs Continued from Preceding Page

These are just some of the benefits studies have shown; others include stress reduction, avoiding depression, and improved social connections and bonds, points out Farrington, adding “During our time in business, a lot of scientific research has been exploring what we

have known all along: making music is good for you!” Violin Maker Jarek Pow ichrowsk i, owner of Princeton Violins, would certainly agree with that assessment. “I can tell you that the most enjoyable thing is to play for other people and with people. The social aspect of making music is more important

than anything else.” He should know. A professional violinist, he received two master of music degrees, one from the Chopin Academy of Music in Warsaw, and one in violin performance from the Mannes School of Music. He also completed professional studies at Julliard. He has performed around the world

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with various orchestras, and also has recorded as a solo violinist. This professional background adds dimension to his role as a luthier, or violin maker. He studied this craft in Cremona, Italy, with a master violin maker before coming to the U.S. and opening Princeton Violins, first in Kingston, and now at 240 Nassau Street. “We specialize in the restoration and sales of antique and vintage violins, violas, cellos, and their bows,” explains Powichrowski. “Our attention to detail with each violin is a specialty. We are a very small company, with a close-knit team of instrument restorers. Many of these instruments are vintage or antique and so require extensive restorations. “Most of our collection consists of instruments with brand new fixtures, new fingerboards, and new bridges. After all of this work is completed, we dedicate more hours adjusting the sound on each instrument, which is my specialty.” Clients include people from all over the area and beyond who are seeking expert restoration or advice on a new instrument. “We also have local students from universities who are music majors or advanced players from nonmusic departments, and we also see younger students from Suzuki beginners to high school age who are more serious about playing, and want to learn more from our violin shop. “I also work with some collectors and investors as well as insurance companies, and I often do appraisals and authentications.” While his shop does not offer instruction, he especially enjoys talking with students about their interest in the violin. “I would say that half of high school graduates who have received good instrumental instruction are continuing in college; in some cases, it could be 70 to 80 percent. These are of ten s t udent s who have had access to good

instr uments and pr ivate teachers that have enabled them to be involved in different aspects of socializing in music, such as youth orchestras, chamber groups, and music camps.” In his work at Princeton Violins, Powichrowski looks forward to continuing to offer the best professional attention and expertise for his customers. “Some people have decent and even interesting antique instruments in need of repair and restoration I gladly do that, and I help all students who come in with their existing instruments.” He regrets the fact that some people are opting to purchase violins, strings, bows, etc. online, depriving the customer of the expertise of a professional violin maker. “This is an assault on local violin shops, and the customer does not get the service that a professional in a shop can provide. However, good professional musicians and advanced students know what a luthier can do for them. “At Princeton Violins, we understand that the process of purchasing an instrument can be overwhelming, and we offer our knowledge and skill to help make the best choice.” Gift of Music A Princeton resident can speak to the benefits of music from personal experience through the generations. Now a grandmother, she has enjoyed playing the piano throughout her life, and has passed on a musical education to her children and grandchildren. “My husband and I decided a few years ago that instead of giving the young grandchildren another

Barbie doll or toy truck or something to add to their already burgeoning playroom, we would give them the gift of music. “From the time they were 3 years old, we financed Kindermusik — an introduction to musical rhythms, sou nds, and movement. They loved it. That was the foundation, and they have continued with weekly piano lessons and occasional ukulele strumming.” “My own children all started piano lessons when they were 5 or 6 years old; then started wind instruments when they were entering fourth grade,” she continues. “Karen was proficient on flute and piccolo and then took up trombone. Will was a saxophonist, then added bass clarinet, guitar, and bass guitar. Our youngest Kristy picked up the trumpet for the first time, and played a song perfectly! All our children continued playing their instruments thorough high school in marching band, wind ensembles, honors bands, orchestras, and so on. “I was so pleased when the woman who runs Kindermusik called and thanked me for sponsoring my grandchildren’s classes. She said, ‘I have told many parents to follow your example. The Barbie dolls will end up in Goodwill; music will always be with the children, whatever their age.’” Indeed. Whether it is the beautiful melody of an orchestral piece, the intricacies of an upbeat jazz riff, the intense thrust of a rock rhythm, or the unique lyrics of an unforgettable song, music truly is, as Longfellow wrote, “the universal language of mankind.” —Jean Stratton

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peaking and understanding another language is more important than ever as the impact of the global society becomes more evident. Interaction with people from other countries and cultures is increasing, and this extends to students in school. Here in Princeton, international visitors, residents, and workers are not a rare occurrence, and ease of conversation is a definite plus in communication. Several schools in the area are now focusing on language immersion and bilingual education. Two Languages The Spanish-English Dual Language Immersion (DLI) program at the Princeton Public Schools (PPS) began in 2015 at Community Park (CP) Elementary School. “Community Park hosts the district DLI program, which is open to all students who live in Princeton,” explains Priscilla Russel, PPS World Languages, ESL, and DLI district supervisor. “The district provides transportation for any students who are coming from the other three schools. At present, both kindergarten and first grade at Community Park are entirely immersion. In grades 2-5 there are two immersion classes and one or two traditional classes. Each year, one more grades will become all immersion until CP is an immersion school.” In a dual language immersion program, students are taught literacy and academic content in English and another language, she explains. “Compelling research from the past 30 years shows that dual language programs can produce important benefits for students, including enhanced cognitive skills, improved academic performance, higher second language proficiency, enhanced global citizenship, and minimized achievement gap.” According to the Center for Applied Linguistics, the goals of dual language education are for all students “to develop high levels of language proficiency and literacy in both program languages, to demonstrate high levels of academic achievement, and to develop an appreciation for and an understanding of diverse cultures.” Most dual language programs begin in preschool, kindergarten, or first grade, and continue for at least five years. At Community Park, English and Spanish are taught using a 50/50 program model. This means there will be two teachers who share teaching responsibility for teaching all the subjects in the curriculum, points out Russel. “One teacher will be fluent in both languages and the other will be fluent in English and may have some knowledge of the other language. “At least 50 percent of the core academic instruction will take place in Spanish while language arts (reading and writing) is taught in both Eng-lish and Spanish. Students study Spanish language arts, math, and science in the Spanish half of the day and English language arts and social studies during the English part of the day. The Spanish teacher will speak only in Spanish and communicate

using a range of engaging strategies, including pictures, songs, games, body language expressions, drama, and pantomime. “Children at this age are adept at picking up language in meaningful contexts. After a brief period at the beginning of the year, students, too, will speak only in Spanish during Spanish class and only in English during English class. At the completion of elementary school, students will be on their way to becoming bi-literate and bi-lingual in Spanish and English.” Good Springboard Spanish was chosen as the other language because it is so widespread throughout the world, says Russel. “Globally, with more than 330 million speakers, Spanish is one of the most widely spoken languages in the world, and is the official language of 44 countries. Spanish is a good springboard to learning the Romance languages, such as Portuguese, Italian, and French. Locally, we have district staff who speak Spanish, and our math program, Everyday Math, already has a Spanish version.” Last year was the first time that families from all Princeton elementary schools were eligible to apply for the kindergarten DLI classes at CP, and now approximately 270 students participate in the program, says Russel. Students and their parents and teachers are all enthusiastic about DLI. The students enjoy learning the new language and have fun at the same time, reports Russel. “We are pleased with the progress our children have made in building proficiency in both Spanish and English.” Open-Minded Another important DLI educational opportunity is offered at the French American School of Princeton (FASP). Established in 2000, it is located on the Marillac Campus (formerly known as St. Joseph Seminary) near Princeton Forrestal Village. Children from third through eighth grade comprise the student body and participate in the French/English DLI. Many advantages are evident from this program, notes school Admissions Director Marie Lavigne. Among them is the opportunity to expand their abilities. “The challenge of a bilingual curriculum, combined with the caring support of expert teachers, helps students stretch their cognitive abilities and reach their fullest potential.” They can also connect with other cultures, she continues. “Our international, accepting, and close-knit community embraces the cultures and traditions of their peers, making FASP students more comfortable, caring, and open-minded toward different people and places.” In addition, it broadens students’ options. “FASP graduates are critical, independent thinkers and well-rounded global citizens who find success in top international, American, and French private or public schools. Our challenging curriculum develops curiosity, and a love of learning, ensuring that graduates speak fluently, think differently, and adapt easily, wherever the world takes them.”

Typically, the school day starts at 8 or 8:30 a.m., depending on the age of the students, and ends at 3 p.m. Classes are 30, 45, or 60 minutes, again depending on the student’s age. “Our bilingual, multicultural program is a well-balanced combination of French structured learning and American teaching methods, which encourage self-confidence, creativity, and mutual respect,” explains Lavigne. “The crosslanguage transfer of skills takes place gradually to ensure a proper command of both languages.” The diversity among the students is exceptional, she adds. “The diversity of our students, parents, faculty, and staff reflects the multicultural nature of our community, which represents more than 30 different countries. More than 20 different languages are spoken in our school community.” The countries represented in addition to France and the U.S. include Algeria, Brazil, Cameroon, China, India, Iran, Spain, Togo, UK, Uzbekistan, and more. Native languages include Arabic, Farsi, German, Hindi, Romanian, and Tagalog — again,

among many others. Greater cultural awareness, increased reading comprehension, better focusing and decision making, stronger performance on standardized tests, and higher salaries in adulthood are all major lifelong benefits of this language immersion program, believes Lavigne. Early Childhood Starting at a young age is so important, she adds. “Young children have an amazing capacity to learn,

to adapt, and to accept new ideas and perspectives with ease — much more naturally than teenagers or adults. That’s because from infancy until the age of 12, a child’s mind is incredibly flexible — the brain has not yet set rigid language paths, and it can constantly pass from one mental structure to another. “This makes early childhood the perfect time to learn a second language. When children learn two or more languages from a young

age, they widen their realms of perception and attention, creating linguistic structures that will benefit them all their lives. The bilingual child is a better student, performs better than average, and acquires the intellectual skills and qualities that educational institutions and business value.” “Progressive, Innovative” YingHua Inter nat ional School is another educational Continued on Next Page

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37 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 28, 2019

Language Immersion, Bilingual Education Are Becoming Important Learning Tools

TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 28, 2019 • 38

Language Immersion Continued from Preceding Page

institution offering a dual language immersion program. Located in Kingston, it focuses on a Chinese/English learning opportunity. Classes are from 8 a.m. to 3:30 p.m. According to its mission statement, it is a “progressive, innovative, and diverse co-educational, nonprofit international day school. It inspires students in the Early Learning (age 2 through eighth grade) program to reach t heir indiv idually unique potential through an inquiry-based classroom environment which employs the International Baccalaureate (IB) program and Chinese subject content and cultural acquisition.” “All core classes, math, history/social studies, and art, music, and physical education are taught in Mandarin. Science and English are taught in English,” explains Head of School Laura Desai. “Students converse with each other regardless of their heritage in Mandarin,” she continues. “For students younger than first grade, all classes are taught in Mandarin with some English used. Older students, from first through eighth grade, who are new to the school, are offered one-on-one tutorials in Mandarin in order to bring them up to speed.” The small group of 18 month- to 2-year-old students is cared for all day, with teachers speaking both Mandarin and English, she adds. “They have a program related to and applicable to their age, including stories, songs, and games, in addition to art and gym. “Our school is phe nomenally diverse,” she

continues. “Ethnically, socioeconomically, and any way you can think of.” “YingHua International School offers an excellent opportunity to help students gain the ability to understand another culture, tradition, and major world language,” says Desai. “A YingHua education inspires and engages students to be creative, globally conscious lifelong learners through comprehensive, fun, nurturing, and experiential hands-on immersion experiences that teach students to build, consider, and share original perspectives.” Heritage/Language Japanese is another important language in the available immersion programs in Princeton. Since its founding in 1980, the Princeton Community Japanese Language School (PCJLS) has offered children and adults a chance to learn a new language or enhance already existing language skills. Kiri Lee, PCJLS chair, states, “PCJLS was founded to serve children living in the central New Jersey area and beyond with Japanese language instruction. We have two divisions. Division 1 is hoshuko-bu, where firstthrough ninth-grade students learn Japanese language arts, social studies, and math using curriculum based on the Japanese school education standard. “Division 2 offers the JASL (Japanese as a Second Language) program and Princeton course. The JASL is for those who do not have any background in Japanese. There are two courses: one for children in first through eighth grade, and the other for adult /high school

students, grades nine plus. “The Princeton course teaches Japanese as a heritage/language. It was created in response to the increasing needs of children who spend most of their lives in the U.S. and/or outside of Japan, but speak Japanese at home. In addition, Division 2 has a preschool/kindergarten program to give an early start in Japanese for 3- to 5-year-old children. Our high school program also offers diverse courses to prepare high school students for college both in the U.S. and Japan.” Classes are held on Sunday, from 9 a.m. to 12 noon for

adults, and 1 to 4 p.m. for ages 6 to 18, from October through May at Rider University on Lawrenceville Road. “There are five classes depending on each student’s level and age,” explains Keiko Ono, principal of the foreign and heritage language division. “As a student progresses to an advanced class, he or she will have more chances to converse in Japanese.” Students’ backgrounds are very diverse, she adds. “Some of them are studying Japanese as a heritage language, and some are totally unrelated to Japan, with no background in Japanese.

However, their curiosity and interest in Japan and its culture are a strong motivation to study Japanese. Interestingly, for some individuals, Japanese is their third or fourth language.” The benefits of the PCJLS programs are uniquely designed to offer both an understanding of the Japanese language and also Japanese culture. It is an opportunity for students to take their training to another level, adds Ono. “High school students can aim at taking the Japanese AP for their college/university applications. We also

support their taking the JLPT (Japanese Language Proficiency Test) for advanced students as proof of their Japanese language abilities. “PCJLS is a very special school. No matter what their goals and purposes are, our students have the opportunity to learn and participate in cultural activities together in the same school. We believe that this is wonderful experience of all the students, and that their experiences will become a precious memory for the rest of their lives leading them to become true global citizens.” —Jean Stratton

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