1791 Letter - with addendum

FEBRUARY 2011

BERWICK A C A D E M Y

1791 L e t t e r

WINTER PEP RALLY

1791 Letter ~ February 2011

1

MESSAGE F R O M

Greg Schneider

Head of School EMBRACING SUPERMAN Throughout the course of this particular year, I have continually heard from other heads of school: have you seen Waiting for Superman yet? Last week I finally had the opportunity to be able to say “yes” after a night at the Portsmouth Music Hall. I was so pleased to notice that as I surveyed the restored frescos and beautiful intricacies of this Seacoast treasure, I saw dozens of Berwick faculty, trustees, and parents, reminding me of what an invested intellectual population we enjoy at our School. Even from a somewhat remote perch in the balcony, I enjoyed a conversation with an engaging new parent from the Hilltop. The reality is that I had heard such detail about this documentary before seeing it, that I was fairly well prepared for its dismal portrayal of the state of public education in America. However, I was surprisingly unprepared for the range of emotions and reflections I would feel as I walked through the slush-encrusted sidewalks of Portsmouth in the movie’s rather depressing wake.

Certainly as an educator – but now far more so as a hopeful BA parent – I couldn’t help but be overwhelmed with a sense of gratitude for a place such as Berwick Academy. To be honest, I began to wade into the waters of guilt just a bit, considering why I had been so lucky compared to some portrayed in the film. This had nothing to do with a distinction between public and private schools but rather an awareness of how much we take for granted as a community at Berwick.

Watching parents in the film find their 2

educational fate be determined by the random bouncing balls of charter school lotteries made me appreciate a community where students earn their entrance through age-appropriate assessments and track records of achievement. Watching clips of tenured teachers reading newspapers during wasted class time made me appreciate our Lower School production just a bit more this year, where one could see every teacher pitching in to help students hold up just the right sign at just the right moment. I can assure you that nowhere is this kind of effort written into their contract.

The data that is utilized in Waiting for Superman arrives at one undeniable truth regarding the singular strategy that can guarantee improved results for kids: great teachers. While the title of the film suggests that perhaps the country is hoping for someone to swoop in and simply rescue the entire educational system, I ended up viewing the phrase Waiting for Superman through the eyes of disappointed parents and students who crave a decent education.

They are not so bold as to hope for a superhero to fix the system – they simply want a great teacher for their child this year. School reform has come in so many shapes and sizes over the years – big schools, small schools, and every curricular package known to mankind is entirely irrelevant when one focuses on the essential fact that a great teacher is the difference. The movie points out that the gap between an exceptional teacher and a below average teacher generally results in a difference of a full year of curriculum for students: exceptional teachers can deliver 150% of what the program demands while mediocre teachers only 1791 Letter ~ February 2011

accomplish 50% on average.

The most compelling moment in the film is when one of the various defeated administrators is quoted as saying something like “the most depressing realization is this entire enterprise (education) is no longer about the students; it is clearly only about the adults.” As I am sure my administrative team, faculty, and perhaps all of you have heard me say, there is no more important insight than this one. When the hardest, most political, unsolvable, intractable decisions are thrown my way the only strategy that allows me to break out of paralysis is to ask myself: “What is in the best interest of the students?” My recent trip to the Music Hall makes me reflect upon how lucky I am to work with a group of people who know this to be true.

Berwick Academy exists for its students, and the adults that deliver our education demonstrate time and again that they live by this principle. When I see our teachers offering extra help, attending sports games, helping out with a play, leading a new student club, chaperoning a coffee house, or grading the third draft of a paper until sunrise, I am reminded that none of that comes from a union contract or a directive from above. Our teachers demonstrate their passion and commitment at moments when no one is even watching: an extra concerned conversation in a hallway, a pat on the back after a tough loss, or a thoughtful question about a student’s homework load or recent illness.

No one knows more than I that Berwick is not a utopia, and I am not trying to convince all of you that

BERWICK A C A D E M Y our teachers are all superheroes. They are human, which I believe makes them more worthy of my praise. I do think they are supermen and superwomen in many ways. They choose to work at Berwick for far less compensation than what would be offered by the districts represented in the documentary.

Many have come here from other environments where they felt the organization had lost sight of the fundamental purpose of working with children. They certainly could develop lives that have more predictable boundaries in other educational environments – places where the teaching day would end at 3:00 and snow days would be guaranteed each year within a collective bargaining agreement. Please know that this is not my way of saying public school teachers are bad people; so many of these teachers are incredible heroes who are toiling in impossible circumstances. I certainly remember my own supermen and women from my seven years of public schooling.

I do think, however, that a place like Berwick Academy exists on account of people who want to demonstrate that through a shared mission, a love of children, and a collective willingness to roll up our sleeves, we can do better.

Now in my fourth year, I know enough to realize that school years have predictable rhythms and cycles.

In February, we often see community morale begin to dip a bit – partially because of the weather and partially because of the cumulative exhaustion of the work we all do as students, teachers, and parents. Students feel the academic stress in a deeper way, and parents tend to have a more critical eye than usual. If any of you, as parents, would love to know how you can make a transformative contribution to Berwick Academy without spending

a nickel, reach out to your teacher or teachers and let them know something you have appreciated about your child’s experience this year. Doing so is not a statement that you think our School (or your teacher) is perfect or that you are always uniformly satisfied. Rather, you would be offering sustenance to those that are toiling so hard, for a lower salary and without the shield of a union, on behalf of your children. It should not surprise you that the people we have collected on this campus are not here for the money nor the fame.

They are here to do their very best to improve the lives of your sons and daughters. I know for a fact that it is the smile of your child that catalyzes their superhuman effort, and not the rather anticlimactic inspiration that comes with the bi-weekly paycheck.

I will close by saying that Waiting for Superman also reminds me that we, myself included, often myopically focus on the peaks and valleys of the Berwick Academy experience and forget that we are a part of a larger movement in this country – the mission of independent schools. While many choose to see this movement as merely a haven for the wealthy, I would offer that there are other elements that are far more real. We take for granted, for example, that our independent governing structure allows us to set our own curriculum, free from the abyss of legislation and assessment that is so morosely depicted in the film.

Our employees choose to work in an environment where their performance is not unilaterally protected by the concept of tenure. And while we have our own barriers to access, primarily surrounding costs and the limits of our financial aid support, I would argue that our students and our families do not arrive here by mere chance. This is a community that stands for creating 1791 Letter ~ February 2011

1791 Letter

something better for their children, and I feel grateful for being a part of this lofty goal.

Community Benefit I want to invite all of you to consider attending our incredible BPC Community Benefit on April 30 at the Red Barn at the Outlook in South Berwick. This is such an incredible night to enjoy our collective passion for Berwick by making a positive impact on the experience of our students. If you are new to the community, please know that this is not a night to be missed.

Re-Enrollment Please be reminded that ReEnrollment Contracts are due no later than February 25th. If for some reason you require an extension, please start by reaching out to Diane Field to see whether or not this might be possible given the constraints of our waitlist and overall process.

Second Trimester Drawing to a Close Remember that our second trimester comes to a close just before Spring break, so this is a good moment to support and energize your children to buckle down on their studies.

Survey Results If you have not already seen the results of the January parent survey regarding technology and other recent changes at BA, please be sure to visit the portal for access to the data.

Spring Vacation Have a wonderfully relaxing break with friends and family in the coming weeks. This is such an important time for our community to recharge for the exciting spring to the finish in our third trimester. I can’t wait to be a part of the exciting ride.

3

Peter Saliba - Upper School Director

Upper School News During my time at Berwick, I have always appreciated both the candor and approach of our students. It seems like I get a chance to experience it every day as they routinely drop by to discuss how we may have differences in opinion. I’m sure you have experienced the same with your kids and while some of these conversations are difficult, many of them demonstrate how the culture of Berwick and our families is healthy and respectful.

During our parent forum, I took two minutes to sketch out part of my vision for the Upper School. Simply stated, I hope that we will continue our journey in discovering that we are part of a larger local, national and global community. I wish to sustain the increasing momentum in our Outreach Program, led by Dean of Students Jen Onken, that strengthens Berwick’s role in the larger communities around us. On the concrete level, this means more opportunities to support and serve others, but on the abstract level it brings into focus the diversity of our own community. While the Seacoast is not as ethnically diverse as other parts of the country, we have an incredible socio-economic diversity that we need to fully understand and embrace.

This vision is tough to execute, and recently it put me in a difficult position.

Historically, the Upper School has a very healthy fundraising culture where we contribute funds to a variety of organizations. This culture of philanthropy is important but it has to be balanced with our both our physical and psychological capacity to

4

give. It is possible to go too far and set our expectations too high for our community. Attending Berwick is an incredible financial sacrifice for many of our families, and I try to guard against a “nickel and diming” perception that some have expressed to me. Recently, I made a decision to curtail some of our fundraising efforts because of my concern about how much we were asking from our students and families.

This situation prompted two of our seniors, Haley Salas and Brooke Moschetto to discuss with me why I was curtailing efforts to support others. Haley and Brooke could have come in my office and explained how my decision was unjust (teenagers love this) and how I was being hypocritical (another favorite pursuit!) with the Upper School. Instead, they came in and asked me to simply explain why I landed where I did.

If they didn’t see my side of the argument, they did a great job pretending that they did. They listened to my point of view, empathized, and then together we worked on a way to prove that I had made a bad choice.

Yes, they had me strategizing with them on how to overturn my decision.

It was a masterful moment for them and we left that meeting agreeing that if they researched some other independent schools and presented some data on reaching out to others, I would reconsider the decision. Even though they were set on proving to me the error of my ways, I was incredibly impressed with these two students.

Their precocious manner is indicative of the majority of our seniors and it

1791 Letter ~ February 2011

made me again appreciate how our seniors are ready for the next step.

If you ask our alums what they appreciate the most about Berwick, they say that it is the relationships with their peers and faculty. Although many people first assume that it is about the friends and mentors, I believe it also encompasses the ability to navigate different relationships.

When we are presented with obstacles in our life, it takes personal fortitude and effort to sustain sufficient momentum to overcome obstacles. However, it also requires that we engage those around us that are responsible for our challenges. While I can’t say yet that I will change this particular decision, I can express that Haley and Brooke made me stop and think. When you can convince someone to do that, you can do anything.

Rosemary Zurawel - Middle School Director

Middle School News The month of February prompts us as a nation to celebrate Black History Month. This month, the White House blog has posted a reflection by Charles Bolden, who writes, “It’s a long way from the segregated south to low Earth orbit. But I am fortunate to have made the journey and to have had many opportunities to serve my nation in a 34-year career with the U.S. Marine Corps and in many roles at NASA, currently as head of the nation’s space program.”

As I read this blog, I marveled at how many obstacles Bolden had conquered, not to mention that of orbiting around the earth. I wonder to myself, are his parents alive, and if so, what was their journey? What were the obstacles they faced, and what gift did they share with their son so that he found both the opportunity and the fortitude to reach his current position?

He writes that his father was a teacher and his mother a librarian. Both were committed to a life of possibility for their son.

As parents, we all want our children to suffer less and to achieve more than we have. It is this desire that moved a generation out of the Great Depression and to become the mothers and fathers of the “Baby Boomers” who reach the age of 65 this year. Today’s parents are not so very different in their hopes that their children will have a secure future and a satisfying life of work and family.

This month provides us with time to reflect upon obstacles. While there exists in this country any number of –isms that make life, work, and

social interactions difficult for women, children, and men, the generation of new Charles Boldens needs more from education than assurances that tradition is the right and the only way for a nation and its citizens to prosper.

When I think of the many children I have known as middle schoolers, I think of those who begin their years with trepidation and uncertainty. Many have been taught to believe that they are competent. Others have learned to look upon that label as a challenge to demonstrate new levels of creativity and inquiry. The strongest and the most tenacious question every idea and ask why. Our teachers are committed to helping them uncover answers. Rote learning plays a minor role in their educational experience. While we do not deliberately place opportunities to frustrate our students, we are deliberate in our efforts to help them build their own understanding through active and sometimes tough engagement. ‘Virtue and useful knowledge’ change over time, but our mission persists.

In my generation, the exhortation to “Question authority” was considered a threat to American values.

Our students are being prepared for a world that has no assurances of business as usual. In order for them to create a better future, they will need to first eliminate the many -isms that persist.

They will need to become color-blind, gender-blind, age-blind, and blind to what we call disabilities today.

Our mission is to provide them with intellectual fortitude and skills along with the emotional and ethical strength to save our climate and the people who live in a global community.

1791 Letter ~ February 2011

It is my hope that your children will one day tell their grandchildren that this country’s history needed a Black History Month and a Women’s History Month in order to call attention to the racism and sexism that were dark chapters of our history. Your children are poised to join Charles Bolden who concluded his statement this month with words from a sermon

by Dr. Benjamin E. Mays (a mentor to Dr. Martin Luther King, Jr.) titled “What Man Lives By”: “Man must believe that however hard the road, however difficult today, tomorrow things will be better. Tomorrow may not be better, but we must believe that it will be. Wars may never cease, but we must continue to strive to eliminate them. We may not abolish poverty, but we must believe that we can provide bread enough to spare for every living creature and that we can find the means to distribute it…”

I hope you will encourage your children to believe that their journey in school matters; that you support their struggles. That you will wipe their tears of frustration but will not make the challenge go away. Most of all, that you will provide them with the scaffolding of love that will keep them safe and confident as they grow.

5

Joel Hawes - Lower School Director

Lower School News Berwick Academy was founded in 1791 to promote “Virtue and useful knowledge among the rising generations.” That appropriately bold mission statement entry point has consistently been referenced during recent Mission and Culture Committee reviews of this living document. From my vantage point, the Lower School faculty appreciates the mission’s challenge: How are we preparing our students for a lifetime of learning? Granted, the term community may be overused, but our efforts are often oriented around community support of student goodness and student knowledge.

Think about a recent week in the Lower School and the intersection of community and the mission statement’s opening line. Let’s use the week of February 14—the due date for this entry.

The Lower School Forum— the highlight of the week—addressed wide-ranging areas within the Lower School program including After-School Offerings, Responsive Classroom, the Math Program, Divisional/All-School Events, the Science Program, and the Pre-Kindergarten Program. For each topic, I gave a brief powerpoint overview and then opened the Forum to a productive admin-parent discussion.

I appreciated the constructive feedback throughout the meeting.

I have realized over the years that communication updates are lacking from winter Forum to winter Forum. This year, I hope to keep the topics closer to our collective radar 6

by following this schedule: 1) writing Lower School Forum overview minutes in a late-February Weekly; 2) updating parents as to progress within the aforementioned agenda items through June and September mailings; 3) and reviewing the year-long Forum agenda status in next January’s 1791 entry.

Faculty meetings represent another important form of collective student focus. This week’s faculty meeting combined a wide range of agenda items, including support of specific student needs, a review of Forum themes, a plan for an upcoming Lower School-sponsored open house gathering for school-wide employees and a debrief of this year’s Lower School production.

The annual (and muchanticipated) Lower School Chinese New Year Parade welcomed the students at 8:30 a.m. on Thursday of the week in review—just prior to our four-day winter break. With thanks to Ms. Minihan, the first grade students and that mysterious six-legged dragon, students and faculty enjoyed a lively parade through the second floor hallway in celebration of the Chinese New Year! As I told Ms. Minihan and the first grade students, every school day should have such a grand beginning! What a wonderful form of group learning.

We saw the continuation of successful after-school offerings this week beginning with our first ever martial arts karate program. We also continued the Artworks program offered by some talented Upper School volunteers, while Ms. Minihan led our 1791 Letter ~ February 2011

Kids Club students in their Beauty and the Beast rehearsals. Finally, our solid aftercare program, directed by Mrs. Foster, continued its successful routines.

One quickly notices three new interactive whiteboards when walking through our building. Another example of Berwick Parent Community support, the Promethean whiteboards have been installed in the fourth and first grade classrooms. Thank you to Wendy Harrington, the faculty and BPC for embracing this interactive technology that supports another level of student learning in connection with our timeless mission statement.

In the end, our curriculum represents the foundation of student social-emotional and academic learning outcomes. Through careful planning, we have agreed upon a well-rounded curriculum consisting of homeroom and unified arts subject areas. Although a four-day school week, there was an appreciative rhythm to the Monday through Thursday school days— something that often comes during the colder winter weeks. In my dual roles of Lower School Director and Science Teacher, I am an advocate of our curriculum and of the ultimate learning behaviors exhibited by our students.

That is why, this week, I was so impressed with the volume of students who were interested in skipping an outdoor recess experience (I know…it was cold out!) to venture downstairs to the science room to continue progress on a project, model or experiment.

continued on page 14...

Rob Quinn - Athletic Director

Athletics News ATHLETIC BOOSTER NEWS Thank you to everyone who volunteered in the Courtside Cafe during the basketball season. Because of the great response from both the Middle and Upper School parents, we were able to open the Cafe for 99% of the scheduled games. A special thank you to Erin Brin for setting up the webpage that enabled parents to volunteer, and for her regular emails encouraging them to do so.

Looking forward, the Boosters are in need of volunteers to help with some events and ongoing projects we have slated for the spring and moving into next fall. This is a great group of people to work with and volunteer opportunities come in all shapes and commitment levels. If you would like to join us, please contact Paula Reid at paula@reidnco.com. We would love to have your help, energy and ideas on some of the future projects.

Winter Grind Of all the sports seasons, the winter is the most demanding and disjointed season of all because of the long winter break, Martin Luther King Weekend, Presidents Weekend, late away games due to facility crunches at other schools, and seasonal illness.

Players and coaches find it difficult to get in a rhythm and consistency.

Weather causing cancellations and postponements cause more disarray in the programs and schedule changes.

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

Winter Sports Awards The Upper School and Middle School winter sports awards events are quickly approaching: The US awards night is Thursday, March 3. The parent/team gatherings start at 5:30 p.m. at various locations on campus followed by everyone meeting in the Whipple theater by 7 p.m. for the awards portion of the evening. The MS awards will be held during the academic day on Tuesday, March 8 from 1:30-3 p.m.

Members of the Swim Team Qualify for New England’s Eight members of the Berwick Academy Swim team are heading to the New England Prep School Athletic Association Swimming and Diving Championships next month. Senior Andrew Briggs, and sophomore s James Davis, William Reis, and Quinn Wilcox have all qualified on the boys side and senior Allee Lizama, junior Caroline Seekins, and sophomore Kelsey Hayden have qualified on the girls side for this annual event which takes place at Phillips Exeter Academy on March 5 and 6. Congratulations to these athletes and Coach Preister and Coach Hoyt!

Spring Sports Start Up We will begin our spring sports in the Upper and Middle schools in March. The start date for the US Varsity teams only will be on Wednesday, March 2. The Upper School JV teams will begin their practices on Monday, March 7. The Middle School teams will begin their practices on Thursday, March 10. Please note: seniors will be taking exams during the week of March 1791 Letter ~ February 2011

7 -11 and will not be attending spring practices during that week. Coaches should be meeting with their players soon.

Uniform Return We are requesting that all of our Middle and Upper School students return their uniforms to their coaches, preferably on their last scheduled contest. This is an important request that will help our Athletic Department collect and inventory all winter sport uniforms. Thanks for your cooperation on this important detail.

Spring Game Schedules Will soon be available on the portal. We are finalizing schedules and will be inputting in the next week.

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

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

These goggles need to be ATSM approved for lacrosse. Various types of goggles can be found in sporting good stores. The Berwick Athletic Department and Bookstore will have a small supply for sale. Colored mouth guards are required for both girls’ and boys’ lacrosse. Varsity baseball has made a major change in their game this spring. The EIL has chosen to use aluminum bats this spring, and we are no longer a wooden bat league.

7

you gotta have Arts

Deloris White - Fine Arts Director

Arts News DANCE Congratulations to all performers in Winterfest and the Berwick Academy pep rally. The pep rally dancers brought audience members to their feet with performances by Hip-Hop Fusion, Company Corps, and Middle School Dance Intramurals. The choreographers included students Meira Ruben, Ellen Lynch, Page Waldo, Maddie Quinlon, Maddy Johnson and dance faculty Gina Hesse.

The Middle School dancers plus a few faculty guests brought the pride with Berwick’s very first flash mob to “Forget You” conceived and choreographed by Indigo Milne with Meira Ruben. The mob was a delightful surprise during the Middle School lunch!

Berwick Academy’s Company dancers have been busy performing on and off campus. Most recently, our Company Blue dancers performed the piece “Alliance” as part of Thornton Academy’s Dancelebration and at an all Upper School GSA assembly. This work was developed to support the efforts of the hilltop’s GSA group and has helped bring awareness and advocacy for the LGBT community. For those of you interested in seeing dance off campus, there will be another event, Saturday, March 26th presented by Rochester Opera House and Sole City Dance.

The weekend of “Dance Rochester!” will include an afternoon and evening performance with workshops the following day. For more information please visit www.rochesteroperahouse. com/upcomingevents.

start focusing on the Berwick dance production! This year’s performance Continuum is in its developing stages and looks like it will be another breathtaking show. This all-division extravaganza depends on the many gracious volunteers to make it a seamless and delightful experience. Students, faculty, staff and parents alike are welcome to join the ranks for the dance department in order to help with tickets, posters, costumes, make-up and much more.

Please contact Sasha Randall Malone at srandall@berwickacademy.org if you are interested in assisting this year.

MUSIC AND VISUAL ARTS Winterfest 2011 Twenty-one students representing all three divisions at Berwick Academy graced the stage on our snow date Sunday, January 23, making their own Berwick history.

Performing as soloists, in duets, or ensembles, students from grades 1-12 danced, sang or played an instrument, sharing their passion for the performing arts. The evening performance was the culmination of many months of practice, anticipation and excitement for the student performers. The theater was filled with a responsive audience of families, friends and students, acknowledging each performer with exuberant applause. Through their performances, our performing artists evoked many emotions illustrating the human experience. We greatly appreciate the time and commitment demonstrated by each of these performing arts students. Thank you and congratulations to one and all.

April Recitals - Berwick’s music recitals will take place during the week of April 11. All students who take lessons on campus are encouraged to perform. Applied lesson teachers and parents should arrange a recital time for each private lesson student during this specific recital week.

Summer Programs—Each summer, several Berwick Academy students attend performing arts camps and visual arts programs. Stephanie Sanders and Raegan Russell have information available if you are interested in learning more about summer music or visual art opportunities for your child.

Visual Arts Scholastic Art Competition— This year, 18 Upper School students submitted work to the Annual Scholastic Art and Writing Competition. Five students received regional recognition with a total of nine awards. A total of 486 electronic submissions from students in the State of Maine were sent to Hartwick College of Art, the regional affiliate for this competition, for consideration in the jury process to determine award winners. The award ceremony for the Maine Regional Scholastic Art Awards, will take place on Saturday, March 19 at 12 p.m. at the Coastal House in Wells. Berwick’s award winners will be presented their awards during this ceremony.

Samantha Auty ’11 received a Silver Key in Fashion for her gown, “Fragile Bride.” Brian Rwan ’11 received continued on page 14...

Finally, ‘tis the season to 8

Music

1791 Letter ~ February 2011

BPC Notes - from the BPC Board Members

Parent Community News Sincerely, PRESIDENT’S NOTES As most of you know by now, BPC is gearing up for their primary fundraiser for the year, the Berwick Academy Community Benefit. Aside from being a fun-filled evening full of good food, great friends and the celebration of BA, the evening allows BPC to fund many non-curricula based enrichment initiatives such as a Digital Lab in the US, HD cameras for the MS, a studio piano in the Arts building and campus beautification.

We hope you can join us on the evening of April 30 at The Red Barn at Outlook Farm in South Berwick for the live auction event. Prior to that, be sure to check out all the wonderful items we are offering through our online auction at www.biddingforgood. com/bpccommunitybenefit.

The online portion of our event will run from March 27 through April 15.

There is sure to be something for everyone, ranging from gift certificates to area restaurants, ski passes, art work, jewelry and accessories, to fantastic get-aways.

There are so many ways for you to become involved with the planning of this event. We welcome any and all volunteers. More importantly, we hope you will purchase a ticket to join us on the evening of April 30. Feel free to contact Andrea Bristol (malted92@ comcast.net) or Jean Jarvis (jean. jarvis1@myfairpoint.net) if you would like to get involved, and we hope to see you at the Community Benefit!

Lesli Friel President Berwick Parent Community

Wishing you the very best and looking forward to seeing you at The Red Barn!

Andrea Bristol malted92@comcast.net

BPC COMMUNITY BENEFIT UPDATE The BPC Community Benefit Committee is hard at work coordinating a spectacular celebration for the Berwick Academy Community! We are receiving fantastic donations for both our online and live auctions every day and it looks like Napa Valley in our office...the wine for our Wine Cellar Raffle is pouring in!! This event is only as good as we make it...so let’s make it the best yet!

We welcome your participation and have made it easy for everyone to join in on the fun: Sponsor-a-Teacher, purchase a Tuition Raffle ticket (worth $12,000 in tuition for 2011-2012), donate a bottle of wine to our Wine Cellar Raffle and purchase a ticket (tickets will go on sale starting March 1 - please look for the ticket order form in this edition of 1791), donate an item to either our online or live auction, volunteer your time with the BPC Community Benefit Committee, plan to attend our Benefit on April 30th at the Red Barn at Outlook Farm. Every donation, every minute of time, every effort makes a difference in the BA experience for our kids - be a part of it!

If you have questions, want to help out, would like to donate or have ideas or suggestions, please contact us - we would love to hear from you.

1791 Letter ~ February 2011

Jean Jarvis jean.jarvis1@myfairpoint.net

BERWICK ACADEMY CAMPUS STORE

SHOP ONLINE! Featured product: Vineyard Vines custom BA tote.

Perfect for spring!

Visit www.berwickacademy.org and find the Berwick Store under Community

9

Thank you from the Zeff Family As many of you know Alden Zeff (2013) headed a drive in December requesting donations of toys for the students of the Eben Ezer School in Milot, Haiti. As expected, the outpouring of generosity was remarkable.

Our family of five, including Alden’s sisters, Sydney (2008), Olivia (2010) was able to fill 10 suitcases with close to 500 pounds of gifts and school supplies! Accompanied by Lucia Anglade, the founder of the Eben Ezer School and the Life and Hope Haiti (www. lifeandhopehaiti.org) and a small group of local philanthropists, arrived in Port au Prince on December 26, connected to Cape Haitien and were trucked to the more rural community of Milot and the home of the Eben Ezer School.

Lucia grew up in Milot. Now living in New York, she returns regularly with small groups of supporters. She started the school in 2001 on a small plot of her family’s land. Through years of hard work and fund raising she has built classrooms one cinder block at a time. Until recently, most of the classrooms have had no roofs. Through Life and Hope Haiti donors can sponsor a child for a full year of education for $220. We have pictures and names of our sponsored children and were excited to meet them in person.

It was through Alden and Olivia and their participation in Berwick Academy’s Outreach Program that we were first made aware of the Eben Ezer School. Berwick is one of a small number of organizations that has embraced the school by raising awareness and sponsoring fundraisers.

The family of supporters and visitors from southern Maine alone continues to grow. Our family was excited to see one of the school’s regular employees wearing a Berwick Academy tee shirt!

In summary, thank you Berwick Academy for raising our awareness. Thank you for your ongoing generosity and support. Thank you for recognizing that the education of the children of Haiti is the only beacon of hope for a country that seems to have none.

With sincere appreciation, The Zeff family Richard, Reenie, Sydney, Olivia, and Alden

The Berwick Academy Drama Department

Beauty and the Beast proudly presents:

Friday, March 4, 2011 & Saturday, March 5, 2011 at 7 p.m. in the Whipple Arts Center

10

1791 Letter ~ February 2011

Berwick Academy presents

Beauty and the Beast Friday March 4 and Saturday March 5 7:00 p.m.

Whipple Arts Center

TICKET ORDER FORM • • •

Reservations required – seats are assigned on a first-come basis.

Tickets must be pre-paid - please include cash or check payable to Berwick Academy.

Tickets are NOT mailed. Tickets will be held at the theater and may be picked up one hour prior to the performance.

Friday, March 4, 2011

Name:__________________________________________________

Number of student tickets at $4.00 each Number of adult tickets at $7.00 each

_____ Cost _____ Cost

Total number of tickets

_____ Total ______

Saturday, March 5, 2011

Name:___________________________________________________

Number of student tickets at $4.00 each Number of adult tickets at $7.00 each Total number of tickets

_____ Cost ______ _____ Cost ______ _____ Total ______

______ ______

Please return to: Louise Rouleau, Registrar Berwick Academy 31 Academy Street South Berwick, ME 03908 Please call Ms. Rouleau at 207-384-2164 ext. 2500 with any questions.

1791 Letter ~ February 2011

11

Cindy Briggs - School Counselor

We l l n e s s N e w s SLEEPY ADOLESCENTS I don’t know about you, but I’ve been running into a lot of bleary eyed Upper School students lately. The reported reason for this sleep deprivation is too much homework. I’m not sure if this is entirely true, and have a tendency to believe that social-networking (e.g.

Facebook), as well as other distractible behaviors may also be playing a role.

Whatever the reason(s), I know this same issue exists in my house.

My son who is a senior this year averages about six hours of sleep a night during the week. By the end of a school week this mild-mannered, easy-going young man is a total wreck.

He looks awful, feels terrible, and isn’t very pleasant to be around. I am sure there are many other Upper and a few Middle School students and parents experiencing this same phenomenon.

The other issue this weekday sleep deprivation creates for my son is his desire to catch up on missed sleep on the weekend. It is not uncommon for him to sleep until 10:00 a.m. on Sunday morning and then start the whole cycle over again on Sunday night. This “catching up on sleep” on weekends has also proven to have its disadvantages.

According to researchers, students with a discrepancy of two or more hours of sleep on weekends are more likely to earn lower grades in school than students who keep their sleep patterns consistent (Bergin and Bergin 2009). Even without knowing much about the sleep, I can conclude that the sleep cycle that my son has adopted isn’t healthy.

12

The common belief has always been that the need for sleep by adolescents declines during puberty.

However, recent research indicates that adolescents require the same amount, if not more sleep than younger children.

According to sleep researcher, Mary Carskadon (1999) teenagers need 9 hours and 15 minutes of sleep a night to function well and remain alert during the day. A quick calculation tells me that by the end of a school week, my son is between 12 and 15 hours behind on sleep.

The second issue that has confused the adolescent sleep issue for years is the shift in the sleep-wake cycle. Like many parents I noticed my son’s desire to stay up later and sleep in later as he entered his teenage years.

This shift in the adolescent sleep cycle was once believed to be the result from the psychological and social needs during adolescents, such as increased homework load, sports, after-school jobs or extracurricular activities, and the adolescents’ desire to assert his/her autonomy. Scientific research now believes that this shift in bedtime is not a result of these social forces, but instead internal biological changes in the adolescent brain.

Carskadon’s research (1999) investigated adolescent “circadian rhythms”, the biological clock that regulates certain physiological cycles such as the sleep-wake cycle, body temperature and hormonal secretion.

Melatonin is the hormone associated with sleep. Analysis of melatonin levels show that it is sharply elevated during sleeping hours. Carskadon’s

1791 Letter ~ February 2011

research on melatonin production observed a sharp spike in melatonin levels beginning at about 10:00 p.m. in adolescents, increasing from 2 picograms to nearly 20 picograms by midnight. Melatonin levels peak at about 35 picograms at 3:00 a.m. and remain high until about 7:00 a.m. in the morning. Melatonin level do not drop to there daytime levels until 8:00 a.m. in adolescents. It is no wonder that adolescents struggle to get out of bed in the morning for school. This struggle is only further exacerbated by sleep deprivation. Many high schools across the United States have tried to accommodate the needs of adolescent circadian rhythms by starting school later in the morning. Berwick’s start time of 8:15 a.m. would be seen as a more appropriate and helpful start time for the adolescent sleeper.

The struggle to get out of bed is one of the milder consequences of sleep deprivation. More serious consequences include absences from school, decreased motivation, inattention, and difficulty controlling emotions and behavior. It appears that the more sleep deprived the adolescent is, the greater the harm. Ronald Dahl, in his article entitled “The Consequences of Insufficient Sleep for Adolescents: Links Between Sleep and Emotional Regulation” discusses the major effects of acute sleep loss.

According to Dahl, motivation is directly linked to the level of adolescent tiredness. Simply stated, the more tired the adolescent is, the lower their motivation level, particularly with tasks that are less exciting or engaging. continued on pg 14...

Rachel Saliba - School Archivist

Archives News WELCOME

BERWICK ACADEMY HISTORIC DISTRICT TO THE

Berwick Academy has been listed on the National Register of Historic Places as a Historic District since 1978 “as part of the national and cultural heritage of our nation.” The following is a photo of each of the buildings included in the Berwick Academy Historic District and a brief summary of their historic and/or architectural significance:

1791 House (1793) being moved back to campus in 1965.

Berwick Academy’s original school building, the 1791 House, is a Post-Colonial building that was built in 1793 on the same location where Fogg Memorial sits today. The 1791 House is considered to be the oldest frame schoolhouse still in use in the United States. It is believed to have contained one main classroom downstairs and living quarters for the preceptor (head of school) upstairs.

The 1791 House was sold in 1830 and moved downtown when the school’s enrollment exceeded the building’s 40-student capacity. The 1791 House was used as a private

residence until it was repurchased and moved back to campus by the Board of Trustees in celebration of the school’s 175th Anniversary in 1966.

construction of Fogg Memorial.

Even the School’s m o s t renowned benefactor, Oakes House (1859) William (photo c. 1959) Hayes Fogg was related to the Hayes family and was named after the Honorable William A. Hayes!

Hayes House (1811) (photo c. 1930)

The Oakes House is a Greek Revival home built in 1859 by Judge Abner Oakes. BA purchased the Oakes House in 1956 and turned it into a dormitory. The barn was turned into the Sarah Orne Jewett Creative Arts Center in 1966.

The Hayes House was built in 1811 and is noted for its Federal architectural style and exceptional pictorial hand-painted wallpaper from c. 1830 (this paper has since been removed). Judge William Allen Hayes bought the estate from its original owner in 1816 and increased its size to accommodate his 13 children. The estate stayed in the Hayes family for 130 years. Berwick purchased the Hayes home and its 64 acres from its 4th owners in 1967. It was initially used as a dormitory, but then became the head of school’s home in 1973.

The Hayes family was a very important family in Berwick’s history. Three generations of Hayes men were presidents of the School’s Board of Trustees and each was influential during pivotal moments in Berwick’s history including the replacement of the 1791 House, the rebuilding of the Academy after its destruction in the 1851 fire, and the

1791 Letter ~ February 2011

Judge Oakes’ daughter, Marcia Oakes Woodbury (BA class of 1882) and son-in-law Charles H. Woodbury founded the first art school in Ogunquit in 1898. The Woodbury School is credited with establishing Ogunquit as the center of fine art in Maine and

Burleigh-Davidson House (1893) continued on pg 15...

13

LOWER SCHOOL NEWS...cont. from pg 6

WELLNESS NEWS...cont. from pg 12

continuing to examine this link.

Interactive technology, faculty and parent gatherings, special student events, time on task learning…it was another productive week in the Lower School as we continue our mission of promoting requisite student knowledge for our student body.

Dahl states that the effects of tiredness are most pronounced when tasks require planning, strategy or complex sequences. Ironically, these are some of the primary tasks required of both Middle and Upper School students.

It is already known that sleep complaints are very common in children and adolescents who have been diagnosed with Major Depressive Disorder.

ARTS NEWS...cont. from pg 8

a Silver Key in Sculpture for his “Masking Tape Laptop” and a second Silver Key for his drawing “Speed.”

Tucker Trimble ’11 received a Silver Key for her photograph “Floating City.”

Andrew Waterhouse ’13 received a Silver Key for his photograph “Vertigo.”

Junior Ellie Penati, and seniors Brian Rawn and Tucker Trimble also received Honorable Mention Recognition for their work in mixed media, drawing, sculpture and photography. Award winning work from BA will be posted on the portal for all to see!

Youth Art Month 2011 at the Portland Museum of Art March is Youth Art Month.

Deloris White, Melissa Hannon, and K. Lynn Wildnauer recently selected the work of Chloe Jackson (3), Zoe Spearman (6), and Abby Scanlon (11) to represent Berwick Academy at this annual art exhibit sponsored by the Maine Art Education Association and the Portland Museum of Art. The exhibit will open at the Portland Museum of Art on Tuesday, March 1 and will be on display through Sunday, April 3, 2011. The opening reception and awards ceremony will take place on Saturday, March 5, from 5:00 – 7:30 p.m. Certificates will be awarded to K – 5 artists at the 5:30 ceremony and the grade 6 – 12 certificates will be given at the 6:30 ceremony.

14

Inattention is another area of concern when examining adolescent sleep deprivation. It is well known that sleep lose is associated with brief mental lapses in attention during simple tasks.

Fortunately, these mental lapses can be offset by an adolescent’s increased effort and motivation while performing the task. This compensatory behavior does not hold true for complex tasks or tasks that require attention in two or more areas.

The potential link between inattention due to sleep deprivation and the diagnosis of ADD/ADHD has become an area of discussion over the past decade. Each diagnosis is associated with difficulty of self control behavior, attention and impulse, and both respond favorably to stimulant medication. The other interesting fact is that symptoms of ADHD are more frequent in children/adolescents with sleep disorders. The link between these two diagnoses is complex puzzle, and will no doubt continue to be examined by researchers.

Adolescent mood or emotions has become another area of research in the field of sleep deprivation. The connection between acute sleep loss in adolescents and mood variability is well documented. I frequently see greater variability in my son’s mood by the end of the school week. He becomes frustrated and angry more easily or can appear overly silly in response to something humorous. A major concern of researchers in this area is the potential connection between sleep deprivation and emotional disorders in adolescents. Research studies are 1791 Letter ~ February 2011

So what can a parent do to assist your child/adolescent with sleep at night?

• Discourage caffeinated drinks after dinner.

• Encourage major studying in the early evening as opposed to later.

• Encourage consistent (early) bedtimes during the school week.

• Discourage sleeping longer than two hours later on weekends.

• Encourage time limited social networking and other distractible behaviors on school nights.

• Discourage multi-tasking such as having multiple computer screens up while working.

• Discourage leaving a computer or TV on at night.

• Discourage bright lights in the evening.

• Encourage bright light in the a.m. to start the body’s wake cycle.

Good luck! I hope you can help your adolescent establish healthier sleeping habits.

Cindy Briggs

ARCHIVES NEWS...cont. from pg 13

the Ogunquit Museum of American Art is located on land donated by the Woodbury family in Ogunquit.

The Burleigh-Davidson House is a Colonial Revival home designed

by Kendall and Stevens Architects for Widow Matilda Buffum Burleigh in 1893 and, according to local alumni, was considered to be the finest home in South Berwick. It was decorated with imported marble fireplaces, stained class windows and ceiling, and hand crafted woodworking by Italian craftsmen, to name just a few of the attributes. Five generations of BurleighDavidsons have attended Berwick and a few served on the Board of Trustees, including Thomas Davidson who was President of the Board for five years in the 1970’s.

Courthouse in Boston. The interior of the building and the stained glass windows in the library were designed

by Boston’s first professional female artist, Sarah Wyman Whitman. Sarah Wyman Whitman also designed many of the covers of Sarah Orne Jewett’s books and stained glass in Boston’s Trinity Church and Harvard’s Memorial Hall. Fogg Memorial Building served as the main school building until Burleigh-Davidson was purchased in 1945.

William Hayes Fogg did not attend BA, but was a Berwick native and a descendent of BA co-founder Judge

The School purchased the Burleigh-Davidson mansion in 1945 to prevent it from being sold and turned

construction of the Minuteman Statue in Lexington and establishing the Fogg Museum at Harvard University.

The grounds in front of Fogg were designed by Frederick Law Olmsted Sr.’s firm, Olmsted, Olmsted, and Eliot Landscape Architects in 1894.

Olmsted’s firm also designed Central Park in New York City, the grounds of the US Capitol, and Boston’s Emerald Necklace.

The Olmsted design improved upon an existing oval drive from Academy Street that had served as the main entry to campus for over 100 years. The low retaining wall along the street, two arcing walks, and the entrances were constructed according to the Olmsted plan, but it appears that the upper retaining walls in the plan were not completed.

In the interest of space, I have left out a lot of details about Berwick’s oldest buildings.

Fogg Memorial Building (1894) into a turkey farm. It has served many uses for BA, including home economics classrooms, an infirmary, a cafeteria (in the basement), an art room, a student center, a dormitory, the Middle School and administrative offices.

Fogg Memorial is a Romanesque Revival stone building designed by Boston’s first City Architect George A. Clough who was renowned for his design of the Suffolk County

Draft by Olmsted, Olmsted, and Eliot Landscape Architects (1894) Benjamin Chadbourne. He made his fortune running the China and Japan Trading Company and is remembered for starting the Massachusetts Horticultural Society, sponsoring the 1791 Letter ~ February 2011

If you have any questions or would like to learn more about any of the buildings and their occupants, please contact me at rsaliba@ berwickacademy. org or by phone

at 207-384-6330.

15

2011 berwick academy community benefit wine cellar raffle Saturday, April 30 at the Red barn at outlook Farm

ticket order form Tickets must be pre-paid – please include cash or check payable to Berwick Academy.

Only 200 tickets will be sold. The winning Wine Cellar Raffle Ticket will be drawn the night of the Community Benefit. You need not be present to win. Best of luck and CHEERS!

Number of Tickets at $20.00 each ____________

Total Cost $_____________

First and Last Name: _______________________________________________ Mailing Address:

Phone Number:

Please Return To: Berwick Academy Attention: BPC/Wine Raffle 31 Academy Street South Berwick, ME 03908

*Please contact Jennifer Johnson at jennifer@johnsonbaking.com with any questions.

16

1791 Letter ~ February 2011

LOWER SCHOOL MUSICAL: SCHOOL HOUSE ROCK

1791 Letter ~ February 2011

17

Jedd Whitlock - Director of Advancement

Alumni and Development News Dear Berwick Community, The Annual Fund continues to track well and currently stands at just over $506,000 with a goal of $600,000. We have created solid momentum and hope to carry this through to June 30, 2011. Thank you to those of you who have already made a gift or a pledge to this year’s campaign. With 50% of Berwick parents having made a gift or pledge to this year’s Annual Fund, we remain optimistic about reaching our goal of 70%. However, we still have some work to do, and need your help to make our goals a reality.

Second appeal letters have been sent out, and as always please do not hesitate to contact me if you have any questions about the Annual Fund.

I have enclosed two helpful links for more information: To learn more about the importance of the Annual Fund, visit www.berwickacademy.org/annualfund To view last year’s report on annual giving, Celebrating Philanthropy, visit www.berwickacademy.org/thankyou As always, thank you for contributing to the betterment of the Berwick experience.

Best,

Jedd Whitlock Director of Advancement jwhitlock@berwickacademy.org

ADDENDUM Grade 6 (New Student) Caple, Julia 603-659-9818 Brian and Jocelyn Caple 43 Spencer Lane, Lee, NH 03861 Grade 7 (New Student) Linde, Jack 603-580-1600 Arthur and Jean Linde 3 Barter Lane, Stratham, NH 03885 Grade 11 (New Student) Thayer, Abby 603-742-7978 Benjamin Thayer and Linda McGivern 121 Roberts Road, Rollinsford, NH 03869

18

1791 Letter ~ February 2011