Berwick Today Magazine • Winter 2021

Winter 2021

TODAY

EDITOR-IN-CHIEF Inge Milde

EDITOR

Jana F. Brown

DESIGN

Christine Hodgson

PHOTOGRAPHY

Nicole Derr Inge Milde James Reynolds The faculty and staff who carry cameras and capture Berwick moments as they happen.

PRINTING Flagship Press

Changes of address or other communication regarding this periodical should be directed to: Berwick Academy Advancement Office 31 Academy Street South Berwick, Maine 03908 207.384.6303 jroberge@berwickacademy.org

Welcome 2

Welcome from the Head of School

Features 4 6 7 8 10 12 30 34 42 52

Looking Ahead Emergence Unique Middle School Measures The Courage to Evolve Justice, Equity, Diversity, and Inclusion Hilltop Happenings Athletics Arts Alumni In Memoriam

Berwick Rocks

by Inge Milde, Director of Communications and Marketing

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cross campus, nestled around tree trunks, on pathways, and hidden under bushes are beautifully painted rocks.

Some share words of encouragement, while others are colorfully abstract, uplifting, and bright.

According to Charlene Hoyt, “Five years ago my advisory painted kindness rocks and spread them around campus as a fun way to spread love.” Here is a link to the kindness rock project that inspired Ms. Hoyt: https://www. thekindnessrocksproject.com/.

“My students in Wellness Day workshops made the colorful mandalas over the years,” adds Raegan Russell. “People who color mandalas often experience a deep sense of calm and wellbeing.”

Another rock painting effort took place last fall when the eleventh grade wilderness trip was canceled due to COVID-19. Class advisors Bill Clapp, Moira McKinnon, Ginny Vatcher, and Kim Kryder worked to create a fun afternoon.

“Kim Kryder had the good idea of painting rocks with nice messages – encouraging words or kindness,” says Vatcher. “We collected over 100 stones and brought them to school in boxes. The students chose a rock and wrote messages and drew pictures. They then placed them around campus where people might see them and be inspired.”

TODAY

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WE LC O M E

From the Head of School

Snowy Candy Land activity during Winter Carnival

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reetings from the Hilltop. As I write this, we have been blessed with a great stretch of late winter weather. The combination of temperatures above freezing and a healthy covering of snow on the ground has allowed our winter carnival activities to extend over a number of days. Recently, I have witnessed sled races, broomball, sledding, curling, and even a life-sized version of the board game “Candy Land.” These activities, and the joy they bring to all involved, remind me of how critical it has been for us to be together here on campus for as much of this year as possible.

Our faculty and staff, who are heroes for their efforts, have provided our students with an incredible program both inside and outside the classroom. I continue to be thankful for all of our community members’ efforts, which have allowed us to have such a successful year on campus.

While the snow is still somewhat fresh, spring is certainly in the air. My morning walks with our dog, Coco, mostly in the dark for the past couple of months, now include

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breathtaking sunrises day after day. On those walks, as I mentally prepare my day, I find myself thinking and planning for how we will emerge from the pandemic into the new normal. This has been a major focus for school leadership and I am very excited by the progress of our planning.

The two major initiatives that are on the horizon are the strategic plan and a comprehensive capital campaign. The strategic plan, including some initiatives that are already underway, will be officially voted on by the Board of Trustees at their September 2021 meeting. The plan’s major bullets include Systems for the Future of School and Work, Enhanced Financial Durability, Justice, Equity, Diversity, and Inclusion, Bolstered Auxiliary Programming, Growing our Environmental Commitment, and Developing Strategic Partnerships. The disruption of the past year has focused our planning work, and we feel strongly that our strategic initiatives will propel us forward, with great momentum, into whatever the future holds.

Our campaign, likely the largest in Berwick’s

history, will focus on growing the endowment to secure our financial future, a number of campus projects that will positively impact the student experience, and The Berwick Fund. What excites me most about the plan and the campaign is the positive impact both initiatives will have on the entire Berwick Academy community. This will be a time when our faculty and staff, students, current and past parents, grandparents, and alumni will all come together to shape our future.

One aspect of the strategic plan already underway revolves around our auxiliary programs. Margot Harrington, our Director of Auxiliary Programs, started on February 1 and is developing an excellent program for this summer. I am excited that we will offer increased programming throughout the year for our families as well as the local community.

In this edition of Berwick Today, the focus is on emergence. Michael Buensuceso, Director of Cultural Competency, writes about our thoughtful transition from Cultural Competency to Justice, Equity, Diversity, and

Inclusion and Ryan Feeley, Assistant Head of School and Middle School Director,​reflects on Curriculum 2020 while describing what lies ahead around our systems as we think about what the future of work looks like for our students.

I hope that you and your families remain safe. We are excited for the remainder of the school year and all of the celebrating that comes with it. We also look forward to the recharge that will happen this summer after what will have been a very full year. I can’t wait to re-open our campus to our families and alumni, and I also look forward to traveling to meet members of our community outside the Seacoast. Have a great spring and please do stay in touch.

Sincerely,

Jim Hamilton Head of School TODAY

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Looking Ahead

by Jana F. Brown

Trustees reflect on the impact of COVID-19 on their businesses and look to the future for their industries – and Berwick.

Natalee P. Ohayon Martin ’01

Jason Kroll P’28

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n her work as director of development for the University of Connecticut School of Medicine, Natalee P. Ohayon Martin ’01 found herself not only continuing to solicit donations for the important work of the school during the pandemic, but also charged with locating alternate housing for its medical professionals.

“I was asked to help find RVs that could be parked in physicians’ driveways so they could be close to their families but stay separated from them,” says Martin, a Berwick Trustee and President of the Alumni Advisory Board. “I also was calling hotels to ask them to donate blocks of rooms so doctors could stay away from home.”

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Paula Williamson-Reid P’12, ’14 The COVID-19 pandemic has upended lives in many ways, including how we work, where we work, what our job responsibilities entail, and how our businesses operate. In her pre-pandemic role, Martin spent significant time traveling for visits with potential donors. While she has been able to maintain some virtual face-to-face contact through Zoom, she has been working from home for the last year.

“Since March, we have changed fundraising priorities and have been focused on a COVID-19 rapid response fund,” says Martin. “It supports everything from buying coffee for the nurses in the Emergency Department to research support for COVID itself.”

Martin, Kroll, and Williamson-Reid all agree that, in a time of uncertainty, Berwick Academy has emerged stronger than ever.

Martin also discovered a surge of donors who were eager to help out at the start of the pandemic, but the trend soon shifted as the prolonged uncertainty caused some to want to hold onto their money.

Grateful patients have become more frequent donors, as have alumni looking to offer scholarship money for physicians in training. Martin also says that the gift process has been streamlined since COVID hit, with unnecessary steps and revisits to donors recognized as unneeded.

Fellow Trustee Jason Kroll P’28 also has had to pivot over the past year, particularly with respect to his business model. As managing partner at BANK W Holdings, LLC, Kroll discovered early in the pandemic that it was essential to make some changes. With offices in New Hampshire and Greater Boston, the focus is on building and growing some of the region’s most successful staffing and recruiting companies.

According to Kroll, BANKW Staffing lost 40 percent of its business in 30 days at the start of the COVID crisis. Over the ensuing months, Kroll and his team took a hard look at recurring and unnecessary costs and discovered inefficiencies they might not have found had the pandemic not forced their hand.

New efficiencies include more employees working from home, the ability to hold meetings with increased attendance via virtual conferencing, a reduction of annual costs that had crept into the budget out of habit, and additional remote training sessions. Kroll also noted the realization that the efficiency of remote work is no longer to be feared, meaning BANK W Holdings is able to hire candidates who live outside of the reasonable driving distance of the company’s offices – a game-changer in terms of personnel options.

“It took something this awful to make us look at things differently, but it has set us on a new path for decision-making,” says Kroll, the parent of twin Berwick fifth graders. “The pandemic forced us to make the hard decisions we needed to make. Fear is a great motivator sometimes, and when you are worried you are not going to make the next payroll, it’s really easy to cut things you thought you needed.”

Trustee Paula Williamson-Reid P’12, ’14 notices similar changes in her industry. Williamson-Reid is president of the executive search company Reid & Co. and also does leadership coaching and career development. Her executive search business’s focus is within the fashion, footwear, accessories, and sportswear industries. Because of shutdowns of retail spaces, those businesses were significantly impacted

by a rapid acceleration of consumer buying trends.

There were mass layoffs in the industry, and the priority shifted from brick and mortar storefronts to highly accelerated digital platforms.

“In my industry in general, what’s emerged is the recognition that there are a lot of things you can do remotely,” says Williamson-Reid. “There has always been this tug of war, people wanting to preserve time at home but commuting two hours one way. They are now gaining four hours of life back. There is a recognition that you don’t have to be at a desk in the same office to have telephone calls, and that’s a great thing.”

The downside, notes Williamson-Reid, is the dissolution of daily office rituals and also the fact that the sacred boundaries between work and home have been breached.

“People are working more than they have ever worked,” she says. “People are not taking vacations because there is no downtime built in. Work is constant, and that is an unhealthy trend. We are seeing a real realignment of what matters to leaders. What is the role work needs to play into their lives, and how does that balance out? What is valued in a person? Is the value around what you deliver, or is it more important that you are there for 12 hours a day?”

Martin, Kroll, and Williamson-Reid all agree that, in a time of uncertainty, Berwick Academy has emerged stronger than ever. Kroll, who has two children at the school, points to the quick and successful transition in the spring of 2020 to remote learning, and credits school leadership, including Head of School Jim Hamilton, for the planning that went into that transition from in-person learning. The return to school in the fall also has impressed Kroll.

“They did it the right way, with safety first and delivering on the mission a close second,” he says. “And Berwick balanced those things as well as any place I have seen.”

Martin, too, was impressed by Berwick’s readiness to shift its programs and schedule so quickly – and in the best interest of the students. Williamson-Reid called Berwick “more incredible than ever. One of the things that has become apparent is the strength of the community and how it understands how you take care of each other to reach a common goal. The reason they have been so successful in managing through this crisis goes from administrative leaders to faculty and staff to students and parents, each taking responsibility that leads to a greater good.”

TODAY

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Emergence I

n challenging times, strong institutions rely on their mission to guide them through uncertainty. At Berwick, the mission statement has served as a beacon for School leadership since its founding.

MISSION STATEMENT Berwick Academy, founded in 1791, is dedicated to promoting virtue and useful knowledge among the rising generations.

As the oldest and most historic school in Maine, we often celebrate Berwick Academy’s ability to be nimble and flexible as it works to meet the needs of its students and community. The School has continued to thrive over time because of its constant evolution and future-forward planning.

The mission provides the framework by asking School leadership to consider what useful knowledge is and will be for the rising generations.

As our global community entered into the pandemic and social unrest in early 2020, Berwick was in the midst of crafting its next strategic plan. In many ways, the School had never been stronger. The successful implementation of Curriculum 2020, which provided a roadmap for studentdirected learning, had just been completed. The financial model that is the foundation for fiscal durability had seen momentum in endowment growth, financial aid support, and a strong annual giving program. Professional development and the professional growth process was seeing significant investment in funding and dedicated time. The School had just completed a successful transition of leadership to Jim Hamilton, whose commitment to building on current success was palpable.

The pandemic didn’t halt planning; rather it provided a natural disruption to Berwick’s trajectory that allowed leadership to rethink the next iteration of useful knowledge. How does Berwick Academy emerge into this new normal? How does it best prepare its students for a future that will look different from today?

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The most critical aspect of this planning was to address the immediate learning needs of students. Berwick has been fortunate to have the autonomy and flexibility, to focus on on-campus learning for the bulk of the year. While faculty have had to shift their approaches, the student academic experience has been largely unaltered. Our students are moving forward in their coursework, innovating, and thriving.

Building on this momentum, the Board and leadership recommit to planning. The focus is in five areas; increased financial sustainability through a future comprehensive campaign and more robust auxiliary programming; better understanding our relationship with our natural heritage and our responsibility to teach about and steward the environment; increased opportunities for innovation through partnerships; embracing and redefining our commitment to diversity, equity, and inclusion (see pages 10-11); and a review of the academic systems in place to continue to support our innovative curriculum (see pages 8-9). Head of School Jim Hamilton approaches this work with a sense of optimism. Berwick’s culture, in many ways, has set the School up to find success through challenge.

“Pausing to reconsider what ‘normal’ looks like as we emerge from the pandemic is an important opportunity.”

—Jim Hamilton

“Pausing to reconsider what ‘normal’ looks like as we emerge from the pandemic is an important opportunity,” says Hamilton.

The School’s willingness to embrace evolution is critical in its future.

We don’t know what the future of work will look like for our students, so we must prepare them to adapt. School leadership is modeling the need to think and do differently. Hamilton is focused on providing the most comprehensive educational experience possible for all Berwick students.

“We will do that armed with what we learned throughout the pandemic,” he says, “and bolstered by our outstanding faculty and staff and the leadership of our board.”

TODAY

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The Courage to Evolve

by Ryan Feeley, Assistant Head of School, Middle School Director

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fine line exists between valuing history and allowing it to paralyze you. I’ve always been proud of Berwick for standing on the right side of that line. Now, 230 years since our founding, our status as Maine’s oldest school and John Hancock’s signature on our charter are cherished emblems of our rich history, but they’ve never been barriers to our evolution. Rather than becoming stagnant and enamored with its history, Maine’s oldest school remains a forward-thinking place.

Take Curriculum 2020. In 2014, Berwick established broad curricular goals that we believed would serve our students well in the future. When the plan 8 | WINTER 2021

was revealed, we received our share of questions. Do we really need to spend money on makerspaces? Why all the emphasis on cultural competency? Explain again why skills are more important than content? They were all fair questions then, and while I believe our answers were sound, nobody could have predicted what 2020 actually had in store for us, that the steps we began to take back in 2014 would prepare us to weather this current storm, ultimately emerging stronger than ever.

Those Curriculum 2020 goals – skills over content, innovation, cultural competency, wellness – have turned out to be useful knowledge for our new reality. Our emphasis on innovation helped us pivot to remote learning, our successes largely due to faculty and students having grown accustomed to creative problem-solving. Our focus on wellness readied us to support students through this historic public health crisis. Our commitment to cultural competency prepared us to navigate America’s reckoning with injustice and systemic racism. Prioritizing

Students snowshoeing on campus

skills over content has helped us negotiate a world where “facts” seem less and less objective.

No doubt it’s been a difficult year, but imagine where we’d be if not for our willingness to evolve. We continue to value our history, but we don’t let it paralyze us. Since that mindset has served us so well, we now turn our attention to what lies ahead. The confluence of the pandemic, increasing political polarization, and widespread social unrest related to systemic racism has created seismic disruptions nationally and globally that will significantly impact the nature of work and, consequently, the nature of schools in the coming years.

These disruptions prompt questions we must consider as we continue to evolve.

Over the next several months, we’ll specifically examine Berwick’s systems, meaning the structures and processes supporting teaching and learning. Examples of systems include: departmental structure, graduation requirements, advisory systems, school calendar, and cross-divisional transitions, to name a few.

Using these national and global disruptions as our lens, we’ll ask ourselves if our systems continue to serve our students well in a nuanced, difficult-to-predict global future. Questions we’ll wrestle

with include: Will Berwick’s graduation requirements remain relevant in a world in which how people work is rapidly changing? How might an evolving departmental structure help us blend STEAM with MESH (Media Literacy, Ethics, Sociology, and History) and JEDI (Justice, Equity, Diversity, and Inclusion) to develop students who are both innovators and compassionate, informed community activists in the future? What does it mean to work and learn on the Seacoast, and do our current systems allow us to leverage local partnerships fully? Does our professional development program provide our faculty with what they need to teach students during such tumultuous times? Are there changes to our operations prompted by COVID-19 that should be made permanent?

These questions will likely inspire further questions rather than easy answers. We’ll need to draw from many perspectives to anticipate what the future holds. But, if our goal is to continue as a forward-thinking school, we must have the courage to ask these challenging questions, to evolve while honoring the soul of Berwick, and to move forward together into the new normal. I’m excited about this next chapter, and I look forward to the discoveries we’ll make together.

TODAY

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Justice, Equity, Diversity, and Inclusion

by Michael Buensuceso, Director of Justice, Equity, Diversity, and Inclusion

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he end of the 2020 school year marked the conclusion of our first strategic plan for Cultural Competency. As we move forward, we do so reflective of the accomplishments to date, sensitive to the ever-evolving world, and eager to build on the foundation that has been firmly set. Since its creation in 2015, we have intentionally adhered to the ideals outlined in our Statement of Community:

BERWICK ACADEMY affirms its commitment to creating an inclusive and welcoming community that celebrates the unique qualities of every individual while encouraging active engagement in a diverse world. We strive 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. Through our curriculum, extracurricular activities, and community-building efforts, we prepare students to become leaders who challenge preconceptions, value difference, and catalyze divergent ideas to realize Berwick’s mission of “promoting virtue and useful knowledge.”

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etween 2015 and 2020, we have established committees at the board level, in each of the divisions, with alumni, and within the Berwick Parent Community. Their foci include supporting cultural competency efforts at the policy level, within curricular and co-curricular activities, and amongst the parent and alumni community. Annually, the school provides for faculty and staff internal professional development opportunities, focusing on diversity, equity, and inclusion throughout the year, and students, faculty, and staff attend local and national conferences. We have established partnerships with national agencies that specialize in supporting prospective faculty and staff of color to help build hiring candidate pools that are racially and culturally diverse.

An intentional effort in the admission office has allowed us to increase our percentage of students of color from 10% to 16% of our total population. Finally, more than 40% of our students receive some form of financial aid – the Hilltop has never been this racially and socioeconomically diverse.

Yet, there is a prevailing view that the term “cultural competency” does not fully describe the efforts to date and is incomplete without recognition of the systemic inequality and social injustice that exists and its impact on underrepresented and marginalized communities – especially coming off a year when the names George Floyd, Ahmaud Arbery, Breonna Taylor, and Jacob Blake were added to the ever-growing list of Black Americans who lost their lives to law enforcement. We actively wonder if this is the watershed moment that briefly emerged during the aftermath of our nation becoming all too familiar with the stories of Michael Brown, Tamir Rice, Philando Castile, and Eric Garner, and how we need to continue to prepare our young people with intention.

Poster as part of public art project throughout campus 10 | WINTER 2021

As we look to the future, we are reframing this work under the umbrella Justice, Equity, Diversity, and Inclusion (JEDI). These

Diversity Club on steps of Burleigh-Davidson House words more intentionally communicate our commitment to building a diverse school community that ensures active and full participation, values fairness and equality, and addresses the chronic marginalization experienced by underrepresented groups both on and off campus. We are confident in the firm foundation we’ve built in the past six years and our ability to engage each other in challenging dialogue and honest conversation on systemic inequality.

Supported by faculty and staff who spent a good portion of their summer in virtual forums and participating in professional development on anti-bias education, anti-racism, and social justice, the Hilltop is finding creative ways to engage in this work. It is a testament to the Berwick community’s willingness to lean into hard conversations and an overall commitment to the greater good. Our Upper School Diversity Club, under the leadership of Julia Wagner ‘22, Siddhi Poraiyan ‘23, and Amaya Moore ‘24, meets biweekly with its advisor, Upper School History Faculty, Dean of Community, and Ninth Grade Dean Lucy Pollard, to raise awareness of the racism experienced by the African American community nationwide. This fall, the 30-member group installed a public art project throughout campus, which highlighted examples of anti-Black racism. Teachers reported that this project created opportunities for dialogue on these topics with students in all three divisions.

Middle School Teacher and Fifth and Sixth Grade Dean Cassie Warnick, along with the MS Cultural Competency Committee, worked with student leaders to create Bulldogs for Justice, a Middle School faculty and student group committed to building equity on the Hilltop. Sixty students have attended each of the first two meetings to discuss identity and inclusion. The group endeavors to create opportunities for more focused exploration of different cultural identities and to share what they learn with peers outside their group.

Lower School Art Teacher Naomi Ellsworth continues to guide the efforts of integrating anti-bias and multicultural education into the day-to-day curriculum. In helping students develop identity, second and third grade teachers Kelly Martin and Kelsey Guziak worked with Harper Watters ’10, a former student who started at Berwick in the first grade and remained through ninth grade. Harper left to join the Houston Ballet School and is now a soloist for the Houston Ballet. In their Zoom conversation, they discussed stereotypes and the importance of being comfortable with who we are, accepting others who are different or may not fit in, and ways to be our very best selves. To read an interview with Harper Watters, please see page 44.

Parents Meera Mahadevan, Chair of the BPC Cares group, and Robert Sapiro Mitten organized a Zoom event featuring Anne Romney, Portsmouth resident, consultant, and corporate trainer of Northeastern University. Forty-eight parents representing all three divisions attended the two-hour interactive session on anti-racism and social justice. Kristina Powell, Director of The Berwick Fund, organized the second Alumni for Social Justice Meeting. Fifteen alumni heard from Lucy Pollard on the curricular and co-curricular activities related to diversity, equity, and inclusion in the Upper School and from Jim Hamilton and me on the next chapter of work to be included in the upcoming strategic plan. We are nearing the plan’s completion and look forward to sharing the updated goals for curriculum and pedagogy, initiatives and partnerships outside the classroom, and metrics for student, faculty, and trustee of color recruitment and retention.

It is not our intention to completely abandon the term “cultural competency,” but to use it within the Justice, Equity, Diversity, and Inclusion (JEDI) framework. These terms more accurately reflect the work we have been doing and, more succinctly, describe the direction Berwick needs to pursue as we continue to prepare graduates to affect change toward a more just society.

TODAY

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H I L LTO P H A P P ENINGS

CLASS OF 2021

by John Downey, Senior Class Dean, Upper School and Middle School Latin Teacher

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awned in their blue robes, poised and proceeding with distinction, members of the Class of 2021 formally approached the Convocation tent as if there had been no disruptions to their educational world.

Even though masked, the excitement and anticipation for the beginning of a hopeful and cumulative experience initiated by Convocation could be seen in the eyes of each senior. Also evident was leadership and resilience displayed and validated by the Berwick blue gowns donned by each member of the graduating class.

Lem Randall, a member of the history faculty and head coach of Boys Varsity Hockey

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and golf, was chosen by the Class of 2021 to inspire and induct them into the Berwick Alumni Association.

“Embrace your role and have fun with it,” Mr. Randall encouraged the graduating class.

“During the challenges that each of you will be facing this year, it would be very easy to make excuses or give reasons why this year was disappointing. But you have the opportunity every day to choose which ‘wolf to feed.’ Feeding the positive wolf will not only enrich your experience this year but also our community at large.

Ultimately, you will leave a legacy to be remembered and be proud of throughout your lives.”

CONVOCATION

TODAY

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H I L LTO P H A P P ENINGS

Unsung Hero

by Jana F. Brown

THOUGH SCHOOL NURSE KAREN CHIANG SAYS SHE IS JUST DOING HER JOB, SHE HAS BEEN INSTRUMENTAL IN KEEPING BERWICK WELL DURING THE PANDEMIC.

Nurse Karen Chiang’s busy day 14 | WINTER 2021

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rior to the emergence of the COVID-19 pandemic, Karen Chiang spent a typical day evaluating symptoms of students who came to her office presenting with coughs, headaches, and other common maladies.

“It was a responsive role,” says Chiang, who has been the school nurse at Berwick Academy for 10 years. “I had some regular visitors, but if a student wasn’t feeling well, they came to me.”

The good news is that, because of mask-wearing protocols and social distancing, the Berwick community has seen an overall reduction of common acute illnesses that circulate through schools.

If there is a silver lining to the COVID-19 crisis, it is an increased awareness of wellness at Berwick and other schools. Community members – students, faculty, staff – who once believed they should “push through” a day of feeling less than 100 percent are now not only asked to refrain from being on campus, but embracing the idea of self-care.

Daily self-assessments help to ensure that anyone suspected of being COVID-positive will self-isolate, and also help remove those potentially sick with other illnesses from campus until they are well.

“I always knew that if we didn’t come in when sick and we washed our hands more frequently, we would have less acute illness,” says Chiang. “But I didn’t know we would have the opportunity to test that theory. I hope what might stick after this is that families and students won’t feel they have to soldier through. There is not really a policy change, but I hope the pressure we put on ourselves to keep going will decrease now that we know we do well with self-care.”

Chiang, with the help of part-time nurses Olivia Varano ’16 and

School Health Assistant Margot Smith ’16, credits parents with being extra vigilant about their children’s health, and is grateful for Smith’s and Varano’s work to assist her with generating spreadsheets each morning to make sure all health assessments have been completed.

Smith has learned about the team effort necessary to protect community wellness in a school environment. She praises everyone – from students to faculty and staff to administrators – for doing their part, but she gives particular kudos to Chiang for leading the wellness charge.

“Karen is doing an incredible job,” says Smith, who graduated from Sacred Heart University in 2020. “She has had to incorporate so many new tasks into her already busy schedule, and manages to get everything done in a timely manner. What impresses me the most about her is that she does all of this with a positive attitude.”

Varano speaks about Chiang’s tireless work ethic on behalf of the Berwick community, including serving as the resident expert on CDC guidelines, managing contact tracing and the logistics of daily health screenings, and communicating with concerned parents and faculty.

Chiang recognizes students for their diligence in wearing masks and washing their hands, faculty for their help in asking for compliance, and the facilities team for their work installing air purifiers around campus and plexiglass shields to separate students in their classrooms.

What Chiang does not do is give herself credit for the extra work she has done to help maximize health and wellness on campus.

“Karen is definitely a hero to the Berwick community,” notes Smith, “whether she’d like to think so or not. We wouldn’t be on campus if it weren’t for her.”

TODAY

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H I L LTO P H A P P ENINGS

Safety, Quality, Efficiency

by Jason Murray, Director of Facilities

The Hilltopper and Hilltopper Junior Tents in colder months, when time indoors would be increased. We then added additional air-quality enhancements with larger airhandling systems that exchange our inside air with fresh and filtered outside air.

We have also incorporated one-way directional signage throughout campus buildings, with clearly marked entrances and exits, to avoid passing within six feet of one another.

Without question, the addition of informative signage and sanitizing stations create a much cleaner environment for all.

Jon Douglas, Chief Financial Officer and Jason Murray, Director of Facilities

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afety, Quality, Efficiency. These three words continue to sit at the forefront of Berwick’s operations team, even in the midst of the pandemic.

Upon receiving word that the campus would be closed for the end of the 2019-20 school year, the operations team (along with the rest of the Berwick faculty and staff) went into full brainstorm mode. This, of course, was not only to plan for remote learning but to look at the physical plant and understand how we could safely accomplish opening campus for in-person instruction to begin the 2020-21 school year.

This was a Herculean undertaking, which required contributions from everybody. Every angle and decision involved extensive understanding and forethought. To continue to provide a safe return of the entire Berwick community, we needed to implement a to protect not only our members but also one that would culturally change the way we behaved inside and outside school. We began with fitting every classroom with high-efficiency HEPA air purifiers that can capture 99.97 percent of airborne particles with four air exchanges per hour and robust plexiglass physical distancing dividers on every academic surface of the campus across all three divisions. Digging deeper, these modifications had to last over time to provide protection

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Using our vast campus to learn while remaining appropriately distanced within Berwick’s beautiful grounds was another important change. We were able to accomplish this with a combined 40,000 square feet of tent coverage on the property. Pandemic preparations also impacted the way we prepare and consume food and dispose of food waste. This included purchasing 100 percent compostable utensils and individual serving containers and engaging student leaders in all divisions to embrace and promote the concept of a more sustainable and environmentally friendly campus.

The physical additions to the campus have been just as important as the education about the pandemic. The situational awareness across the Berwick community has helped us protect one another. Protocols and procedures established in response to the COVID-19 pandemic are likely to remain in place for the foreseeable future. Berwick is continuously striving to provide the optimal environment in which students can thrive.

Facilities team briefing

Weeknight family dinners

Hancock House

by Sarah Feldman, Middle and Lower School Counselor

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he 2020-21 school year in Hancock House has been a different experience from previous years due to the COVID-19 pandemic, but Berwick has been able to creatively maintain many of the dorm’s routines, traditions, and experiences that make our boarding program special while keeping our students and staff safe.

Lobster for special dinner treat

One of the most essential routines to the staff and students in our house is family dinner.

In years past, we ate dinner together every weeknight around our dining room table at 6 p.m., so we needed to think creatively to maintain this cherished routine. Through our community’s help, we transformed our backyard into an outdoor dining space around our firepit, which included individual tray tables, pre-portioned hot meals provided by SAGE, and lots of citronella tiki torches. When colder weather moved in, the wonderful grounds and maintenance crew installed plexiglass on our dining room table and placed an air purifier so that we could eat our meals indoors as a dorm family.

Our weekend activities kept us outside this fall with paintballing, batting cages, go-karting, and mini-golf. Our residential students have persevered through many challenges related to COVID-19 this year, and we are so grateful for their patience, humor, and, perhaps most of all, their dedication to each other.

Self-care day; manicures and pedicures for everyone

Go-karting, always a house favorite TODAY

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H I L LTO P H A P P ENINGS

We’ve Got This!

SAGE DINING

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ue to the emergence of the COVID-19 pandemic, SAGE Dining Services had to rethink the Berwick food service program. Among the changes is a new ordering feature for selecting meals, which the SAGE team packages and delivers in boxes to various campus locations.

The transition has not been without its challenges (the SAGE team misses seeing everyone at mealtime), but the team is learning what works and what doesn’t, showing incredible flexibility, and improving each week with guidance from community feedback and support.

Taking what has been learned during unexpected transitions, now is the time to re-envision the future of Berwick’s dining program, combining the best parts of what has been successful in the past with newly discovered efficiencies for the future.

Unique Middle School Measures

by Ryan Feeley, Assistant Head of School, Middle School Director

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ake a moment to travel back in your memory to the days when you were 11, 12, 13 years old. What did you look forward to each day when you hopped out of bed?

For most middle school kids, the answer usually centers around social interactions, athletics, games, art, or music in short, chances to connect with others and express yourself. Kids this age tend to crave those opportunities, which are so critical in their development. Now imagine being that age and being told: a.) you can’t spend time with your best friend because he or she is in a different pod, b.) sports will be intramural

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and will not involve competitions or even getting to decide which team you’d like to try out for, c.) singing is not allowed at school, and, d.) even recess, the one point in a middle schoolers day when they are afforded increased freedom to make choices around who they spend time with, what activity they engage in, and where they go on campus, will be highly structured and limited. That’s the scenario our students have faced this year. While we obviously prioritize safety and community health, these restrictions have put a damper on the experience at times.

So as the middle school, we’ve rallied to create more opportunities to have fun and keep spirits high. Going back to the fall, we had a wonderful October afternoon with our

Upper School Clubs

by Lucy Pollard, Upper School Dean of Community, Ninth Grade Dean, Upper School History Teacher

Diversity Club making signs

Pod Olympics that included a wide range of games and challenges including relays, soccer juggling, frisbee golf, jump rope, and more.

This winter, we took our annual advisory lip sync challenge to another level, showing off our newly developed Zoom skills and producing some very entertaining student video performances to throwback hits by Rick Astley, the Spice Girls, Abba, and The Monkees. We’ve found new ways to stay connected as a community with virtual assemblies (including themes like bring your pet to assembly), virtual coffeehouses, and new and creative blue and white challenges, and we’ve got more in store as spring and warmer weather approaches. Like everyone else, our Middle School community is anxious to get

back to something closer to normal. Still, until that day comes, we’re so grateful for the resilience of our students and faculty and for everyone’s efforts to keep morale high. We are working hard to ensure that Berwick’s Middle School maintains that fun-loving spirit and high energy it has come to be known for over the years.

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tudent-led Upper School clubs adapted and innovated to serve the Berwick community this fall. The Diversity Club continued its advocacy for antiCooking Club baking racist efforts on campus, hosting several discussions and installing an outdoor art exhibit across campus, featuring information on anti-Black racism in the United States. For more information and to see photos please refer to pages 10-11.

Like many clubs, Berwick Votes took advantage of the Hilltopper Tent in the fall, hosting several lunch discussions about the 2020 election. The Berwick Broadcasting Network also moved its operations outdoors, filming from multiple points on campus and sharing those episodes with the community via a series of emails. Unable to bake on campus, Berwick Baking Club leaders started a monthly email with suggested recipes for members to try at home. Overall, Upper School clubs’ perseverance has been another example of the resilience of the Berwick Academy community during the pandemic.

Middle school lip sync contest TODAY

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The Benefits of Climbing Trees for Children

by Nancy Loftus, Pre-K Lead Teacher Also featured in Seacoast Moms

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his fall, Pre-Kindergarten students (who range from ages three to five at Berwick Academy) engage in our outdoor classroom experiences. While outdoor play and learning are cornerstones of the Berwick experience, I also pulled from my summer academic work with Antioch University New England in Keene, New Hampshire. With this knowledge and information, this school year’s Pre-Kindergarten program of outdoor activities stretches children’s physical capabilities and selfconfidence. We do activities like rock scrambling, stick play, hiking, fort building, mud kitchen play, slackline crossing, and tree climbing. Our Pre-Kindergarten students, as well as our Kindergarten and First Grade students, enjoy regular outdoor classroom work. We introduce these adventurous activities, increasing the difficulty, and they gain confidence as time goes on.

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Since the year includes ample play throughout an 80-acre campus and at our outdoor classroom, it was critical to reflect on those feelings.

To remember that feeling of accomplishment and the thrill of doing something courageous: climbing trees, rock scrambling, sledding, riding your bike fast, digging deep holes in the dirt, playing with sticks, using real tools to hammer or saw, etc. We also know that research informed by parents and teachers of Forest Kindergarten programs indicates that children thrive on taking safe risks in play, especially while in nature. Children can explore many challenge levels at their own pace. Thus allowing a more holistic approach to child development.

SO, WHAT ARE SOME OF THE WAYS THAT OUTDOOR PLAY – AND CLIMBING TREES – ENHANCE CHILDREN’S SKILLS? • Children use balance and core strength to stay upright. The unpredictability of the terrain of our extensive woodland trails asks something not required of them when walking down hallways or on sidewalks.

• It gives various opportunities for sensory experiences. Teachers can use guiding questions such as: What do you notice? How does it feel? What do you hear?

• Children collaborate and learn teamwork. Kids work with peers as they build forts using sticks and branches, move natural objects, or solve problems such as building a bridge over water.

• Students learn to regulate how much force is needed to complete a task. From playing tag without hurting another child or holding something fragile with appropriate gentleness, children learn to regulate their force. Working outdoors, such as digging in the dirt, or pulling a wagon with heavy rocks or pails filled with stones or shells, activates this sense.

• Climbing trees requires motor planning, problem solving, patience, judgment, and persistence. Whether it’s a child climbing to the top, or one who is happy to hang from a branch with their feet inches from the ground, the thrill is theirs for the taking. Adults can then inquire with children such things as: What is wonderful about trees? What do we need to be careful or mindful of as we play? How will we stay safe?

As an early elementary educator, I witness children enjoy as they explore the outdoors. I watch them gain confidence, communication skills, and an awareness of self.

I believe these are of equal value to what they gain cognitively through these grounded experiences. Even as we head into the colder winter months here along the Seacoast, we can continue to think about outdoor activities that nurture our children’s minds and bodies. From shoveling and digging snow, pulling and riding a sled, studying the changes in nature as seasons progress, and even winter hiking or snowshoeing – there are endless possibilities.

Tree swing in the outdoor classroom

For more reading about the benefits of climbing trees for children, and outdoor play experiences in general, read Balanced and Barefoot: How Unrestricted Outdoor Play Makes for Strong, Confident, and Capable Children by Angela J. Hanscom.

Students learn about pulleys TODAY

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Berwick Spotlight Series

by Jana F. Brown

Director of Marketing and Communications, Inge Milde interviews Director of Wellness and Upper School Counselor, Kim Kryder while Assistant Director of Marketing and Communications, James Reynolds and Director of Information Systems, Seth Hurd (not shown) provide technology support

NAJEE BROWN AND KIM KRYDER

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ith a goal of shining a light on educational topics of current significance to the Seacoast area and beyond, Berwick Academy launched the Spotlight Speaker Series in the fall. Each event is open to the public on YouTube Live, with questions submitted by attendees beforehand or in real time via the YouTube Live event dashboard. Speakers include Berwick Academy faculty and staff and their esteemed guests.

The first discussion, on October 28, featured Kim Kryder, Director of Wellness and Upper School counselor, talking about how to navigate family and wellness in the pandemic. Native New Yorker Najee Brown, who directs the “Sol” Series at

the Seacoast Repertory Theatre, was the second to be highlighted in the series on November 30, addressing race and equity on the Seacoast.

Kryder spoke about ways parents can help themselves and their children cope with the upheaval of the pandemic, from reading comforting books , to having an open dialogue about how children are feeling, to giving them space to process their emotions in a challenging and uncertain time.

“The key now is to just be there for them, give that space for them to have those emotions but also to help them work through them and not just shut it down,” Kryder said. “Knowing your child and knowing that some of this is going to be very normal, given that we’re dealing with the pandemic

and maybe they’re also going through puberty or friend drama and whatever else, we also need to be checking in to make sure there isn’t something more happening.”

Kryder also was asked about the metaphor for parents of “putting on their own oxygen mask first,” as adults are instructed to do in case of emergency on airplanes. She spoke of exercise and reaching out to friends to share our experiences, and prioritizing sleep as we do for our children.

“We have to take care of ourselves in order to then be able to be available for our kids,” she said.

Social media, Kryder added, can be both a lifeline and a curse – a lifeline during a time of isolation for everyone, but a curse when it comes to comparing life experiences

or feeling left out. She overcomes the negative of social media by selecting content (videos, etc.) that put a smile on her face or ease her stress. Kryder also addressed ways for parents to assess normal stress levels in their children versus warning signs of depression. She talked about ways for teens to reach out to make new friendships, despite the lack of in-person interaction.

“Maybe it’s a Saturday when we can’t all be together because of COVID and we can’t gather…but maybe we could still get together on Zoom and have a night where we’re all doing the same recipe together, or we’re all doing the same craft together, and have that be kind of that social interaction. It might feel weird in the beginning, but being able to connect through that screen is still something.”

The discussion with Najee Brown focused on the Black Lives Matter movement and its impact, in particular, on the Seacoast. In a conversation facilitated by Director of Cultural Competency Michael Buensuceso, Brown, an actor, playwright, and activist, spoke of his work with the Seacoast Repertory Theatre, whose “Sol” series presents Black, Indigenous, and people of color (BIPOC) narratives.

The evening focused on how the arts can be used to expand conversations around equity.

N.H., through Eliot’s Green Acre Baha’i School. One particular encounter with a police officer, who said he did not understand the Black Lives Matter protests, was memorable for Brown.

“Once we started talking, you begin to see the scales fall off his eyes about racism,” said Brown. “And one of the things he said, and it touched me so deeply was, ‘I came in thinking that I knew. And I realized that just because I thought racism doesn’t exist because I had never experienced racism, doesn’t mean it doesn’t exist.’ He said something like, ‘Well, 9/11 was the only time this country ever came together.’ And I said, ‘Well, what about the Arab-Americans who were bullied and teased and beat up and harassed?’ And he was like, ‘I didn’t realize that.’

“It’s really about building these relationships,” continued Brown. “As a Black boy from Brooklyn, to sit there and have a conversation with law enforcement, it would’ve never happened. My father was incarcerated.

The cops harassed my uncle. My family

members have had cops busting their doors over and over again. I’ve seen it all.

But now I’m here having conversations with law enforcement, watching the work slowly be done, and seeing the change of hearts. Who would have thought? And it’s working.”

Brown also spoke about his initial reluctance to remain in Maine after living most of his life in New York, where ethnic and racial diversity were more prevalent. He has come to love and appreciate the state’s proximity to the mountains and the ocean and the safe environment. Another part of his decision to stay on the Seacoast has been the opportunity to share new perspectives through the arts.

“I feel like I have a mission. I feel like I have a purpose,” Brown said. “And the fact that there are not many of me, I can do something that’s never been done before. That’s how it can become home.

I can bring other artists up here who look more like me, and we can create things. I can apply a different mindset to people, or a different perspective.”

“I don’t believe in entertainment; I believe in education. I feel like you should educate the mind, motivate the will, and stir the heart,” said Brown, who produces his own music and has authored a play called The Bus Stop, which was recently featured at the Seacoast Rep in Portsmouth. “I’ve also started something recently called New Season, where I’m bringing in local artists of color.”

Brown also has engaged in a series of conversations with local law enforcement in Eliot, Maine, and prosecutors in Rockingham County,

Najee Brown, Seacoast-based actor, playwright, and activist with Michael Buensuceso Director of Justice, Equity, Diversity, and Inclusion

TO WATCH THE RECORDINGS FROM THE SPOTLIGHT SPEAKERS SERIES, PLEASE VISIT HTTPS://BIT.LY/BERWICKACADEMY TODAY

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Relay race

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Let the Games Continue POD OLYMPICS

by Travis Derr, Assistant Athletic Director, and Marilena Canuto, Director of Physical Education

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ue to COVID-19, no interscholastic play has been allowed at the Middle School level, and in order to play sports on campus, students need to remain podded. Assistant Athletic Director Travis Derr knew the lack of competition was undoubtedly going to be disappointing. He reached out to Assistant Head of School Ryan Feeley, and together they brainstormed fun activities they’ve seen throughout their careers, and the POD Olympics was born.

The inaugural event was a POD Run, a one-mile trail run through campus. The start line was properly spaced and funneled gradually so students would be appropriately distanced. Other PODs were stationed all along the course when their grade was not running. Later in the fall, the competition continued with a series of events: relay races, disc golf, a crossbar challenge, hula hooping, and jump-roping. Each POD had a specific cheering location, and while they competed fiercely, events were designed around distancing so everyone could stay safe in these difficult times. Along with Derr and Feeley, Director of Physical Education, Marilena Canuto played a key role in planning and organizing the events. Overall, it was great to have the students competing and being active outside while safely having fun during this difficult time.

Field hockey

TODAY

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“Thank you for teaching us how to do these amazing treehouses.

They were so fun to build and design. Thank you for providing us with the materials to make them.” – Evie

Grade Four Treehouse Project

by Mark Summers, Fourth Grade Teacher

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ach year, fourth grade students have an opportunity to plan and create a miniature treehouse. We are supported by Al Lofgren, a middle school teacher from Oyster River, who has been creating treehouses with students for many years. Once a week, the children are able to spend time working on adding new features to their trees, such as platforms, ladders, swings, tables, chairs, and even hot tubs.

Students are encouraged to use their imagination and limitless creativity, as this annual project serves as a cornerstone to the fourth grade experience in the Lower School.

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Mr. Lofgren supplies Berwick with countless lilac branches, a wide variety of supplies from his workshop, and nicely finished bases. We help the children drill holes and glue in their branches – and off they go! Mr. Lofgren meets with us weekly to check on the children’s progress and give them creative ideas to explore. In addition to the children’s joy of building, they equally enjoy the opportunity to see their classmates’ treehouses evolve.

“I have done a lot of projects and this one is one of my favorites. In my treehouse, I have stools made out of little wood sticks and little discs of fake food. It was my favorite because I liked making all the details.”

– Abby

“My favorite part about my treehouse is the first platform. It is the biggest platform and has a shelf, bed, table, chair, and television. I have done a lot of projects in my life, but this one was my favorite. I will never forget all of the struggles and all the fixes I made.

I love how it came out.”

– Kendall

“My favorite part about this project was experimenting with how to make different kinds of platforms, like the one made of felt and the platform made from boards of wood. My favorite features of my treehouse are the firepit area, the loft beds, and couch.”

– Ileana

“I really enjoyed making my climbing wall with ropes and a belt. Trying to drill a hole in the wood part of the belt was hard. The wood kept splintering. I wish I could describe every little detail, but unfortunately that would take too much time.”

– Tobin TODAY

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Ms. Canuto coaching soccer drills

MARILENA CANUTO NAMED MAHPERD PHYSICAL EDUCATION TEACHER OF THE YEAR

“I am honored to

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Elementary

erwick Academy Director of Physical Education Marilena Canuto has been named Maine Association for Health, Physical Education, Recreation, and Dance (MAHPERD) 2020 Elementary Physical Education Teacher of the Year. Canuto was honored and accepted her award in a virtual award ceremony on Sunday, November 1.

Canuto has spent 23 years at Berwick Academy, beginning her career in 1997. She creates the physical education and wellness curriculum, coaches basketball, soccer, and intramurals, and has been a vital part of the Berwick community. Canuto helps organize spirit days and other activities that engage and enrich the learning experience of Lower School students and prepares them for more formalized team sport participation at the Middle and Upper School levels. Outside the classroom, Canuto also plans and supervises many of Berwick Academy’s sponsored community events, including an obstacle course for prospective students and the summer multi-sports camp.

“Marilena is an outstanding educator and truly deserving of this award.

She is creative in her instruction and is always working to incorporate novel ideas into her curriculum,” says Head of School Jim Hamilton “I greatly appreciate MAHPERD’s well-deserved recognition of Marilena’s professional endeavors,” adds Lower School Director Joel Hawes. “Whether within her highly regarded P.E. and Wellness programs or her stand-alone recreational events, I am constantly in awe of Marilena’s ability to inspire her students and support her colleagues in a variety of meaningful and fitness-oriented ventures.”

Berwick Academy congratulates Canuto on this prestigious statewide recognition and thanks her for all the passion and enthusiasm she brings to her Lower School physical education and wellness classes every day.

MAHPERD is a 501(c)3 non-profit organization based in Portland, Maine. Canuto is an active member of MAHPERD and has even been a guest lecturer at its annual conference, speaking about “Linking Literacy and Movement” in 2019.

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be the Maine Physical Education Teacher of the Year.

Berwick has been an incredibly supportive community. Many wonderful faculty have collaborated with me on different creative ideas so that I could become a better professional. The administration has supported me in my professional development, which helped improve my teaching, so I share this award with my peers and Berwick’s leadership. It is a tremendous honor to teach at Berwick and receive this award. I appreciate all the support colleagues and staff have given me over the past 23 years.” – Marilena Canuto

Touch Tank-Rock Crab

by Joel Hawes, Lower School Director

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he study of science is a high-interest experience in the Lower School. Besides weekly science classes in our well-equipped classroom, outdoor education and crosscurricular subject experiences help bring science to life for Lower School students. A science classroom highlight is the 100-gallon saltwater touch tank, which supports students’ hands-on learning about North Atlantic tide pool ecosystems.

“I love reaching into the touch tank. The water is so cold and exciting. Yesterday, I touched the rock crab and next year I am going to pick it up!” – First grader

Purchased with support from the Berwick Parent Community in 2008, the touch tank typically contains starfish, sea anemones, barnacles, periwinkles, sea cucumbers, mussels, sea urchins, crabs, and various types of seaweed. The touch tank is self-contained, with built-in refrigeration and water circulation units. At the time of purchase, our goal was for the tank to be an integral part of science class studies, and it is rewarding to see how that objective has been realized over the past 12 years. While exploring within the touch tank, students monitor water salinity and temperature, help change the water at various intervals, and make specimen observations. Just as importantly, they heighten their curiosity and make essential connections with local Seacoast ecology.

One of the students’ favorite specimens is our Atlantic male rock crab, which has lived in the tank for the past four years. With its pink-brown coloring, the rock crab camouflages effectively on the tank floor, as it nestles into the sandy and rocky base. From detecting the crab to studying its behaviors (including eating store-purchased smelts), interactions with the rock crab and other specimens support our students’ investigations within the broader scope of elementary-level science engagement.

The male Atlantic rock crab didn’t have a name—until now!

Through a social media naming contest in early March Joel Hawes selected the winning name from over 20 submissions.

Our crustacean’s new name is ROCKY Congratulations to Wyatt ’29 for naming our Atlantic rock crab!

Thank you to our runner-ups for your submissions: Snapifer—Myles ‘28, Cream Puff—Zach ‘33 Larry—Henry ‘28

TODAY

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BERW

by Rob Quinn, Director of Athletics

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t has certainly been a roller coaster ride during the past six months for our student-athletes and coaches. As an athletic program our mission is always to promote positive thinking and positive experiences, and 2020-21 has been no exception. One of the things that has been reinforced during this different and challenging year is that our student-athletes love the team experience. They want to be part of a team, working together to achieve success. In the process, they learn about sportsmanship and respect - for one another and for opponents. They learn how to be accountable and how to win and lose with humility. If this year has taught us anything, it is to

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be grateful for these times together, in practices and in competition, to simply enjoy what we love to do.

We are pleased with how well the Athletic Department staff and coaches embraced the mitigation strategies recommended during the pandemic and worked closely with our students to compete safely during the fall and winter seasons. The players are to be commended for their adherence to these new norms and their positive attitudes in the face of an ever-changing experience. The lessons learned by our student-athletes during this pandemic will last a lifetime.

Because of their willingness to adapt, they will emerge from this past year with resilience and determination as they continue their journeys in sports and in life.

HIG HLIGHTS | ATH LETI C S

I CK ATHLETICS

Given the unusual circumstances of the 2020 fall season, we were able to expand our roster, which allowed for more competitive training sessions and added focus on instruction and skill development. In addition, Berwick was able to compete in several games against local opponents, including St. Thomas and Marshwood, and New England rivals, such as Pingree and Dexter-Southfield.

BOYS VARSITY SOCCER

The squad of 26 players should be commended for displaying a positive attitude, flexibility in the midst of an evolving schedule, and love for the game of soccer. These qualities were on display on a beautiful late autumn Saturday afternoon, when Mr. Smith’s White team took Mr. Connolly’s Blue team to overtime penalty shots. End-of-season honors recognized co-MVPs Crosby Smith ‘21 and Padraic “Paddy” Condon ‘21 and Coaches Award recipient Garrett Lincoln ‘22. Leadership and enthusiasm was boosted by tri-captains Smith, Condon, and Mason Alderson-Biddulph ‘21.

GIRLS VARSITY SOCCER Captains Brayden Reed ’21, Lindsay Goodman ’21, and Bella Peracchi ’21 helped lead the girls varsity soccer team through an unusual season, which included four games and a 3-1 record in a pandemic-shortened campaign.

Berwick earned victories over St. Thomas, Thornton Academy, and Marshwood High School and lost a tough one to DexterSouthfield. Goodman earned three shutout victories and became only the second goalkeeper to be named Berwick MVP in more than a decade. She finished her career with 24 shutouts. Reed shared the Coaches Award with Phoebe Clark ’22, who led the team in scoring, along with ”Chili” Katherine Dowd ’23 and Lily Pleau ’22.

The graduating seniors amassed 50 wins together in their careers, including the four-game 2020 season.

TODAY

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The Boys Cross Country Team entered the fall season determined to run and focus on individual improvement, regardless of whether there was interscholastic competition. Fortunately, the team competed in two races, with several runners setting personal records. Team captain Finn Garside ‘22 earned this year’s Most Valuable Player, while tenth grade team captain Jack Masiello ‘23 received the Coaches’ Award.

Twelfth grader Gannon Ritter ‘21 filled out our triumvirate of this year’s captains.

BOYS CROSS COUNTRY

The Girls Cross Country team competed in one meet this season against St. Thomas Aquinas at home. We celebrated our four twelfth grade runners throughout the season: Penny Robinson ‘21, Olivia Kallay ‘21, Hannah Van Zandt-Rollins ‘21, and Hattie Wagner ‘21. Hattie Wagner won the Most Valued Player award this fall, while Penny Robinson won the Coaches’ Award.

GIRLS CROSS COUNTRY

The Berwick Varsity Field Hockey team finished their unique season 1-1-1 under the leadership of Grade 12 captains Camden Chase ’21, Casey Houlahan ’21, and Ainsley Wescott ’21. The team made the most of a short season, and they were eager to practice and play at every given opportunity. Fall Sports Awards for the field hockey team recognized Rekha Mahadevan ’23 as our Most Improved Athlete, Reese Fendelet ’23 as our Coaches Award winner, and Casey Houlahan ’21 as our Most Valuable Player.

VARSITY FIELD HOCKEY

Rather than a traditional indoor season looking to build upon our previous year’s successes, we got the chance to introduce the team to outdoor volleyball. We ended up doing a mix of outdoor and indoor volleyball drills and skills to build the players’ love of the game. It was a new experience for all of the players, and they adjusted and worked hard each day. The team was led by our MVP Anna Foster ’21 who organized the players, ensuring the nets were set up each day and motivating the players.

Additionally, Alexis “Lexie” Oberg ’21 received our coaches award by leading by example of always putting in the extra effort and stepping up to work with a younger player to pass on her knowledge and set up our team for future success.

GIRLS VOLLEYBALL

The Berwick golf team was fortunate to open its season in October at the Links at Outlook. In a pandemicshortened season, the team was pleased to play four matches, finishing with a record of 3-1. The focus this year was to simply get out on the course as much as possible and in a safe manner, enjoying the outdoors while improving skills. The team was led by captains Spencer Aubin ‘21 and Wesley Rennie ‘21. Spencer earned MVP honors, while Wesley received the Coaches Award. Overall, the team continues to show great promise, with talented players coming up through the ranks.

VARSITY GOLF

WE RECENTLY LAUNCHED A NEW ATHLETICS INSTAGRAM ACCOUNT. PLEASE FOLLOW US AT @BERWICKATHLETICS

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HIG HLIGHTS | ATH LETI C S

Division I College Commitment Spencer Aubin ’21 Commits to Play Baseball at UMass Lowell

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erwick Academy’s Spencer Aubin ’21 is headed to UMass Lowell in the fall, where he has committed to continuing his education and baseball career at the Division I level.

A Dover, N.H., native, Aubin also plays varsity hockey at Berwick and is engaged in the community as a student leader and Prefect. A Schleyer Scholar, Aubin has maintained an exceptional GPA as a senior while taking courses such as Applied Physics, Advanced Single Variable Calculus, and Psychology.

UMass Lowell is a member of the America East Conference. The River Hawks baseball program played its inaugural season in 1976 at the Division II level, and elevated to Division I in 2014. The program has produced 22 Major League Baseball draft picks.

Aubin joined the Berwick varsity baseball squad as a ninth grader in 2018. In his first two seasons, he was the driving force behind a league championship and entry into the Small School New England Tournament. He boasted a .364 batting average and primarily played centerfield.

In the league championship game in 2018, Aubin took the mound and allowed just four hits and two runs in a complete game effort, as the Bulldogs took home the title.

In 2019, Aubin elevated his batting average to .407, with nearly half of his hits going for extra bases. He led the team with 18 RBI and 13 stolen bases. Emerging as one of the conference’s top centerfielders, Aubin did not commit a single error in his two seasons. The 2020 season was canceled due to the COVID-19 pandemic.

Head Baseball Coach Jim Smucker praises Aubin for his ability to take the game of baseball seriously, while still having fun. Aubin, the coach says, “makes everyone around him better.”

“Spencer is one of the most competitive athletes I have ever coached,” says Smucker. “That mindset, his leadership skills, and natural playing ability has set him apart from others in NEPSAC.”

“Berwick was a great aid to me in my college search, helping me find a university that was going to provide me with a chance to succeed not only on the baseball field but also in the classroom.

Berwick is a one-of-a-kind environment, and I am thankful for all the opportunities that the School offered me. From Ms. O’Shaughnessy being an amazing college counselor and advisor, to Coach Smucker teaching me it is more than baseball, and everyone in between, I am grateful for the relationships that I have created on the Hilltop.”

TODAY

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Lisa Long, Middle School Art Teacher with Reagan Russell, Director of Visual and Performing Arts, and eighth graders working on abstract expressionist paintings

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A RTS

ARTS UPDATE

by Reagan Russell, Director of Visual and Performing Arts, Visual Art Chair

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ven as COVID-19 presented new challenges for our student artists and program, I am proud to say that the arts are alive and well at Berwick Academy. We have paid attention to national guidelines and those set forth by the Maine Department of Education to ensure that we are able to do what we love and share it safely with the Berwick community. These guidelines have impacted our program in unexpected ways, but we have still enjoyed our performing arts ensembles, theater program, and visual arts programs. Our student artists’ willingness to be flexible, try new approaches and demonstrate their passion for their art has not changed.

CONGRATULATIONS! 2022 MAINE ART EDUCATION ASSOCIATION–ART EDUCATOR OF THE YEAR AWARD

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lease join us in congratulating Raegan Russell, who has been named the 2022 Maine Art Education Association–Art Educator of the Year, the highest honor awarded by the MAEA. Last year, Raegan was recognized as Secondary Level Art Educator of the Year and that award placed her in the pool for this honor.

TODAY

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HASHI-AOMORI 2020 STUDENT PRINT EXCHANGE:

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elcome to the Hashi 2020 Art exhibit at Berwick Academy.

This exhibit underscores an ongoing collaboration and cultural exchange between sister states of Aomori, Japan, and Maine.

There is an interesting story behind the ongoing friendship between Aomori and Maine, which started in 1889 with the wreck of the Bath ship Cheseborough off the coast of Japan and the daring rescue of its crew by the villagers of Aomori. From this relationship, there have been cultural exchanges between the two states, including the student art exchange.

Hashi means bridges in Japanese, and these exhibitions create that bridge between our student artists in Maine and Japan. The Hashi exchange began with Reagan Russell’s visit to Japan in 2018 and Lynda McCann-Olson of Greely Middle School in Cumberland, Maine, a year later. Friends of Aomori and the Aomoricity Morning Rotary hosted the exchange.

While in Japan, we visited museums, printmaking studios, and, best of all, schools where we saw children in all stages of making their wonderful prints. Upon return, we shared techniques with students and built a body of work that was then shared in Maine and Aomori.

Aomori Japan student print

For two years, our students at Berwick Academy have participated in this exchange by creating prints in the traditional relief block printing and sending them to Japan for exhibition. Students made the prints in their art classes and in an afterschool workshop. Students loved working with traditional materials like plina wood and carving tools, and then inking the blocks exactly as do students in Japan. They were so excited to show scenes of their everyday lives through their art and share them with their friends in Japan. When the prints arrived from Japan to be shown at Berwick, our students marveled at the similarities and differences in our everyday lives.

Even in the strange and tumultuous year that it has been, we are so lucky to exhibit these prints from Japan both here at Berwick Academy and at the Greely Middle School this fall.

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A RTS

MUSIC SARAH LUMMUS ’21 AND SIDDHI PORAIYAN ’23, both violinists, auditioned and were selected to participate in the highly competitive MMEA Maine AllState BOCT Honors Festival. Musicians submitted virtual auditions and the festival will be held virtually once again this spring.

ANDRE BOUFAMA ’24 auditioned and was selected to participate in the Jazz Combo for the MMEA All-State Honors Jazz Festival. The festival was held virtually for three days during January, including masterclasses, individual coaching, and performances. Andre plays electric bass in both Symphonic Band and Jazz Band and was one of three bassists selected for the festival.

THE GRADE 7 AND 8 AND UPPER SCHOOL STRINGS ENSEMBLES, under the direction of Cathy O’Brien, were represented via video submission in the Waynflete Chamber Music Festival, held virtually on March 7.

DANCE Berwick Academy dancers have continued exploring and creating this winter, even during remote learning. Highlights have included the creativity in how students approach virtual dance classes. From dancers substituting their favorite stuffed animals for an audience to siblings and parents jumping in to dance along, it has been a collaborative experience.

Berwick’s Middle and Upper School Companies are working on student choreography to create their own full dance piece and preparing for the Spring Dance Concert.

WATCH THE HASHI 2020 VIDEO TO LEARN MORE ABOUT THIS INSPIRING EXHIBIT. HTTPS://BIT.LY/BERWICKACADEMY TODAY

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Off the Hilltop: Visual Art SCHOLASTIC ART AND WRITING COMPETITION

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erwick Academy art students knocked it out of the park at the 2021 Scholastic Art Awards, with five students winning a total of nine awards, including four Gold Key Awards with a Gold Key Senior Portfolio. This is a highly selective competition, drawing from schools throughout Maine and representing the New England region. Gold Key awards move on to the national level in March.

Andrew Bouvier ’21 Pathways in the Arts Scholastics Gold Key Award A Balanced Earth

Camden Chase ’21 Scholastics Honorable Mention Changing Home

Mischa Landgarten ’23 Scholastics Silver Key Award Broken Portrait

Mischa Landgarten ’23 Scholastics Silver Key Award Eye Portrait 2

Jenny Ma ’21

Jenny Ma ’21 Scholastics Silver Key Award Me Praying and Blaming -A Reflection on the Coroavirus Pandemic

Scholastics Gold Key Portfolio Award Senior Portfolio - Me

Caleb Weinstein ’22 Pathways in the Arts Scholastics Gold Key Award Copper Ruby Cylinder with Vanilla Iris Weaving

Caleb Weinstein ’22 Jenny Ma ’21 Scholastics Honorable Mention A Cruel, Crazy Beautiful World

38 | WINTER 2021

Pathways in the Arts Scholastics Gold Key Award Black Wavy Bowl with Enamel White Weaving and Lipstick Red Lip Wrap

A RTS

BERWICK ACADEMY THEATER PRODUCTIONS

Teaser scene from Mere Mortals shown under the Hilltopper Tent

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hile the impact of COVID-19 on theater is certain, this year offered unique opportunities for students to devise, workshop scenes, and film their performances.

The Upper School Fall production, a series of five comedic existential one-acts by David Ives and Christopher Durang and directed by Upper School Art Teacher Hevia Paxson had student actors leaning into new opportunities to create theater. One of these short plays, Mere Mortals, was performed live under the tents, and the entire group collection was videotaped and shown to students in a socially distanced viewing in the theater.

The Upper School Winter production, Making the Cut is a piece that has been written largely by the cast about the production of a fictional Broadway review in the time of COVID-19 and featuring some of the music from Chorus Line. In production at the time of this writing, the video will be available to students and families after April 1, when there will also be a student screening of the film. The piece is directed

by Middle and Upper School Art Teacher, Hevia Paxson.

Seniors in fall or winter casts and crew: Elle Bailey, Sam Campagna, Megan Case, Sarah Lummus, Cormac Feeley, Lisa Parker Feld, Camille Gaudette, Ryan Gurrisi, Mae McDougald, Natalie Nahas, Emily Ney, Hayden Quinn, Riley Quinn.

The Middle School production of Aesop’s (Oh So Slightly) Updated Fables features student actors and crew members in Grades 5-8 delving into updated comic versions of Aesop’s fables. Students rehearsed on Zoom throughout the winter months, and the play will be performed and videotaped in midApril. It will be made available to the students and families. The performance is directed by Upper School Art Teacher Hevia Paxson and Lower School Music, Middle School Chorus Music Director Page Rich.

YOUTH ART MONTH This year a virtual exhibit at the Portland Museum of Art highlights one student artist from each Berwick Academy division. To view the collection, visit www.portlandmuseum.org/yam-2021

Lower School: Ryder Porell ’32 Oil Pastel

Middle School: Parker Jenkins ’25 Pen and Marker

Upper School: Hannah Mather ’22 Relief Printmaking on Fabric TODAY

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1918 Flu Pandemic

by Brad Fletcher, History Teacher and Berwick Archivist

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s t h e S c h o o l ’s Archivist, I’ve been asked several times over the past year about Berwick’s response to the 1918 influenza pandemic.

To my surprise, there is little to no mention of it in the archival record.

There is nothing in the School’s history.

There is nothing in the Board of Trustee meeting minutes (although those meetings occurred once a year in June, bracketing and missing the critical autumn phase of the pandemic). There is nothing in the newspaper accounts or town reports we have. Searches turned up no official communications of any kind, which is not to say they don’t exist, but I couldn’t find them. But digging deeply into the files finally revealed two passing references from members of that year’s senior class, establishing that, indeed, the School did respond to the crisis.

The pandemic hit Maine hard, as it did everywhere else, with the first cases occurring in late September. They were traced to Maine soldiers staging for the war in Europe at Fort Devens in Massachusetts. As sickness swept the Army camp, state medical professionals responded and unwittingly brought the flu back with them upon their return 40 | WINTER 2021

home. One of those officials was later registered as the first death in the state on September 23, 1918. By late September, the numbers were rising rapidly in larger cities and mill towns, with increasing deaths reported.

Like other schools, Berwick Academy opened in early September, and the year started smoothly until, as Gertrude Joy recorded in the Senior Class History, “On September thirteenth the unexpected happened. Because of the prevalence of Influenza everywhere, we ceased our voyage and anchored. Four weeks elapsed before we resumed our course and we then resolved to work with new vigor to make up for the lost time.” Writing months later, at the end of the school year, it appears that she was wrong about the date, as the flu had not yet arrived in Maine by the thirteenth. A more likely date for when the school closed is suggested in the diary of her classmate, Harold Goodwin, who simply noted, “No school” on Friday the twentyseventh and nearly every day over the weeks to come. A month later, on Monday, October 28, he wrote, “Went to BA. School began after having closed a month on account of Spanish Influenza.”

Brief as they are, the references in Goodwin’s diary and Joy’s class history reveal that the Academy was ahead of the curve in responding to the growing crisis. On the twenty-seventh, Goodwin’s first “no school” day, the state’s public health commissioner urged wearing masks and the closing of movie theaters and other places of public gathering but did not believe it necessary to close businesses or schools. There was pushback. Clergy bristled at suspending church services, officials in Portland rejected a call for masks, while a public health official in Lewiston dismissed the measures as unnecessary as there was no pandemic. As late as October 8, the governor still exempted schools and churches from his plea to suspend all public assembly.

SPEC IAL I N TER ES T

The remaining months of the year were the worst, though the pandemic seesawed into the spring of 1919. October 1918 was the deadliest month in Maine, with more than 20,000 reported cases and 1,300 deaths. By November, the number of cases tripled, while the death count fell by two thirds. December saw the number of dead rise to more than 500, while new cases fell sharply. The four final months of 1918 witnessed greater than 120,000 cases of influenza in the state, with 2,500 deaths directly attributed to the virus and at least 500 more due to secondary causes, the largest number being bronchial pneumonia. Before retreating in May 1919, the virus claimed nearly 2,000 additional lives. In a startling statistic illustrative of the pandemic’s grim calculus, the 1918 statewide birth rate exceeded the death rate by just two per 1,000 people. For York County, the margin was even narrower, averaging only one more birth than death per thousand.

Given all of this, the question remains: How and why is there so little about it in the School archives? I can only suggest some possible ideas. As to the lack of official records, back in the days before computers and Zoom, perhaps there wasn’t much to communicate.

School just stopped. One theory is that there were no policies or procedures to put in place, no remote learning, and, therefore, not much to say. It also appears that South Berwick was among those towns with a small, mostly rural population, spared the worst of the pandemic.

Through the terrible days of autumn 1918, South Berwick recorded seven deaths, on par with comparably sized towns of Kennebunk and York. Unfortunately, the year-end state report does not indicate how many cases there were, but, again, it was perhaps again comparable to York, which listed fewer than 300 cases, resulting in five deaths. If such is the case, then the flu would have posed a very real and frightening risk, but one successfully managed through precaution and care. No doubt the early closing of Berwick Academy, then the town’s high school, proved a wise decision in that success.

As for the students, most notably twelfth graders Gertrude Joy and Harold Goodwin, after a month’s hiatus, they were eager to return to school with, in Joy’s words, “new vigor to make up for the lost time.” The diary of Goodwin, who was elected president of his class, offers a renewed whirlwind of activity; the boys club, sports practice, senior play rehearsal, planning Halloween festivities, and, as the Cogswell Medal recipient, his studies. For Goodwin, all else was eclipsed on November 11 by the news of the armistice ending the war, which he had followed with detailed fascination for four years in his diary, writing on that day, “War over! BA parade this morning.

Whee!” Life, in other words, went on.

History Department Chair Brad Belin delivering Veteran’s Day speech

VIRTUAL VETERANS DAY “We are grateful for your service.”

D

ue to the ongoing COVID-19 pandemic, we were unable to welcome servicemembers to our traditional all-school assembly in honor of Veterans Day. Instead, a message was live streamed from the Hilltopper tent.

So many members of the extended Berwick community, including current parents, grandparents, siblings, faculty, staff, and alumni, count themselves among the many who have served in this vital role for our country and our world.

“We are grateful for your service,” said Head of School Jim Hamilton in a message to veterans. “Our Hilltop proudly remembers our alumni who fought in both World Wars and gave the greatest gift of all. Veterans, on behalf of the entire Berwick Academy community, we extend our gratitude to each and every one of you. Thank you for protecting our freedom.”

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Taking the Right Steps

by Jana F. Brown

WITH BEGINNINGS AT BERWICK, PROFESSIONAL DANCER HARPER WATTERS ’10 IS PURSUING HIS DREAMS.

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ike just about everything in life, the arts have been heavily impacted by the COVID-19 pandemic. On March 12, 2020, Harper Watters ’10, a soloist for the Houston Ballet, was preparing to perform in a program that featured three one-act ballets. The performance was canceled and, since then, Watters and the other dancers

42 | WINTER 2021

have had to find ways to continue their creative expression.

“The approach I’m taking is just trying to continue to learn and educate myself on everything so that I can take the next step,” says Watters.

Dancing during the pandemic has meant learning how to coordinate with colleagues and choreographers via Zoom and how to manipulate separate performances into a cohesive piece via iMovie. In lockdown, Watters learned to dance in his living room, with remote direction from a choreographer – new experiences he would not have had if not for the circumstances of the last year.

“We’ve all been challenged,” he says. “But I think that’s the beauty of art. The silver lining is innovation, and what comes of it.”

Watters came to Berwick as a first grader in 1998, attracted to the School in part because it was the only one he toured that offered dance. “Having a thriving art scene at Berwick was really important,” he recalls, “and immediately the dance studio became a safe haven. It was not just because I had the natural skills that could be formed into something, but because that space with the

teachers and the students was where I felt like I could turn the volume up on who I was.”

In 2007, Watters transferred to the Walnut Hill School for the Arts in Massachusetts. He made a connection with a WHS alum who helped facilitate enrollment in a program with the Houston Ballet in the summer of 2009. As a result of that, Watters was offered a contract in Houston’s second company, “which I tell people is like the minor leagues of ballet.” He was 16 when he moved to Houston to train. Two years later, in 2011, Watters was offered a contract to join the main company as an apprentice.

He has since been promoted to Demi-soloist (2016) and Soloist (2017). With 65 dancers, Houston Ballet is the fourth largest ballet company in the United States, behind only New York, San Francisco, and Boston. In joining the company, Watters has found not only a career path but also a community.

“Pursuing a career in dance was all very new and unknown to me,” he says. “Coming from New England, we don’t have a ballet company that is the size of San Francisco and New York. And so I just didn’t know that you could have a career in that.”

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That is part of what Watters discussed in a virtual visit with second and third graders at Berwick in the fall. He was impressed with the students’ enthusiasm in Kelly Martin’s class – they were engaged, asked many questions, and treated Watters like a celebrity. In addition to their queries about a dancer’s life, they also enjoyed watching Watters’ videos with the Houston Ballet, particularly in The Nutcracker.

“I just was so impressed by the questions they were asking and the hunger they had to discover,” says Watters, “and also the topics that were being discussed.”

Watters says “I do a lot of flamboyant, colorful content on my social media page involving heels and stuff like that.” The content generated a discussion about gender with the young Berwick students.

“I said, ‘Who are heels meant for? Are they meant for boys or girls?’” Watters says. “And the whole class immediately said ‘both.’ And

I was like, these are second and third graders. I was shocked. So it was a really beautiful moment.”

While Watters acknowledges that professional dancers are not often afforded the same platform as actors or athletes in more prominent sports leagues, he has been watching the social justice movement in the United States carefully. He and the other members of the Houston Ballet company, like many other artists, are using the opportunity for expression and activism through the arts.

He also appreciates the chance to share his personal journey of becoming a professional dancer, to let young students know there are many different paths.

“I think it’s so important to create a space for kids to know that it’s okay to pursue your dreams or to lean into what makes you happy,” he says. “ It was so exciting to interact with the students. That alone was a step in the right direction.”

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the world,” he says.

That realization led Bliss to the Esalen Institute in California, an experience that proved transformative. It gave him the opportunity to examine his own behavioral and cognitive patterns, and he discovered a way to live life more mindfully. More than a decade later, Bliss returned to Esalen, where he discovered the practice of meditation, which he says “changed my life. I began to see more clearly these patterns that kept me from fully experiencing my life in a way that reflected the love and the beauty I find all around me, especially in my family.”

In 2019, Bliss discovered Mindfulness Based Stress Reduction (MBSR), an intensive mindfulness program that helps people manage stress, anxiety, depression, and pain. He enrolled in MBSR teacher training through the Mindfulness Center in the School of Public Health at Brown University. Today, he owns and operates Bliss Mindfulness (blissmindfulness.com) out of his home in Kittery, Maine. Through his practice, he conducts mindfulness and meditation workshops, including for fellow attorneys through the Maine State Bar Association. His teachings promote being in touch with the mind, body, and heart.

Brian Bliss ’90

Mind, Body, and Heart

by Jana F. Brown

EVIDENCE-BASED MINDFULNESS HAS BEEN TRANSFORMATIVE FOR BRIAN BLISS ’90. NOW HE IS HELPING OTHERS.

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t took years of self-reflection and selfawareness for Brian Bliss ’90 to become grounded in a mindful lifestyle.

A native of York, Maine, Bliss attended Drew University after graduating from Berwick Academy. There, he majored in Russian Area Studies and became interested in pursuing a Juris Doctor. Between 44 | WINTER 2021

his second and third years at George Washington University Law School, Bliss attended a program focused on international human rights law at Oxford University in the U.K. At the time, he was struggling to understand the conflict in the former Yugoslavia.

“I wanted to work in that field because it was so inexplicable to me that people who were previously neighbors could devolve to the point where they were killing each other,” Bliss explains. “I thought I might be able to participate in international human rights law in a meaningful way.”

But Bliss became disillusioned with the field during a post-law-school internship in Sarajevo. He returned to the U.S. and began pursuing a career as a freelance journalist, which sent him to Montenegro, Bulgaria, and Turkey. That, too, proved not to be the right match for Bliss.

“I came back to the U.S. at the end of 2000 and became aware that I needed to do some soul-searching and figure out a better way to take care of myself and contribute to

“A big piece of MBSR is how do we promote human flourishing in people who are otherwise healthy to become more resilient, have increased peace of mind, empathy, and lower implicit bias?” Bliss says. “Given life in general the accelerated pace of work and the 24/7 approach that is governing us, the incursion of work into the personal sphere, and spiraling stress in the pandemic - it is a helpful time to be [teaching MBSR].”

Bliss offers free 15 minute mini-meditations (via Zoom) on Tuesdays in partnership with the York Public Library. He also recommends free resources online, including the meditation app Insight Timer, and offers an eight-week online MBSR class.

“The ideal situation is for people to have the experience of learning skills that will help them be in closer contact with the detailed reality of their experiences,” he says. “This manifests in terms of bodily sensations and emotions. When we become more aware of our inner realities, the more we can respond wisely. It’s not so much about rationalizing as much as it is about contacting the real experience we are having. We also work on communication, becoming more aware of our patterns around communication, and getting a finer grained picture of our experiences.

This allows us to choose the world we see.”

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Coast Guard Lawyer

by Jana F. Brown

KATIE GRAICHEN ’08 HAS FORGED A PATH THAT COMBINES HER LOVE OF THE SEA WITH HER PASSION FOR THE LAW.

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n many ways, the decision by Katie Graichen ’08 to pursue a legal career with the U.S. Coast Guard Office of the Judge Advocate General (CGJAG) was a perfect way to combine her love of the sea with her interest in the law.

“I feel so lucky to have found this job, because it does feel that way to me,” says Graichen of marrying the two interests.

Graichen grew up in Arundel, Maine, and attended Berwick Academy along with her twin sister, Lisa ’08, from the second grade on (brother Matt graduated in 2012). The Seacoast contributed to her affinity for the environment, especially maritime life. At Berwick, Graichen enjoyed a challenging – but worthwhile – year of AP Biology and went on to study environmental policy at Colby College.

In the fall of 2010, during her junior year, Graichen spent a semester at the Mystic Seaport Museum in Connecticut through the Williams-Mystic Maritime Studies Program.

Coincidentally, alumnus Steve White ‘71 was serving as CEO of the Mystic Seaport Museum during Graichen’s time. While there, she took classes in maritime policy, history, literature, and science. One “field trip” was ten days at sea aboard a vessel that took the college students from Woods Hole, Mass., to the Gulf of Maine. Another excursion was to the Gulf Coast, where Graichen quite literally glimpsed her future.

“During that trip, we took a tour down the Mississippi River on a steamboat,” she says, “where I saw a Navy water tower – it’s right next to where I ended up being stationed.”

It was during that year when Graichen began contemplating a career in the military.

In center, Katie Graichen ’08 She completed the Marine Corps Officer Candidates School at Quantico, Va., immediately after her Colby graduation. She was commissioned as a Second Lieutenant and stationed in New Orleans as an adjutant (administrative officer). Her involvement there for the next three years, including work with Marine Corps legal programs, piqued Graichen’s interest in becoming a judge advocate in the military. She attended law school at the University of Connecticut (Class of 2019), where she was an executive editor of the Connecticut Law Review.

& International Law in Washington, D.C., for nearly two years. She appreciates the diverse backgrounds of the professionals with whom she works and says it is appealing to be a part of a community of individuals with a wide range of legal expertise. Her work focuses on supporting Coast Guard operations, primarily its counter-drug mission, migrant interdiction operations, and fisheries. She is often a liaison between the Coast Guard, Department of State, and Department of Justice in cases where drugs are found on board a vessel.

“I had been thinking about joining the Coast Guard during that semester at Mystic Seaport and then working with the Marine Corps lawyers in New Orleans,” says Graichen. “When we didn’t know the answer to something, we turned to a judge advocate; that’s what inspired me to apply to law school. I had come off of active duty with the Marine Corps, and it seemed like a good time to transition to the Coast Guard.”

Committed for at least four years of service, Graichen will remain in Washington for the near future. While she is in the Coast Guard and lives in the Waterfront neighborhood of D.C., she still misses the Seacoast and her family, including her twin sister’s infant twins.

Graichen has been in her current position at the U.S. Coast Guard Office of Maritime

“I miss the ocean, but I run along the Potomac when I can,” she says, “ and I love what I am doing, so I am excited to see what this work brings.”

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Life Lessons KEN LAFLER ’82 IS GRATEFUL FOR THE OPPORTUNITY TO GIVE BACK TO BERWICK.

by Jana F. Brown

K

en Lafler ’82 enrolled at Berwick Academy in the seventh grade.

After graduation, he went on to earn his B.A. in political science from Williams College. He spent more than three decades (19872019) in higher education at Harvard Law School, most recently as the Assistant Dean for Student Financial Services. He retired from that position at the end of 2019 to focus on his music career. A new member of Berwick’s Alumni Advisory Board, Lafler spoke with Berwick Today about his career, his devotion to Berwick, and what has impressed him about the School over the last several years.

HOW DID YOU END UP AT BERWICK? A teacher at my public school in Rochester, N.H., recommended Berwick to my parents. It was a life changer when I realized everybody else was there because they wanted to learn, too. That was exactly what I was looking for.

HOW DID BERWICK HELP TO PREPARE YOU FOR YOUR UNDERGRADUATE EXPERIENCE AT WILLIAMS? I majored in political science because I liked to read and write. I had learned to write at Berwick, going back to Betsy Langer’s seventh grade English class. She would assign a weekly composition, two pages due every Friday. Having a writing assignment every week in seventh grade put me on the road to learning to write.

TELL US ABOUT YOUR ROLE AT HARVARD LAW SCHOOL, AND HOW YOU CAME TO WORK IN HIGHER ED. I moved to Boston after college. I was a musician and was looking for a job that would allow for work-life balance. I had a good experience at Berwick and college and thought an academic work environment would be a good fit. Harvard offered me a choice – an entry level job in admissions or financial aid. I chose financial aid because I had received financial aid at Berwick and in college. A big part of what appealed to me was that financial aid is a great field to learn conflict management skills. Financial issues create a lot of stress for people. I liked helping with that.

WHAT HAVE YOU LEARNED THAT WOULD BE HELPFUL TO PASS ALONG TO BERWICK COMMUNITY MEMBERS WITH COLLEGE OR GRAD SCHOOL FINANCING AHEAD OF THEM? As a society, we don’t really teach financial literacy to young people, and that is really unfortunate, because having basic financial analysis skills allows you to remove a lot of the stress from financial decisions.

When you’re looking at a college decision, there are a lot of factors to 46 | WINTER 2021

Ken Lafler ’82 speaking to Class of 2020 about financial literacy consider, but the financial piece is huge. The first thing I tell people is how to estimate what kind of income bump you might expect from a given level of education. Income outcomes for graduates are an important consideration. If you are looking at taking on debt, how do you determine what the loan payment will look like? Knowing that you will graduate with $50k of debt is not as meaningful as knowing that represents a $500 monthly payment for 10 years. That tells you how much you are going to have to take out of your income every month.

Once you know those things, you can determine if the income bump from the education justifies the cost. These are discussions the whole family should participate in. It’s a great opportunity to teach young people about making important life decisions.

YOU’RE A MEMBER OF THE ALUMNI ADVISORY BOARD. WHY DID YOU WANT TO GET INVOLVED? It was incredibly helpful in my life to have gone to Berwick. The education I got changed everything for me. I have always felt grateful for that. It’s interesting to see how the school has grown over the years since I was a student. I’ve been in educational administration for decades, and see Berwick as very well run. It impressed me how quickly and thoughtfully they adapted to the pandemic. For me, it’s appealing to get involved with a place that’s doing the right things. The direction the School is going with cultural competency and diversity and inclusion are incredibly important. Nothing is more important for a school than to help its students become compassionate, ethical human beings with a broad knowledge of the world.

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New Board Trustee Members NATALEE P. OHAYON MARTIN ’01

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atalee is the Director of Development for the University of Connecticut School of Medicine. She has been active in her local community and throughout New England, serving on boards or committees of the Mandell Jewish Community C e n t e r, t h e C o n n e c t i c u t Breastfeeding Coalition, and the Mothers Milk Bank of the Northeast, as well as the PTO of her daughters’ school. As a proud alumna of Berwick Academy, Natalee always hoped to give back in some way to the Hilltop. She is proud to serve as Alumni Advisory Board President and as a member of the Board of Trustees.

While she has lived for many years in West Hartford, Conn., with her husband, two daughters, two cats, and dog, Natalee and her family make frequent trips home to the Seacoast – especially their beloved Rye Beach – as often as possible.

SUZANNE MILLER, P’16,’19 FOR BERWICK, WHAT GOOD DO YOU THINK MIGHT COME FROM THE CHALLENGES OF THE LAST YEAR? Having done some crisis management of my own in the past, when an organization can go through something like this and address it as a community, it’s a very positive step. At Berwick, there has been lots of room for input from all the stakeholders, and that builds stronger relationships and stronger reliance on the community. Students are always watching and learning. I hope some of what they are seeing in Berwick’s response to the pandemic is rubbing off on them in a positive way.

YOU HAVE BEEN A MUSICIAN FOR DECADES. TELL US ABOUT THE IMPORTANCE OF MUSIC IN YOUR LIFE? Music is central to my identity, but it wasn’t until I was in college that I knew I wanted to play in public. I moved to Boston and have played many different types of music. I was in a folk duet, have been in alternative rock bands, have done punk, instrumental lounge music, instrumental surf music, country. In the late 90s, I was in a band that got signed to a record deal with an independent label based in New York City. It was the achievement of a dream to have that opportunity.

After that, I stayed involved in music, and that was the reason I retired early. I was planning to do 60-80 shows last year, but the pandemic came along, and they all got canceled. I look forward to eventually being able to go back to playing. I’m using the time to practice a lot, take online classes, and record with bandmates from a distance. It has not been exactly what I expected, but it has been a good opportunity to learn new things.

S

uzanne graduated from Phillips Andover before earning a B.S. in biology from Lafayette College and an M.S. in natural resources from the University of Massachusetts at Amherst. After working as an environmental consultant, she decided to become a full-time parent to her two children. Since then, Suzanne has used her academic knowledge as an active volunteer in the nonprofit world. She is a 2017 graduate of Leadership Seacoast and is a Court Appointed Special Advocate (CASA) in the Salem and Lawrence court systems. She also enjoys cooking a weekly dinner for Mitch’s Place Homeless Shelter residents at Emmaus with her mother and sister. Suzanne serves on the board of directors for the Triangle Club in Dover, N.H., and on the board of governors for the Haverhill Country Club.

She served as the president of the Berwick Parent Community from 2014 to 2016, while her sons were at the School, and was a member of the Berwick Board of Trustees at that time.

During her free time, Suzanne enjoys golfing, skiing, and gardening. She resides in Atkinson, N.H., with her husband and their golden retriever.

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A LU MN I

Persevering

Erin Sullivan ’18 and teammates at Bucknell University

TWINS ERIN ’18 AND RYAN SULLIVAN ’18 PUSH AHEAD IN THEIR COLLEGIATE ATHLETIC CAREERS IN SPITE OF PANDEMIC.

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hortened or modified seasons, wearing masks while competing, and contemplating the uncertainty of college sports during the COVID-19 pandemic have not deterred twins Erin ’18 and Ryan Sullivan ’18 from pursuing the sports they love.

Erin is a junior rower at Bucknell University in Pennsylvania, where she is the stroke (rower seated closest to the stern of the boat who sets the rate and rhythm of strokes for the rest of the team) in the women’s first varsity eight. After completing a post-graduate year at Choate Rosemary Hall, Ryan is in his sophomore year at the College of Wooster in Ohio, and is a pitcher for the Fighting Scots’ baseball team.

At Berwick, Erin was a three-year member of the varsity four and a two-year captain of the girls rowing program, earning team MVP honors in her junior year. She also captained Berwick’s girls cross country and swimming teams. With her help, the Berwick rowing team won the Maine Youth Rowing Association (MYRA) championship for three consecutive years, while the Berwick swim team earned three New England Prep School Championship (NEPSAC) titles. She was named to the All-Patriot League first team as a freshman at Bucknell.

Her sophomore season at Bucknell, where she is studying biomedical engineering, was cut short by the pandemic.

In baseball, Ryan was a three-year captain, a two-time EIL Player of the Year, and a four-time first-team All-EIL selection at Berwick.

Berwick won the league championship in his last season with the team.

He also played varsity golf and basketball. His freshman season at Wooster was canceled in March due to COVID-19. He plans to major in environmental geoscience.

Berwick Director of Athletics Rob Quinn spoke with the Sullivans about their college athletic careers and how the pandemic has shaped

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their views of team dynamics.

Rob Quinn: Within your ranks of rowing and baseball, have you seen

your athletic community grow closer in the past year?

Erin Sullivan: When we first heard the news, we were on a training trip. We had a conversation with the team the night before we were headed home. It was a really neat moment for the seniors to share some words and for everyone just to be together. I think the community has grown in terms of the need to put more effort into it to make it work, because you’re not able to be super close at practice all the time or you can’t go grab a meal together. So, you definitely have to put in extra effort to check in with one another and grow.

Ryan Sullivan: For my team, I’d say we’ve become a lot more appreciative of the baseball we do end up getting to play.

RQ: Are there any new positive traditions or activities that were developed

during the pandemic that will likely continue into the future?

ES: I think just the fact that before, to have a team meeting, we’d have to be on campus. Now, we’ve been able to have one every week, so we’ve been able to spend additional time outside of practice.

Everyone’s just been more grateful in general.

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Ryan Sullivan ’18 pitching out

RS: Over the summer, we started a team Monday mile, where every Monday we’d run a mile and see how fast we could do it. Just a little extra competition. Communication when we’re not on campus has grown a ton. I know as pitchers, a lot of us are sharing what we’ve been doing in the offseason. Me and two of my close friends on the pitching staff, we have a group chat between the three of us. My buddy is kind of a similar pitcher to me, and he’s the only other kid from Massachusetts on the team. So just having a little competition with him, seeing who can be the hardest thrower from Massachusetts.

RQ: Are there any ways in which you see your athletics program or

sport emerging stronger than before?

ES: I think it’s made us reevaluate our attitude to how we approach our sport. I think sometimes before you would think, ‘I’m really tired. I’ve had a long day. Now I have to go be on the water for two hours.’ Now, it’s, ‘Wow, I’ve had a long day. I’m tired. Now I get to go be on the water for two hours.’ It’s not taking for granted what we have available to us or what we get to do. And I think it’s also really made us focus on team culture, how to grow relationships and trust, and how to stay motivated despite everything else going on.

RS: A lot of the frustration early on gave almost an us-against-the-world mentality with the team, which made us grow closer. Like we want to play games that we’re not allowed to. Now, with so much craziness and hecticness going on in the world, just trying to push all that out the window and focus on the core group we have and trying to win some ballgames if we’ve got a chance.

RQ: What kind of advice would you give Berwick student-athletes or the

Berwick community right now?

ES: [Your time at Berwick] goes really fast, so just enjoy it and live in the moment. Whether in your sport or in academics or in personal growth terms, just trying to improve a little something every day can go a long way.

RS: Appreciate being around your teammates when you do get a chance to play with them. I don’t really remember the outcomes of specific games. The stuff I remember is just driving back on the bus, shagging fly balls at practice, and messing around with those guys. It’s the small things that you’re going to miss once you graduate.

TODAY

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Alumni Advisory Board Update

The Alumni Advisory Board identified three pillars that would guide its work to continue building and strengthening our community of engaged alumni.

PILLAR 1 INNOVATION The Alumni Advisory Board commits to support the Innovation Pursuits (IP) program at Berwick Academy by: • serving as mentors or helping secure other alumni as mentors to student IPs • serving as panelists or helping secure other alumni as panelists during the annual Innovation Celebration held each spring

PILLAR 2 COLLEGE AND CAREER SUCCESS

PILLAR 3 OUTREACH

The Alumni Advisory Board commits to strengthening the value of the Berwick diploma by:

The Alumni Advisory Board commits to working alongside the Advancement Office in their efforts to engage more alumni through events and personal meetings by:

• partnering with College Counseling around the guidance of college/university degree programs for current Berwick students

• making personalized outreach to fellow alumni to attend events such as Blue and White Homecoming Weekend, Berwick Banter, and regional alumni gatherings

• partnering with the Advancement Office as Berwick looks to expand its alumni network as a resource for career placement and advice for recent college/university graduates

• making personalized outreach to fellow alumni to set up meetings with Advancement Office staff and the Head of School

In 2020-21, the Board has been working hard to identify ways to move these three pillars forward. We are excited about the progress, and look forward to continuing the excellent work of the Board.

We are always looking for new Board members. If this work is something you would be interested in, please contact Stephanie Caswell in the Advancement Office to learn more (scaswell@berwickacademy.org or 207-384-6396).

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T

he Chadbourne-Thompson Society recognizes donors who make planned estate gifts to the School. Planned gifts are an essential part of Berwick’s long-term financial future and have helped shape the Berwick of today.

For more information, contact Director of Leadership Giving and Philanthropy Stephanie Caswell at 207-384-6396 or scaswell@berwickacademy.org.

CHADBOURNE-THOMPSON SOCIETY MEMBERS Deborah K. Blouin ’59

Alberta Morrill Johnson 1928

Wendy Pirsig, former trustee, parent

James Cook ’63 and Paula Cook

Kennett and Patricia Kendall, trustee, former parents

Mary Byrd Platt, former grandparent

Bradley Damon ’63 Marie A. Donahue ’37

Mary Jacobs Kennedy 1908

Richard and Susan Ridgway, former headmaster, parents

Aurora Dube 1925

Stuart Kerr, son of former headmaster

Anna May Flynn Smith 1931

Preston Eames ’65

Natalee P. Ohayon Martin ’01

C. Dennis Fink ’44

Lawrence A. Martineau ’64 and Karen Martineau

William R. Spaulding, former parent, grandparent

Nancy B. Fort, former parent Adolph Geyer 1931 Russell Grant ’45 and Marty Grant Doris Dixon Griffith ’39 Seth A. Hurd ’90 George E. Janetos, former advisor

Perley D. Monroe ’48

Owen Stevens ’48 and Margaret Stevens

Olive Purington Moulton 1922

Ella Estelle Geyer Stonebraker 1929

Victor Perreault 1933 and Helen Hasty Perreault

Mark H. Tay, trustee emeritus, former parent

Nancy Pindrus ’69

Roger Thompson 1925 and Theresa Thompson Ms. Anne C. Willkomm ’83 TODAY

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IN MEMORIAM KENNETH R. GOODWIN ’44 A veteran of the U.S. Army and a lifelong farmer, Kenneth Goodwin ’44 died peacefully at his home in North Berwick, Maine, on September 26, 2020. He was 94.

Ken was born in South Berwick on August 31, 1926, one of seven children in his large family. He attended Berwick Academy before joining the U.S. Army. He served as a Rifleman in the 40th Infantry in WWII in the Pacific and also in the Korean War. He was on Panay Island at the time of Japanese surrender during WWII, and often spoke of the weeks that followed the surrender and his experience with the wounded Japanese soldiers. His compassion was on display when Ken offered a drink of water to a wounded Japanese soldier, who gifted him a Japanese flag as a token of appreciation.

During his time in service to his country, Ken received the Maine WWII Victory Medal, Japanese Victory Medal, Cold War Conduct Medal, Army Commendation Medal, and the Philippine Liberation Ribbon. After completing his time in the military, Ken returned home to work at the South Berwick Shoe Factory, where he reconnected with Marion Hilton. The couple married on June 24, 1949, and remained devoted to one another for 76 years of marriage until his death.

After his time at the shoe factory, Ken was a longtime employee at the Hussey Seating Company in North Berwick. Ken and Marion bought a farm on “Cabbage Hill” in North Berwick in 1954, which they named Deb-Tone Farm in honor of their two children. Ken was an avid leader in the York County 4-H organization for both his children and his grandchildren. During his years as a farmer, he raised many types of animals, but took special pride in breeding cattle, including dual-breed Shorthorns and Herefords.

Ken’s love for the farm, and preserving that way of life, was evident as he and Marion worked with the support of the community to establish the property as a Maine Farm Trust, which ensures that the land remains a farm forever. Ken also served as a superintendent of the Acton Fair for many years, an activity that allowed him time to catch up with his many friends in the farming community.

Ken’s time with the Army had a lasting impact on his life, and he continued to serve as a 64-year member of South Berwick VFW Post 5744. Through the VFW, Ken became a Pease Greeter. He enjoyed his role in welcoming home the troops passing through Portsmouth International Airport. He shared the stories he heard from the returning soldiers with his friends and family. Ken also volunteered at schools, including Berwick Academy, where he shared stories about his time in the Army with the community during the annual Veterans Day celebration. For many years, he spoke at Marshwood Middle School as part of World War II Day and, in 2011, he donated to the school his World War II Victory Medal, his Sergeant stripes, and a book he wrote on the history of the 185th Infantry Regiment, the 40th Infantry Division in Korea.

In his 94 years, Ken touched many lives by lending an ear or sharing a story. He was proud of his service to his country, his farm, his 4-H kids, his community, and his family. After a conversation with Ken, you would know all about his beloved New England sports teams, his engagement with past and present soldiers, and his love for his family.

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“Ken was a kind, gentle, honest, and loving man. He loved his family and his country to no end, and never stopped serving veterans and the youth. Ken was an awesome man.”

–Malcolm P. Kenney ’58

Ken is survived by his wife of 76 years, Marion Hilton Goodwin; his daughter, Deborah Stillberger, and her husband, Tom; his son, Anthony Goodwin, and his wife, Susan; four grandchildren; and six great-grandchildren. He was predeceased by four brothers, Ralph, Everett, Franklin, and Richard Goodwin, and two sisters, Gladys Collier and Marion Boston.

RAZEL KALLBERG P’91, ’93 It is with great sadness that we inform the Berwick Academy community of the death of former faculty member Razel Kallberg. She died peacefully on July 31, 2020, due to complications associated with Parkinson’s disease and Lewy Body Dementia.

She was 73.

Razel was born in New York, N.Y., and grew up in Hopewell Junction, north of New York City. She attended the Massachusetts Institute of Technology as one of only 45 women in a class of 950 students, breaking barriers in her own quiet, but determined way. She earned her B.S. from MIT in 1968 and her M.S. in geology in 1969.

Following college, Razel worked briefly as a geologist; however, her real love was teaching. She spent 22 years as an educator at Berwick Academy, teaching mathematics, chemistry, and physics. As an educator, Razel pushed her students to achieve more for themselves than they may have thought possible. She sought to convey her love of learning in ways that inspired others to be their best. She was a passionate advocate for women interested in STEM, motivating her female students by example and as a fervent supporter of their passions. She instilled in them the knowledge that, with persistence

A LU MN I in the face of challenges, they could achieve their goals. Many of her former students have shared with her family over the years that Razel’s belief in them was transformative. Others remember her as a staunch enforcer of the dress code. Both of her children were lucky enough to count Razel among their favorite teachers.

Razel was also a lover of the performing arts in all its forms, including music, dance, opera, and musical theater. In her youth, she was a talented ballerina, dancing lead roles such as the Sugar Plum Fairy in The Nutcracker. She shared her enthusiasm for the arts with her students as a director of the annual school musical and countless other student theater productions during her time at Berwick. Working with students to instill and foster a love of the arts was one of her greatest joys in life. She retired in 2002.

Razel was a joyful, strong, and determined person, entirely selfsufficient and undaunted by challenges. Although soft-spoken by nature, her intelligence, combined with her determination and creativity, fueled this powerful woman in often surprising ways. She had a mischievous spirit and a quiet power that brought unexpected joy into our world.

Razel is survived by her husband of 54 years, Keith; her son, Jarrod ’91; her daughter, Chava ’93; her daughter-in-law, Barbara; and her granddaughter, Grace.

JEFFREY PEASE TAYLOR P’00, ’05

Jeff later became a Trustee. It was in this capacity that he brought famed architect Graham Gund to the Hilltop, as trustees were in need of a long-range campus expansion plan. Jeff wanted to ensure that any new buildings would exhibit the same beauty and quality as the school founders envisioned. During this time, the idea of a campus quadrangle was born, followed by the construction of both the Jeppeson Science Center and Jackson Library. Many will also remember the Lower School field trips to Boston organized by Jeff in the 1980s and 90s. He will be sorely missed by his family and the many people whose lives he touched in his own quiet and dedicated way.

Jeff is survived by his wife, Cathy Taylor; his daughter, Emily Taylor ’00, and her husband, Justin Assad; and two granddaughters, Henley and Meris Assad. He was predeceased in 2016 by his beloved son, Willis Taylor ’05.

IN MEMORIAM Victor Maccagnan July 15, 2020

Kenneth R. Goodwin ’44 September 26, 2020

Mr. Robert E. Marshall ’47 July 31, 2020

Eleanor L. Quint Morse ’49 July 27, 2020

Charles S. Pray, Jr. ’49 September 22, 2020

Edward A. Hersom ’53, GP’08 September 28, 2020

Melvin Graves, Jr. ’57 October 19, 2020

Mary Lou Garvin Turcotte ’58 July 17, 2020

Barbara M. Goding Quaglietta ’58 September 16, 2020

A former Berwick Academy parent and trustee, Jeff Pease Taylor died peacefully from complications of metastatic melanoma on August 21, 2020. Jeff, and his wife, Cathy, were the proud parents of Emily Taylor ’00 and Willis Taylor ’05. Jeff’s contributions to the life of Berwick were numerous and long-lasting. He was actively involved on the Hilltop for nearly 20 years, and his hard work and vision shaped the campus in many ways. In the late 1980s, Jeff and a handful of other dedicated parents built the first playground at the Lower School. The building was newly constructed, yet lacked playground equipment, and Jeff led the effort to fill that need. He also was instrumental in identifying the need for, and the building of, Clement Middle School.

As a former builder himself, and as a member of the board of the Berwick Overseers at that time, Jeff also offered his expertise consulting on many upgrades within existing campus buildings.

In the 1990s, Jeff built and donated a mobile snack shack to campus to raise funds. The snack shack was positioned on the fields during spring and fall athletic events, and was operated by parent volunteers.

It brought in nearly $5,000 annually for school projects.

James A. Campbell ’59 November 20, 2020

John R. Jacobs ’59 October 20, 2020

Bruce W. MacLellan ’65 February 19, 2021

Randall C. Robinson ’65 September 1, 2020

Francis C. Wilson, Jr. ’66, P’90, ’94 January 9, 2021

James Carney ’88 August 29, 2020

Razel Kallberg, P’91, ’93 July 31, 2020

Jeffrey Pease Taylor P’00, ’05 August 21, 2020

TODAY

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Berwick Academy 31 Academy Street South Berwick, ME 03908

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

QUESTIONS? Please contact Margot Harrington, Director of Auxiliary Programs, Margot.Harrington@berwickacademy.org www.berwickacademy.org/summer-programs

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SUMM ER

Spend the Summer on the Hilltop!

PR OG

www.berwickacademy.org

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T BERWICK ACAD A 1 EM 02 2 Y S