1791 Letter - Berwick Academy

F EBRUARY 2010
BERWICK A C A D E M Y
1791 L e t t e r
Letter
W I N T E R P E P R A L L Y
1791 Letter ~ February 2010
1

MESSAGE F R O M
Greg Schneider
Head of School
ON BEING SMALL…
As we are now a few weeks
removed from the strategic decision
by our Board of Trustees to restructure
our Lower School, I thought it might
be a timely moment for some direct
commentary on school size and what
makes Berwick special. One goal of
this missive will be to make sure our
Lower School families, in particular,
have a clear sense of our K-12 vision
moving forward. More broadly and
perhaps more importantly, I want
these thoughts to encapsulate not only
the context of our Lower School but
also some refl ections on the essential
qualities that make the Berwick
community so special and so strong.
I am looking forward to
speaking with our Lower School
parents in person at our upcoming
Lower School Parent Forum on the
evening of February 18, but I thought
I would address a few concerns I have
heard at this time. First and foremost,
our community should fully grasp the
depth of the Board commitment to our
Lower School philosophically. Separate
from the fact that we have many
trustees with Lower School children
and a Head of School with two young
children, there is no question that the
Lower School represents an essential
aspect of our Berwick mission. When
we look at Berwick Academy as a
whole, I believe that we are becoming
a beacon of exceptional education
and growth for young people in the
Seacoast area and New England, and
we see that impact having a K-12
spectrum by defi nition. Internally,
our community thrives on the crosspollination
between the students and
adults in all three divisions. There is
a cyclical, connected, family element
to the presence of our Lower School
that provides an incredible grounding
to all that we do here. Our youngest
students offer the perspective and joy
of learning that afford the foundation
the concept of balance that drives our
entire institution.
As we look towards the new
model with fewer sections, concerns
have been heard about whether we
are reducing the program in the
Lower School. This is not true in any
form. Although we will experience
some staffing changes in French and
science, for example, we expect those
programs to be as strong as ever for
our youngest students. In fact, we are
planning to make some additional
investments in the Lower School
next year by expanding the scope of
our successful literacy program as
well as some possible additions to the
math program. Separate from these
programmatic augmentations, the
Board is in the final stages of approving
some upgrades to the physical plant
as we look to improve the entryway
between Kendall and the Commons
for our prospective and current families
alike.
Separate from any thoughts
about the Lower School, I also want to
offer an insight regarding our identity.
In my estimation, being small is one of
the essential qualities of the Berwick
experience. Beyond our commitment
to small class size characterized by
exceptional teaching catalyzed through
personal attention, being small means
being a personal and intimate culture. It
means that we have a community that
is closely knit, drawing strength in its
inherent flexibility, and being nimble
enough to adapt to certain needs in
ways that allow us to grow stronger.
When I consider our high school,
for example, it is clear that a student
body numbering under 300 allows for
a depth of connection that differs from
an independent high school that houses
over 500 students, of which there are
many in New England. Our model
allows for participation in athletics, arts,
and service in ways that are inspiring
to our students. This is not to suggest
that appropriate growth would not be
exciting for Berwick in the long-term.
Certainly as interest in our high school
continues to sky-rocket with extremely
strong candidates, I would fully expect
that our high school will modestly
grow in the coming years, offering
a bit more depth and strength to the
programs that we offer. It may also be
true in five years that our Board decides
to grow the Lower School once again
if the demographics suggest this might
make the school stronger. One key
strategic principle for our community
in these times is a willingness to be
fl exible.
Although it is true that our
kindergarten program has been more
selective than ever this year, people
should not wonder if we plan to bounce
back to multiple sections in the Lower
School very quickly. One critical piece
of the vision for Berwick Academy
in the next five years is to build our
selectivity in admissions throughout
the institution. Even as our enrollment
has shrunk in the last two years, we
have become substantially more
2 1791 Letter ~February 2010

BERWICK A C A D E M Y
1791 Letter
selective in our admissions process.
This may seem counterintuitive to
some families, particularly those who
might end up on one of our wait lists
in the future. However, we want to be
in a position throughout the school to
admit the finest students in the Seacoast
area– students and families that we are
fully confident are mission appropriate
for Berwick Academy. Our admission
process will continue to view this
endeavor in a holistic way: our mission
speaks to the primacy of a whole child
approach, and therefore the admission
offi ce appropriately continues to
consider all of the talents and qualities
a student might offer our school. This
kind of process makes the classroom
experience stronger for every student
and family in the school now and in
the future. Stronger selectivity in our
admissions process over time will lead
to stronger performance from our
students - from the Lower School all
the way to our college results in grade
twelve.
One concern of mine, however,
is that our parents associate the word
selectivity with either elitism or a
decreased valuation of diversity. The
Board of Trustees remains steadfast
in its support of maintaining a strong
commitment to financial aid in the
Lower School and throughout the
institution. The goal is to be able to
admit the absolute strongest applicants
to the institution, regardless of their
ability to pay, whenever possible. At
the same time, as financial aid continues
to grow within our budget, I am also
committed to ensuring that our financial
aid program is supporting students
who are truly mission appropriate.
This commitment is important for all
families at the school, whether or not
they currently receive fi nancial aid.
In many ways, I feel our culture
is obsessed with the notion of growth
in general. Growth is good for the
economy, good for business, good for
towns and communities. I am here to
say that I believe our quest for quality
– our quest for excellence at Berwick
– has to trump any quest for growth in
the abstract. Having said that, I know
that moderate, strategic, measured
growth will help make our community
stronger over time. Our decision to
become smaller in our Lower School
will clearly make us stronger in the
short term. John F. Kennedy once said,
“Change is the law of life. And those
who look only to the past or present
are certain to miss the future.” While
I fully recognize that change always
creates an amount of uncertainty and
anxiety, I also know that courageous
leadership embraces change with open
arms. When decisions are based on
data, reason, strategy, and the collective
wisdom of a highly intelligent group of
trustees, we should move forward with
reassurance and confi dence.
I will close by saying that all
great things in education are about
balance – the central core value of
Berwick Academy. School size is simply
another one of these issues that requires
thought and judgment. Fundamentally,
however, we should all draw great
strength from the established intimacy
of our community. Many elements
of this place remain extraordinarily
expansive: our physical campus, the
talents of our students, the breadth
of our programs, and our ambitious
mission all come to mind. But at the
core of this experience is an intimacy
and closeness that allows another
central core value, a community of
excellence, to continue blossoming
towards its full potential for each and
every student on this campus.
I am deeply grateful to our
parents and families during this period
of transition, and my door is always
1791 Letter ~ February 2010
open to those who might require any
further conversations.
Incredible Achievements
Senior Sam Winters was
recently nominated for a prestigious
Presidential Scholar Award. He now
moves forward in the multiple layers of
this application process. Recently, Lee
Tsairis recorded save number 3,000 as
the goalie for the Berwick Academy
Varsity Girls Hockey team. Her talents
as a goalie are only surpassed by her
qualities as a person. We honored Lee’s
achievements at a recent assembly.
Haiti Response
Although more information
will be forthcoming from our
communications office, the Berwick
community was inspirational in its
response to the tragedy in Haiti. All
three divisions participated, and I want
to thank our parents for their collective
role in supporting these initiatives.
Pep Rally
I would like to thank our
seniors, our faculty, and our parents for
their vision and flexibility as we created
a new model for our Pep Rally that was
characterized by unparalleled school
spirit. It feels as if the energy from
this event has translated into higher
attendance recently from students at
athletic events, which has been great
to see. Although we need to make
some adjustments to the logistical
details next year – particularly in the
Lower School – we are excited about
the future of this event.
Re-enrollment
In a year when we are
experiencing unprecedented
admissions interest and demand for
fi nancial aid in certain grades, it will
continued on pg. 11...
3

Peter Saliba - Upper School Director
Upper School News
A few weeks ago, I had the
opportunity to tell our students about
the shift to trimesters for the next
academic year. I know that the vast
majority of students are enthusiastic
for a variety of reasons. First on the list
is moving to one formal exam period,
followed closely by the possibility of
enrolling in more electives, and finally
there is change to the stress levels
between Thanksgiving and holiday
breaks. Whatever the reason, students
appear to have embraced the news of
this change. These are all good reasons
to be excited and they represent
tangible improvements in the lives of
our students, which was the impetus
for this shift. However, what I am most
excited about is the fact that we (the
Academy) completed this process.
From my vantage point, I
hear about two or three really good
ideas every week from either students
or faculty. The range of these ideas
is pretty dramatic. Sometimes, it is
about a menu item for the Pit Stop, a
potential assembly, or a new course in
our language department. Honestly,
the majority of these ideas are viable,
but very few actually come to fruition.
This happens for two primary reasons.
First and foremost, most ideas fade
because their advocates lose enthusiasm
and/or interest. Individuals become
discouraged by obstacles or distracted
by their routines or other factors in
their lives. The second reason has to
do with timing. Sometimes the timing
is just not right for a new idea either for
philosophical or logistical reasons. A
great example of this is a recent student
proposal for an assembly to celebrate
the holiday season. A good idea, but
not when it is suggested a week before
the end of the semester. These two
impediments (loss of momentum and
timing) probably act as safety valves,
for I would assert that our lives as
educators, parents, and students would
become very complicated if we were
constantly jumping at every new idea
that came into our lives.
This move to trimesters,
however, is an idea that just would not
go away. Upper School faculty have
been talking about transitioning to
this model for many years (more than
fi ve) and it finally came to fruition
through the collective efforts of all
three divisions. I have spent some
time trying to figure out why now, and
I have landed squarely on the fact that
the timing was perfect. Simply stated,
Berwick is ready for this change.
This time around, the Upper
School reached a tipping point (yes,
that is borrowed from Malcolm
Gladwell!) where factors produced a
nearly unanimous vote for this new
system. How we got to this point is
the subject of great speculation. Is
it related to faculty, our students or
perhaps the lack of snow? A colleague
of mine even told me that it might have
to do with Scott Brown’s campaign in
Massachusetts. I’m not quite ready to
chalk it up to our political process, nor
can I possibly identify all the possible
factors. What I do know is that the
timing was perfect, and this has made
the Upper School an exciting place to
be!
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4 1791 Letter ~February 2010

Rosemary Zurawel - Middle School Director
Middle School News
The recent death of J. D.
Salinger brought back memories from
my rebellious youth of wanting to
read “The Catcher in the Rye” simply
because it was banned. I am afraid to
admit, I have delicious memories of my
hometown library where, for months I
was able to get away with taking out
books reserved for adults by “helping”
the librarian and opening the book for
stamping without allowing her to see
the color code on the spine. When I
was caught trying to pass as an adult,
I did not feel shame, only anger. I
longed for a fight to earn my right to
read.
We adults try to protect
our children and young teens from
all manners of perceived evil in the
world. Most of the time, we are
successful and in agreement. We fi lter
out pornographic websites. We set
reasonable bedtimes, and we work hard
to keep them safe from the realities of
an adult world as long as possible.
Books present an interesting
dilemma, for it is impossible to have
complete knowledge of all printed or
electronic materials. Instead, we rely
upon other professionals to vet the
books for us. The American Library
Association has identified Salinger’s
book as one that has weathered the
storms of banning movements since
its publication, along with “The Great
Gatsby,” “The Grapes of Wrath,” “To
Kill a Mockingbird,” and “The Color
Purple.” How interesting it is to think
that a Berwick Academy graduate will
likely have read all of these before
graduation. How then, does an
educational institution decide which
books to introduce to say, eighth
graders, and which to save for later?
The answer is that we are committed
to guiding students in the reading of
fi ne literature that will challenge the
mind of the reader. It is not that a
teacher selects a book with salacious
content, but, that he or she selects a
book whose ideas force the reader to
examine his own life through the lens
of the characters in the story. One
acquires a worldview through reading
about the experiences of others.
At times, we adults are moved
to pick up a book that may hold only
slim interest for us, but that we think
might be “good” for us. The text may
be dense, the introduction may be
lengthy, but upon perseverance, there
comes that moment of satisfaction
when we close the book at its final
page and think about how our ideas
have been challenged by what we read.
My personal thrill is when I come
across a word that propels me to my
dictionary. In December, that word
was ‘incunabula.’ Last weekend, I came
across it again in the New York Times,
and felt a surge of excitement. For our
children, instilling the joy of satisfying
a moment of curiosity might take them
to ideas they have not yet tested on the
trusted adults in their lives. My hope
is that we can invite the discussion
of morals, ethics, and social mores
through the reading of books that push
our children a little further out into
the world. By that, I mean examining
the values of other religions, looking
at different political perspectives, and
even examining history through a new
lens.
This month, Education Update
(a publication by the Association
1791 Letter ~ February 2010
of Supervision and Curriculum
Development) offered one of the best
rationales I have seen for promoting the
intellectual freedom of students. “When
we model the belief that education is a
process for learning about truth- which
means considering all kinds of ideas,
and not indoctrination- I think we reap
the benefit with students who are true
thinkers and who are going to be better
citizens in the long run (Deborah
Caldwell-Stone).”
Educators’ first job is not to
foment insurrections, but to encourage
a full examination of ideas. Curbing
those by limiting access to literature
tends more often to fuel the curiosity
and to encourage a natural push back.
At times in my teaching career, I have
encountered students who have said,
“Oh, I read that book when I was eight.”
The challenge of every teacher at such
moments is to see whether she might
nurture a new view of the character
or theme. Surely, I protested when
forced to read Ethan Frome as a ninthgrade
student. I hated that book most
thoroughly. Thirty years later, I reread
it and felt my heart rent in two by
the story. That sent me chasing after
Gatsby, Frankenstein, Dr. Jekyll, and
Mr. Rochester. What more had been
woven into those men that I had missed
at the age when I “knew everything?”
The selection of books for our students
is purposeful and deliberate. Our
teachers and librarians will guide and
redirect with the commitment to spark
a new view or understanding. In the
years ahead, I wish each of you the joy
of having your adult child hand you a
book, and say, “I thought you might like
this. I found it changed my thinking.”
5

Joel Hawes - Lower School Director
Lower School News
With all due respect to our
varied Lower School programs, the
point that brings me greatest divisional
pride is our yearly consistency with
Berwick mission and philosophy. With
our tight focus on elementary-level
student needs, we promote a powerful
blend of social, emotional and cognitive
growth. Whether we experience real or
perceived change in the years to come,
this consistent focus on Lower School
student-centered values remains my
greatest commitment and promise to
our community of parents, faculty/staff,
and of course, children. As potentially
challenging as recently circulated
messages and information have been,
the Lower School’s status remains
bright on the Hilltop; I am excited
about leading our division into a future
based squarely on superior learning
experiences across the curriculum.
I am writing my 1791 entry
approximately one week before our
Lower School Forum. As you know,
we moved the Forum’s date forward
to February 18, to allow for greater
refl ection on issues surrounding the
future of the Lower School. The past
weeks have involved the continuation
of another productive semester, while
also turning our thoughts to next year.
At the Forum, I look forward to the
presentation of information explaining
how the French and science schedules
will continue next year without
deviation from our current structure. I
will also explain how we will maintain
quality instruction and learning in
these two critical content areas.
We will also focus on aftercare.
While the faculty has done an amazing
job with the aftercare program this
year, we intend to hire a regular
aftercare coordinator for next year. As
an added afterschool component, we
are working on an Innovation Program
where students will receive Lower
School supervision while working on
special projects of their choosing and
design.
We will maintain our strong
literacy program next year; in fact, we
are looking at areas where we might
increase levels of literacy instruction.
Likewise, we are working on a schedule
that will allow daily hour-long math
classes in grades one through four
and daily regular and fl exible math
experiences at the kindergarten level.
Whether it is literacy, math or other
content areas, we hope to increase our
efforts and commitment to instructional
differentiation across the curriculum.
As in the past, the sense of
Lower School community remains
one of our greatest strengths—in
the classroom, at recess, and during
afterschool and weekend events.
Regardless of faculty number and
aftercare coverage, we have not, and
will not sacrifice community-oriented
experiences because of the important
social connections made by our
students and families at these events.
Recently, I held an optional Lower
School faculty meeting with the
intention of addressing both current
issues and goals in our division. I was so
pleased with the high level of positive
energy, kindness and support expressed
by all as we discussed, brainstormed
and considered various Lower School
program needs. In closing, I expressed
my sincere gratitude to the Lower
School faculty for the important role
models and leaders they had become
in the face of Lower School structural
moves.
Midway through my seventh
year as Lower School Director, I
continue to be humbled by that same
sense of commitment and passion within
our entire Lower School community.
From Board of Trustee oversight, to
administrative leadership, to faculty
and staff program implementation,
to parent involvement and support,
I thrive on Lower School energy. I
value everyone’s support in using our
calculated changes for the greatest good
of our students. We have a productive
remainder of the school year ahead as
we maintain current momentum, while
preparing for the future.
6 1791 Letter ~February 2010

Rob Quinn - Athletic Director
Athletics News
THE ROLE OF PARENTS IN ATHLETICS
I recently attended a coaching
conference that featured a guest
speaker named Bruce Brown. Bruce is
the Director of Proactive Coaching and
speaks around the country to athletes,
coaches, parents and businesses on the
subject of character-based coaching
and teamwork. He has worked for over
35 years as a teacher, coach and athletic
administrator at the junior high, high
school, junior college, and college
levels. Coach Brown had an interesting
and insightful talk about “The Role
of Parents in Athletics” and I wanted
to share some of his thoughts: The
involvement of parents in the athletic
experience of their children is a given.
Without question, all parents should
be part of this area of their children’s
growth. Their involvement affects their
own child, the coach, the rest of the
team, the other parents and the officials.
How they choose to be involved is a
choice they have. When parents stop
and analyze the athletic experience
for their children, the reason they
want their kid to play sports involves
providing an opportunity to develop
physically and emotionally, and for
the enjoyment. The side benefits of
playing sports include: learning how to
work with and get along with others;
learning how to take good risks in a
public arena and survive; learning to
set and achieve goals by developing
positive work habits; learning how
to succeed and fail with dignity; and,
developing friendships outside the
family unit that can last for a lifetime.
Even today, most parents mean well,
but many may not be aware of how they
can meaningfully help the athlete reach
their goals and improve performance.
If handled correctly, with both parent
and coach working together for the
benefi t of the athlete, the athletic
experience can provide a tremendous
positive development encounter for the
participants. In order to ensure that the
athletic experience is, indeed, positive,
everyone in the process (coaches and
parents alike) must always remember
that the kids need to come fi rst.
Parents Role:
• Attend as many games as
possible.
• Do everything possible to make the
athletic experience positive for your
child and others.
• View the game with team goals in
mind.
• Attempt to relieve competitive
pressure, not increase it.
• Encourage multiple-sport
participation.
• Release your children to the coach
and the team.
• Look upon opponents as friends
involved in the same experience.
• Accept the judgment of the offi cials
and coaches; remain in control.
• Accept the results of each game; do
not make excuses.
• Demonstrate winning and losing
with dignity.
• Dignify mistakes made by athletes
who are giving their best effort and
concentration.
• Be an encourager – encourage
athletes to keep their perspective in
both victory and defeat.
• Be a good listener.
• Accept the goals, roles and
achievements of your child.
1791 Letter ~ February 2010
Winter Sports
Of all the sports seasons
(because of semester exams, the long
winter break, Martin Luther King
weekend, Presidents weekend, late
away games, and seasonal illness)
the winter is the most demanding
and disjointed season of all. Players
and coaches find it diffi cult to get
into a consistent rhythm. Weather
has been the cause of more disarray
in the programs, with cancellations,
postponements and schedule changes.
The Athletic Department appreciates
the sacrifices and conviction of players,
families, coaches and athletic trainers
during this long season.
Members of the Swim Team Qualify for New
England Championships
Six members of the Berwick
Academy Swim Team are heading to
the New England Prep School Athletic
Association Swimming and Diving
Championships on March 6 and 7 at
Hotchkiss School. Senior Sam Winters,
junior Andrew Briggs, and freshman
James Davis have all qualified on the
boys’ side; and, junior Allee Lizama,
sophomore Caroline Seekins, and
freshman Kelsey Hayden have qualifi ed
on the girls’ side for this annual event.
Congratulations to these athletes, and
to Coach Priester and Coach Hoyt!
Off the Hilltop
Junior Jordan Sanford
competed in halfpipe on Thursday
January 14 and placed second.
The U.S. Snowboarding Revolution
Tour is the top junior event tour in the
country. The event brings together
athletes from across the country to
identify the top juniors. Halfpipe and
continued on pg. 11...
7

you gotta have Arts
Deloris White - Fine Arts Director
Arts News
VISUAL AND PERFORMING ARTS
The Becky Davie Grant for the Arts
This opportunity is open to
students in kindergarten through grade
12 who are interested in pursuing a
project in the visual or performing
arts that will result in a presentation,
performance or exhibit at Berwick. The
fi nal project or presentation should
illustrate a sense of joy or enhance
the school. The final product may be
completed by one Berwick student or
more than one, working as a team as
described in the proposal.
Interested students must
complete a written proposal that
will be reviewed by the committee
representing the visual and performing
arts. Final candidates will then meet
with the committee for an interview.
One individual will be selected to
pursue their project and will receive
funding of up to $200 - $300. However,
in any given year, if the funds allow,
the grant may provide funding for two
people based on the estimated costs.
This program is funded by Becky’s
family as a living tribute to her life and
love of the arts. Please contact Deloris
White for an application at dewhite@
berwickacademy.org.
Winterfest 2010
Twenty-two students
representing all three divisions as
Berwick Academy graced the stage on
Friday, January 22, making their own
Berwick history. Performing as soloists,
in duets, or ensembles, students from
grades one to twelve danced, sang
or played an instrument, sharing
their passion for the performing
arts. The evening performance was
the culmination of many months of
practice, anticipation and excitement
for the student performers. The theater
was fi lled with a responsive audience,
acknowledging each performer with
exuberant applause. Through their
performances, our performing artists
evoked many emotions illustrating
the human experience. It was not
only a wonderful event, showcasing
our students, but also an evening of
mentoring or modeling by all students.
Thank you and congratulations to one
and all.
Winterfest Art Exhibit
The Winterfest 2010 Art
Exhibit includes work by students
in grade three through twelve.
This exhibit will remain on display
throughout the month of February
in the Patricia Baldwin Whipple Arts
Center lobby gallery. Please stop by
and enjoy this thought- provoking
show.
DRAMA
Upper School Winter Musical
The King and I will run Friday
and Saturday, February 26 and 27,
at Berwick Academy. More than
one hundred members of the school
community, including students, faculty
and staff from all three divisions have
been hard at work on stage, in the
orchestra, and behind the scenes, since
late November to stage this spectacular
Rodgers and Hammerstein classic.
The cast is led by Jo Fletcher as
Anna Leonowens; Frederick Diengott,
as the King, Cristina Salvador as
Lady Thiang, Tyler McFarland as the
Kralahome, Elizabeth Hopkins as
Tuptim, Connor Haley as Lun Tha,
Henry Young as Prince Chululongkorn,
Austin Fishbaugh, as Louis Leonowens,
Nate Winters as Sir Edward Ramsay,
Jane Merrow as Eliza, and Breandàn
Haley as Captain Orton.
This classic tale of East meets
West is under the artistic direction of
Liz-Anne Platt, with music direction
from Brenda LaForce, and assistant
music director Seth Hurd ’90. Terry
Minihan directs the Lower School
Ensemble. Fellow faculty members
Raegan Russell, Polly Davie, Sasha
Randall and Brad Fletcher have
assembled a large technical staff to meet
the myriad challenges of designing
and constructing the elaborate
scenery, costumes, lighting and props
required for this production. Seniors
Jim Maddock and Chelsea Johnson
will design and supervise lighting and
make-up, respectively. Sasha Randall is
also joined by her colleague, Christine
Bessette, as they choreograph the many
dances, including the “Small House of
Uncle Thomas Ballet,” inspired by the
original Broadway staging, but with a
unique and fresh BA interpretation.
“I Whistle a Happy Tune,” “Getting to
Know You,” “Something Wonderful,”
“Hello, Young Lovers,” “I Have
Dreamed,” and “Shall We Dance,” are
but a few of the musical numbers from
this beloved classic of the American
Musical stage. Tickets for The King and
I are still available and may be ordered
by calling Louise Rouleau, Registrar, at
207-384-2164, ext. 2500. Curtain time
continued on pg 14...
8 1791 Letter ~February 2010

BAPA Notes - from the BAPA Board Members
Parents Association News
PRESIDENT’S NOTES
The BAPA offi ce is starting
to receive donations for this year’s
Community Benefit, scheduled to take
place on April 24, 2010. Our theme
this year is Community. We want this
auction to celebrate the community
that is Berwick Academy and also
celebrate the communities that help us
every year by supporting this wonderful
event. The annual auction is BAPA’s sole
source of funding for over 50 studentenrichment
and social activities. BAPA
also provides support to community
building with contributions to faculty
and staff appreciation, parent socials,
campus historical preservation and
fi nancial aid. This year is the first year
we have taken the event off campus. So,
be sure to be a part of this terrific party
with great company, fi ne food and a
warm and entertaining atmosphere.
There will be items of every description
on which to bid including a green
section with many environmentally
friendly offerings. In addition to the
live event, BAPA will host an online
auction which will open for bidding
the last week March. Check it out at
www.bapaauction.cmarket.com, tell
your friends and family and place it
on your Favorites list! There are also
volunteer opportunities still available if
you would like to join us. The more
the merrier!
Head of School Lunch
Our thanks to the class
representatives who attended the
January luncheon. It was a great
morning with our division directors
discussing the topics for the forums.
Thanks to Diane Walker for organizing
a wonderful lunch at which Jennifer
Brewer received a check for $3500 for
the Katz Lower School Library. Thanks
so much to Pamela Oberg and Beth
Tykodi, our Book Fair Co-chairs who
made it all happen. Congratulations!
Lost and Found Clean-Out
Please check the Lost and
Found in the Commons, lower level,
for items your children may have lost.
Since organizing it I am amazed at
the items left by our children. Spyder
ski coats, Ugg boots, and North Face
fl eeces are just some of the items I have
found. I will clean out the clothes and
bring them to a local charity on March
4, so please claim your belongings
before this date.
BAPA Coffee on March 29 in Commons
Dining Room at 8:15 a.m.
Please join us for a BAPA
Coffee at 8:15 in the Commons Dining
Room. Catch up with friends after
the break and hear updates from each
division. Class rep meetings to follow
with locations to be announced. We
look forward to seeing you.
BAPA Board Openings for 2010-2011
The BAPA Board is looking
ahead to next year! If you are
interested in getting involved in the
BAPA leadership, and would like to be
considered for a position, please submit
your name along with the position(s)
you are interested in, to my attention,
via e-mail or letter (mail to the
Academy, Attention BAPA), by March
1, 2010. The openings for next year
are: one Middle School Coordinator,
one Upper School Coordinator, and
Auction Chair(s). Like to learn more?
1791 Letter ~ February 2010
Check out the job descriptions in the
Downloads section of the portal or
contact me and I’ll put you in touch with
the person currently in the position in
which you are interested.
Jean Jarvis
Jean.jarvis1@myfairpoint.net
BAPA President
January 31, 2010
Income:
TREASURER’S REPORT
$264.23 : Net LS Book Fair and
Bake Sale income this month (More
expenses have yet to be booked.)
($252.84) Net US MagazineSale
(Upper School Prom) this month
$193.80 : William Arthur card sale
Total BAPA Income
12/31/09– 1/31/10 $205.19
BAPA Expenses:
Middle School
$165 : Social at Dover Bowl for grades
5 and 6
$524.40 : Winter Social for grades 7
and 8, music, pizza and snacks
$1800: Grade 8 team building,
American Youth Foundation Camp
Total MS $2489.40
Upper School
$137.43 : Clubs/Extracurricular
– Lassiter buddy care packages
$140.09 : Clubs/Extracurricular
– Advisory Cranium competition
continued...
9

$198.91 Clubs/Extracurricular
– Literary magazine
$15.98: Clubs/Extracurricular
– Midterm exam snacks
$65.65: Socials and Dances – October
dance food and supplies
$23.98: Socials and Dances – DJ for
Valentine’s Day dance
$99.14: Winter semiformal – Lindt
chocolates
Total US $907.20
Total BAPA Expenses
12/31/09– 1/31/10 $3396.60
Net BAPA Expenses 12/31/09
– 1/31/10 $3191.41
Nancy Noyes
nnoyes@comcast.net
Schools Treasurer
UPPER SCHOOL NEWS
February is a busy and
demanding month for our US students.
Sports are in full swing, the play is
counting down the days to the final
performance and papers, exams and
project deadlines are in full gear before
our March break.
This past month, US BAPA
parents have supported an Advisory
Cranium Competition, the DJ and
decorations for the Valentines Dance
and a hypnotist performance. There
are some funny stories coming from the
latter. Ask your child about some of the
student performances under hypnosis.
Thank you to those parents
who participated in Language Day.
Tthis year was a great success and
the breakfast was delicious. Mark
your calendars for next year for all
those parents who did not have the
opportunity to participate this year.
It is an easy and convenient way to
participate right before work.
IMPORTANT Please consider
joining us for a BAPA meeting designed
for busy US parents with agenda topics
and discussion focused specifi cally on
your requests for information. We
have scheduled the meeting at 6 p.m.
in the Pit/Café before the US Forum
on Tuesday February 23. Food and a
tour of the Fogg improvements that
you voted for over the last two years
included.
And lastly, thanks to all who
supported the library’s Cookie Day on
February 9.
Warm Regards,
Suzanne McFarland
suzannerye@comcast.net
Mary Pat Dolan
Marypat.dolan@comcast.net
Upper School Coordinators
MIDDLE SCHOOL NEWS
What fun it was to see our
Middle Schoolers dress up in different
themes during Blue and White Week.
Capped off by a Pep Rally and basketball
games, we showed our true school
spirit! Then on the following week
our children and some parents went
to Gunstock and partook in tubing,
snowboarding and skiing. We actually
had the whole tubing mountain to
ourselves for 4 hours! What a nice way
to spend some time with our friends
outside the classroom.
We hope you were able to
attend the Middle School Parent
Wine & Cheese Reception and Forum
on Tuesday, February 9. Thank you
to Dr. Rosemary Zurawel and Greg
Schneider for meeting with our parents
and discussing some important topics.
These forums offer our parents a chance
to provide valuable feedback and input
regarding the successes and challenges
of the Middle School.
The Library hosted a “We Love
You Cookie Day” On February 9. The
students were able to enjoy books and
cookies all in the same space. Speaking
of cookies, we had a Valentine’s Day
party for fi fth graders on February 11!
They enjoyed cookies and other special
treats for the day.
February 12 - 15 gave us a
long weekend to recover from all the
festivities that February brought our
way. Fifth grade parents don’t forget
to mark your calendar for February 18.
We look forward to hearing about the
biographical presentations our children
have chosen and see the creativity of
their performances.
Support our Upper School and
see the production of “The King and I”
on February 26 and 27. Our children
always provide us with enjoyment
through their entertainment and
performances.
The Auction is fast approaching.
Volunteers are still needed to coordinate
the Middle School class gifts this year.
This is a simple and fun project and a
great opportunity to work with your
child and his/her classmates. Class
gifts have already been purchased, they
now need to be spruced up! If you are
interested in coordinating this portion
of the Auction, please contact Andrea
(malted92@comcast.net ) or Joanne
(jomeyer777@aol.com ).
LOWER SCHOOL NEWS
A big thank you to all of the
volunteers who helped make this year’s
Pizza Bingo night a huge success!
Everyone enjoyed the wonderful
salads, desserts, water, and of course,
the pizza!
The date for the Lower School
skating party will be moving. We have
decided to go ice skating this year
and cannot get ice time until after the
end of the hockey season. Please stay
tuned to the Lower School weekly for
the new date announcement.
10 1791 Letter ~February 2010

We will be meeting with
Mrs. Issak in mid-February to discuss
the costumes for the Lower School
Production. More information will be
available shortly.
Beth Tykodi bptykodi@comcast.net
Lower School Coordinator
AUCTION NEWS
Berwick Academy Parents Association
Community Benefi t
As you know, the Auction
information packets were sent this
week. Enclosed you will fi nd many
relevant pieces of information
regarding the event that will take place
on April 24, 2010, at the Red Barn at
the Links at Outlook. We hope you
will consider contributing to this
exciting event – most importantly
by attending. Formal invitations will
follow shortly, and we hope to see on
April 24th. If you have any questions
regarding any of the information,
feel free to e-mail the Auction at
bapaauction@berwickacademy.org, or
call Lesli Friel at (603)379-2104.
Did you know, you can
sponsor a teacher by purchasing them
a ticket to the BAPA Auction? Tickets
for a teacher (and their guest) can be
purchased for $50.00 per person, and
can be presented to the teacher as a
gift from you or your child. What a
nice way to show your appreciation!
Lastly, we would love your
help in bringing the Auction to life!
If you would like to discuss volunteer
opportunities, please contact Heather
Kodzis by email at h.kodzis@getxsi.
com
MESSAGE FROM THE HEAD OF
SCHOOL...cont. from pg. 3
be important for current families to
adhere to the late February response
date for re-enrollment next year. If you
require an extension for some reason,
please be in touch with Diane Field to
see if that may be possible in your case,
as we need to be able to balance the
needs of our current families with the
excitement we have for new students
that are applying for admission next
year.
Spring Break
I can’t believe that this is the
last 1791 Letter before spring break! I
want to be sure to wish our families
a wonderful period of relaxation with
their children. It seems as if this year
has fl own by, but we have so many
exciting events to look forward to this
spring. I hope that you all share my
enthusiasm for what lies ahead.
ATHLETICS NEWS...cont. from pg. 7
slopestyle athletes 13 and older (SBX
15 and older) compete together in
an open-class event. The Revolution
Tour is also used to qualify athletes for
World Juniors, U.S. Open, U.S. World
Cup, USASA Nationals and Project
Gold camps.
Spring Sports
Spring presents the challenge
of getting onto fields and being able to
scrimmage before the first games. To
get a jump on this year’s season, baseball
will be headed to Connecticut to play
three games in two days and boys’ and
girls’ lacrosse teams are headed to play
on turf fi elds at Harvard University on
Saturday, March 27. Both teams will
participate in the Turf War sponsored
by Metro Lacrosse, a Boston-based
inner city lacrosse development
program for boys and girls.
Uniform Return
Middle School collection
will take place at practice Tuesday,
February 23. Upper School collection
will be done by Upper School coaches
the week of March 1.
Sports Awards
Middle School Awards
Presentations will take place on March
4 at 1:30 p.m. in the theater; and, Upper
School will meet on campus at 6:00
p.m. on March 4 for team gatherings
and 7:00 p.m. for awards presentations
in the theater.
Spring Practices
All varsity spring practices will
begin on Wednesday March 3. The JV
teams will begin practices after spring
break on Monday March 22. Coaches
will be meeting with players soon.
Spring game schedules
Schedules are being fi nalized
and will appear on the portal next
week.
Equipment for Spring
Lacrosse helmets should be
inspected yearly and must be stamped
and meet NOCSE approved standards.
Helmet life is three to four years. Girls’
lacrosse players must wear goggles.
These goggles need to be ATSM
approved for lacrosse. Various types
of goggles are available in sporting
goods stores. The Berwick Athletic
Department and Bookstore will have
a small supply for sale. Colored mouth
guards are required for both girls’ and
boys’ lacrosse. Varsity baseball teams
play with wooden bats. Composite
wood is not allowed.
1791 Letter ~ February 2010
11

Cindy Briggs - School Counselor
Wellness News
WINTER DOLDRUMS OR ADOLESCENT
DEPRESSION?
We all know about winter
doldrums-the blah feelings that we
experience this time of year due to
freezing temperatures, lack of sunlight,
ice, snow and winter in general. Most
of us muddle through these days often
feeling a bit crabby. Others cope by
complaining about the extra layers
of clothing to stay warm, frozen
extremities, and the overwhelming
inertia that the weather causes.
Inwardly, the majority of us know that
life is still okay and that the snow will
melt away (hopefully by March) along
with the doldrums.
Over the past two weeks,
I have been involved in a number
of conversations where the topic
of adolescent depression has come
up. Just last Thursday, I, along with
two senior SWAT members did a
mini-presentation on this topic in
Jen Onken’s ninth grade English
class. Her freshmen had just fi nished
reading “The Catcher in the Rye” and
she felt it was an opportune moment
to discuss adolescent depression. For
those of you who may not be familiar
with the book, the main character,
Holden Caulfield provides an excellent
example of an adolescent who struggles
with this serious illness. I am happy
to report that the freshmen did an
excellent job of identifying Holden’s
signs/symptoms and were able to have
a thoughtful discussion about both
adolescent depression and suicide. It
is heartening as the school counselor,
to know that our faculty is willing to
integrate these tough, but important
issues into their curriculum.
Another arena in which this
topic has come up was our Upper
School Student Support meetings.
Mr. Smith, Mr. Saliba, Ms. Onken, Ms.
Sevelowitz and I try to keep a close
watch on our students during these
cold winter months. The time when
we return from winter break until we
depart again for spring break is probably
the toughest for our oldest students on
campus. Long-term projects are the
norm during this stretch. I recently
did a survey for the Restroom Reader
(our student health newspaper) and
found that over 190 Upper School
students are presently researching and
writing a history research paper. This
statistic does not include the huge
Chemistry Periodic Table Project that
the sophomores are also doing this
quarter, or the college applications
over which some of our seniors are still
laboring. It is during this time that
students (and some faculty) wish for
that random snow day to catch up on
their work or much needed sleep.
I know one thing as I write this
1791 Letter article, the “winter doldrums”
have taken hold in the Upper School.
I see it on the faces of the students
and in their posture. Many of them
look tired and stressed, and not nearly
as cheerful as they were just a few
months ago, before the temperature
begun dipping. I try to ease my worry
by saying to myself, “March break is
less than a month away and that will
surely rejuvenate them.” However,
my worry always circles back to the
same question... Is this just the winter
doldrums or is it something far more
serious for some of these students?
I would assume for the majority
of our students, it is just the doldrums,
and they will be lifted as soon as the
temperature hits fifty and the Frisbee
starts flying again on Fogg Field; but for
a few, it may be more serious and may
need to be addressed. The following
information on adolescent depression
and a list of warning signs may help
you determine if your child is just in
the midst of the doldrums, or has issues
that may need immediate professional
attention.
The Federal Drug
Administration defines depression
as, an illness where the feelings of
sadness, hopelessness and despair
persist and interfere with a child
or adolescent’s ability to function.
Unfortunately, depression is one of
the most overlooked and undertreated
psychological disorders in adolescents.
This missed diagnosis is often due to
the confusion surrounding what is to
be determined as normal or abnormal
behavior during this particular life
stage. Those of you who have the
experience of living with an individual
between the ages of 12 and 18 can
most likely relate to this statement. In
my household, it is common for us to
witness anger, joy, sullenness, elation,
tears, and laughter all in one day. A
common trademark of adolescence
is moodiness, making it diffi cult to
distinguish between teen temperament
and depression. When considering
the FDA’s defi nition of adolescent
depression, two major components
continued on pg 14...
12 1791 Letter ~February 2010

Rachel Saliba - School Archivist
Archives News
FROM RUMMAGE SALE TO AUCTION:
THE FOUNDING OF THE BERWICK ACADEMY
PARENTS ASSOCIATION
Ever since the founding of
Berwick Academy, parents have played
a key role in its success and survival as
fundraisers, trustees, student recruiters,
volunteers, and program organizers.
During World War II, Berwick Academy
parents even volunteered as drivers for
the athletic teams to save precious
money and gas for the school.
However, not until the late
1970’s did the need for a formal
parent organization become apparent.
Within a few years, the Board of
Trustees had decided to end the postgraduate
boarding program, open a
lower school and embark on the first
major capital campaign in the school’s
history. Not surprisingly, Headmaster
Andrew Holmes turned to the parents
for support and made the following
plea to parents in his January 1977
“Since 1791” letter:
“The Headmaster is extremely
anxious to get started a Mothers
Association and a Fathers Association
for the Academy. Such groups are
most successful in other schools in
undertaking projects on behalf of the
Academy and students and providing
vital contact between the parents,
administration, and faculty concerning
desires and comments on operation
of the school. To these ends, on
Thursday, February 17th, Mr. and Mrs.
Holmes will host a coffee for mothers
interested in forming a Mothers
Association. This will begin at 1:30
p.m. in the Commons lounge and will
be over in time for parents to take
home any students leaving normally
on the early bus at 2:40 p.m.
On Monday, February 21st,
at 7:30 p.m. a similar meeting will be
held for fathers interested in helping to
organize a Fathers Association.”
While it is difficult to
determine what happened at the Father’s
Association meeting, the mothers
responded quickly and the Berwick
Academy Mother’s Association was
started, with the election of Jane Hall
as the first president and three other
offi cers in April 1977 (Class Parents
and Area Representatives weren’t
selected until 1979).
The Mother’s Association
sponsored annual events including a
Pot Luck Supper and a Candlelight
Dinner Dance for faculty, parents
and prospective parents, but the
most important fundraiser was the
Rummage/Yard/Barn sale. The fi rst
one raised $500 for the (new) Lower
School Library in May 1977.
The Yard Sale was the fi rst Mother’s Association
fundraiser and was an annual event until the auction
replaced it by 1984.
1791 Letter ~ February 2010
Eventually, the Berwick Academy Yard
Sale became one of the biggest in the
Seacoast region. While the reasons
are unclear, in 1983, the Mother’s
Association sponsored the first auction
and a yard sale in the same year. The
auction was considered a big success
raising $5,000 to support the school
and the yard sale era was over.
After four years of successful
auctions, and with Headmaster
Vince Durnan’s support, the Mother’s
Association changed its name to the
Berwick Academy Parents Association
(BAPA) and became incorporated as
a nonprofit corporation on January
14, 1987. The purpose of BAPA was
stated:
“To foster parental support for
the philosophy of education at
the Academy; to bring the parent
community of Berwick Academy closer
together by sponsoring educational
and social events; to listen to parent
recommendations and concerns;
to formulate appropriate ways to
help enhance student life at Berwick
Academy through fundraising efforts
for school necessities; to provide
volunteer assistance in needed areas.
(Articles of Incorporation, Jan 14,
1987).”
While the structure and
programs of BAPA have changed since
its beginning in 1977, it is still true
to its core mission and has become a
fundraising powerhouse that empowers
the school to provide many important
programs and activities that would
otherwise be impossible to offer.
13

ARTS NEWS...cont. from pg 8
is 7 p.m. for both performances.
MUSIC
Music and Technology
Enhancing Music Performance
and Assessment by Stephanie Sanders:
Berwick Academy students are
combining technology and music in a
variety of ways in music classes. MIDI
controllers, electronic instruments,
music software, the iPhone/iPod
Touch, recording software, and small
video recorders are changing the face
of music education and performance.
Symphonic Band and Middle
School Jazz Band students are using
music technology to compose and
arrange music to be performed at the
spring concerts. Students in the Upper
School Symphonic Band, who do not
participate in jazz band, have selected
fi ve popular songs in a variety of styles
to create a mash-up. Students are
using music theory and composition
skills to determine the appropriate
keys for which the music can be
played by a combination of electronic
instruments, computer generated
music, and acoustic instruments such
as trumpet, trombone and saxophone.
Students in both the Upper School
and Middle School groups have been
working with the Korg NanoKey, and
Korg NanoPad connected to Mixcraft
software on a tablet computer, and
GarageBand on a Mac to create original
soundtracks and loops. The Yamaha
WX5 wind controller connected to
a sound module, allows students who
play clarinet, flute, and saxophone to
assimilate a variety of acoustic and
electronic sounds, commonly heard
in popular music today. The Korg
Kaossilator and iPod Touch are used
to add interesting and creative affects
to the music. Students have also taken
the challenge of learning Logic Pro 8
composition software. This software
allows students to connect the computer
directly to an electric piano, and create
multi-track compositions and see the
notated score as they compose each
track. In Logic Pro, students can mix
live recordings with prerecorded
audio and MIDI loops, along with
student-created audio and MIDI
tracks. Music copyright of the songs
used in the mash-up will be addressed
with students learning the process of
procuring the appropriate copyright
license to perform, record and arrange
their music. The fi nished works will
be showcased in a live performance of
electronic, computer generated music,
and acoustic instruments.
The challenge for our student
composer-songwriters is keeping
their daily work in an organized,
documented format. Student musical
works are being documented and
stored in a digital portfolio, using a Flip
camera, M-Audio Microtrak II, digital
recorder, and recording with free
Audacity software, found on all student
tablet computers. A digital portfolio is
similar to a visual artist keeping their
paintings, drawings, and rough sketches
in a sketchbook or paper document
fi le. The digital portfolio is not only a
record of student work for assessment
purposes, but is also a recorded and
dated, simple copyright of their
original music. The digital portfolio
is a documented resource for students
to present in the college application
process for music studies. Students in
composition and songwriting will be
creating a class Podcast, which will
include their original work along with
discussion on a variety of topics related
to songwriting and popular music
reviews.
Audacity is a free multi-track
recording software that students in
the grade 7/8 band and the symphonic
band are using to complete playing
assessments. The playing assessment in
front of peers can be an intimidating
process for many students and it is
also time consuming when performed
in class. Using Audacity, students can
record themselves at home, having
the opportunity to do as many takes
as necessary, until they are happy with
their recorded performance. Once
the recording is completed and saved,
students export their performance as a
compressed MP3 file, which can easily
be sent by e-mail or dropped in the
homework box on the school server.
These recorded assessments will also
create a digital portfolio of individual
student achievement in a given year or
across several years of musicianship.
Family and friends cannot attend the
concert? An added bonus of this process
is that students can send Grandma in
California a recording of their playing
that opens directly in iTunes.
Students are bombarded with
music and technology every day.
Research suggests technology is an
important new element in education
and in music curriculum. It is important
to remember, as we embark on a path
of technology, that technology is an
enhancement to learning and should
enrich the musical experience being
delivered in the music classroom.
April Recitals
Berwick’s music recitals will
take place during the week of April
5. All students who take lessons on
campus are encouraged to perform.
Applied lesson teachers and parents
should arrange a recital date for each
private lesson student.
VISUAL ARTS
Scholastic Arts Exhibition
This is a reminder that the
Scholastics Regional Awards Exhibition
at Heartwood College of Art, 4 East
Avenue, Kennebunkport, Maine, is
open to the public. The award-winning
work of Derek Lavigne, Whitney
Pasternak and Olivia Waterhouse will
be on exhibit from March 8 through
March 17, 2010.
14 1791 Letter ~February 2010

Youth Art Month 2010
March is Youth Art Month.
Visual art teachers recently selected
the work of Ben Joslin (3), Colby
Wood (8), and Hannah Unger (9) to
represent Berwick Academy at this
annual exhibit sponsored by the Maine
Art Education Association and the
Portland Museum of Art. The exhibit
will open at the Portland Museum of
Art on Saturday, February 27, and will
be on display through Sunday, April
4. The opening reception and awards
ceremony will take place on Saturday,
March 6, 2010, from 5:00 – 7:30 p.m.
Summer Intensives in the Arts
Upper School students
interested in attending summer camp
or art programs with intensive study in
the visual arts should see Ms. Russell.
She has familiarity with a number of
programs attended by previous students
and has an extensive file of summer art
opportunities.
WELLNESS NEWS...cont. from pg 12
resonate for me: persistent symptoms
and interference in normal functioning.
An adolescent whose depressed mood
continues for an extended period
and/or an adolescent whose mood or
behavior are causing an inability to
function are adolescents about whom
I begin to worry. A “marker” used by
the Upper School Academic Support
Team at Berwick Academy is a change
in grades or performance in class. If we
see a student who experiences a sharp
drop in grades, or if we have a teacher
who expresses concern about a change
in a student’s class performance, we
take notice.
According to the National
Mental Health Association, adolescent
depression is increasing at an alarming
rate. Recent surveys indicate that
as many as one in five teens suffer
from clinical depression. Adolescent
depression appears to have two big
peaks, the fi rst around the ages of 13
or 14; and, the second between ages
18 to 22. A clear link exists between
depression and developmental changes.
These changes include puberty, the
development of a social network
(friends), sexuality and sexual identity,
academic or vocational achievement
and goals, and separation from adults.
These are all the normal tasks that our
middle and high school students are
presently undertaking. Adolescents
who are under a large amount of stress,
who may experience some type of loss
(such as a boyfriend/girlfriend), or,
who have learning or behavioral issues
are also at a higher risk of depression.
Adolescent females, as well as minority
populations such as homosexuals are at
more risk for developing depression.
This is not to say that males are free
from this illness. In fact, over the
past few years, we have seen a rapid
increase in the diagnosis of depression
in adolescent males.
This may startle you, but
parents can sometimes be a roadblock
to professional help. Our reluctance
to seek help appears to be related to
self-blame and minimization of the
symptoms. Many parents become
convinced that their teenager is simply
moody by nature, therefore missing the
fact that a majority of them have a very
serious and sometimes lethal disease.
We, the parents know our children
the best! We know their eating and
sleeping habits as well as how they
socialize with their friends. If one of
these daily habits changes, we should
consider it a red fl ag. According to
the American Academy of Child and
Adolescent Psychiatry, if one or more
of the following warning signs persist,
parents should seek professional help
for their adolescent:
• Frequent sadness, tearfulness, crying
• A sense of hopelessness
• Decreased interest in activities; or, an
inability to enjoy previously favorite
activities
1791 Letter ~ February 2010
• Persistent boredom; low energy
•Social isolation; poor communication
• Low self-esteem and guilt
• Extreme sensitivity to rejection or
failure
• Increased irritability, anger, hostility
• Diffi culty with relationships
• Frequent complaints of physical
illnesses such as headaches or
stomachaches
• Poor concentration
• A major change in eating/sleeping
habits
• Talk of, or efforts to run away from
home
• Thoughts or expressions of suicide or
self-destructive behavior
If you are worried about a
change in your adolescent’s mood
or behavior, fi nd the help you need
immediately. Even though talking
with a professional may not be an
adolescent’s idea of a good time, it may
change or even save their life.
The following are other
valuable resources available to parents
of adolescents: a book entitled,
“Adolescent Depression: A Guide for
Parents” by Mark Mondimore and the
following websites: www.ascap.org,
www.drada.org and www.namh.org.
Sincerely,
Cindy Briggs
15

Jedd Whitlock - Director of Advancement
Alumni and Development News
Dear Berwick Community,
On January 28, Janet Stevens graciously hosted an evening gathering to thank our Annual Fund parent volunteers.
Thank you, Janet, and thank you to the 50+ volunteers who have given and continue to give their time and
energy on behalf of Berwick. We have created great momentum and hope to carry this through to June 30,
2010, when the 2009 – 2010 Annual Fund closes.
Although we remain optimistic about reaching our goals, we still have some work to do, and need your help
to make our goals a reality. As a reminder, our participation goal this year is 65%. To date, 42% of Berwick
parents have made a gift or pledge to this year’s Annual Fund. Thank you again! Online giving continues to be
an extremely popular way to make a donation. We have already received 50 online gifts compared to just 4 at
this same time last year.
Second appeal letters have been sent out, and new parents will receive their fi rst Annual Fund appeals this
month. Please do not hesitate to contact me if you have any questions about the Berwick Annual Fund. I have
enclosed two helpful links:
To learn more about the importance of the Annual Fund, visit
www.berwickacademy.org/annualfund
To view last year’s report on annual giving, Celebrating Philanthropy, visit
www.berwickacademy.org/thankyou
As always, thank you for your support and consideration.
Best,
Jedd Whitlock
Director of Advancement
jwhitlock@berwickacademy.org
16 1791 Letter ~February 2010