T O D A Y Winter 2012 - Berwick Academy

T O D A Y Winter 2012In this issue:Curriculum MappingTeacher Feature: Jennifer Hill2011 Alumni Weekend: Honoring Alumni from the Class of 1961

Berwick Today is published two timesper year, once in the winter and oncein the summer, by Berwick Academy.It is mailed to all alumni, parents,grandparents, and friends of the School.Creative Director,Layout and Design:Tracey BoucherCopy Editor:Janet MillerPhotography:Tracey BoucherJenni Franco ‘03Shanlee Linney Ginchereau ’87Marilena SanbornThe faculty and staff who carry camerasand capture Berwick moments as theyhappen.Printing: MPXChanges of address or othercommunication regarding this periodicalshould be directed to:Berwick AcademyAlumni and Development Office31 Academy StreetSouth Berwick, Maine 03908207.384.6303kvarano@berwickacademy.orgFor parents of alumni: If this issue ofBerwick Today is addressed to your sonor daughter who no longer maintainsa permanent address at your home,kindly notify the Alumni Officewith the correct mailing address.Please either email Kellie Varano atkvarano@berwickacademy.org or call207.384.6303 to make changes.Alumni and Development Office:Board of Trustees 2011-2012President: Mark TayTreasurer: Matthew FrielSecretary: Eric Katz ’84Alex AutyPhil CavanaughLisa GoulemasE.J. HetzRobert HoyJames JalbertChad Kageleiry ‘78Holly MalloyPeter MartinLucas Merrow ’81Susan NoerdlingerMichael SchaferGreg Schneider, Head of SchoolFred SeigelMalcolm E. Smith, IIIKaren WalshLesli Friel, ex officioSean Clarke ‘88, ex officioTrustee EmeritiJohn ArmacostCharles V. Clement, IIIC. Dennis Fink ‘44O.P. Jackson, Jr.Joan R. JarvisRussell W. JeppesenKennett “Skip” Kendall, Jr.Michael “Mitch” RamseyRaymond “Ray” RamseyRichard “Hap” RidgwayMary Z. SchleyerClaire deTarr SmithOwen R. Stevens, D.V.M. ’48Joan TrimbleAlumni Council 2011-2012President: Sean Clarke ‘88Vice President: Robert Howie ‘72Secretary/Treasurer: Sharon Fogarty ‘82Ruth Brown Boston ‘52Chuck Clement ‘00Melissa Gagne ‘03Elizabeth Knight Henkel ‘59Stephanie Kendall Jaggars ‘89Ginger Mathews ‘94Rebecca Oliver-Palanca ‘01Karyn Scharf Morin ‘87Stephanie Robillard ‘89Kate Ordway Salvati ‘77Jonathan Sevigney ‘95Mark Svenson ‘95Bill Tarmey ‘63Greg Schneider, Head of SchoolKathryn Strand, Assistant Director ofDevelopment and Annual GivingJedd Whitlock, Director of AdvancementHonorary Council Member:Richard ”Hap” RidgwayTable of ContentsWelcomeWelcome from Gregory Schneider 2Faculty Profile: Jennifer Hill 4Curriculum Mapping 6Pre-Kindergarten Takes Flight 10Algebra 1/2 12Forensics 13New Trustees 14New Faculty and Staff 16AthleticsFall Season Review 20ArtsFall Arts Enrichment 23Trimester Snapshots 25Alumni NewsHilltop Honors 34Homecoming, Class of 1961 35A Poem by Anita Schoff GagneAlumni Awards 37Alumni Art: Nicholas Isaak ‘63 40Honoring Berwick’s Civil War Veterans 41Interview with an Alumna: 44Jennifer Goulston Zwillenberg ‘96Class Notes 45Planned Giving: Anna May Flynn Smith ‘31 52Jedd Whitlock,Director of AdvancementTracey Boucher,Assistant Director of CommunicationsKellie Keohan Varano ‘89,Assistant Director of Development, DatabaseKathryn Strand,Assistant Director of Developmentand Annual GivingJenni Franco ‘03,Development AssociateBerwick Academy31 Academy StreetSouth Berwick, Maine 03908www.berwickacademy.orgMembers of the senior class light their candles for the annual ceremonyheld at the Holiday Assembly.1

Message fromHead of SchoolGregory Schneider2Dear Berwick Academy Community,One of my major goals for the 2011-2012 academicyear has been preparing our community for our ten-yearaccreditation visit, which will be upon us in the fall of2012. As always, this opportunity presents an incrediblecatalyst for school improvement and reflection on ourprogress. Over the last five years, the Berwick programhas been honed in many ways, and I am incrediblyproud to have this opportunity to showcase our schoolto a dozen talented independent school educators fromaround New England. I believe one of the key enginesbehind our progress has been our massive curriculummapping initiative.As a Pre-Kindergarten through Post-Graduatecommunity, curriculum mapping offers Berwick Academyunique opportunities for programmatic improvement.Fundamentally, the process is about documenting all thatwe do in every classroom through the lens of our students.Heidi Hayes Jacobs, who helped us launch this effort in2009, always starts her presentations with an empty chairon the stage while picking a name, claiming: “Here sitsyour student, Mia. She will be attending Berwick Academyfor thirteen years. We are going to map the curriculum sothat we can all be confident that the scope and sequenceof the program makes sense to her. Not to us – but to her.”The explicit emphasis on the student lens is one of thegreat strengths of the overall approach. It is one of thefew tools that a Head of School can employ to navigatethe inherent tension between autonomy and coherencewithin independent schools.As most people know and appreciate, oneof the great strengths of an independent school is itsindependence. We are not beholden to state testing,and teachers are afforded far more autonomy in theirclassrooms than a typical public school teacher. For themost part, this approach has served places like Berwickwell – certainly a far better alternative than a group ofteachers who are obligated to teach to a test throughoutthe year. And yet the risk is that an independent school,left wholly to its own devices, becomes a mosaic of silosrather than a collaborative and opportunistic group ofeducators. Do we know what is being taught inthe same grade by another discipline? When theresearch papers are assigned? What concepts might beemphasized in a way that is redundant and boring for ourkids? Do we ever ask our students to read the same shortstory twice during their time on the Hilltop? How manytimes are they asked to discuss the American Revolution?A few years ago, we committed to mappingthe entire academic program on a dynamic web-basedapplication called Atlas. Thus, the process of curriculardocumentation and improvement is both continualand evolving. The mapping effort truly does take placeat 10,000 feet. We asked teachers to document theirwork, by units, in the following categories: 1) EssentialQuestions – what are the big picture “sticky ideas” thatwe truly want our students to know? 2) AnticipatedKnowledge Proficiencies – what pieces of content dowe want them to know that will support understandingthe essential questions? 3) Anticipated Skill Proficiencies– what do we want our students to be able to do as aresult of this unit? 4) Assessment – how will we create athoughtful mechanism to understand what our studentshave learned? 5) Strategies – what types of pedagogies andclass activities will be used? 6) Technology Integration– how will technology improve the student experience?7) Resources (uploaded documents, web links, etc.).Embedded in this article you can see an example of a unitmap from the ethics course that I teach our eighth gradersonce a week. While I do not claim to be the exemplarmapper in this community, I do believe in modeling whatit is that we are trying to accomplish.In fact, transparency is a huge benefit of themapping endeavor in general. For the first time in theschool’s history, any teacher from any division can log inand understand what is being taught in a given classroom.Imagine how much this helps faculty who are new to theschool: curriculum is no longer a person – it is truly aprogram. Ultimately, when the map is where we wouldlike it to be, we hope to create a public version to beviewed by parents for both understanding and marketingpurposes. We would like our maps to become a transparentsource of pride – a demonstration of the value inherent ina Berwick Academy experience.As Head of School, mapping is an unprecedentedcatalyst for professional development. Now ouradministrators and I can begin conversations with teacherswith phrases like: “Here is what I see in the maps – helpme understand the logic between what we are teaching inhistory in these two grades.” No longer do we need to relyon anecdote or gut instinct when having hard conversationsabout program; we simply can acknowledge redundancyor gaps without feeling compelled to lay blame. The mapsare the launching point for the challenging conversationsthat need to take place to make the Berwick experiencetruly exceptional.I am not so naïve to say that our faculty membershave been universally overjoyed that we have taken onsuch an ambitious initiative. There have probably been afew darts thrown at pictures of me next to the Atlas logo,in fact. Some teachers have jumped in fully, but manyrightfully worry about adding one more expectationto their already busy load. Some worry about loss ofautonomy and the ability to personalize their classroomexperience. However, I believe that most have seen thebenefit. Under the leadership of Bill Clapp and our FacultyAcademic Committee (FAC), our community has movedthrough a series of vertical (PK-PG) and horizontal (alldisciplines in one grade) exercises of curricular review.We have searched for gaps and repetitions within theprogram, and we have begun to ask hard questions aboutthe links between our mission and program.What has been most inspiring to me as Head ofSchool has been to see faculty members energized to havethe reason and forum to have detailed conversations aboutteaching and learning. These kinds of moments thwartisolation and foster collaboration; faculty no longer feelas if they are alone to fend with their students. Now theproblem is that our teachers crave more time to have thesesorts of conversations - a very legitimate concern giventhe complexity of responsibilities involved in a teachingposition at Berwick. We have added a professional dayin April while extending meetings before and after theschool year to assist, but I certainly agree that finding moreconsistent blocks of time for teachers to meet throughoutthe school year would make us a stronger school.So while curriculum mapping is far from apanacea to address the challenges inherent in runningan exemplary PK-PG program, it does, at a minimum,represent an extraordinary effort from the faculty on behalfof our students and families. This mapping initiative, likeso many others we run on this Hilltop, has left me in aweof the efforts of our teachers to provide our students withthe very best.As an alumni or friend of the Academy, I can onlyimagine that this is not an epiphany for you regardingour teachers. They are the greatest asset we hold as acommunity. Thank you for taking such an interest in thefuture of our program, and enjoy this edition of BerwickToday.Sincerely yours,Gregory J. Schneider3

Faculty Profile:Jennifer Hill, Middle School SpanishMs. Hill grew up in Andover, New Hampshire. She firstwent to Spain in high school and immersed herself inthe culture and language. That was when she decidedto focus on Spanish as her future career. In college,she decided that she wanted to become a teacher andget involved in a school community. Before startingat Berwick Academy, she taught in middle schoolsand high schools in California; Washington, D.C.;Andover and Tilton, NH; and Spain.When she was a young adult, Ms. Hill movedto California to immerse herself in a Spanish-speakingcommunity. California offered the cultural diversitywhich Andover, NH, did not. After teaching on theWest Coast, she went to Spain where she pursued hermaster’s degree while teaching. Ms. Hill has spentabout seven years living in Spain throughout her life,and it is where her daughter, Daisy, who is a first graderat BA, was born. She then decided to come back tothe U.S.A. because she wanted to raise Daisy in thiscountry. Upon her return to the US, she searched forby Claire Breger-Belsky ‘16 and Timmy Baxter ‘16a new school where she could teach, and that is when shefound Berwick Academy.Ms. Hill has a very distinctive teaching stylethat really helps us learn Spanish. She engages with herstudents in a way that encourages us to pay attention andhelps us learn. She is supportive of students who speakout in class and always inspires us to take a chance. Sheoften reminds us that “‘the only bad mistake is the onefrom which you don’t learn.” Because of this and herdesire to help us learn, she is willing to give points ontests and quizzes for corrections. In class, we do a lot ofSpanish speaking, which gives us a deeper appreciationand understanding of the language. When learningvocabulary, we often play games or have contests. All ofthese activities keep us engaged and our classes dynamic.Ms. Hill is also always willing to help us get ahead, andshe works with individual students when they have beenabsent or need extra help. In the larger class last year, shewent at a pace with which everyone could keep up. Herpersonable teaching style really inspires our Spanish classto take joy in learning a foreign language.Ms. Hill has many passions outside of teachingSpanish. She lives a healthy lifestyle as a vegan and standsup against animal cruelty. As a teenager, Ms. Hill didgymnastics and played lacrosse, and her love for the sportmakes her a great head coach for the Middle School blueLacrosse team. She is a skilled lacrosse player and coach.Ms. Hill is always friendly and funny. In class she tellsstories, plays games, and teaches in a fun manner. All inall, she is a great teacher, person, and member of the BAcommunity, and it is safe to say that most eighth gradersare sad to move on from Ms. Hill’s class when they go tothe Upper School. Ms. Hill is an amazing part of the BAcommunity.Berwick AcademyReceives Musical Giftby Seth Hurd, US Choral DirectorBerwick Academy was given an early Christmas gift this yearwhen the Coutu family generously donated a Steinway concertgrand piano to the School.The gift changes everything in our music departmentand to our applied music program. This piano is designedfor concert programming, and it is exciting to think that ourstudents will have an opportunity to play on a concert grand.It makes the music department at Berwick Academy stand apartfrom other schools. Not every private school is blessed to havesuch professional equipment.It is thrilling to be able to play this instrument. Thepurity of its tones, especially the low end, ring with warmth.The notes speak clearly and fill the theater with rich sound. Ihave found myself at a loss for words to express my gratitude.I am humbly thankful that our student experience has beenenhanced in a such a meaningful way.B e r w i c k A c a d e m yPre-Kindergarten ProgramBerwick Academy’s pre-kindergarten program focuses on the social, emotional,physical, and cognitive growth of each child. In a structured, yet creativeprogram students take part in activities that expand their socialand cognitive accomplishments.• A half-day program from 8:00 a.m. to 11:30 a.m. with anextended day option from 12-3 p.m.• One lead teacher and an assistant• Minimum age four years old by September 1• Classes in music, library, and physical education• A playground with varied stations for skill developmentwww.berwickacademy.org/pre-kindergarten5

CurriculumMappingStriving for InstructionalImprovement Through Mappingby Bill Clapp, Upper School Math Teacher andCurriculum Mapping Coordinator“What do I want my students to know by the end of myclass?” “What do I hope they will be able to do with thecontent?” “How will I assess that the students have learnedthese skills?” “What did the students learn last year, andwhat do I need to prepare them for next year?” Thesekey questions are at the heart of curriculum mapping, aprocess undertaken by the School three years ago withthe goal of improving instruction by developing a morecohesive curriculum.The mapping process is both daunting andrewarding as it provides a focus for teachers to ponderwhy and how they teach the way they do. The processhas led to valuable conversations which ask teachers notonly to consider these questions deeply but to documentthe answers in an electronic format that can be shared.The maps are the data that give evidence of the classroomexperience.BA took its first steps into curriculum mappingwith a workshop by Dr. Heidi Hayes Jacobs, aninternationally acclaimed curriculumleader. Dr. Jacobs’ work is based on thephilosophy of so-called “backward design”developed by Grant Wiggins and JayMcTighe, co-authors of Understandingby Design. Backwards design begins bydefining the end goals of the course,posing the question, “What do we wantthe students to learn by the completion ofthe course?” The activities and exercisesthat follow are based upon a laser focus onthese clearly articulated goals.Dr. Jacobs developed the frameworkfor the computer-based Atlas program thatBerwick teachers use to document theirmaps. The School has since dedicated allschoolworkshop days as well as divisionaland departmental time to working onmaps. Since its inception, teachers havemet in both vertical PK-12 groups and inhorizontal grade-level groupings.The mapping process not only helps focus teacherson pedagogy and methodology, but it also has a powerfulcollaborative component. This has been one of the mostappreciated aspects of the initiative. As Upper Schoolhistory teacher Brad Fletcher observed, “The mapping hasgiven us a vehicle to talk about the curriculum.” As ourmission states, we are three divisions within one school.Brad commented that the meeting time creates a chanceto bring the divisions together. Teachers want to talkabout teaching and learning; they care deeply about thiswork, and mapping has fostered this opportunity.Alice Lynch ‘88, a Lower School Kindergartenteacher, described the mapping meetings as producingtruly rich conversations triggered by looking at the mapshorizontally, across grade levels. Alice, along with MiddleSchool English teacher Mary Anker, has overseen the PK-12 Language Arts/English department. Some of the firstquestions that came to light in their meetings included:“Is our English curriculum driven by what colleges want?”“Are we placing too much emphasis on literature, andis this having a detrimental impact in other areas of theEnglish curriculum?”As the conversations moved forward, it becameclear that teachers are immensely proud of the breadthof skills and concepts covered in the English departmentfrom Kindergarten through grade twelve. The teachingwas determined to be purposeful and well sequenced.The English department felt that any repetition of skillsinherent in the maps is intentional, creating a naturalspiral of skill development throughout the divisions.Another major focus of the English departmentwas how students learn to write throughout the curriculum.In the Lower School, teachers wondered, “At what gradeshould a child be held accountable for certain skills (i.e.spaces between words, capitalization)? Future LowerSchool conversations will add clarity to questions such asthese.The English curriculum maps are proving tobe immensely valuable to new teachers in the LowerSchool; they serve as a guiding hand and a starting pointto conversations with colleagues during the first criticalyear of teaching a new grade. One particular questionthat sparked cross-divisional discussion was, “How arewriting and grammar intertwined?” As a result of thesemeetings, one teacher is designing a writing rubric thatshe will implement this year. A few teachers are ponderingwhether separate grades should be given for a student’sgrammar use and the content of the assignment.A map is broken into seven different fields: essentialquestions, student knowledge proficiencies, student skillsproficiencies, assessments, strategies, technology, andresources. A map is not a daily lesson plan but a threeto-seven-weekperspective that is linked together underone or two unifying themes. One of the most powerfulaspects of the maps is the essential question. A teacherneeds to identify two or three major learning goals fora unit, which are then posed in the form of an essentialquestion. This unifying question links all the other fields,which should be viewed through this lens.The student knowledge field represents thecontent that a student should know by the end of the unit,and student skills are what he or she should be able toperform. Assessments connect to the skills and knowledgesince they are the method for determining to what extentstudents have understood the material and absorbed theskills. The technology and resource fields identify whatis being used to implement the strategies and help thestudents achieve the knowledge and skills. A map is adynamic process, tying together the myriad of classroomactivities.67

BA teachers have found that maps can enhance thestudent experience by helping to structure the teaching.The use of time in a classroom is often a balancing actbetween exploring more topics and developing a deepunderstanding. According to Lower School Director JoelHawes, a map “helps with the timetable of the unit; it islike a financial budget of the time and helps to make useof class time purposeful and helps teachers stay on targetthroughout the unit.” The Lower School science classroomhas these essential questions (left sidebar) posted on thewall.8Essential Questions:Lower School ScienceFirst Grade:What will I find when I explorenature all around me?What does “nature is everywhere” mean?Second Grade:What will I find when I explorenature in the water?How are freshwater andsaltwater systems different?Third Grade:What will I find when I explorenature in the forest?How can I study and recordcampus trees?Fourth Grade:What will I find when I explorenature in the air?What animals fly and what makesthem able to fly?Academic courses are not the only programs beingmapped at BA. The Athletics Department maps majorlearning goals for their programs in each of the divisions.Lower School physical education teacher MarilenaSanborn has utilized these techniques for many years.The mapping process has allowed other Lower Schoolteachers to be more cognizant of her course intentions,including such goals as coordination and collaborativeplay. Other members of the community can see how theseskills and content progress from Lower School to MiddleSchool physical education program maps. The library andtechnology courses are also being mapped. These coursesbenefit greatly from the mapping work as faculty striveto integrate courses and build upon the other grade-levelcourses.During the 2010-2011 school year, the secondyear of the mapping process, teachers within the samediscipline identified gaps and repetitions. When socialstudies/history teachers began to identify the majorlearning goals for each course, it quickly became evidentthat non-western European content was lacking in thecurriculum. “The mapping conversations gave us thecatalyst to make the change,” said Brad Fletcher. Toaddress this gap, the Upper School grade nine historycourse this year has changed from a western civilizationscourse to a world history course. This fall, studentsexplored the development of the Chinese culture andmoved into India; currently they are studying the MiddleEast.Berwick teachers also examined their subject areacurricula for possible repetitions and found both goodrepetitions and bad ones. It seems obvious that coveringthe same English book for two or three years is wasteful,but one of the goals of student learning is to build uponprevious knowledge and skills so that understanding iscontinually stretched. This type of scaffolding requiressome aspect of repetition. Through the maps, the facultywere able to articulate where the repetitions were wastefuland where they were powerful and then make appropriatechanges. This work continues with the mathematicsdepartment using maps to identify how algebraic conceptsare developed.One Unit of Bill Clapp’s Ninth Grade Algebra 1 MapLast year teachers focused on identifying gaps andrepetitions from a vertical perspective within academicsubjects, while this year the work was done in gradelevelhorizontal groups. The grade-level learning goalshave revealed a startling consistency. Common themessuch as creative thinking and problem-solving have beenmentioned by both the Kindergarten and grade twelveteachers. Teachers in grades five and nine both statedeffective communication skills as important learninggoals. After articulating the learning goals, the next stepis to examine the maps for evidence that goals are beingmet.The five-year curriculum mapping plan includesfuture uses of the maps to increase the variety andeffectiveness of assessments. Part of the power of themapping software is being able to examine specific fieldsacross multiple grade levels. This analysis facilitatesprofessional development and curricular improvement.As the faculty moves forward with this endeavor,the evolving maps will serve as the primary tool for manyprofessional development conversations to create a morepowerful curriculum. As a learning community of teacherswho strive to provide the most dynamic education,teachers will continue to examine the curriculum mapshorizontally and vertically. Theywill look for additional intrinsic andrewarding ways that students canlink information between classes andacross years of study. Reviewing themaps as a community provides theopportunity for internal professionalgrowth that will ultimately enricheach student’s Berwick experience.9

10Pre-Kindergartenby Joel Hawes, Lower School Director andKelly Sullivan, Pre-Kindergarten TeacherWith family invitations proudlyon display, the Pre-Kindergarten class eagerlymarched with their butterflies to Fogg Field on awarm September afternoon. Upon their release,the monarchs hesitated and then flew to nearbyshrubs and trees and then on to increasingly greaterheights and distances. On each step of the paraderoute leading to this highly anticipated butterflyrelease, our Pre-Kindergarten students, too, beganan impressive journey into the new school year. Bycelebrating the arrival of their classroom monarchs,the children simultaneously highlighted their ownBerwick Academy arrival as a group with a strongsense of purpose in current and future adventures.After an important and lengthy planningprocess, the current half-day Pre-Kindergartenclass has taken flight! Directed by lead teacherKelly Sullivan and assistant teacher MeaghanFoster, the class of ten students meets daily from 8:00 to11:30 in a creatively designed Lower School classroom.Besides a variety of in-class endeavors, the students alsoparticipate in three unified arts subjects across campus:library, music and physical education.Morning routines begin with the studentssigning in and responding to a question of the day. Thechildren have the opportunity for open exploration astheir classmates arrive and as they settle into the excitingexperiences ahead. Children and teachers then jointogether for a morning meeting, which typically involvesgreeting each other, reviewing the previously answeredquestion of the day, and sharing ideas and thoughtsleading to the morning’s events. Next, students engage ina series of literacy and math activities, followed by a welldeserved snack break. Project work, unified arts classes,and outside play round out the morning prior to the time,once again, to say good-bye’s in anticipation of the nextday’s exciting routines.The Pre-Kindergarten class typically undertakesa long-term study that lasts throughout the year. Inthe opening example, besides watching the butterfliesTakes Flightdevelop, creating their own “release party” invitations,and participating in the butterfly parade, the studentsalso created many representations of butterflies throughmediums such as paint, clay, and drawings. The childrenhad many class discussions about their ideas of thedifferent stages of a butterfly and their journey to Mexico.The project also served to steer the students’ creativity inrelated activities during independent explorations.The curriculum in Pre-Kindergarten is propelledby children’s interests, ideas, encounters, and discoveriesas they explore a particular area of inquiry. Each year,investigations and projects differ because each child andfamily brings new ideas and experiences to school. Theseinterests drive the curriculum in unique directions whileclassroom teachers interweave age-appropriate skills intodaily learning encounters. Projects can be short or longterm,evolving as children generate new questions and newproblems to solve. Learning is a “whole experience,” notseparated by subject areas and time. In Pre-Kindergarten,the teachers work together to formulate hypotheses aboutthe possible directions of a project and materials that mightenhance it. Ultimately, the goal is to challenge childrenby posing thought-provoking, open-ended questions andexperiences, engaging in discussions in which childrengenerate multiple perspectives, and helping children tomake connections using problem solving and creativethinking skills.Meaningful experiences that evolve throughchildren’s inquiries ultimately support our students indeveloping both a sense of autonomy and community, indiscovering talents and abilities, and in appreciating theprocess of becoming thoroughly invested in a meaningfulproject. There is much that emerges throughout themorning that can be enhanced through cognitive, socialand physical approaches as creative, captivating, and richlearning opportunities develop.As an example, the topic of ocean creatures hascaptivated the children’s interest and imagination. Manyof the children often visit the local aquariums, museums,and waters that surround our community. The childrenhave brought this interest into their project work sincethe first day of school. It is a common occurrence forthe children to have frequent dialogues about differentsea creatures of interest. In response, the teachers haveprovided the children with books for research, and thestudents have begun to create their own books, drawings,and stories about sea creatures.The class has discussed differenttypes of sea creatures, developedliteracy games that incorporatesea creatures, and have used theirimaginations to delve deeper intounanswered ocean questions. Thispassion for learning will take theclass in many different directionsas they continue to develop furtherquestions and theories about thesea.Besides creating anengaging classroom experience,the teachers write a daily journal,which is sent home electronically tothe Pre-Kindergarten families. Thejournal highlights the morning’sevents and often includes studentquotes and thoughts, highlighting,once again, the importance oflistening to and following thechildren in their creative learningjourneys.Kelly Sullivan and Meaghan Foster havedeveloped a strong team-teaching bond in this inauguralPre-Kindergarten school year. Likewise, the Lower Schoolgreatly appreciates the inspired work of Tammy Myers,who took over forMrs. Foster during herNovember-Decembermaternity leave.Kelly Sullivan is wellpositionedto lead ournew Pre-Kindergartenprogram based onher past experiences,which includedstarting and teachingan Early Childhoodprogram at the AdventSchool in Boston.Meanwhile,Meaghan Foster’sgraduate work with The Teaching Institute (a BerwickAcademy and University of New England Master’s degreecollaborative) and her well-rounded support work with theLower School have provided an important springboardinto her Pre-Kindergarten teaching role. While we havebeen pleased with the morning Pre-Kindergarten routines,we are very excited to announce our plans to make nextyear’s daily schedule mirror theKindergarten through Fourth gradeprogram with an option to extendthe Pre-Kindergartener’s day with a12:00 to 3:00 p.m. schedule (withthe 2:10 Wednesday early releasetiming). The Pre-Kindergartenprogram has become and willcontinue to be an important entrypoint into a Lower School andBerwick Academy educationaljourney.11

Algebra 1/2by Sally Needell, Middle School Math and Sciencelinear equations as we explore graphing, trend lines, andrates of change. Students will be able to determine howtheir climate is changing.Middle School together, and it was a fun and excitingprocess; “...and it even had math while we showed schoolspirit.”How often has a math teacherheard the phrase, “When would I ever use this?”In fact, we use our math skills each day whetherwe are judging where to be on the soccer fieldfor the next play or deciding how many treats wecan afford at the BA Book Fair bake sale. Usingauthentic lessons in the classroom makes mathclass engaging and relevant for Middle Schoolstudents.Unanticipated side-effects of the Algebra ½lessons have been the bonds built among the students,their sense of purpose, and the realization that they havethe skills to be successful mathematicians and contributorsto the BA Middle School community. When askedabout the banner project, students shared the followingcomments: “...it was more fun than just sitting at our desks.We got to have fun and learn how to use math in everydaylife at the same time.” “The banner used math in a seeablesense, it is an awesome final product, and it was funand creative.” Other students shared their thoughts aboutthe Middle School “B”and “A.” “It was my favorite becausewe worked together as a class;” “...it brought the wholeBack to the question at the beginning of this article.Let’s see…if I earned one cent the first time I answered thequestion and doubled the amount each successive time,would I be better off than I would be earning one dollareach time? If students see the connections between whatthey are learning in math class and their world, maybeI won’t be asked the question, and it won’t make anydifference whether I earn that penny or dollar.In Algebra ½ this year, students have beenputting their skills to the test. Algebra ½ is acourse designed to help eighth graders with thetransitions from pre-Algebra to Algebra I. Westarted the year with a lesson on proportions.The lesson’s objective was to determine thesize of something one cannot reach, namely the circularwindow over the front door of the Clement MiddleSchool. Digital cameras and meter sticks were the toolsfor solving this problem. Next came determining what sizebanner would help block the sun shining into the GreatRoom through this same window. The students chose toblock the light with a 9-foot by 6-foot banner that wouldcelebrate the 40th anniversary of the Middle School.The next decisions to be made involved determining thesizes of the letters and numbers and where they would beplaced. An exercise in coordinate graphing followed asspacing and placements were measured. The banner nowhangs from the Great Room rafters.When the Middle School celebrated their fall spiritweek, students were asked to be in charge of organizingall of the Middle School students into a “B” and an “A”on Fogg Field. Students had to decide how to divide thestudents by grade, how tomake sure the students weredistributed evenly across theletters, and how to determinethe average distancesoccupied by students standingin lines. They also learnedhow to be human posts. Thedistance-measuring wheel wasthe tool of choice this time.The letters were a success forthe Middle School and theAlgebra ½ class.Other projects have followed. One has involvedlearning how a fashion designer uses math in his or herwork through the website Get the Math. Students adjustedthe design of a blouse to reduce the costs of the materialsand labor and allow for the correct profit percentage andretail price. Another project involved managing a bankaccount and a stock portfolio where students invested inthe stocks of their choosing and then were given daily“challenges.” These required students to apply theirknowledge of decimals, negative numbers, and simpleand compound interest to such transactions as mortgagepayments and stock sales.Like video games, math has specific rules of play.As a person learns the rules, he or she is more successfulat the games. When seeking more challenging games, therules change, and there is more to remember and apply. Inan upcoming activity, we’ll be testing our gaming skills aswell, to see how coordinate graphing and linear equationsare used in designingcomputer games.Another way toinvolve these mathstudents in real-worldexperiences will be togive them authenticdata. Climate datacollected throughoutNew England over thepast 100 years will bethe basis for our study ofForensicsThis fall, BA students may haveobserved numerous crime scenes being staged oncampus and wondered what was going on. In actuality,these crimes were part of an elective course in forensicsoffered by Gray Cornwell. Mr. Cornwell had attendeda weeklong course over the summer and was preparedto teach his students the basics of forensic science. Thestudents in this class learned how to gather and interpretevidence. The focus of the class was hands-on activities,including observation skills, crime scene investigation andevidence collection, hair and fiber analysis, fingerprints,blood and blood spatter, drug identification and toxicology,handwriting analysis, forgery and counterfeiting, forensicanthropology, ballistics and forensic entomology.Clips from a variety of media were used toshowcase specific topics. While the emphasis was onlab work, students wrote lab reports and had regularassessments on the material. Students developed theirreasoning skills while compiling and processing evidence.They established motive, opportunity, and ability in orderto identify suspects.The hands-on approach to the course enabledstudents to learn how to do the lab work that they haveseen on TV. The work was always interesting but notalways pleasant. A pig’s liver was stored in an outdoorby Gray Cornwell,Upper School Scienceshed where insect larvae were gathered at various stagesof development. Visitors to campus may have noticed anunpleasant odor in the vicinity of the turf field. Thoughthere were many unpleasant tasks associated with thisclass, the students took it all in stride.Fall 2011 was the first time this class was offered atBA. More students signed up than could be accommodated.It was a highly successful addition to the electives offeredto upperclassmen. As the seasons changed, the campuscrime wave subsided. Students should remain on alert forfuture suspicious events.1213

New Faculty and StaffWelcomeJulie Alexander, Middle School SpanishTeacher: After serving as a sabbaticalreplacement in the Upper School fromDecember 2001 to June 2002, Juliereturned to Berwick Academy this fall toteach sixth grade Spanish in the MiddleSchool. She has a B.A. in Spanish fromthe University of New Hampshire. Since 2002, Julie hasbeen teaching in various independent and public schoolsin the greater Boston area as well as participating in postgraduateeducational programs in South America.Kathryn Auger-Campbell, Directorof Admission and Financial Aid: Katehas worked in various other educationalinstitutions including Wilbraham &Monson Academy, Phillips ExeterAcademy, and St. Anselm Collegesince graduating from Southern NewHampshire University. She lives in thePortsmouth area with her husband and is thrilled to beback in the seacoast full-time.Megan Blakemore, Middle SchoolLibrarian: Megan worked for the pastfour years at the Westbrook HighSchool Library in Westbrook, ME. Sheis a graduate of Columbia University,and is currently enrolled in a Master’sof Education program in literacy at theUniversity of Maine with a concentration in writing andthe teaching of writing.Meaghan Foster, Assistant Pre-Kindergarten Teacher: After working thispast year as the Lower School After-CareCoordinator, Meaghan returned this fallas the Assistant Teacher in the new Pre-Kindergarten program and continued asthe Lower School After-Care Coordinator.Meaghan’s involvement with Berwick Academy extendsback many years and includes Lower and Middle Schoolsubstitute teaching. She successfully completed BerwickAcademy’s Teaching Institute in the spring of 2010.Meaghan is a graduate of the University of New Englandwhere she received her degree in teaching methodologies.Travis Derr, Assistant Athletic Director:Travis joined us after teaching andcoaching for the past two years at OysterRiver High School. Soccer is clearly a passion for thisConnecticut native. Travis played starting goalkeeperduring his four years at Bowdoin College. He has heldboth high school and college level coaching positions aswell as numerous soccer certifications. Travis, his wife,and baby daughter live in South Berwick, ME.Rebecca Enright, Substitute AthleticTrainer: Becky is a recent graduate ofUniversity of New England and spent the2009-10 year as an intern in the AthleticDepartment. Becky lives in York Beach,ME.Kimberlea Francouer, Lower SchoolLiteracy and Math Specialist: Afterrecently graduating from BerwickAcademy’s Teaching Institute, Kimreturned to teach literacy and math in theLower School. She is passionate about allsubjects, but particularly fond of math.Kim completed her undergraduate studies at DalhousieUniversity in Halifax, Nova Scotia. She and her familylive in Strafford, NH.David Hamilton, Facilities: David joinedthe Facilities Department at the beginningof last summer. Since then he has beenbusy helping to keep the campus beautiful.David comes to us from Wallingford Fence,where he held a seasonal position. Whenhe is not working, he enjoys coachingbaseball. David lives in Acton, ME.Linsday Hanson, Student Billing/Accounting Associate: Lindsay joinedthe Business Office in August after workingfor the past five years at Harvard PilgrimHealth Care. She is a graduate of St.Michael’s College, where she majoredin psychology. When Lindsay is notworking, she enjoys running, skiing, andyoga. Lindsay and her husband live in Portsmouth, NH.University.Jennifer Hedges, First Grade Teacher:Over the past four years, Jenn has beenworking as a Lower School LiteracyTeacher. She returned to assume hernew role as the Lower School’s first gradeteacher. Jenn’s commitment to educationspans a decade and includes ongoing worktoward a Doctorate in Education at BostonLaura Anne Jaquays, Fifth Grade ArtTeacher: Over the past year Laura hascreated a strong link between the BerwickAcademy community and York Hospital,specifically working on the Art H.O.P.E.Project with numerous Middle and UpperSchool students. This fall she returnedto campus as a member of the Fine ArtsDepartment to teach art to the youngest members of ourMiddle School, the fifth grade students. Laura sees herselfas both an educator and a creative healer, dedicating herlife to teaching the healing power of art.Kimberly Kryder, Middle and UpperSchool Counselor: Kim joined theSupport Services Staff in the positionof Middle and Upper School counselor.Kim most recently worked as a schoolcounselor at Shadow Mountain HighSchool in Phoenix, AZ. Kim has a master’sdegree in school counseling from GeorgeWashington University. She, her husband, and youngdaughter live in Eliot, ME.Robin Martin, Benefits and AccountsPayable Associate: Robin joined theBerwick Academy Business Office inDecember 2010 and took no time at allto get up to speed. She is a graduate ofColby College and is presently workingtoward her M.B.A. She, her husband, andtwo sons live in Berwick, ME.Jeffrey Minihan, Facilities: Another newface in the Facilities Department is JeffreyMinihan. After six years of working innorthern Maine, Jeff and his family haverelocated to the area. When not working,Jeff enjoys spending time with his twoyoung children.Marti Mulhern, Lower School Literacy:Marti comes to us from the Horne StreetSchool in Dover where she worked asa literacy tutor for the past three years.Marti received her Master’s of Educationin reading at the University of NewHampshire in 2004. She and her familylive in Durham, NH.Tammy Myers, Administrative Assistantto the Athletic Department: Tammyjoined the Athletic Department to takeon the role of part-time AdministrativeAssistant and coach. Tammy’s coachingresponsibilities include field hockey, basketball andsoftball. Tammy has her B.S. degree from WheelockCollege where she majored in human development.Sarah Ross, Academic SupportCoordinator (Grades 5-12): Over thepast three years Sarah worked at ThayerAcademy providing support services toMiddle School students. Sarah receivedher master’s degree in reading and writingfrom the University of Massachusetts-Amherst in May 2007. She lives in York Harbor, ME.Marc Small, Middle School ScienceTeacher: Marc joined the Middle Schoolthis fall to teach sixth and seventh gradescience. He comes to us from SaltLake City, UT, where he taught at theMcGillis School for four years. Marc is anundergraduate of Colby College and hashis master’s degree from Harvard University.He, his wife, and two young children have relocated toPortsmouth, NH.Kelly Sullivan, Pre-Kindergarten Teacher:After six years as an Early ChildhoodEducation Teacher at the Advent Schoolin Boston, Kelly joined the Lower Schoolas the new Pre-Kindergarten teacher. Shehas extensive experience in the innovativeearly childhood program inspired by theReggio Emilia Approach. She received her master’s degreefrom the University of Colorado. Kelly lives in Newton,NH.David Yung, Facilities: David comes to usafter working for two years at the UnicoCleaning Company. He describes himselfas a “hard worker” and “funny.” David andhis family live in Lebanon, ME.1617

C o m m u n i t y B e n e f i tSave theDate!What:Berwick Academy Community BenefitWhen: Saturday, April 28, 2012Where:The Red Barn at Outlook Farm, South Berwick, MaineWe hope to see you at this fun and festive event that celebrates the students, the staff, and all that is BerwickAcademy. Funds raised at this event provide enrichment and social opportunities for our children, materials andequipment that heighten the teachers’ curricula, and much needed support for the enhancement, restoration, andbeautification of our historic campus.There are many ways you can support the Community Benefit: sponsorships, donations, purchasing a ticket,bidding, and volunteering to name a few. Be sure to log on to our online auction website, www.biddingforgood.com/bpccommuitybenefit, to bid on items that will only be available online from March 26 to April 14, 2012. Ourlive event on April 28 will feature the live auction, Fund-A-Need, Heads and Tails, food, drink, friends, and moresurprises! We look forward to seeing you there.Lesli Friel, President BPCm.friel@comcast.net2011 Fund-A-NeedThe 2011 Community Benefit, held last April, raisedover $85,000 for the Fund-A-Need project. Lastyear’s project was created to honor Pat McManus,long time employee of Berwick Academy whoretired from her position as Director of Buildingsand Grounds in 2011. The Pat McManus CampusPreservation and Enhancement Fund was createdwith the dollars raised, allowing us to fund a portionof the Fogg Memorial restoration that was undertakenthis past summer. Pat’s dedication to our school isevident in so many ways, and the appreciation forPat was exemplified in the generosity of our donors.A huge thank you to all those who supported thisproject.Upper School Musical:Damn YankeesFriday and Saturday,February 24 and 25BPC Community BenefitSaturday, April 28Grandparent’s DayFriday, May 4Dance PerformanceFriday, May 4 at 6:30 p.m. andSaturday, May 5 at 3 p.m.Spring ConcertsMay 15, 22, and 23 at 7 p.m.Senior Arts NightThursday, May 17 at 7 p.m.WoofstockFriday, June 1 at 4 p.m.CommencementSaturday, June 9 at 10 a.m.1819

Fall Sports: Season ReviewBoys Varsity GolfCoach John DowneyThe Berwick Varsity Golf team earned theEIL championship for the third year in a row!Team members include the following: SeniorsMike Keefe, Captain Nick Saulnier, BenSiegel, Nate Winters; Juniors Max Linemayr,Jon Malloy, Alex Grammenos; SophomoresCam Clair and Brian Horner; and FreshmenLukas Linemayr and Brennan Santaniello.For the regular season the team earned thetitle of league champions with an overallrecord of 13-1, losing that match in a tiebreaker by two strokes. We hosted the EILtournament at our home course, The Ledges.We enjoyed a magnificent November day ofchallenging golf and the usual competitivecamaraderie. But when the dust settled, Berwick had wonthe event, standing tall and alone above the second-placeteam, Portsmouth Abbey, by 13 strokes. Max won the firstflight with a score of 79. Nick won the third flight with an83, and Lukas took the sixth flight with an 81. Jon Malloywon the longest drive competition.League MVP and Team MVP: Max Linemayr ‘13All-League Team: Nick Saulnier ’12, Jon Malloy ‘13League Honorable Mention: Ben Siegel ‘12,Brennan Santaniello ‘15Coach’s Award: Mike Keefe ‘12AthleticsUpdateby Rob Quinn, Athletic Directorbig shoes to be filled with our six departing seniors. Wehave fond memories of our road win against PortsmouthAbbey with a huge point blank save from Eliza Hazen ‘13and an amazing cross from Emily Borkowski ‘15 to BrookeDowney ‘15. We played great, tying LCA mid-season athome. Even our loss to Beaver Country Day in the EILtournament was a great game against one of the strongestoffenses in the league. The season as a whole was a hugesuccess. The team qualified for the EIL tournament forthe first time since 2008, tied rival Pingree for the firsttime in over seven years at home and on the road, and lostto the first and second place teams in the league by onlyone goal.of the team’s 70 goals in2010, the new squad wastasked with assimilatingnewer and younger playersinto the program, andthis did not come withoutits challenges. After apromising start that saw ourteam winning most of itsearly games, a combinationof injuries to key players andneeding to move playersinto spots that didn’t playto their strengths saw theteam begin to struggle to score goals and steadily dropin the EIL standings. Leading much of our offense werethe strong positional play of Grahm McGlinchey ‘12 andthe tireless efforts of Blake Downey ‘13. Our defendingand goalkeeping remained an area of strength throughoutthe season, led by captains Parker Woolley ‘12, JohnReinhardt ‘12, and Joe Reid ‘12, as well as the goaltendingduo of Taylor Scanlon ‘12 and Erik Wisniewski ‘14. In spiteof their nearly league-leading goals against average, ourparsimonious scoring at the other end of the field left littleroom for error, and in the end, the team had to accept afifth-place finish. The coaches and players, however, arequite confident that a healthy team next fall, one that willboast 11 returning players, many of whom started severalgames, will contribute to a strongly improved 2012campaign.All-League Team: Parker Woolley ‘12 andJohn Reinhardt ‘12Team MVP: John Reinhardt ‘12Coach’s Award: Blake Downey ‘13League Honorable Mention: Joe Reid ‘12Boys Varsity Cross CountryCoach Jon Davieseason and capped it off with aneighth place, all-league finishat the EIL Championship race.We were lucky to have JakeHorne join as a new junior; hisintensive training for swimmingtranslated to a great first seasonwith Berwick. Juniors BenMuthig, Peter Whelan, and BennClapp have clearly matured asrunners, and their training wasparticularly productive, leadingto steadily improving results.Their leadership set a standardthat kept everyone focused and motivated. SophomoresWill Platt and Lucas Kaplan jumped into their secondseasons. Lucas has emerged as runner who can’t beignored in the EIL. The freshmen pack of five provedto be a tightly knit gang who took pride in pushing oneanother in training and shaving time off their race finishes.Julian Felvinci made a statement at the New EnglandChampionships by winning the JV race. Aidan Cooksoncame within 17 seconds of cracking the 20-minute markat the EIL Championship race and ran in the varsity groupat the Division IV New England Championships. In ourbest race of the season, Berwick placed fifth out of eightteams at the EIL Championship Race. Without exception,it was everyone’s fastest race of the year. One week laterthe team earned seventh place out of 19 schools at theNEPSTA Division IV Championship race. This spiritedgroup of runners had a great season.Team MVP: Ryan McGuigan ‘12Coach’s Award: Benn Clapp ‘1320Girls Varsity SoccerCoach Travis DerrThe team got off to a slow startduring the regular season withsome tough losses on the roadwith trouble finishing. The teambattled through the season andshowed immense improvementand dedication. They finishedstrong without a loss in their lastsix regular season games. Whilereturning a large number of youngplayers for next year, there are someTeam MVP: Lyndsay Brattan ‘12Coach’s Award: Caroline Seekins ‘12All-League: Lyndsay Brattan ‘12League Honorable Mention:Gabby Martin ‘12Boys Varsity SoccerCoaches Patrick Connolly andChris MansfieldThe team went through somegrowing pains this fall. Aftergraduating nearly half of the team,not to mention their making 60This year’s team put together a very productiveseason. Our overall season record of 3-5 doesnot reflect the significant and steady progress thatwas achieved, and no one had any reason to bedisappointed with the season’s accomplishments.The runners stuck to a grueling training regimeand earned the benefits. Four seniors closed outtheir careers. For Matt Graichen, it was a oneseasoncareer; we will always wonder what mighthave been if he had started running as a freshman.Nathan Richard completed his second season anddiscovered that maybe he is a runner, after all. WinHahn and Ryan McGuigan enjoyed the entire fouryearcross-country adventure. Ryan had his best21

22Girls Varsity Cross CountryCoaches Raegan Russell and Amy TrueworthyRunning a cross country race well involves somebasic strategy. It involves training one’s body toknow and, if not enjoy, at least tolerate a fast paceover longer distances, across varied terrains, andin moments of physical and mental stress. To runa cross country race well, a runner must accelerateand gain momentum. She should run her secondmile faster than the first, the third faster thanthat, and still have fuel for a glorious kick at thefinish. Our season reflects this steady increase inmomentum. Although we finished eighth in theEIL Championship Race at Franklin Park, we helda more respectable record of five wins and fourlosses in the competitive EIL season. But at theend of the season, our team pulled it together andharnessed this momentum to take fourth at the NEPSTAChampionship Race, where we competed against 13 NewEngland schools at Hebron Academy.Coach’s Award: Ellie Penati ‘12Team MVP: Emily Duchene ‘15All-League and All-New England: Emily Duchene ‘15Girls Varsity Field HockeyCoaches Tracey Boucher and Tammy MyersFall 2011 was a memorable season for the field hockeyteam as they became a varsity squad after two years asa start-up JV team. Going into the season, head coachTracey Boucher was cautiously optimistic about the team.Knowing this was their first year facing the best players inthe league, the possibility of having a winning season wasslim, although attainable. After opening the season witha scrimmage and securing their first victory, the girls wereexcited to bring on the regular season and their leagueopponents. The girls played hard for every single gameand ended their regular season with six wins, seven losses,and one tie—an impressive record for any team, but aneven more impressive record for a team playing theirfirst varsity schedule. Going into the EIL tournament,the girls were seeded sixth out of 10 teams in the leagueand second in the B bracket. They won their first gameof the tournament, and although they did not clinch theB bracket championship, the team was thrilled with theiroverall performance for their inaugural season. The teamwas comprised of several veteran players and a handfulof new players, rounding out a squad of 14 dedicatedathletes.Team MVP: Shannon Farrell ‘12Coach’s Award: Kristen Jones ‘15All-League: Shannon Farrell ’12 and Anna Wright ‘13All-League Honorable Mention: Sarah Brodeur ‘13ArtsUpdateArts Enrichment Fall 2011 by Deloris White, Director of Fine ArtsDavid Coffin, Music from theKing’s CourtMusician David Coffin returned this fall for his annual visitto our grade four music classes as they began their studyof the recorder. Each year David demonstrates a varietyof instruments during his lively presentation, engagingstudents in history, music, and humor. His approach isinteractive and filled with surprises.David’s website describes this program and hispresentation as follows: “His entertaining presentationcovers the history of the recorder from the primitiveocarina and the newly discovered Paleolithic bone-flute,through medieval gemshorns, to the refined recorders ofthe Renaissance and Baroque periods. With his completeset of beautifully crafted instruments, David demonstratesperiod examples of music written for each particularinstrument. He illustrates with humor and vitality theevolution of the Early Winds. How have some evolvedinto modern instruments? Which continue to be used intheir historic forms? Which are now extinct?”To learn more about David Coffin and thispresentation, visit davidcoffin.com and explore the varietyof interactive programs on this site.Dance ResidencyThe Visual and Performing Arts Department and theUpper School had the pleasure of hosting up and comingmodern dance artists SpunkandCOmpany for a lateOctober performance and workshop series. Rooted inwork that is at once humorous and dramatic, accessibleyet contemplative, the choreography attempts to bothdelight and puzzle its viewer. A blend of traditionaland contemporary dance techniques, the vocabularyof SpunkandCOmpany is athletic, theatrical, andprovocative. Often magnifying social issues and humanrelationships, the company works beyond pure formalistintention to achieve the art of contemporary storytelling.The performance offered to the Upper School studentsincluded a debut of the piece “Hester,” a twisted tale aboutthe dark side of female relationships set in motion. Oftenabstract in nature, the presented material engaged theaudience with compellingly classical lines framed by asophisticated sense of form and space.Once in the studio for movement workshops, theartists of SpunkandCO challenged Middle and UpperSchool dancers with innovative and vibrant choreographicrepertory. With great enthusiasm, the forty plus studentsdelved into the creative process with the professionalartists, learning exciting combinations while alsoexploring elements of composition with the group. Theworkshop and performance with SpunkandCO fostersBA’s commitment to creative expression while stretchingstudents through active engagement in the realm ofperformance arts. It was a delight to have the companyon the hilltop, sharing their perspective of process,creation, and production. For more information, pleasevisit spunkandcodance.com.Music ShareApproximately three times per year students from theLower and Middle Schools are invited to share musicthey are learning in their private music studios or musicthey simply love. These performance opportunitiesare coordinated by Choral Director Maria Isaak andperformed during a regularly scheduled morningassembly. Maria facilitates these performances by puttingtogether the program, helping students prepare as needed,accompanying students, and working to ensure a variedprogram for the students to share.23

The Middle School Music Share wason December 16. It included performancesof voice, violin, poetry, guitar, and piano.Silent FlightThirty-five students representing all threedivisions created art in response to the Callfor Entries for the 2012 International AviationArt Contest sponsored by the FederationAeronautique Internationale (FIA). Workingat home or in special classes after school,these artists worked in a variety of media tocreate their hot air balloons, gliders, hanggliders, and sky divers according to thespecific guidelines for entry. The work wason exhibit in the Jackson Library Galleryfor the month of December. Following the exhibit, theworks were submitted to state competition. If an artist isselected to receive an award at the state level, his or herwork will be forwarded to national competition, followedby international competition if the work also receivedrecognition at the national level.North Shore Field TripAfter a wonderful choral concert presentation Tuesday,December 14, students in the Middle School Grade 5-6Choir headed south to see their own fellow choral memberBryan Marden in North Shore Music Theater’s productionof A Christmas Carol. The performance uplifted the studentsin several ways. Most had never seen a surround theater.The backdrop, a silhouette of 18th-century London, wasreally the Round Drop. There was no backstage, so allactors came from under the stage through trap doorsand moving sidewalk apparatus. The orchestra pit wasdivided physically into three sections. The conductorand the lower string section were housed above thestage. Brass and winds were below the stage, and harpand violins were above the stage opposite the conductor.The lighting crew and pyrotechnics crew worked aboveon catwalks. The make-up and costumes were high level.Of course, we were there to hear the professional levelsingers. They certainly did not disappoint. Our studentsnoted their combined acting and singing, eye contact,facial expression, strong diction, perfect posture, and allthe great results these things bring to performers. Everychild who attended was gratified to have been there. BryanMarden stepped out with us afterward, and we were ableto congratulate him! It was a wonderful day and fed ourstudents much inspiration for their future performanceendeavors.Virtual ResidencyBand Director Stephanie Sanders recently selectedComposer Alex Shapiro’s electroacoustic band piece,PAPER CUT for one of Berwick’s bands to perform duringthe spring concert season. Inspired by the particular pieceand the composer’s work, Ms. Sanders contacted thisPacific Coast artist to learn more about her music and todiscuss possibilities. Ms. Shapiro is composing music forall levels, but in particular, music for young bands usingtechnology within the piece. This e-mail conversation hasresulted in an exciting virtual residency that will take placeelectronically via Skype sessions between students on theEast Coast and Alex Shapiro on the Pacific Coast. ThisWashington state composer is very excited to participatein a virtual residency with Berwick’s band students. Ms.Sanders stated, “This will be a fabulous experience for ourstudents to get to work with the composer of a piece theyare performing.”PAPER CUT incorporates winds, percussion,synthesized backing track, live electronic instrumentsand DAW software connected to keyboard controllersand wind controllers along with the Kaossilators andWaveDrum synthesizer. The performance will also includethe use of organic materials for sound in the form of paperfrom the recycling bins around campus along with apotential multimedia element that will be determined.There may even be an additional surprise to look forwardto on performance night. Band students will definitelybe exploring new ground while presenting the audiencewith new experiences during their performance of PAPERCUT in the spring. The presentation of this piece, alongwith the growing e-Music program at Berwick, exposesthe belief that traditional ensembles like bands and nontraditionalmusic technology can co-exist and need toco-exist if traditional ensembles are to survive in musiceducation of the 21st century. To learn more about AlexShapiro, please visit her site http://www.alexshapiro.org/ASBio.html.TrimesterSnapshotsSenior Class ConvocationSeptember 9, 20112425

Community Circles and Tenth Day AssemblySeptember 19, 2011Pre-Kindergarten Butterfly Release2627

Performances for the Arts: Faculty Variety ShowOctober 14, 2011Halloween ParadeOctober 29, 20112829

Upper School Play: A Midsummer Night’s DreamNovember 11 and 12, 2011Bottom (Matt Butcher ’14, center) transformed with adonkey’s head, finds himself surrounded by the FairyQueen and her subjects, from left: Cobweb (KaralineBerger ’13), Peaseblossom (Juliet Moore ’15), Moth(Abigail Fitzpatrick ’14), Titania (Skyler Gailing ’14), andMustardseed (Madison Keefe ’13).Egeus (Will Platt ’14, left), prefers Demetrius (Liam Bristol, ’14, center) toLysander (Breandan Haley ’13, right), as a suitor for his daughter Hermia.Helena (Carly Gill ’14,left) listens as Lysander(Breandan Haley ’14,center) and Hermia (AbbyScanlon ’12, right) revealtheir plans to elope.Puck (Jane Merrow ’13) contemplates how tosort out the muddled romances of Lysander,Hermia, Demetrius, and Helena.Titania, the Fairy Queen, (SkylerGailing ’14) in a quiet moment withOberon, King of the Fairies (HenryYoung ’12).Bottom (Matt Butcher ’14) performs as Pyramusfor Duke Theseus and Queen Hippolyta.Puck (Jane Merrow ’13, left) andMoth (Abigail Fitzpatrick ’14) awaitthe arrival of Oberon.The fairy court, clockwise from left: Cobweb (KaralineBerger ’13), Hollyhock (Jillian Clark ’15), Mustardseed(Madison Keefe ’13), Peaseblossom (Juliet Moore ’15),Larkspur (Mary DePascale, ‘12), and Moth (AbigailFitzpatrick ’14).Demetrius (Liam Bristol ’14)scorns the affections of Helena(Carly Gill ’13).Snout (Stephanie Storey ’15),Snug (Henry Henkel ’15) andStarveling (Ian MacFarlane ’14)prepare to perform for DukeTheseus.Flute (Joe Borg ’12) as Thisbe,discovers Bottom (MattButcher ’14) as Pyramus isdead, while Snout (StephanieStorey ’15) looks on.Puck (Jane Merrow ’13) sweepsaway the last traces of fairymischief as A Midsummer Night’sDream comes to an end.3031

Middle School Musical: Honk Jr.!November 18 & 19, 2011The four ducklings (Livia Ginchereau, Olivia Pomeroy,Kenzie Kennie, and Vickie Dzbynski) remind Ugly (PageWaldo) how different he is from them.Will Hebert, as Drake, wonders when his wife,Ida, will return, so he can get a reprieve fromtaking care of the ducklings.Emma Sattler (Henrietta), Katherine Reid (Maureen), and BarrettJackson (Jaybird’s Cameraman) are amused by Drake’s antics duringthe show’s opening number, “A Poultry Tale.”Jaybird, the TV news reporter, played by SahanaHeiderscheidt, interviews a distraught Ida (Jess Hebert),after Ugly has gone missing.Amber Williams, as The Cat, interrupts the festivities to remindthe other barnyard animals who the real boss is on the farm.Some of the geese (from left to right, Juliet Clark, Katherine Reid,and Matt Marino-Babcock) prepare to take off on their “WildGoose Chase” to look for Ida, so they can tell her that Ugly is stillalive and well.Katherine Reid (Maureen) and Jess Hebert (Ida) welcomeIda’s new ducklings into the world.Page Waldo, as Ugly, and Sarah Khan, as The Frog, agree thatsomeone out there will love Ugly “Warts and All.”The newly-born ducklings gather aroundtheir mother, Ida (Jess Hebert).Page Waldo, as Ugly, iscaught in mid-honk, whileshowing the audience and thebarnyard animals why she’s justa bit different than the otherducklings.The magical transformation from ugly duckling to handsomeswan has taken place, much to Page Waldo’s amazement.The swan Penny (Shannon Haley) and her father (NicholasNoerdlinger) look on in awe.3233

AlumniNewsHilltop HonorsAlumniWeekend 2011Homecoming:Class of ‘61A poem by Anita Schoff Gagne ‘6134On September 24, 2011, on the occasion of the50th reunion of the Class of 1961, BA had a uniqueopportunity to reconnect with a special group ofalumni. During Alumni Weekend, the Academywelcomed back a group of students from the Class of’61 who left BA prior to graduation when the town ofSouth Berwick ended its tuition agreement with theAcademy.Since its inception, BA has always been aprivate school, run by a Board of Trustees, separatefrom town or state officials. Like many schoolsin Maine at the time, BA accepted students fromneighboring towns which paid the tuition. Thisarrangement still exists today for many so-called“town academies.”In the early 1950s, BA trustees felt the Academywas straying from its mission as a college preparatoryschool. Meanwhile, town officials were advocating fora more vocational curriculum. A middle ground couldnot be reached, and in 1955, the town and the Academyannounced their decision to end their agreement. Thetown would build a new high school. The Academywould accept boarding students and day students fromthe area, but the tuitionwould be paid by thestudents’ families, not thetown. Tuition at the timewas about $750 per student.This decision wasespecially painful for themembers of the BA Class of’61, who spent their senioryear at the newly builtSouth Berwick High. Theystill felt BA was their schoolas it had been for theirfamilies for generations.Thanks to a small group of passionate alumni,led by Anita Schoff Gagne, BA was able to reunite thesestudents with their beloved alma mater. On the third floorof Fogg Memorial, Head of School Greg Schneider andPresident of the Board of Trustees Mark Tay presentedBerwick Academy diplomas to a dozen of the displacedstudents. In keeping with tradition, the bell in the towerrang out as each of the names was read.Congratulations graduates andwelcome home!Note: If you are member of theBA Class of 1961 who left after yourjunior year to attend South Berwick High,and you would like a Berwick Academydiploma, please contact Kathryn Strandin the Alumni Office at 207-384-6307 orkstrand@berwickacademy.org.Pictured left: Joseph Scanlon ’56 receives his BAdiploma 55 years after leaving BA one year prior tohis graduation in order to join the US Navy.I started school when I was sixin the year of ’48.I rode a big old yellow busand thought that this was great!It drove me off to Central School,the ride seemed long to me.I sat myself upon the seatand found it hard to see.This little girl was on her ownat school to find her way.She lined up where the teacher was,not sure she’d want to stay.She’d start the day with roll call,then allegiance to the flag.And when she got new crayonsthings just didn’t seem so bad.I made new friends as time went on,looked forward to each day.I worked so hard to learn new things-‘twas there I learned to pray.The playground, full of swings and fields,I rode the big seesaw.Sometimes I chose the big white chalk,on the pavement I would draw.Now jumping rope and playing ballhad taken up my time,‘twas back to work as we all flockedto form our quiet line.The years went by at grammar school,I’d soon be on my wayto walk the walk my siblings did,“God bless our old B.A.”With pride I strolled the hallwaysand found my way about.This was my school the next four years,so confident, no doubt!A freshman, then a sophomore,a junior came so fast.Little did I realizethis year would be my last.‘Twas then B.A. went privatewith my final year at stake.This news was simply awfuland left many hearts to break.Our class was hurt and saddenedwhen we found we couldn’t stay.This school said no to studentswhose families couldn’t pay.A new school was the option,its name and colors, too.So hard to make these choiceswhen I’d always worn the blue.“South Berwick High” as it turned out,its colors green and white.No matter what my feelings were,I couldn’t win this fight.The best was made of my last yearas a senior, I walked tall.and accomplished my objectivedespite the broken wall.Upon my graduationtwenty-one all formed the packWho knew this school would change its name?Four times to be exact.A junior high was founded,much later, middle school.Now “Great Works” is the current nameto teach the Golden Rule.For 50 years we’ll celebratewith classmates I once shared.Thanks Kathryn, Jedd and faculty,you listened and you cared.You said, “We have a school that’s yoursit has a golden dome.B.A.’s your alma mater.You’re finally back at home.”Your friend and fellow classmate,Anita Schoff Gagne ‘6135

36HilltopHonorsProgramFrom the Class of 1961Linda Merrill BolducBarbara Campbell BradleyJudy BrownDeranda Mills EllsmoreAnita Schoff GagneJanet Robertshaw LagardeBob MerrillBeatrice Glynn MillerNeal RoweRalph SeaveyDavid SnowSharon Horr StuartTheresa Parent Gagnon, 1934Tom Keelty, 1943Albert Roberge, 1944Joyce Pray Borkowski, 1946Kathy Hussey Keelty, 1946Owen Stevens, 1948Barbara Lord Smith, 1951Ruth Brown Boston, 1952Joe Scanlon, 1956Bob Gagne, 1957Elizabeth Knight Henkel, 1959Frank Angelopoulos, 1961Bob Bogardus, 1961Linda Merrill Bolduc, 1961Barbara Campbell Bradley, 1961Judy Brown, 1961Bob Curtis, 1961Priscilla Perry DeRochment (former faculty)Deranda Mills Ellsmore, 1961Linda Corson Forbes, 1961Anita Schoff Gagne, 1961Janet Robertshaw Lagarde, 1961WelcomeGregory J. SchneiderHead of SchoolCelebrating the Restoration of Fogg Memorialand a tribute to Anna May Flynn Smith ’31Gregory J. SchneiderHead of SchoolAlumni Awards PresentationGregory Michael ’65Rebecca Oliver-Palanca ’01, Loyalty to Berwick AcademyLillian Glidden Wong ’01, Young Alumni Award for Distinguished AchievementVeteran Diploma PresentationJoseph Patrick Scanlon ‘56Alumni Diploma Presentation2011 Alumni Weekend AttendeesGiles Lauren, 1961Bob Merrill, 1961Beatrice Glynn Miller, 1961Kim Reynolds, 1961Neal Rowe, 1961Ralph Seavey, 1961David Snow, 1961Sharon Horr Stuart, 1961Robert Wilson, 1961Bob Acheson, 1963David Pratt, 1963Bill Tarmey, 1963Peter Arakelian, 1965Greg Michael, 1965Rob Perkin, 1965Art Sanderson, 1968Patty Glancy Trimble, 1974Brigit Ordway, 1975Jody Dodd, 1976Jeff Fontaine, 1976Chris Glancy, 1976Anthony Gratta, 1976Gregory J. SchneiderHead of SchoolMark TayBoard of Trustees PresidentGregory J. SchneiderHead of SchoolMark TayBoard of Trustees PresidentCorey Jacques, 1976John O’Grady, 1976John Spinney, 1976Kate Ordway Salvati, 1977Shanlee Linney Ginchereau, 1987Karyn Scharf Morin, 1987Sean Clarke, 1988Mary Goldthwaite-Gagne, 2001Kim Gordon, 2001Natalee Ohayon Martin, 2001Rebecca Oliver-Palanca, 2001Lily Pearmain, 2001Tristan Quinn-Thibodeau, 2001Michelle Savard, 2001Betsy Sheridan, 2001Dan Vorosmarty, 2001Lillian Glidden Wong, 2001Melissa Gagne, 2003Ben Peirce, 2006Grant Ridgway, 2006Alumni Day AwardsRebecca Oliver-Palanca ‘01Loyalty to Berwick AcademyIn his 1908 book The Philosophy of Loyalty, Josiah Royce presentedhis definition of the concept of loyalty. According to Royce,loyalty is considered a virtue, indeed a primary virtue. Loyalty toa cause unites others to that cause, binding them together in theirservice. Loyalty is freely given, not coerced. It is actively engagedupon, not passively expressed merely as a strong feeling aboutsomething. It is not merely a casual interest but a wholeheartedcommitment to a cause.This evening we are honoring Rebecca Oliver-Palancabecause she embodies loyalty in her relationship with BerwickAcademy. In the ten years since her graduation from BA, she hasstayed connected to her alma mater. Rebecca has made a donation to the annual fund every year since 2001, puttingher in a distinctive group of alumni. Her support has not been limited to financial donations, however; she gives ofher time as well. Last year Rebecca was elected to BA’s Alumni Council, where she has proven to be a reliable andtireless contributor. She serves on the Alumni Weekend Committee and has taken the lead in helping to organizeevents and to rally her class for their reunion.We wish Rebecca well as she pursues a career in nursing and patient advocacy. The health care communityand the people it serves are fortunate to have such a passionate and dedicated member. We are delighted to presentthe Alumni Loyalty Award to Rebecca Oliver-Palanca.Lillian Glidden Wong ‘01Young Alumni Award for Distinguished AchievementLillian Wong’s achievements would be impressive for someonetwice her age. After graduating first in her class at BA, sheattended Dartmouth, where she studied Arabic, worked at ahomeless shelter, and tutored young children.In her junior year at Dartmouth, she worked in D.C. for theNational Foundation of Women Legislators, establishing theirinternational branch. After graduating summa cum laude and PhiBeta Kappa from Dartmouth, Lillian studied law at UCLA, whereshe focused on Education Law and actively participated in anEducation Advocacy Clinic. After law school, Ms. Wong workedas a corporate litigator in a Boston-based law firm until she left topursue her dream of advocating for children’s education rights. She established her own firm, which is dedicated tosafeguarding the rights of children with disabilities. Lillian now spends her working hours representing parents whoare advocating for their children’s rights to an education.Lillian is a member of the Massachusetts Bar Association, the Special Needs Advocacy Network, The Councilof Parent Attorneys and Advocates, and the Massachusetts Advocates for Children’s Coalition to Defend SpecialEducation. We are honored and delighted to present the Young Alumni Award for Distinguished Achievement toLillian Glidden Wong.37

Alumni Weekend Photo AlbumGreg and Amy Schneiderwith Kim Reynolds ‘61Class of 1961celebrating their50th reunion.From the Class of ’61, AnitaSchoff Gagne, Bob Curtis,Judy Brown, and BobGagne ‘57Kathleen Hussey Keelty ’46, Tom Keelty ’43, andAlbert Roberge ’44Sharon Horr Stuart ‘61, daughter of Cecil R. Horr ‘37 and MinnieBlaisdell Horr ‘41, receives her diploma at the Hilltop Honorsceremony.Joyce Borkowski ’46 gives ahug to Jacquline Heffren, formerSouth Berwick public schoolteacher.Class of 2001 celebrating their 10th reunion.Members of the Class of ’61 after receiving their BA diplomas 50years after graduation.From the Class of2001, Natalee OhyanMartin with daughterAbigail, RebeccaOliver-Palanca, andKim Gordon(l to r) John O’Grady’77, with guest GiseleGiordano, KateOrdway Salvati ‘77,and Jeff Fontaine ’76.From the Class of ’61, Deranda Mills Ellsmore,Judy Brown, Beatrice Glynn Miller, Linda MerrillBolduc, and Anita Schoff Gagne38Alumni Council President Sean Clarke ’88welcomes alumni to the banquet.Chris Glancy ’76, celebrating his35th reunion.Theresa Parent Gagnon ’34, representing the most senior classat the banquet, has a laugh with Albert Roberge ’44.Faculty JimSullivanand PatriciaGlancy ‘74Relaxing on the BD porch with (l to r) Rob Perkin ’65,Director of Advancement Jedd Whitlock, Bob Acheson’63, and Peter Arakelian ’65.39

Alumni Art: Nicholas Isaak ‘63Alumni Weekend 2012The life and workof artist and BA alumnusNicholas Isaak (1944 - 2011) was honored at an exhibitin the Jackson Library Gallery during the month ofSeptember. Guests of the exhibit included Nicholas’daughter-in-law, BA music teacher Maria Isaak; her son,BA seventh grader Benjamin Isaak, as well as severalmembers of Nicholas’ class of 1963.Born in Manchester, NH, Nicholas resided inWestmoreland and then Keene, NH, since the late 1970s.He began painting while a student at Berwick Academy,encouraged by his art teacher Elyot Henderson. He wenton from BA to receive a BFA (1967) and an MFA (1969)from the Boston University School of Visual Arts. Helater studied with the artist Walter Tandy Murch, whowas a mentor to him.Nicholas’ quiet, atmospheric still lifes andlandscapes are part of the permanent collections of theVirginia Museum of Fine Arts, Richmond; WesternIllinois University; Boston University; and the HistoricalSociety of Cheshire County, Keene, as well as numerouscorporate and private collections. His works have beenshown in exhibitions at the Maxwell Davidson Galleryand the Babcock Galleries in New York; the Gallery ofContemporary Art, Winston Salem, NC; the DartmouthCollege Museum and Galleries; the PennsylvaniaAcademy of Fine Arts; the New England College ArtGallery, Henniker; and the Thorne-Sagendorph Gallery,Keene, among others.Nicholas was a recipient of the Richard andHinda Rosenthal Foundation Award from the Academyand Institute of Arts and Letters in New York, and ofnumerous other awards and prizes. In 1998 his painting“Juniper Bushes” was selected to be published in the bookThe Artist and the American Landscapeby John Driscoll and ArnoldSkolnick.Nicholas taught atNorfolk (Virginia) State College(1969-1972); he was an assistantprofessor of art at the School ofVisual Arts at Boston University(1972-78) and chair of the artdepartment at Keene StateCollege (1978-79). In 1979 heleft teaching to pursue conservation work full time whilecontinuing with his personal work.As a painting conservator, he was in demand bythe Northeast’s foremost institutions, galleries, appraisers,and private collectors of art, for his exceptionalcraftsmanship, superior judgment, attention to detail,and honesty. He was the conservator of the NH StateHouse Art Collection and restored artwork for the Saint-Gaudens’ National Historic Site; NH State Library; NHHistorical Society; the National Historic Trust in Lowell,MA; the Rochester, NH Opera House; Babcock Galleryin New York City; St. Anselm College in Manchester,NH; and the Fitchburg (MA) Museum, among others.Mark your calendars for September 21-23, 2012! ALUMNI WEEKEND has something for everyone!Boarding Era Alumni: Special events are planned just for you, plus many opportunities to join today’s studentson the athletic fields, in the classroom, and for musical performances.Alumni celebrating “milestone” reunions: Classes ending in “2” and “7” have many reasons to celebrate, but alums from allclasses are welcome. Reunite with classmates and former teachers for parties on and off campus. Let us know if your classwould like to plan something special, and we will help make it happen.Alumni with young children: Our “Dog Days” family fair and barbeque are just a few of the activities for alums and theirfamilies on Alumni Weekend.To plan your special weekend, contact Kathryn Strand in the Alumni Office at207-384-6307 or kstrand@berwickacademy.org.Alumni Regional GatheringsAlumni regional gatherings are really catching on. About 150 alums attended events last year in Portsmouth, Boston, NewYork City, and Manchester. Join us this year and see for yourself how much fun these events can be.We will be in touch with more details through email, mail, BA’s website, and Facebook.• Portsmouth, NH: Wednesday, February 15 at The Music Hall Loft on Congress Street• Boston, MA: Wednesday, March 28 at The Met, Back Bay• New York, NY: Wednesday, April 25, location TBA• Manchester, NH: Portland Seadogs vs. Manchester Fisher Cats on Wednesday, May 23Honoring Berwick’s Civil War VeteransAs the year marking the 150thanniversary of the start of theCivil War comes to a close, Iam hoping that the BerwickCommunity can assist me inhonoring the memory of theBerwick Academy AlumniCivil War Veterans. Throughfirst-hand accounts written bystudents during the War andthe gift of a memorial windowhonoring the alumni whoserved, it is clear that the CivilWar had a grave impact onthe School, but our list of Civil War Alumni Veterans iswoefully incomplete.Berwick Academy 1853-1894by Rachel Saliba, BA ArchivistDuring the time of theCivil War, Berwick Academyconsisted of a single woodenbuilding that we refer to as the“Third Academy Building” orthe “1853 Building” as it wasbuilt in 1853. It contained a bigschool room that was dividedby sliding doors to separate thegirls and boys sections for mostof their lessons. Once a week,all of the students went into theHall on the second floor andhad “Speaking.” It was duringthis time that students were required to deliver speechesand presentations. During the war, according to alumnusEugene Locke, Class of 1864, “. . . war pieces were the4041

42usual ones delivered. ‘Barbara Frietche,’‘The Dauntless Varunna,’ ‘All Quieton the Potomac Tonight,’ and otherssimilar, were most frequent . . .” (BerwickScholar, May 1891).Aside from some financialhardship, it appears from the recordsthat Berwick continued to thrive duringthe Civil War and was impacted mostwhen news of alumni fighting in thewar came back to campus. Nationallyacclaimed author and BA alumna SarahOrne Jewett wrote about her memory ofbeing a student during the Civil War inthe school newspaper:. . . the war made many changesin the village and even in theschool. I used to have greatinspirations of patriotism whichwere neither deep nor sincereuntil long afterward when I hadgrown older and understood whatthe war really meant. Sometime an elder scholarwho had been at school a year or two earlier wouldappear on the playground in his new uniform andstartle me into a sudden consciousness of Southernbattle-fields. We made great heroes of these youngmen; soon it came about that there were soldiers’funerals in the village churches and we weredismissed to take our places in the crowded pews.More or less youthful patriotism worked itself offat the Wednesday declamation and rehearsal hour,and once or twice at the Exhibitionwe had dialogues, in one of whichthe loyal and seceding stateshad a placid altercation and theSoutherners spoke their littlepieces and covered their headswith black veils. It did not seemin the least droll to me then, but Icannot help smiling over it now asI write. At last there came a springday when word was brought to usthat Richmond had fallen and Mr.Stockin dismissed his flock and weall followed the drum two by twodown into the village as proudlyas if we were Grant’s army itself.(Jewett, “My School Days,” TheBerwick Scholar, October 1887).”Sarah Orne Jewett, BA Class of 1865, wroteabout her memory of being a student at BerwickAcademy in an article entitled “My SchoolDays” in the school newspaper in 1887.Annie Stackpole Baer, Class of 1868Another alumna, Annie StackpoleBaer, Class of 1868, wrote of thesame memory of the day the CivilWar ended in a memoir she wrotefor the 100th Anniversary of BerwickAcademy in 1891. Mr. Stockin wasthe Preceptor (Head of School) atthe time:During 1865, the war news fromWashington was often cheering.One day after school, when themorning papers had broughtglad tidings, Mr. Stockin leadthe scholars over to Salmon Falls,and we formed round a libertypole – standing near where thenew road runs to the station.With hats off, we listened tosome patriotic remarks fromour teacher, sang America, gavethree rousing cheers for OldGlory, and then walked homefilled with patriotism. (AnnieStackpole Baer Manuscript,1891: BA Archives 2008.0048).Many years following the end of the Civil War,Sarah Orne Jewett commissioned artist and friend SarahWyman Whitman to create a memorial window in honorof the alumni who fought in the Civil War. In a letter tothe BA Board of Trustees regarding her gift, Ms. Jewettwrote:To the Gentlemen of the Boardof Trustees,I ask you to kindly accept for theAcademy a memorial windowwith the inscription: “To thememory of many soldiers andsailors, pupils of this school whofought for their country.”I take great pleasure in givingit, for every reason and chieflybecause I wish to remind theyoung people, who will becoming and going, of the loyaltyof their predecessors. I haveconsulted Mr. Fogg and Mr.Clough and they have approvedmy plan in connection with theirown. I have ordered the windowfrom the artist, who has theinterior decoration in charge.Believe meYours most respectfully,Sarah O. Jewett”(Berwick Academy Board of Trustee Minutes, copy, April26, 1894, p. 347).Jewett quoted Ralph Waldo Emerson’s poem“Sacrifice.”Today, history teacher Amory Mansfield uses thewindow for a class discussion at the beginning of eachnew school year. She has her students figure out the dateof the window and asks them to determine which warthe window commemorates. She also has the studentsdecode the images of the dove, ribbon, wreath, spear, andtrident and talk about the meaning of the poem and whypeople go to war. Finally, in Amory’s words, she uses thewindow to “. . . talk about how it works as a memorial forthe BA students who were veterans. I like them to thinkabout the verbal and visual messages that are there. I wantthem to really see and appreciate it.”In that spirit, I have started the followingincomplete list of alumni we know who fought in theCivil War. Please assist me with completing this listby notifying me of the names of anyone you knowwho attended BA for at least a year and also fought inthe Civil War. You can reach me by email at rsaliba@berwickacademy.org, phone at 207-384-6330, or mailat BA Archives, 31 Academy Street, South Berwick, ME03908.Berwick Academy Civil War VeteransJoseph B. Goodwin, enrolled at BA in 1849John Gray, enrolled at BA in 1847Edwin Hatch, class of 1861*Joseph Hayes, enrolled at BA in 1844Frank Martin, enrolled at BA in 1861George McIntire, enrolled at BA in 1853Augustus Nason, enrolled at BA in 1829George Peirce, enrolled at BA in 1852Edward Raynes, enrolled at BA in 1848Charles H. Wadleigh, enrolled at BA in1862Henry Wentworth, enrolled at BA in 1848* Pictured left: Our highest ranked alumnus,Joseph Hayes, was promoted to Brevet Major-General in the Union Army.Sarah Orne Jewett’s Memorial Window hangs in Ms.Mansfield’s classroom in Fogg Memorial Hall. The inscriptionreads:TO THE MEMORY OF MANYSOLDIERS AND SAILORSPUPILS OF THIS SCHOOLWHO FOUGHT FOR THEIR COUNTRYTHOUGH LOVE REPINE AND REASON CHAFETHERE COMES A VOICE WITOUT REPLYTIS MAN’S PERDITION TO BE SAFEWHEN FOR THE TRUTH HE OUGHT TO DIE43

44Interview with an Alumna:Teach for AmericaYou have been involved with Teach ForAmerica since you graduated from college.Teachers in this program work in underresourcedurban and rural public schools.What appeals to you about it? Urban schoolshave always been where my heart is. The students arefun and energetic. In addition, there is a great need forteachers in these communities. Theyare school districts that historicallyhave trouble attracting or retainingteachers.What influenced yourdecision to become a teacher?During my junior year at Brandeis, Ivolunteered for G-Row Boston, arowing club for middle school girls.That’s when I became interested inthe public school system.How did TFA prepareyou for your first teachingassignment? I spent five weeksat their institute in Houston beforereporting to Booker T. WashingtonMiddle School in Baltimore.What have been the greatestchallenges working in urbanschools? There are many challenges in city schools,especially in poorly functioning schools. In some schoolsI have worked in, we would run out of paper every April.Teachers were not allowed to use the copiers, so we oftenhad to submit our materials days in advance, which wasvery difficult as beginning teachers. But I have also seenschools thrive when they can capitalize on the strength ofa community and its local leaders.Jennifer GoulstonZwillenberg ‘96How about successes? There are many. Oneformer student went on to City College High School inBaltimore—a very prestigious school—where he joinedthe choir and performed internationally. Now he is asenior at Gettysburg College and just applied for the TFA.How did your BA experience influence whoyou are as a teacher? Certainly the academicswere wonderful, but what hadthe greatest impact on me at BAwere the relationships. I canstill remember sitting on thestairs talking with Mr. Fletcher.What I learned at BA and whathas been reinforced by myteaching experience so far isthat relationships are central toteaching. Once I learned thestrengths of the community,the families, and the individualstudents, I felt like I knew how tobe a good teacher.What advice would yougive someone who isthinking about a career asa teacher? Teaching is hard,but it’s a good hard. Being abeginning teacher is especiallyrough. Sometimes I look backand wonder, “What was I thinking?” I would advise a newteacher to get to know your students, especially throughtheir writing. Trust in their strengths and you can goanywhere.Jen is currently earning her doctorate in Reading, Writing, andLiteracy at the University of Pennsylvania and working part timeas a literacy consultant, mostly in Baltimore schools. She and herhusband, Jeffrey, live in Baltimore and are expecting their first childin May. For more information about Teach For America, go to www.teachforamerica.org.Alumni Class Notes1945Stanley Rines: Spending more and more time inZephyrhills, FL. The winters just seem to get colder. I amenjoying pretty good health except for hips and shouldersand a few other joints.1946Joyce Pray Borkowski: Our class of BA 1946 happilycelebrated our 65th reunion year at the September 24,2011 dinner with wonderful memories and still enjoyingour golden years. It was part of the Alumni Weekendcelebration. Myself and classmate Kathy Hussey Keeltyattended, representing those unable to be present, andwere presented with lovely BA blankets by KathrynStrand of the Alumni Office, who organized the fabulousAlumni Weekend.Several classmates responded to the request fornotes. Byron Marshall phoned me in late August fromCrystal River, FL, and hopes to travel to South Berwicksome summer. His wife, Cristie, is a school counselor,their youngest son is enrolled at a central Florida college,and their older son is a Florida master detective. We hada nice chat and it was good to hear from him. BarbaraNolan, living in lovely Center Harbor, NH, often getsto South Berwick on daytime drives when I occasionallysee her. She phoned to say she regretted not being ableto be with us for the evening but doesn’t do night drivingnow. She is well after some setbacks and is still the goodnaturedand interesting Barb who recalls and asks forother class members. If we have a daytime summer event,she’s interested. Wonderfully interesting letters arrivedfrom Tom Gordon in Welcome, MD, and Shirley DurginNelson in Lakeland, FL. I’ll copy and forward the lettersfor all to read and enjoy. At the time of the reunion,Pauline Roberge Gordon was living in Welcome, MD,but sadly she has since passed away after a long period ofill health. We send our sincerest condolences to Tom andthe family. Shirley and husband Ted, who began yearsago as a town manager in Vermont, moved to acceptnew positions in interesting locations during the ensuingyears. Shirley took great advantage of many interestingeducational opportunities, and they eventually settledin Florida, where they retired and moved to a condo inLakeland. Pat Gilley Linscott phoned just shortly beforethe reunion date to give regrets that due to a conflictwith a pre-planned family function, she would be unableto get to BA for the reunion. Summer seems to offer abetter opportunity for possible get-togethers for many ofus. We missed all who couldn’t be there and thoroughlyenjoyed the news of those who took the time to share.Please continue to keep in touch and send items for theBerwick Today.On a note for those who remember my aunt LauraChick Lawry, who was our third grade teacher, she is now102+ years old and lives at a care facility in Warner, NH.She has dementia from a stroke.Our 65th reunion was a special achievement, anda lot of us are still “up and about.” May 2012 be a greatyear for you and yours.1956Dick Pittroff: Class of 1956 had a reunion luncheon atthe Oarweed Restaurant in Ogunquit in September. Wehad about 15 attend, including classmates and spouses,on that rainy afternoon, but comradeship and spirits werenot dampened. After nearly 11 years on the road, Lucyand I purchased a new home in Robson Ranch, Denton,Texas. We sold all of our furniture in 1999 and 2000, sofurnishing the house has been a real interesting process.We still use boxes for a few tables, but the planner, Lucy,has a scheme to pay our taxes and finish the house by theend of 2012. We hope to continue our travels in 2012with a trip to the West Coast to see classmates, family,and friends.1962Anne Richter Heaton: All is well. I have threegranddaughters and am still helping husband, Dr. Heaton,run the mental health practice, Baltimore CounselingCenter. Both daughters now work for us too. Plus I stillpaint.Bill Bullock: Since I was last on the Hilltop, back atthe time of the first Boarding Era Reunion (which wasa blast!), and meeting the then brand new headmaster,Greg Schneider (I think it was in June of 2007), I havecommitted matrimony and gotten myself married to awonderful woman about two and a half years ago. Nosmall feat as I’d been living single for the previous thirtyyears. Pam is still trying to sort out my “stuff” that I’dacquired during that long interval. Pam was born inMarion, NC, but has spent most of her life here inFlorence, SC. She’s an elementary school teacher andjust completed her master’s in education with honors45

46from Lesley University, Cambridge, MA, last spring. She’sSouthern Baptist, and I’m Anglican Catholic-what the oldEpiscopal church left behind when it embraced a bunch of”innovations” and abandoned the canons of the faith backin 1977. We have a good time discussing our churches.Baptists actually make very good Anglicans. I serve asSenior (Priest’s) Warden and Licensed Lay Reader in theAnglican Church of Our Saviour here in Florence. Also,I’m the Speaker of the House of the Laity and a memberof the Council of Advice in the Diocese of the South andserve as a judge in the Consistory Court of the OriginalProvince of the Anglican Catholic Church.I’m still working, albeit part-time, at the local Foxtelevision entertainment affiliate, WFXB, Fox 43 TV, basedin Myrtle Beach. I’m a “sales assistant” (aka: secretary) inthe Florence sales office.Pam and I have just returned from spendingThanksgiving with my parents in Juno Beach, FL. They’reboth 91 now, still active, and I’m still their “kid” at 68,and they don’t mind “advising” me what to do. Theydo welcome Pam as their new daughter-in-law, which isgreat. They seem to think she can do something with me.Between us we have three children; I have amarried son, living in Charleston, SC, and she has amarried daughter (a teacher, too) and a son, both herein Florence. My son has two daughters, aged eight andfive, and a new son, born in September this year. Pam’sdaughter has a son, born a couple of weeks before we gotmarried. So we have four wonderful grandchildren.An interesting sidebar: My granddaughters go tothe First Baptist School in Charleston, SC. This churchis the first Baptist church established in South Carolina,back in 1683, by a congregation that moved here fromKittery, ME, right in (or out of) Berwick’s backyard.1963Tributes to Jon Doane (pictured right)from his classmates“Home is the sailor, home from the sea....”- David PrattGod Save the Good Captain and ourloyal friend and classmate. Jon had oneof the most sincere hearts I have everencountered, and he will be sorely missedby me and many others. We used to go outon rowboat excursions at sea off Southportand held our annual “Beef and Beer” dinnersashore. I never could get him to write up his manyadventures in the Military Sealift Command as captain oftheir ships, my one real regret with Jon. The story of histowing a nuclear submarine to Panama is priceless!Jon’s face is another I will always remember eventhough I was only at Berwick one year. I know he wasa very fine guy. It suddenly seems too many of my oldclassmates from five different schools have departed toosoon. Or, I’m much older and luckier than I thought...- John SakoianThe class of BA ‘63 has lost another member whomade us who we are. It’s amazing that, after we matured,Doane developed into a great guy. It could be that Doanechanged less than any of us. How late, but fortunately nottoo late to have let him know, we matured. Unfortunately,there will be too many toasts at our 50th reunion, but theywill all be heartfelt, and we will be toasting the gradualpassage of the class of ‘63 as well. I wonder if any of thewidows would want to attend. I will be surrounded bythe Pacific Ocean when Jon’s funeral takes place, enjoyingmotorcycle riding with son John, Jr. on Maui. At 7:00on Monday morning Hawaii time, the sun will be risingin the East, the sky will be picturesque with clouds, thebreeze will be gentle, the waters will be beautiful, and JonDoane’s remains will be carried on that last voyage. Onemore is gone...Eternal Father, strong to save, Whose armhas bound the restless wave, welcome Jon Doane.Smooth sailing, classmate! - John LoughlinJon Doane’s funeral was held at Simmons &Harrington Funeral Home in Boothbay, ME, at 1:00 p.m.(1300), Monday, August 8, 2011. It was attended byapproximately 60 to 70 people. I never knew both Jonand Nelda had such extended friends and families. I wasable to talk for a while with Jon’s older sister, Rachel,whom I had not seen since we both attended the RhodeIsland School of Design (RISD) a few centuries ago. Shehas been an architect on the payroll of the US ArmyCorps of Engineers for the past 20-odd years. A reverendpresided mostly, after which many of us gotup to share our particular memories of Jon.I spoke of our mutual friendships at BerwickAcademy since 1959 with Jon and RoySnell, the three of us fancying ourselvesas “independent thinkers” and perhaps notunduly popular. I also mentioned that Jon’searly experiences of seamanship seemed toimbue him with a special maturity in justknowing how many ways a body can getkilled in boats if careless. While not withthe “in-crowd,” Jon was ahead of us in that.I finished off with reciting Robert LouisStevenson’s “Requiem,” which he wrote forhis own grave in Tahiti -- the one which starts off with,“Under the wide and starry sky,” and ends with, “Homeis the sailor, home from the sea; and thehunter home from the hill.” I wanted toadd, “Goodbye, Jon -- dammit!” But wasunable to get it out. Probably just as well.Two naval officers, one of them a Wave,gave the final military honors of the slowsalute and the flag-folding, presenting theflag finally to Nellie. It was appropriatelyimpressive. Goodbye Jon, ...Fair Windsand Smooth Sailing! - Bob AchesonBob Acheson: Busy working on my houseand fricasseed finances and some lettersto the editor (trying to save the nation)in these “difficult and dangerous times” aswell as trying to get back to the Al Kerr portrait, whichhas been sidelined while I work on this year’s Christmaspainting for my annual card! Not much newer than that.The Kerr portrait is in its middle color stages, which is agood sign, believe me! Now if the draughtsmanship willhold through the added layers of paint. I regret that it hastaken this long and apologize to all who eagerly await thefinal result. Your patience is appreciated. My best to allfriends and Berwick alumni everywhere and especially theClasses of 1963 and 64. You are all finer people thanyou know!Bill Tarmey: Enjoying retirement. Doing volunteerwork as well as crossing a few items off the “honey-do”list. The golf clubs are hibernating for the winter, but Istill manage to do a little flying. Life is good!1966Albert Winn: Art-wise, things have been prettygood. I had a solo show in Philadelphia at the OpenLens Gallery, was in a group show at the Center forPhotography at Woodstock, NY, and was a guest artistat the Center for Jewish Studies at SUNY Albany. I’ll havesome work published in 2012, “Portfolio 5,” through theCenter for Fine Art Photography in Ft. Collins, CO.1970Stan Tosello: Celebrated his 25-year weddinganniversary in July. He also returned to CitibankLatin America Banking Group staff located inMiami, FL, as the Group Risk Head for the affluentand high net worth customer segments. His sonPaul is attending the University of Washington inSeattle as a freshman, and his son Nicholas is insixth grade in Boca Raton, FL. All is well. He hasfond memories of Berwick Academy and hopes to visitthere sometime soon with the family.1972Rob Howie: Happy 2012 to allmy classmates! It’s hard to believethat this year marks the 40thanniversary of our graduationfrom the Hilltop! Big plans areafoot, and you’ll want to save thedates, September 21-23, for ourofficial reunion weekend. It’s abig year for me as my wife and Iare expecting our first grandchild!(Family photo left.) What’s upwith you and yours? Please emailme at rlhowiejr@gmail.com.1982Sharon Fogarty: I am living in Cambridge, MA, andstill working in strategic sourcing as Director of TravelServices for Thomson Reuters. I had a once-in- a-lifetimeexperience when I traveled with my mom in Decemberto Curacao, and we were able to swim with dolphins! Iam hoping to see manyof my classmates from‘82 at Alumni Weekendthis year as I can’t believethat it has been 30 (gulp!)years!1989Chris Ericson: LordStanley’s Cup paid a visitto The Lake Placid Pub &Brewery last summer, and Ihad the chance to pour my own Ubu Ale into it and drinka whole beer out of the trophy. During the Canadiens-Bruins playoff series, the Bruins were inLake Placid during the long break, andmany came to the pub to eat, drink,and chill out. It was fun hanging outwith them. When the Bruins went on towin the Cup, the trainer for the Bruins,Don DelNegro, (who was my hockeytrainer at Williams prior to his Bruinsgig), brought it to Lake Placid on hisday with the Cup. We had it at thePub for an hour or so and took about200 pictures. It was a very cool, surrealexperience, to say the least.47

48Stephanie KendallJaggars: Hi Class of 1989!I hope you are well. TheJaggars crew had a supersummer and fall withlots of beaching, biking,playing, hikes, and more.My twin daughters, Reeseand Kendall, just turnedseven and they are really enjoying first grade. My son,Wilson, is two and fully enjoys “mommy school” as hecalls our days together waiting patiently for his big sistersto come home. Our doggies, Pemi (14) and Bridger (3),are wonderful furry companions and join us on all ouradventures. We have been skiing quite a bit and evenhave little Wilson out on the slopes. He is a natural and acomplete social butterfly on the slopes! Should be a greatski winter with the family. I was able to catch up withNikki Chaikin Shklyarevsky, Jara Chaikin MacDermott‘93, Heather Fera Pepper, Catie Clarke Coolidge andtheir families over the summer. They are all very busywith their families but enjoying every moment. It is greatto get our kids together to play. I hope I will be able tocatch up with more 89ers over the winter. Best wishes!1993Danielle Peters Spicer: Ithas been a few years since Ihave commented, but life hasbeen busy. This past year isno exception. On February15, 2011, my husband andI welcomed our third child,Jasmine, into the world. Herolder brothers love being“big brothers” to her. It hasbeen a whirlwind adjusting toworking full time at AMECin Westford, MA, and raisingthree kids, but it keeps life exciting.1994Ginger Mathews: I’m writing this update from a wealthmanagement conference in Orlando. Not sure how I endedup here after studying art history, but I guess that handlingthe marketing for our company makes the connection toall of the art classes that I took while at BA and the MBAprogram that I finished last summer. Still enjoying life onthe seacoast of NH and staying connected with otheralums near and far. Wishing everyone well!1997Sarah Parkinson Gibbons’ sonTyler was born on May 4, 2011(pictured right).2000Chuck Clement: My wife, Enid,and I were married September 4,2011, in Boston. Many of our closest BA friends were inattendance. We enjoyed our honeymoon in Italy and aresettling back in to our home in Portsmouth, NH.2001Lillian Glidden Wong: NolanJames Wong (pictured left) wasborn November 1, 2011, to MomLillian (Glidden) Wong ‘01, DadJames Wong, and big brotherQuinn Wong (age 2).2002Meghan Clement Anderson: Myhusband, Josh, and I welcomed our son, Max JoshuaAnderson (pictured right), onFebruary 18, 2011. I have stayedbusy doing marketing and graphicdesign from home and taking careof Max! This past summer I wasin Melissa Ridgway’s wedding inWyoming, which was a blast!2009Sara Fechner: Hello all! I will bestarting my junior year at UNHin the fall. I am majoring in nutritional sciences andabsolutely loving it. I have been participating in researchand will be starting my honors thesis later this year. I amalso the co-leader of a peer mentoring program throughthe University’s Health Services. I spent the month of Julystudying the Mediterranean diet in Italy in a program formy major. We traveled the first week to Venice, the Alps,and Parma. I lived in a city called Ascoli Piceno in theMarche region and also traveled to Rome, Naples, andthe island of Capri. We had many experiential outings,including pasta making, a wine tasting, and seeing howParma Ham and Parmesan cheese are made. When I’mnot abroad, I have been spending my time volunteeringas a nutrition educator at a home for girls in Dover, NH,and spending time with friends and family. I hope thateveryone from the Class of 2009 is doing well!2011Trestan Matel: Going to school out here in Ithaca has proven itself worth all the work putin back at Berwick. All the time spent filtering schools and meeting with advisors and facultyhelped me find the perfect environment for me to thrive in, and I am loving it! No shortageof soccer or guitar! Currently I am working in the television/radio department, learning aboutthe media industry and filming quite a bit. At the same time, I am able to stay in touch withmy class. My friend Elizabeth Hopkins, now at Skidmore, and I got an album out on iTunes!Elizabeth and I wrote all of the songs on this album during our Berwick years andrecorded the album with Chip Harding as part of our senior project this past spring. Wenamed our group “dear Roseena,” (Roseena was the six-year-old Irish daughter of the tourguides from Mr. Connolly’s Ireland trip last March, who absolutely stole my heart) and sincewe’re primarily an acoustic singer/songwriter duo, we decided to title our album “Coffeestains& Picture Frames” to try to capture such a feel. We endured the copyright process for a couplemonths. Once that was finished, iTunes was our goal, and it has finally become a reality.Author! Author!Betsy Cornwell ‘06 is PublishedBetsy Cornwell’s first love was poetry. As a sophomore atBA, she was awarded the Jane Sutton Andres Poetry Prize.Soon Betsy became inspired and encouraged in her prosewriting by teachers Janet Miller, Moira McKinnon ‘88,Dana Clinton, and Raegan Russell. She began to take herwriting more seriously and to think of herself as a writer.Now Betsy can not only think of herself as a writer,but she can legitimately call herself a writer. She recentlysigned a two-book deal with Clarion/Houghton-Mifflin-Harcourt. Her first novel will be coming out in spring2013.Betsy wrote her debut novel while an undergraduateat Smith College. TIDES is a young adult fantasy abouteighteen-year-old Noah, who moves to New Hampshire’sremote Isles of Shoals for a marine biology internship, wherehe learns of his grandmother’sromance with a selkie woman,falls for the selkie’s daughter,and must work with her torescue her siblings from hismentor’s cruel experiments.Betsy’s inspiration forTIDES came from a summershe spent working for the Islesof Shoals Steamship Companyout of Portsmouth Harbor, ajob she actually found throughBerwick Academy. She workedElizabeth and Trestan opening the Summer of2011 Hot Summer Nights Concert Series.as a historical narrator and tour guide aboard the ThomasLaighton, a modern steamship replica, during the summerof 2008.Her second book is scheduled to be published inspring 2014. Mechanica, the second book of this two-bookdeal, is a steampunk retelling of Cinderella for middleschool students. In Mechanica, Cinderella is a mechanicand inventor, and she builds her own mechanical horse andcarriage to get to the ball. Mechanica will be Betsy’s MFAthesis project at the University of Notre Dame, where sheis a second-year MFA student in creative writing and agender studies graduate minor.After her graduation this spring, Betsy plans tomove to Ireland to work on another young adult fantasynovel, the sequel to TIDES. Her blog is available athttp://betsycornwell.com.Two of Betsy’s stories areavailable to read online:“Autopsy” (published October2011, http://zahirtales.com/autopsy.html) and “Shapes”(published November 2009,http://ficklemuses.com/fiction/2009-11-29.html ).Betsy also used to writea weekly column for Teen InkMagazine that can be viewedat http://www.teenink.com/Weekly.49

Ryan McCann ’09In MemoriamConnect withReceives Rare HonorIt is probably no wonder that RyanMcCann, an outstanding studentathleteat BA, has distinguishedhimself once again. Ryan has beenselected by Trinity College as its2011-12 Presidential Fellow, anhonor granted annually to only 75college students nationwide.As a Presidential Fellow,Ryan will participate in a yearlongstudy of the US presidency,the public policymaking process,and the Chief Executive’s relationswith Congress, foreign countries,the news media, and the Americanpublic. The goal of the programis to develop a new generationof national leaders committed topublic service.Ryan has been interestedin politics from an early age whenhis parents would take him into thevoting booths. It was at BA thatRyan became aware of politicalsystems, especially in Peter Lassey’sAmerican politics class. “It was eyeopening,”says Ryan. “I also have to give ample credit toBrad Fletcher for setting me on my path for a true love ofpolitics. He truly was a guiding force at Berwick for me.Not only was he a terrific role model and mentor, but healso helped to stoke the fire of my passion for history.”Ryan was chosen for theFellows Program due to hisstrong academic credentials,a demonstrated interest in theinstitutions of the presidencyand Congress, and a desire tomake public service a part ofhis careers.At Trinity, Ryankeeps busy. He is a ResidentAssistant, the President andCo-Founder of Trinity CollegeEntrepreneurs Association, anHonor Council member, andhe is the Student GovernmentAssociation’s Class of 2014President. As in his days at BA,Ryan is still swimming and is amember of Trinity’s swimmingand diving team.Alumni of the FellowsProgram are Capitol Hill andWhite House staffers, awardwinningjournalists, CEOs ofcorporations and non-profitorganizations, senior militaryleaders, and university presidents and deans. GeorgeStephanopoulos, former White House CommunicationsDirector in the Clinton Administration and currently thechief political correspondent for ABC News, is an alumnusof the Fellows Program.November 18, 2011Elinor Roberts Sundstrom ‘33October 24, 2011Pauline Emily Roberge Gordon ‘46July 17, 2011Warren Hasty Carroll ‘49January 2, 2011Gary Goodwin ‘50August 17, 2011Melvin E. Hasty ‘51November 19, 2011Ambrose Penney, Jr. ‘54July 7, 2011Sandra Austin Bonwitt ‘57August 17, 2011Sarah Frances Linden CarrollWatson ‘58July 1, 2011June Anne Pinkham Vincent ‘59August 2, 2011Jonathan Henry Doane ‘63September 7, 2011Duncan Lowman Jenks ‘64Class of 1962!It’s your 50th reunion!September 21-23, 2012BerwickAcademy!www.facebook.com/berwickacademyFind school news, alumni event information,photos, and more!Become a fan and stay connected.The Fellows Program includes two trips to policyworkshops in Washington, D.C., where Ryan and otherFellows will discuss national issues with scholars ofAmerican government and international affairs, seniorgovernment officials, and leaders from the fields ofbusiness, the news media, public policy, and the military.The centerpiece of the Fellowship Program isthe student’s original research paper on the presidency orCongress. The topic of Ryan’s paper will compare theenvironmental policies of Theodore Roosevelt with thoseof George W. Bush to highlight how the Republican Partyhas drifted from their early environmental roots.Congratulations, Ryan, and best of luck!Your 50th reunion is a milestone event that should not be missed.BA welcomes all alums from the Class of 1962—whether yougraduated from BA or transferred from BA to South Berwick High.We still consider you to be part of the BA community and encourageyou to come back to campus to celebrate 50 years since graduation.Please contact Kathryn Strand in the Alumni Office to get a copy ofyour class list, or to help out with the planning.kstrand@berwickacademy.org or 207-384-6307Attention Class of ’62 Boarding Students: The 2012Alumni Weekend is also a Boarding Era Reunion, soyou can reunite with bunkmates from all classes.Former TrusteePaul R. Beswick (2003-2009)July 15, 2010www.linkedin.comGet connected! Former Staff Join BA’s Linkedin group andbenefit from Richard our (Dick) online Wilson professional network ofalumni, (Business current and Office~2005- past parents, faculty, andstaff. Go to Linkedin.com and search for BerwickAcademy under Groups to get started.For questions or suggestions contact:Tracey Boucher attracey.boucher@berwickacademy.org5051

Planned GivingFulfilling her philanthropic dreams:Anna May Flynn Smith ‘31Your planned gift can secure the future for thenext generation of BA students engaging in a program ofacademic challenge, creative expression and performance,innovative technology, ethical sportsmanship, wellness, anda commitment to the common good.Gifts Anyone Can Afford• From Your Will or Trust• From a Retirement Plan• Stock and Appreciated Assets• Life Insurance• Real Estate• Personal PropertyFogg Memorial summer 2011renovation project funded predominatelyby a bequest from Anna May FlynnSmith ’31.A legacy that cherishes andpreserves historyA faithful alumna for nearly 80 years, May, as she wasknown by her classmates, served as her class agent andmade donations to the Annual Fund. Her last Class Noteread in part, “The years are passing too swiftly! I’m verygrateful for all my blessings!”For more information about planned giving opportunities,please contact Kathryn Strand at Berwick Academy207-384-6307 or kstrand@berwickacademy.org.52For all those decades since her graduation in 1931,May kept BA in her heart. In a final act of philanthropyand foresightedness, May bequeathed $900,000 to herhigh school alma mater to be used at the discretion of theAcademy.Her gift was not only incredibly generous, buttimely as well. At about the same time BA received May’sgift, a structural analysis of Fogg Memorial revealed theneed for an extensive renovation project.Fogg Memorial is more than just a building onour campus; it embodies the long and rich history of thisAcademy. It is a building to be cherished and preserved.May’s bequest makes it possible to honor that history andpreserve Fogg for the centuries of students to come.What will your legacy be?Even in today’s economy, you can create a powerful legacyfor Berwick Academy through an immediate or deferredgift annuity and receive the following:• Immediate income tax deduction• Capital gains tax savings on donated appreciatedassets• Fixed rate of return, guaranteeing secure incomefor life now or in the future.In addition to annuities, there are a variety ofways to increase your giving while maximizing your taxsavings. To find the right one for you, contact KathrynStrand, Assistant Director of Development at 207-384-6307 or kstrand@berwickacademy.org.Chadborne-Thompson Society MembersAnonymousJames Cook ‘63 and Paula CookBradley M. Damon ‘63Marie A. Donahue ‘37Aurora Dube ‘25Preston N. Eames ’65C. Dennis Fink ‘44Nancy B. FortAdolph Geyer ‘31Russell Grant ‘45 and Marty GrantDoris Dixon Griffith ‘39Seth A. Hurd ‘90Alberta Morrill Johnson ’28Kennett and Patricia KendallMary Jacobs Kennedy 1908Perley D. Monroe ‘48Olive Purrington Moulton ‘22Victor Perreault ‘33 andHelen Hasty PerreaultNancy Pindrus ‘69Richard and Susan RidgwayAnna May Flynn Smith ‘31William R. SpauldingOwen Stevens ‘48 andMargaret StevensElla Estelle Geyer Stonebraker ‘29Mark H. TayRoger Thompson ‘25 andTheresa Thompson53

Berwick Academy31 Academy StreetSouth Berwick, ME 03908www.berwickacademy.orgAlumni Hockey Games - December 22, 2011Dozens of male and female hockey alums gathered at the Dover rinks on December 22, 2011, to face off at the annual alumnihockey event. The women formed a team with Lee Tsairis ‘10 in goal and played the BA girls varsity squad. It was a thrillingmatch up right until the end, when the varsity team edged out the alumnae by one goal. The men had enough players for twoteams, so they battled it out among themselves. Players and alumni friends gathered at RiRa in Portsmouth following the gamefor refreshments. It was a great event and we are already looking forward to next year!54