Waynflete student Kiera MacWhinnie ‘17 conducted an interview of Lindsay Kaplan about her decision to teach French language and literature at the high school level even after receiving her Doctorate.  Waynflete Flyer journalist Gavriella King ‘15 crafted the following article from Kiera’s interview.  In honor of Lindsay’s recent hooding ceremony and successful completion of her PhD in French Literature and French Studies, we are publishing the article here on USNOW.

From the first moment that I arrived at Waynflete, I immediately understood how much pride the school took both in its teachers and its teachers’ passion for their respective departments. Talk to any teacher and they will talk with you at length about their academic path and the joy they receive from teaching. It is less common, however, for a teacher at Waynflete to hold a Doctorate degree; there are three of them in total. One of these distinguished individuals arrived at Waynflete last year as a French teacher, and her name is Lindsay Kaplan.

Recently, a member of the Upper School Now activity, Kiera MacWhinnie, had the chance to sit down and interview Lindsay. After going through their conversation, it quickly became clear to me that foreign language is something that comes naturally to her (Kaplan is not only fluent in French and English, but she has also taught high school Spanish). She spoke fondly about mimicking accents as a child — it was sort of a game to her. When asked why she settled on French, she answered simply, saying “I always wanted to go to France.”

Evidently, all roads pointed towards language and the arts, which she studied at Barnard before receiving her Master’s at Columbia and her PhD at NYU. It didn’t happen so sequentially, though, and what she did in between her schooling greatly shaped her career today. After spending some time working for the Quebec government in NYC, where she promoted French artists coming to the city through parties and functions, she realized she didn’t want to carry the burden of representing the government everywhere she went. She returned to school with hopes of becoming a teacher, and when asked why she finally went back for her PhD, she humbly stated that she wanted a deeper level of knowledge and understanding. That is exactly what she got after nine years of classes, orals, prospectus defense, writing her dissertation, and then defense. Perhaps the most interesting piece about this is the topic of her dissertation, which is highly specific and pointed. In the simplest terms possible, it talks about how a group of people form a collective memory. She used the example of September 11th to provide some context. While many people do not have their own memory of the event, it has etched itself into our nation’s history. The feedback she received from those reviewing it was positive, and she could not have been more happy with the final outcome, although she was admittedly nervous going into it.

Personally, I have never demonstrated an interest in French — I took Latin all four years of high school and never looked back. But after hearing my friends describe her teaching style and her vast understanding of both the language and the culture, I found myself wishing that I could have experienced her as a teacher. The level of experience and mastery she holds in French, combined with her love of learning and willingness to teach makes her a truly unique addition to the Waynflete community, and it causes you to wonder: why does she work here?

Lindsey chose to discuss the unique relationships students are encouraged to form with teachers and nonparental adults as her favorite part of Waynflete, which I found truly remarkable. While she had great relationships with students she has taught previously, the emphasis on what that relationship should look like was different. At Waynflete, not only are those bonds encouraged, but they are integral in the learning process. It seems that while we are all blown away at Lindsay’s depth and breadth of knowledge, she is also still learning the Waynflete way and adjusting to our nonconventional methods.

Isaac Salas defeated the #1 seed Nick Mathieu from Mt. Ararat 7-6, 6-3.  Isaac is pictured above with boys tennis coach Jeff Madore.  Here is a link to the Portland Press Herald article on the match.

Douglas Hirshhorn ’15 presents his proposal to the administrative team for Waynflete to install an array of solar panels at the Fore River Fields.  The presentation was the culmination of a project for his Environmental Science class.

MEALS FOR BOWLS: HUNGER PREVENTION

An independent study project by GRAYDON NUKI ’15 and MAEVE DONNELLY ’15

Featuring handmade ceramic bowls and homemade soup

After a large and impressive showing by Waynflete at the Maine Model UN Conference earlier this month, two student participants were asked why they participate in this time consuming activity.  Read on to learn what they had to say.

Althea Sellers ’17, Diplomacy Award

There is probably nothing I looked forward to more this year than Model UN. When the email went out letting us know it was time to sign up, I confirmed my enrollment seven minutes after it sent.

Last year as a freshman I signed up for Model UN on a whim, assuming that it would be fun and a good way to expose myself to the world of politics and diplomacy – an area that I was pretty sure I wanted to hold a career in someday. I went in completely blind. I’d written my position papers (short papers detailing your country’s stance on two assigned topics) but I knew next to nothing about what I was in for. Three days later, I was exhausted as I hauled my bag into my mom’s car, but I was also incredibly sad that I’d have to wait another year to have that amazing experience back.

Model UN exposes students to a world of roleplay in a sense. For three days, we get to pretend that we are a set of leaders, each of us working to make the world a better place while looking out for the interests of our countries. We draft resolutions and form voting blocs. We pass notes to people trying to recruit them and/or threaten them. We work outside of committee sessions and get so invested in our country that when Syria starts attacking the USA (us!), we have to remind ourselves that he isn’t trying to be rude to us, that’s just him doing a good job.

Sometimes in school it feels like we spend a lot of time learning the skills that we’re going to be using for the rest of our lives – which is obviously good and necessary, but maybe not always exciting. With Model UN, it’s as though you’ve already grown up and you’re doing things right in that minute. It’s up, up, up for three days and every minute a frenzy of excitement and fun.

I would say comfortably that signing up for Model UN my freshman year was one of the best decisions I’ve made in my high school career, and I’ve gotten so, so much out of these last two years. I plan to do Model UN for the next two and hopefully into college, and I feel so lucky that Model UN has such a big presence at Waynflete. It’s an amazing way to be.

Cooper Bramble ‘16, Distinguished Delegate Award

Although I was at first a touch reluctant to sign up, I thoroughly enjoyed my first year of model UN in ninth grade. While I suppose many wonder what aspect Model UN is so interesting and how this activity manages to attract such a large portion of the Waynflete Upper School, at the risk of sounding mildly corny, I would ask the question: what about model UN is not interesting? Granted the accommodations and food might leave a little to be desired, but for me over the past three years I have enjoyed the entire process of assuming the role of a foreign diplomat. I have enjoyed pursuing the policies (policies that often seem to counter those of the United States) of the countries I have represented and debating with those who represent a different stance. Model UN has been an excellent experience and I would recommend it to just about anyone.

Abdi Dahir ’15, Honorable Mention

Maine Model UN is a conference for high schoolers and middle schoolers to step into the shoes of thousands of UN delegates around the world. We spend months studying and researching what goes on in the countries we are assigned to. We remove ourselves from any bias we have toward America and take on the role of a nationalist from the country we are representing. This is very hard and time-consuming work and isn’t required. One may ask: why is it worth it? I personally have been doing this conference for four years and would do it again if allowed. I’ve always wondered why it is so hard for countries around the world to agree with each other on, in my mind, simple topics like girls’ education and immigration but after attending this conference you learn the true hardships delegates go through. With cultures, religions, and ideals clashing it is close to impossible to come to equal terms. I’ve learned many lessons from Model UN that can shape my future in delegating problems I stumble upon and that is why I love going to these conferences.

Upper School Performing Arts Classes came to a rousing close on May 21, heralding the end of the school year, with the final of our triannual Sharing Days.  Students and faculty from the Term Three classes gathered in Franklin Theater to share their newly explored skills and to enjoy the performances and work of others.

We heard a quietly stirring performance by the World Music class, led by Duncan Hardy and listened to the rhythmic beats of an enthusiastic Steel Drums class, led by Chris Beaven.  Sarah Parisien’s Costume class paraded their costume designs for Animal Farm, each featuring a hand-made piece of neckwear.  My very own Improvisation class took suggestions from the audience to create a scene that showed them on a road trip to West Virginia, an intriguing adventure!  Fil Kotsishevski’s Film Class made several films, and they shared their collaborative effort linked here that riffs on the horror genre.  All of this excellent work on stage and film was organized and stage-managed by Chris Fitze’s Stage Crew class in a seamless and entertaining production.

Cheers to all of our Term Three students and faculty!  Next September we will return for our first Performing Arts term of the year.  All students should look for information on signing up for Performing Arts Classes in the summer mailing packet, coming in August.

Saturday, June 6

8:30pm – 11:30pm

*

Falmouth Country Club

1 Congressional Drive

Falmouth, Maine

(On-site parking is available)

*

Tickets will be on sale in the cafe after Wednesday, May 27.

$15.00 purchased by Thursday, June 4 from the cafe

$20.00 at the door

*

All Upper School students are welcome and encouraged to attend Prom.

Attire is semi formal.

Each student is welcome to bring up to two guests.

A guest form needs to be filled out and returned to Cathie by Monday, June 1. Hosts are responsible for their guests.

Brandon Woo ’15 took home what is probably Maine’s first ever gold medal at the National Science Olympiad Tournament with a first place finish in the Entomology event!

Brandon and his 14 Upper School teammates, who had worked so incredibly hard to win the Maine State Science Olympiad Tournament this past spring, traveled this weekend to Lincoln, Nebraska, to compete at the national tournament against the very best schools from all across the country. Students engineered bridges, proteins, air cannons, and more, and they studied for tests and labs in astronomy, forensics, entomology, and many more subjects.  There were a total of 23 events.

Brandon has been collecting and studying insects for many years — entomology is his passion.  His partner in the Entomology event was Christian Rowe ’16 who has been studying insects with Brandon for the past five months.  Not only did Brandon win first place in the nation for Entomology, he also finished impressively in his two other events, partnering with Chloe Williams ’15 in the Cell Biology event and assisting his teammate Scott Ralston ’15 in an excellent showing for the Scrambler, a vehicle propelled only by dropping a weight. The vehicle was then required to move in a straight line as quickly as possible and stop on its own at an exact distance before the egg attached to its tip crashed into a barrier at the end of the distance.

Other notable finishes included a finish in the top third of the country in the Air Trajectory event by juniors Peter Michalakes and Henry Johannen, and a rubber band powered airplane that flew gracefully and steadily for almost a minute and a half, built by sophomores Emily Tabb and Willson Moore. Seniors Ali Ghorashi and Jacob Hagler also placed well above our bracket in the Mission Possible event, for which they designed, constructed, and ran a highly technical Rube Goldberg device.

Seniors Julianna Harwood and Dana Pierce, juniors Arianna Giguere and Esme Benson, and sophomore Tim Clifford also competed well for Maine.  The team was coached by Science Chair Wendy Curtis and Science faculty Carol Titterton.

For more pictures of the competition, click here.

Please click the link below to view a detailed schedule of events for what we call Senior Week.  The “week” is kicked off with Senior Project Presentations on Friday, June 5, and events and celebrations are scheduled throughout the following week up through Commencement on Friday, June 12.

Senior Week Schedule

Waynflete students spanning 8th to 12th grades participated in the Maine Model United Nations Conference (MeMUNC) at the University of Southern Maine from Monday, 5/11 through Wednesday, 5/13.  The conference, which attracts schools from throughout the State, was the largest in its history.  The Upper School delegation was led by Ben Mini; the Middle School group by Hannah Deblois.  The Waynflete delegation of 49 students was the largest in attendance, and they’re coming home highly decorated with their good word being recognized with half of the awards bestowed, including Best Delegation!  Below is a list of awards presented to Waynflete MUN delegates at this year’s conference.

General Assembly

Honorable Mention – Abdi Dahir
Diplomacy – Althea Sellers

MSGA

Distinguished Delegate – Adelaide Lyall

UNSS

Honorable Mention – Grace Bramley-Simmons
Diplomacy – Isabel Canning

ICJ

Distinguished – Payton Sullivan

MDG

Diplomacy – Annabelle Carter

OAS

Honorable Mention – Liam Keohane
Distinguished – Michael Michaelson

WHA

Honorable Mention – Henry Wassermon
Diplomacy – Acadia Weinberg

San Francisco 1945

Honorable Mention – Maddie Polkinghorn
Distinguished – Jonas Maines, Cooper Bramble

UNEP

Honorable Mention – Hibo Abdi
Distinguished – Sarah Avery

Honorable Mention for MeMUNC Reporting

Ellis Heminway

Best Delegation – USA

There is more than one story here.

The first is the story that Dr. Freddy Kaniki told at a recent Upper School assembly.

Freddy and Esther Kaniki

Dr. Kaniki is a pharmacist working in Alaska. Originally from the Eastern section of the Democratic Republic of Congo, Dr. Kaniki wanted to tell us about the school he and his wife Esther have started in Burundi.  Dr. Kaniki is a Tutsi.  In the late 1996, when he was working towards a degree in pharmacy, his family was caught up in the ethnic violence that gripped central Africa, most famously but far from exclusively in the 1994 Rwandan genocide.  His father and three brothers were murdered; Dr. Kaniki fled and eventually found himself in Portland, Maine, as part of a growing population refugees from that region.  Here he rebuilt his life.  He got married, had children, became re-certified as a pharmacist, and found employment.  In the process, no doubt, he gained the respect of all who knew him.

But he didn’t feel happiness.  Instead, in spite of all that he had accomplished, he felt depressed and even angry.  Then he remembered from his upbringing the shared core value of ubuntu, the belief that because individuals belong to a greater humanity, happiness comes from working for one’s community, not for oneself.  Since fleeing Africa, Dr. Kaniki had done everything he could to succeed, but he realized that he had pursued the western ideal of individualized success, instead of the communal ideal with which he had grown up that would define his success based on the impact of his actions on those around him.

With that in mind, Dr. Kaniki and Esther developed a vision for a school in Burundi.  They believed that providing as many young people as possible with a first-rate education would be the best way for their society to heal itself.  Using their savings, Dr. Kaniki and Esther purchased land in Burundi, built a school building, recruited teachers and students, worked through the myriad tasks and decisions necessary to create a school, and opened the doors of the Burundi American International Academy in the fall of 2014.

Dr. Kaniki describes the school’s mission as two-fold:

• Creating a strong academic foundation by administering a technology-focused curriculum that reflects the needs of the country and the region through Science, Technology, Engineering, and Math;
• Planting the seeds of personal responsibility, respect for others, and recognition that we are all bound together in ways that are invisible to the eye – the oneness of humanity – so that future generations realize a different reality than their predecessors.

Slates Dr. Kaniki used as a boy in school.

In assembly, Dr. Kaniki said that BAIA had been nearing the conclusion of a successful first year when a spike in political unrest in Burundi forced the school to close for the year prematurely, just two days prior to his visit to Waynflete.  In spite of the circumstances, which many fear could slide the country into a period of prolonged violence, Dr. Kaniki expressed his faith that the school would somehow be able to open early at the end of the summer, so that they could finish this school year and begin the next one on time.

Dr. Kaniki ended his talk by saying, “What we do for ourselves is gone when we are gone, but what we do for others remains and is called legacy. The best legacy is to always live in the hearts of those whose lives you touched.”

The students responded with a standing ovation.

Ubuntu.

Another story lies with the reason for Dr. Kaniki’s visit to Waynflete.

Last year, Sue Stein, whose job at Waynflete is to work with our students for whom English is an additional language, took a semester’s leave of absence to travel through Africa.  In her inspiring blog, Travels with Sue Stein, she described the intention of her trip this way:

Waynflete alums Cynthia and Axel Kanakan standing in front of their home in Burundi…..on the exact street where Sue lived during her stay.

For years I have listened to students tell stories of their lives in Africa. I have worked with parents who have no frame of reference for school in the US, and I have read essay after essay on what it is like to be living in different worlds. I decided to take a six month leave of absence from my job and go to Africa myself to experience life there first hand. I want to feel what my students feel and know in my bones what it is like to be a foreigner in a culture where I am the minority. I want to be surrounded by languages that I don’t understand. I want to see the schools where my students and their parents attended. I want to be an observer, so that I can come back and do my job with more of an in-my-bones understanding of their experience.

The teacher aspires to be the student, a story unto itself.

Prior to taking her trip, Sue had been put in contact with Dr. Kaniki by Norbert Runyambo, the father of two of her students at Waynflete.  She learned that the school Dr. Kaniki  and his wife were building in Burundi  needed books for the students.  In a truly communal effort, Waynflete’s Friends of the Library swung into action, packing up 104 boxes of used books and shipping them to Burundi.  As it turned out, all of the books that were used during the school’s first year came from Waynflete, a school district in Florida, and Burundi Friends International.  Sue visited BAIA just a few months before it opened, an experience she describes in her blog.

Sue, in turn, put Dr. Kaniki in touch with Lydia Maier, Dean of Student Affairs. Lydia introduced him to Bob Bandoni, the Executive Director of Students Shoulder to Shoulder, the international school of global citizenship of which Waynflete is a member.  They are discussing the possibility of opening an SStS site in Burundi, once political stability resumes.  They are also discussing the exciting possibility of having BAIA students serve at an SStS site, potentially one in the United States such as Detroit, New Orleans, or Pine Ridge.  Imagine the power of the experience for a student from Waynflete working in Detroit shoulder to shoulder with local people and students from across the country and around the world, including Burundi. Imagine the power of that experience for everyone involved.

Another story unfolding?

And the reason that Dr. Kaniki’s traveled from Alaska to Waynflete, in the midst of a mounting crisis well beyond his control that imperils all that he and his wife have worked so hard for over the past dozen years? He came to Waynflete simply to express gratitude to those who have given hope to children in Burundi by helping to build a school.  And, no doubt, he came to feel our common humanity.

Hope.

Humanity.

Ubuntu.

For the 3^rd year in a row, Waynflete’s LifeSmarts Team represented Maine in the LifeSmarts Nationals Competition, held April 17-20 in Seattle, Washington.  This well done short video is about the Maine Finals – it includes part of the final match where you can see the kids in action.

Waynflete got off to a great start by finishing 2^nd in the nation in the 1^st round of competition, which was to produce a PSA about one of the LifeSmarts topics.  This was especially tough to do as 50% of the points for the video came from the number of views, and, well, our school and state are not exactly the most populous.  It took a real community effort and our team is grateful.  At the competition, we started off in good form during the sister team (Georgia) round and then through the individual assessments.  We were ranked 11^th heading into match play.  We won our first match, which happened to be against our sister team, and just lost to a strong Arizona team in our next match.

After those rounds the Top 16 teams advance into a single elimination tournament.  There were a few tense moments and then we heard it, “#13 seed Maine will play #4 seed Michigan.”  YAY – we made the round of 16!  That was especially interesting for team member Alex Lambert ’15 who is originally from Michigan.  In the end, Michigan was too much for us and our road came to an end.  But Michigan went on to the final four, so we know we were in good company.

LifeSmarts is a valuable competition for many reasons.  The five skill areas that the program features are very important, of course, but what is also important is how the competition gives students a chance to stretch themselves, to take risks, to meet peers from other schools and states, and to learn to work as a team, under pressure, toward a common goal.

This year’s team included Sam Frederick ’15, who shared his thoughts about last year’s competition in this USNOW article.  The team also included seniors Stephen Epstein and Alex Lambert, junior Christian Rowe, and sophomore Emily Tabb.  While Stephen and Alex had some connection to the activity through fellow senior Sam, for Emily and Christian it took some courage to sign up.  In fact, Emily and I had never even met before until she approached me about joining.  That says a lot about our community, but it also says something about Emily.

LifeSmarts gave me the opportunity to learn things that I hadn’t been taught before, and I learned a lot just by taking the tests and watching the competitions. I was able to learn valuable lessons in personal finance, technology, consumer rights, health and safety and environment. It was really fun meeting all the other teams at the national competition and getting to spend time in Seattle was an added bonus. I also learned teamwork, verbal communication, and leadership skills.  At the time I didn’t really see joining the team as a risk, probably because there was not much of a penalty; anyone can sign up and take the tests, and the top five scores go, so if you aren’t in the top five, then it is no big deal. Looking back I guess it was somewhat of a risk because I was doing something that I knew little to none about, and it wasn’t really with people that I knew very well. – Emily Tabb ‘17

I’ll finish up by including a very nice essay written by Christian Rowe ’16.  For Christian, she not only learned about the topics, but she also confronted a personal challenge and discovered a passion for a specific field.  Planning is already under way for LifeSmarts 2016.  Interested students should connect with me in the fall.

LifeSmarts has taught me skills that I’ll carry for the rest of my life. First, I have gained knowledge that will aid me as I become more independent. I have learned about consumer responsibility and about organizations and laws that protect us. I have learned what laws deceive us, and what right we have to object to these acts of deception. I have learned many things on personal finance, ranging from the governmental law on minimum age, to W-2 forms. I have learned how to be a secure and smart employee. I have learned how to heighten my environmental consciousness and become a responsible environmental citizen, and how to aid someone who is choking or having an allergic reaction. All these are skills specifically derived from the tests. After studying and being exposure to the competition, I have picked up so much applicable information that I feel lacks in the schooling experience.

The two things that I am the most grateful for acquiring after LifeSmarts are the ability to trust my instincts and from the information itself, which has grown to something much greater than the competition. I lack confidence, especially in a timed, pressured situations. LifeSmarts forces you to think and process quickly, or you will be beaten to the buzzer. I constantly hit the buzzer a few seconds after my opponent. I left my brain thinking of reasons why I could be wrong, instead of trusting my instincts. Second, I discovered my liking for Environmental Law and Responsible Investing. As a freshman in Finance Club, I never thought it would grow into anything. But it evolved into taking the LifeSmarts tests this year, using knowledge of environmental sciences and the financial aspects that I had acquired over the years in Finance Club. After taking those risks, I was honored enough to be able to compete in the Maine State final. Then I was I able to travel to Seattle, Washington, along with my teammates, to compete and have an amazing experience in a beautiful state. But mostly I learned what I love the most.

Next year I will be doing an independent study on The Economics of Socially Responsible Investing. I am doing this only because as a Freshman I took the risk to join a club, in which I knew little about the topic. I grew to be more knowledgeable about the topic. After gaining confidence, I again pushed my comfort zone, joining the Lifesmarts team. But not only did I succeed, but I was able to learn about topics that I loved the most. It is a great opportunity to grow, to push my boundaries, and to traverse beyond my comfort zone.

On Sunday, May 3rd, freshmen Riley Mayes and Payton Sullivan were honored at the Eighth Annual Merriconeag Poetry Festival at the Merriconeag Waldorf School in Freeport.  The yearly Merriconeag Poetry Festival is open to Maine high school students in Cumberland, Androscoggin and Sagadahoc counties, and it serves as a place to honor the myriad voices of young poets in Maine.

The Honeybee Unlocks the Universe

       by Payton Sullivan’18

I threw myself down in the grass

like a fish tossed aground throws

himself back into water.  I delighted

in the splendid dirt enveloping me,

the crocuses clustering around me,

the indifferent heavens above me,

the sleepy air shifting

restlessly about me

like the last gulp of life.

On that late spring afternoon,

I resigned myself.

I allowed the bed of grasses to become my casket,

the doomed light of the plunging sun to be my pall,

and the wind in oaks to sing my dirge.

Oh, I swear the clouds slowed in awe,

and the creeping creatures of the dirt

lamented my passing

‘til I sprung from my grave.

Inexorably, I wandered aimlessly

yet purposefully throughout the garden

until creatures slept,

and breezes ceased to whisper.

Only the honeybees in clover continued

their toiling, as stars shattered

the inky canvas of nightfall.

In that dusky hour, I maintain to this day,

the universe folded back to my meadow.

Every matter-strewn field

was mine to traverse, and every

mystifying vacuum was pulling me in.

And still the bees hummed on,

as if determined to elude time herself.

And as they danced around me, I knew

that the simplest pirouettes of honeybees

can unlock the most complex

happenings of galaxies.

**

Riley Mayes ’18 poem:

Winter can be as bitter

As burnt toast.

The glare reflecting off the ice

Foreshadows the loss of balance,

And just before you hit the ground,

The image of falling hangs,

Icily,

Above the head of the victim.

From the ground,

You see a molded sky that hangs loosely,

Close to your forehead,

Pressure

So

Heavy,

It could induce hibernation.

The glassy spectacle of icicles

Monopolizes every roof and gutter;

Daggers and swords,

Wavering,

On the precipice of making a connection

Between themselves

And the mourning ground.

Not to mention the air;

Fierce,

Torrents of wind ripping tears from eyelashes and

Encasing fingertips.

Brutal

Unrelenting,

Winter clings its fingers

Around the circumference of your throat,

And all you can do is wait for the gentle hand of the sun

To release you.