Eight Reasons Why Waring Endterm Rocks

This spring, Waring students built a skiff, interviewed political candidates, created a video game, wrote novellas, sewed rompers, travelled to Canada, designed theater sets, programmed robots, studied the World Cup, recreated historical photographs, and pondered the good life as part of a three-week Endterm for grades 6-10. The term is intensive, experiential, and often involves off-campus or travel experiences.

What makes it great? Why does it fit Waring’s core philosophy?

In their own words, eight Waring students explain why:

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1. Follow your passion
“If it’s something that you really like, that you’re passionate about, you’re able to do that thing every single day, all day, for three weeks. Having more time to focus on your passion–it feels really good to be able to get it all out.” – Kira Baxter ’22

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2. Learn with professionals
“We had this chance to go and use Harvard’s machines in labs that so many people want to go to. We got to go there as high school and middle school students. It was a really unique opportunity.” – Phoebe Holz ’20

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3. Work as a team
“You don’t see all the progress that has been done in one day because you’re just focused on your one part. But at the end of the day, when we put everything together, you can really see the boat coming to shape. It’s a super cool experience because it’s not just you building a boat. It’s a group of people working together to build a boat.  – Cole Ferguson Sauder ’21

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4. Develop new skills
“In regular school, you’re working for one hour on humanities, an hour on writing or math, but now, during Endterm, it’s one category for the entire three weeks. It’s really fun to see yourself develop in that field a lot in just a short time.” – Benny Weedon ’20

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5. More experiences, less tests
“Instead of ending with finals or more classes, we end class early and have this intensive, which I think is very Waring. Instead of ending with a bunch of standardized tests, we focus in on a different topic and you can go explore it.” – Henry Symes ’20

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6. Learn by doing
“We try and figure it out on our own. They let us make mistakes and let us learn from them. It’s a really awesome way for me to learn, and it’s taught me that in the future, when I want to teach people things, this is a really awesome way to do it. – Claire Rhyneer ’21

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7. Discover new talents
“When I was in sixth grade and just starting Waring, I was very tentative to try anything artsy, but Endterm helped me discover my strengths and interests. I realized there was a lot more to art than just black and white pencil. I realized my strength was actually poetry and watercolor. Knowing that made me realize that there is a lot more to art and writing that I had no clue about and that I might actually be very talented in.” – Ilaria Bardini ’20

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8. Promote camaraderie between groups
“Endterm is mixed age in a similar way to Tutorial. It’s to promote camaraderie between a sixth grader and say a sophomore… It’s only in these settings that a sixth grader could get critiqued on their work by a freshman – or the other way around.” – Campbell Boisvert ’20

Catching up with Alumni Athletes, by Mike Kersker

When students are interested in pursuing their education at Waring School, we often times get questions about sports and the level of competition our students participate in. All members of our community are athletes in some way. One of the many beauties of our school is that we offer the novice athlete opportunities to become members of our sports teams, and under the same umbrella, we graduate some of the most competitive athletes on the Northshore. Our end goal is to create an environment here at Waring where being active in sports and activities transcends any school, institution or work place; where being active becomes a mainstay in our alumni’s lives, creating lifelong habits for good health.

Staying Active After “It’s Over”

a4hzjrsy141q9lx7I caught up recently with Waring alumna, and former two-sport athlete at Emerson College, Maggie Sheetz. Although Maggie has graduated from Emerson College and isn’t playing collegiate lacrosse or soccer any longer, staying active is still important to her. Maggie’s job as a sound technician at Gillette Stadium gives her windows of opportunity to get out and run. “I play in a women’s lacrosse league over the summer which is fairly competitive, but most recently I have been into running for the sake of running and staying fit. This past year I have participated in two half marathons, running them both with a former college teammate.” Maggie says that having an event to train for creates even more incentive than just staying healthy and being fit. “It keeps my competitive juices flowing, which for me is still important”, says Sheetz.

Maggie was a three-sport athlete at Waring, captaining both soccer in the fall and lacrosse in the spring, while playing basketball in the winter. Maggie went onto Emerson College where she played both soccer and lacrosse for the Lions. Maggie credits her time as a student-athlete here at Waring as the largest factor in her ability to participate in collegiate athletics and wanting to pursue a healthy lifestyle in her adult life. “Playing sports and being active every day at Waring became part of my identity, and I didn’t want to give that up in college and certainly not now in my adult life.”

Making Those Tough Decisions – From Judge to Statesmen

Wigglesworth_Nick_636A3038 (1)Waring alumnus Nick Wigglesworth is a Sophomore at Hobart College where his team made it to the final eight of the National Collegiate Athletic Association tournament for Division three soccer this past season. It is the second time in as many seasons that Wigglesworth has been to the final eight, only not with the same team.

Nick’s path to Hobart was not typical. Nick started his college career at Brandeis University (the Judges), where he was recruited by long-time coach, Mike Coven. Coven was not only attracted to Nick’s ability on the soccer field but really appreciated the fact that Nick was a student-athlete in the true sense of student. Coven commented on Nick’s love for writing, and spoke to the Boston Globe Scholastic Writing Award Nick won his senior year at Waring. “I love the fact that Nick is so well rounded, he makes our team that much more diverse” said Coven. Nick seemed to think the same thing about his coach. “Mike Coven was a father figure to all his players. He made you want to play better every day. He had a way of making corrections to your game and still make you feel good about it in the process. Mike was always open to talking outside of games or practices, where he wanted to know more about you, not just about your game”, said Wigglesworth.

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The Judges went on to compete in the NCAA Final Four in 2016, losing in the Semi-Final to Calvin College. “I will never forget the experience I had at the Final Four. You play your whole life to get to that point and being one of the last four teams in the country still playing, you feel as if you’re on top of the world. The Hotel was decked out with banners for each team, rooms were customized for us, the key cards to the room said NCAA Championships on them, it was all surreal. In the end, I transferred for academic and community reasons. Although the soccer was first class, I felt like other schools could offer me a better Economics/Environmental Science opportunity as well as a more conjoined community experience.”

So once the season ended, Wigglesworth started a similar process to that of his senior year in High School. Fortunately, he found just the fit he was looking for in Hobart (the Statesmen). “I couldn’t be happier both on and off the field. I love my classes, my community, my teammates. This is what I envisioned the whole experience could be. Transferring was one of the hardest decisions I have ever had to make, but it has been one of the best decisions I have ever made in my life. I couldn’t be happier with my experience so far at Hobart.” 

One of the Best at His Game

rtny24tjskkzay5cWaring alumnus and former Boston Globe All-Scholastic Aidan Wood is not only considered one of the best players in the most competitive division three soccer conferences in the country, the data actually proves it. Aidan led the NESCAC in total points and was tied for top goal scorer in the league with eight goals, three of which were game winners. He was voted First Team All-New England Small College Athletic Conference. His Hamilton Continentals lost in the conference semi-finals to Tufts and just missed out on an NCAA bid this year. Aidan goes above and beyond. He has a lifting regiment that he follows over the summer, plays competitively for the local U-23 Aztec Men’s team, follows his daily summer fitness training packet and has asked to work privately with me over the past two summers-solely focusing on his shooting technique. Aidan’s athletic quotient is off the charts. When you couple that with an off- season willingness to work even harder on your game, these are the results one can be capable of.

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A Parent’s View on Waring’s Value Proposition

I recently had the pleasure of sitting down with Waring Parent, professional magazine editor, John Knowles, who discussed what he sees as Waring’s value proposition — what sets Waring apart from other learning institutions. You can view video excerpts here:


John is the father of Mattie (’21) and Ella Knowles (’24). As the Editor of Journal of Electronic Defense, John has a strong view into the skills that will be needed in the future workplace and how schools either hit or miss the mark.

John argues that with the speed of change in the workplace and with ever-changing technologies, the real power of a liberal arts education is in learning how to learn — not so much in learning what to learn.  At Waring, John argues, students are allowed the freedom to follow passions by their teachers, who teach to the individual student.

No question we value content at Waring: we read the Odyssey and Jane Eyre, we teach the quadratic formula and the periodic table. But far more profound in the Waring pedagogy is a culture around learning how to learn, how to ask great questions, how to delve deeply into (any) text we read, how to write and speak convincingly, what to listen for in a Mozart Sonata…

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