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APRIL 2014

TEARS FOR KING

by Dan Hendey, Head of School

I am not a person who cries easily. As the youngest of five boys, I was given ample opportunities to cry and

I did. However, I also learned that my tears could lead to more ridicule and hurt from my brothers. So I

worked on developing a tougher skin. Over the years I have become successful in expressing my pain and sorrow

in other ways. Lately though, I have noticed cracks in the walls. Sometimes I find tears welling during the end

of emotional movies. At other times, when children act

in a way that makes me proud, I can get misty. Still, I

can usually look away or refocus before a tear rolls.

However, during our middle school’s performance of

King in Montgomery, I have no defense. Every year I

say that I won’t weep, and I devise strategies such as

looking at the audience, trying to find misbehaving chil-

dren, thinking about clowns, or poking myself to stop the

waterworks ― but all to no avail. Most years, I am able

to get to the end when we all stand and sing We Shall Overcome before I feel the tears. In other years, it

can start even earlier. This year, I blame 4th grade stu-

dent Nina for setting a new record for me. It really

took me by surprise to hear her step up and sing solo in

This Little Light of Mine about half way through the play. This was a new wrinkle for this year’s production and

I had no defense. I looked on in amazement as the tears started to well in my eyes. It was a beautiful moment

and one which I will gladly share with anyone who asks me “What is Friends School all about?”

King in Montgomery – Ten Years in the Non-violent Civil Rights Movement is a wonderful play/musical written

by former Head of School Larry Boggess about 15 years ago. The play focuses on a critical period during the

non-violent civil rights movement in the United States. The play follows King as his house is bombed, he is jailed

for protesting, and he leads the march from Montgomery to Selma. The piece ends at the Edmund Pettus

Bridge as the marchers are attacked and turned back by police but then return and wait several days to get ap-

proval and protection to finish the march. During this time, despite the violence perpetrated against the move-

ment,

Reverend King and many other movement leaders were able to keep their protests peaceful, avoid retaliation

against acts of violence, garner support for their cause and, in the end, change many laws.

As our students practice this play and sing the songs, many opportunities arise for education. Through the

A PUBLICATION OF STATE COLLEGE FRIENDS SCHOOL

A Friendly Voice WWW.SCFRIENDS.ORG

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THERE’S SO MUCH MORE TO READ AND SEE! Take a peek inside State College Friends School, with our

postings on Facebook and galleries on our website

(www.scfriends.org -- the photo banner on our official school

page is pictured at left). We are always interested in hearing

from alumnae/alumni. Send news to lorip@scfriends.org.

A Friendly Voice

www.scfriends.org

I simply LOVE this photo (and the full color version on our website is

even more beautiful). It says so much to me about the spirit of our

school and our gratitude to those who support us.

I’m not sure when I took this picture. Maybe I had asked our stu-

dents to help me express our gratitude to some of the businesses who

support the school through contributions to the Pennsylvania Educational

Incentive Tax Credit program that helps us to build a diverse educational

community. Or it may have been shortly after last year’s Grandparent,

Friends and Family Day, when we wanted to thank family and friends who

joined us for classroom time, recess, and a buffet lunch. If it was taken

that day, it is also thanking several generous school families who contrib-

uted sandwiches and cookies, enough to feed almost 100 guests, from

their Subway franchises.

To borrow from a phrase my mother used when I was younger, we go

through thank you notes around here “like water.” K/1 students often

send hand-made, illustrated thank you cards to Foxdale residents and community friends who regularly volun-

teer in their classrooms. The 2nd and 3rd grade classes write notes of gratitude to those who come to quilt

with them or accompany them on field trips. Upper grade students practice letter writing skills as they thank

community-minded businesses who support their classroom fundraising efforts or visitors from Penn State who

bring hands-on science activities.

As a school community, we have so many people to thank, for so many things. Honestly, sometimes it’s hard to

keep up. What a wonderful challenge! From moms and dads who set up, prepare, serve, and clean up at our

school hot lunches and special events, to those who contribute to the Annual Fund and other funds that sustain

our school, to those who have donated books, musical instruments, science kits, yarn, artwork and other fine

items for our SPICES auction…these are all acts of kindness that are visible to us. But there are so many oth-

ers who support the school in ways that are less obvious: parents and alumni who share positive word-of-mouth

in the community, like seeds to help our school grow; families who help other Friends School families in need,

without a whisper of it to be found out; and the “kitchen fairies” who make tea towels and tablecloths mysteri-

ously disappear and reappear - clean, fresh, and folded after our celebratory gatherings. Yes, there are so

many “thank you’s” to share.

To all of you who support State College Friends School in these and other ways, we truly appreciate your

generosity to us. May the gentle winds of springtime come your way.

THANKS FOR YOUR GOODNESS

by Lori Pacchioli, Director of Development

The fragrance of flowers spreads only in the direction

of the wind. But the goodness of a person spreads in

all directions.” Chanakya

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Every gift ― of every size ― makes a difference and is put to good use. If you have already contributed this year, thank you. If you haven’t yet made a gift to the Annual Fund, please take a moment to complete the information on the enclosed contribu-tion envelope and mail it to the school before June 30, 2014. If you would like to make a gift in addition to your Annual Fund donation, please consider a special gift to: The Pat Coles Endowment for Teachers, The Myrtle Wright Endowment for scholarship to promote a

diverse student body, The Larry Boggess Endowment for music and art, or the

school’s general endowment. For more information about these funds and other giving opportunities, please contact Lori Pacchioli, director of development, at 237-8386.

Let your light shine!

Annual Fund Contributions to date: $46,405

We’re nearing our Annual Fund goal of $55,000. With 100% participation by our parents, trustees, and friends of the

school before June 30, 2014, we’ll reach that goal. Gifts to the Annual Fund, which supplement tuition, allow State College

Friends School to inspire, engage, and prepare students today, tomorrow, and long into the future.

50,000

45,000

40.000

35,000

30,000

25,000

20,000

15,000

10,000

5,000

$55,000

The Annual Fund supports every aspect of the

school program and touches every student.

I will continue to give to SC Friends as long as the teachers inspire the love of learning and the students never stop asking questions, even after they graduate. For that reason and because the Quaker values (of SPICES) are essential in this world, my support is a sure thing. - A long-time donor and friend -

Thank you!

Our School’s Mission We provide an academically vigorous education in a nurturing environment that inspires a love of learning and

prepares students to meet challenges with confidence and compassion. Guided by the Quaker testimonies of

simplicity, peace, integrity, community, equality, and stewardship, we support the social, emotional, physical, and

intellectual development of each child.

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We are pleased to share:

LIVING AND LEARNING THROUGH THE QUAKER TESTIMONIES

A Friendly Voice www.scfriends.org

Quakers In The Classroom Do Quakers eat chocolate? These and other curiosities were answered by visiting

Quakers who joined us for a day of study about the history and practices of Quak-

erism. Pictured at right, an SCFS Quaker trustee is offered a chocolate-covered

strawberry. Visit www.friendscouncil.org to learn more about Quakers and the

foundations of a Friends school education.

The Quaker Life Committee at Friends School provides

information and insights about Quaker beliefs and practices

through a bulletin board in the front lobby of the school and

through workshops and discussions for parents. The most re-

cent outreach event was a panel presentation about applying

Quaker testimonies in the classroom and at home. Partici-

pants shared ideas for teaching and practicing conflict resolu-

tion and embracing simplicity in a society of mass consump-

tion, among other topics.

The Quaker Life Committee was formed many years ago in

order to nurture Quakerism among the students, teachers,

staff, and parents in the school community. Members of

State College Friends Meeting and interested State College

Friends School teachers, staff members, parents, and

current and former board members comprise the committee.

Friends Council on Education representatives Irene McHenry

and Karen Hallowell visited Friends School earlier this year as

part of the school’s participation in FCE’s membership renewal

process. Before the visit, a committee composed of repre-

sentatives of all school constituencies ― faculty, staff, board,

Friends Meeting members, and students ― completed a year-

long self study that addressed topics related to the school’s

mission, worship, governance, leadership, programs, community

life, and vision. During their 2-day visit, Irene and Karen led

discussions and interviewed teachers, staff members, Quaker

Life Committee members, and trustees.

Parents joined members of the school’s Quaker Life

Committee in March to discuss ways in which the

Quaker testimonies of simplicity, peace, integrity,

community, equality, and stewardship are a part of

daily classroom life.

At left, Karen Hallowell and Irene McHenry visited

with students, teachers, and parents during their

visit to the school.

State College Friends School received the Certificate of Membership Renewal from

Friends Council on Education shortly after this writing. The certificate was awarded in recognition of the school’s

successful completion of the membership renewal process described here.

The best recreation is to do good. William Penn

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A Rich Array of Community Service Projects by Diane Lehman, Office Manager

Community service has always been near and dear to my heart, especially as an integral part of the education

of children. I believe strongly in allowing children to experience the real world through service to others and to

share those experiences with their peers. Involvement in community service is fulfilling, giving students a sense

that individuals and small groups of concerned kids can indeed make a difference in our world.

Friends School has a strong community service component in every classroom. This year, the K/1 classes ex-

panded our recycling program to include various plastics through Terra Cycle and the Trex Plastic Film Challenge.

Our 2/3 classes spearheaded the Fedco seed sale to raise money for expanding our school gardens as well as for a

donation to Heifer International. The 4th grade spent several weeks reading Three Cups of Tea while enthusiasti-

cally raising funds for schools in Pakistan through their Pennies for Peace campaign. The 5th grade has been col-

lecting candy wrappers for recycling, with the money earned going toward the purchase of school supplies for at-

risk children. And recently, our middle schoolers held a bake sale to benefit the Nelson Mandela Foundation, as

well as Nothing But Nets, a UN Foundation that works to prevent malaria in Sub-Saharan Africa. Each class’s pro-

ject included a learning component, a service activity, and an opportunity to share what they learned with others

in our school community.

This year, I have enjoyed working with our middle school’s extended community service program. In addition to

the bake sale, small groups of students make weekly service trips to our pre-school, Friends Schoolhouse, to the

Food Bank, and to PAWS. In addition to their visits, students learned more about their chosen organization

through research and interviews; educated others in our school community about its needs; and designed a project

that would involve others for the benefit of the organization. Their efforts resulted in PowerPoint presentations

about the Food Bank and PAWS, the proposal for our school to become a collection site for pet supplies for

PAWS, and the inclusion of our school in a program with the borough’s new curbside composting initiative.

By participating in these kinds of service and learning experiences, we are confident that our students will

leave Friends School with a good understanding of the importance of community service and the impact their ef-

forts have today and into the future on our community and our world.

Turn to page 6 to read about our pre-k students reaching across the globe in friendship and to page 11 to learn

about our recycling efforts.

REACHING OUT TO MAKE A DIFFERENCE - IDEALS INTO ACTION

Her eagerness to donate, I be-lieve, grew out of the Quaker principles she has grown up in/with at Friends School. - Mother of fifth grade student

who donated her long locks.

See the before and after

photos, and read the story of

one fifth grade student’s

decision to part with her

golden locks - for love . . .

see next page.

FEDCO SEED SALE

Teacher Lisa’s K/1 class passed the trowel to

Teacher Renee’s 2/3 class this year for a seed sale

fundraiser to benefit Oxfam International. Fedco

is a certified organic seed processor (although

they sell both organic and conventional seeds), with

most of their seeds produced on farms using sus-

tainable methods. By selling these seeds, Teacher

Renee’s students are promoting local food produc-

tion and supporting Oxfam, both worthy endeav-

ors. This year the sale raised $893.

Way to grow!

WHO WENT TO GREAT LENGTHS TO HELP?

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From Centre County to Cyakabiri, Rwanda by Lynne Bradley, Director of Friends Schoolhouse

Last year, Friends Schoolhouse joined a partnership program with Cyakabiri Preschool in Rwanda, Africa. The

theme last year was based on the book Same, Same but Different. We read the book A Ride on Mother’s Back, A Day of Baby Carrying Around the World, by Emery and Durga Bernhard, to our children. It is a story about

the life of some people in Africa and shows how adults and older children swaddle younger

children to their backs as they go about their daily work in the fields and around the home.

We took photos that showed the ways in which U.S. families ’move’ their babies (strollers,

backpacks, front wraps, car seats, etc.), made it into a book and sent it, along with a cloth

baby wrap (donated by a school parent, at right) to Rwanda with Carol Falke, creator of

this partnership. Carol shared the book and the cloth baby wrap with children and teachers

in Rwanda. In return, Carol came back from Rwanda with a beautiful woven basket (it has

been holding our welcome wall photos) and children’s art work for us. This year, music

teacher Nina will join Carol on her trip to Rwanda. We have created another book entitled

Here I Am, by Friends Schoolhouse students. It will be taken to Rwanda. The children

will draw a picture of something they enjoy doing, text will be added, as will the child’s

photo. You may read Carol’s blog at http://cdfalke.blogspot.com.

When ten year old Lilly heard that her mother had considered donating her hair to

Locks for Love fifteen years ago, she thought she’d also like to donate her hair. At

waist length, Lilly said her hair had become so long that it often became tangled when

not in her signature braids. She also felt she was “kind of tired of it.” So, after hearing

some details from her mother about the Locks for Love program, she went to see Tara,

a hair designer at Gio’s in State College who spoke a little more about the program, and

then prepared Lilly’s hair and snipped it off.

“I was really happy about it,” said Lilly. “I imagined what the person who has cancer

and would be receiving it would think when they saw their wig,” she added, with a timid

smile. She says her hair has already grown back quite a bit, indicating the new growth

with her thumb and pinky finger stretched out. “I’m getting ready to do it again,” she

says with raised eyebrows and a wide grin.

As it turns out, Lilly’s mom Karen had never gotten around to sending her ponytail to

Locks for Love. This non-profit organization collects hair to be professionally prepared for

use in hairpieces that are given to cancer survivors, victims of trauma such as burns, and

those who suffer from an autoimmune disease that causes a person to permanently lose

their hair.

Both Lilly and her mom sent their locks and received a thank you letter from the organi-

zation. Lilly also got a lot of double-take looks and comments from classmates and teachers

when she arrived at school wearing shoulder length hair. From behind, without her braids,

you wouldn’t recognize her with the new hairstyle. But as soon as she turns and gives her

warm, bright smile, there’s no doubt ― even without those 12 inches of golden locks ―

that’s our Lilly.

Whose Golden Locks . . . from page 5

Lilly minus 12” of hair.

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THE CARE AND FEEDING OF FEATHERED AND FOUR-LEGGED FRIENDS

by Bailey Kellerman, Middle School Teacher

When my macaw visits school, many children tell me how much they want a par-

rot. I can understand the impulse: he is a resplendent rainbow of feathers, he can

crack a whole walnut in his beak, and ― if you are lucky, quiet, and calm ― he might

even speak to you in English. But, when my macaw visits, we bring a message much

more important than how cool parrots are: there are many problems with keeping

even the smallest of parrots as pets.

First of all, parrots are sometimes taken from the wild and sold into the pet

trade. Poachers cut down trees known to house parrot nests in order to steal the

baby parrots. Many of the babies die in the process. Even if you get a parrot from

a reputable breeder, there is, of course, the mess. Parrots fling seeds and nuts, crunch up parrot pellets and

sprinkle crumbs liberally around their cage and the floor, create a fine film of bird dander on all nearby surround-

ings, shred anything within their reach that is softer than mahogany, and, well...poop... every ten to forty minutes.

Then, there is the expense of keeping a parrot, as well as the fact that the parrot may be your companion for

twelve to eighty years or more. Combined with the fact that parrots are often described as very intelligent two-

year olds, you can begin to see the problems. The students and I also discuss the ethics of keeping such an intel-

ligent and magnificent creature in a cage, for even small parts of its life.

If you do someday choose to have a parrot, I explain to them, adopt one that is a rescue. Parrots often

change owners four or five times before they find their

"forever person," because they are such difficult pets.

Adopting a rescued parrot and committing to its care,

entertainment, and well-being for, perhaps, the rest of

your life is an experience like no other. Every night when

I return my macaw to his cage and tuck him in, he coos

quietly at me and makes kissing noises. Every morning,

when I wake him up and set him free, he does the same.

He grooms my face gently with his giant beak like the

flockmate that I am, and he

builds me elaborate nests in

case I ever take him up on his

offer of baby macaws.

The same life-changing qual-

ity is also true of caring for the rescue animals that populate my classroom every day.

Yoda, the chinchilla, was kept in a tiny cage for the first two years of his life and never

taken out. He still does not trust people, but my students approach him with patience

and respect. They are rewarded with a keen appraisal from Yoda's one good eye and

tiny, almost human hands reaching out to grab the proffered raisin. My puppy, Alice,

was found wandering alone on the street in Nashville, Tennessee, and survived parvovi-

rus as a very young dog. It is hard not to anthropomorphize when I see her charging

at full-speed across the soccer field with one of my students. His coat is open and blowing back, just like her un-

gainly ears. Her mouth and his are open in the same toothy grins. When they return inside, both flop tired and

relaxed onto the carpet. She is thankful every day for being loved, just as he is for being a part of our

community.

Although pet ownership has many benefits to children at even its most basic level, the middle schoolers at

Friends School have a deeper relationship to the animals for which they care. The students understand their role

as stewards of animals that had no other options. And the animals, I think, understand how lucky they are.

Alice gets in on the game with middle school students.

Yoda is more timid than this visiting chinchilla, Sassy.

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Different Ways with Words by Lisa Gamble, K/1 Teacher

Every year, we hear many precious words and sayings from our students. I should

write them all down because of course I tend to forget them as new thoughts are

shared. Some of what is shared becomes part of the class vocabulary. This year, eve-

ryone has latched onto the concept of gears and thinking about what gear we should

be in throughout the day. I could not begin to tell you who first mentioned gears, us-

ing it as an illustration when talking about self-control, but I know it wasn’t me. Since

then, we have discussed gears several times, and we refer to them as needed. The

children show us what the appropriate gear for an activity will be by rotating their

hands. This is very clear imagery and the students respond to it. Sometimes inventive

words say it all.

Talking and learning about Martin Luther King, Jr. can be a bit complicated at this

age, but his dream resonates with us all. We learn about “Martin’s Big Words,” and

many of them are very big—discrimination, segregation, non-violent resistance, integration. Throughout the

year, we talk a lot about integrity. We explain this big word by saying that acting with integrity is when your

heart knows you are making a good choice. This year, the children came up with what I think is the perfect word

—integrigation. I wish Dr. King had had our students to help him with his speeches. These children can say so

much in one little word.

Martin’s Big Words

The ideals and words of Martin Luther King,

Jr. and many other great teachers throughout

history are an integral part of the Friends School

daily curricula. Exploring the meaning behind

words, symbols, and sayings through reading,

song, poetry, and classroom activities gives life to

them and allows students to truly integrate the

thoughts behind the words. Please visit our web-

site to see the work of our pre-k through 8th

grade students.

Hassan’s Big Words Fourth grade student Hassan (center, reaching for the ball)

wrote his thoughts about some of the Quaker testimonies as part

of a classroom exercise in Language Arts.

Equality is playing basketball together even if our

skills are different. Peace is power from heaven

coming to earth and stopping violence. Helping

others is being happier. Giving people hospitality

is flying over a rainbow and granting wishes.

Peace to the world is butterflies

fluttering over the rainbow.

WORDS, WORDS, WORDS

Margo demonstrates the “gear”

signaling it’s time for centering.

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www.scfriends.org

When I Die By Sarah Stevenson-Peck

When I die

what happens?

I wonder.

Do I go above Earth,

to be judged by God

Between the gates of Heaven,

with angels, and beautiful things?

or am I dropped from the sky

into Hell, with monsters, fire, and pain.

Do I go down, below Earth,

to be judged by Hades in the Underworld?

eternal happiness, in Elysian, living like a king,

or eternal sadness, in the Fields of Punishment?

Do I get reincarnated

as a mouse, or a bird

living a whole different life

as a whole different creature?

Do I crawl out of the grave, moaning,

stumbling along,

a zombie,

helping the apocalypse?

Middle school students at the close of the 2013-2014 Poetry Slam

Middle School Poetry Slam

Or do I decay, mindless, lifeless

beneath a gravestone,

slowly becoming earth?

Do I get buried

and have “lots of room to move around down

there,”

like I said when I was little?

Finish my life beneath the ground?

Does my heart get weighed

against the Feather of Truth,

to gain entrance to the afterlife,

The double of my life on Earth?

Many believers, with many beliefs,

but no one knows for sure.

no one has come back,

to clear up all the misconceptions.

I would like to be that person,

that angel, floating to Earth,

with the key to life and death.

Middle school students celebrated April’s National Poetry Month with a “Poetry Slam.” The Slam was the

culmination of a unit on poetry involving brainstorming for ideas, reading poetry, learning about form and style,

writing drafts, rewriting, and practicing their delivery. Teacher Christy LaForce, a teacher at Friends School

for almost 20 years, says the best thing about language arts at the school is that each class, from K to 8, views

itself as a community of writers, with each student serving as author, audience, editor, and mentor. Once a stu-

dent gets to middle school, s/he is already a writer with an authentic voice and creative ideas.

Teacher Christy talks with a young writer.

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It’s amazing what can be fashioned from scraps of paper, wire, plastic spoons, and

other discarded items. It appears that one man’s trash is indeed another’s treasure

when student works of art are considered. Recycled materials find a use in the art

room, where Teacher Cindy Hanczar offers students an array of items traditionally

discarded and invites them to make visually interesting works of art to display

throughout the school. A collection of Matisse-like collages appeared recently the

halls ― the work of fourth and fifth grade students. The 100-foot wall in the front

lobby of the school shows student work representative of the style of painting for

which Vincent Van Gogh was known. On the table beneath the giant wall is a line-up

of 4 paper mâché cats (with personalities).

The work of students is carefully matted, labeled, described, and displayed by

Teacher Cindy, often under cover of darkness so that when students and families

arrive at school, there is a bright surprise waiting. Teacher Cindy is not often seen, as the art room is situated

on the lower level of the school but her special touch in showing the work of the students is evident all around.

Art is one of the specials offered at Friends School, in addition to yoga, Spanish, music, and PE. Interested in

learning more about the Larry Boggess Endowment for Art and Music at Friends School? Contact Lori Pacchioli,

director of development, 237-8386, or visit our website at www.scfriends.org/giving.

ART FROM RECYCLED THINGS AND OTHER EYE CATCHERS AT FRIENDS SCHOOL Who Is Behind the Art Displays at Friends School?

These and other works of art by the students can be seen in color on our website at www.scfriends.org.

A duct tape dress in

blues, made for the

desfile de moda presen-

tato en español (fashion

show presented in

Spanish.)

A creature (owl?)

with broom stick

hair, glasses made

from a broken toy.

Weaving created with

donated yarn. Many of

the items used in the

art room have been

donated by residents

of Foxdale Village and

local artists.

A work of art using colored dyes and bas-

relief in the style of Picasso.

More student art online

at www.scfriends.org

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www.scfriends.org

(MLK, continued from pg. 1)

play, they become intimate with a bleak but hopeful chapter in our country’s history. They learn about segrega-

tion and Jim Crow, about how hard it was for black Americans to vote, and about the risks many people, of all

persuasions, took to advocate for equal rights. Through the songs

and dialogue, students begin to understand the feelings of injustice

that existed in parts of the country during this time. They get an

inkling of what it may feel like to be the object of prejudice. But the

play also enlightens students to understand what can be done in the

face of injustice. Students learn what courage looks like, how to ad-

vocate for what is right, and how to manage conflict with grace and

without violence. Through the songs, they also get to experience the

hope and solidarity of people united to fight injustice. Additionally,

King in Montgomery serves to sensitize our students to injustice in

other areas of their studies or even in their daily lives.

So this year, as we all stood and sang the final song, We Shall Overcome, the tears again began to roll down my face. I would find this display of emotion extremely embar-

rassing if I were the only one crying but, as I looked around, I noticed that I had lots of company. It seems

that the feeling of hope and unity generated by the kids is the spark. When you are in that room singing with

everyone, you realize that these children are professing the values we want to hold onto in ourselves and we

wish to instill in them and that, if we all try, just a little bit harder, together we can make our world a better

place.

So while I may be slightly embarrassed, I will continue to risk the tears because of the lessons learned from

King in Montgomery. Our students come back each year and can still recite lines and the words to all the songs.

They have an understanding of an important piece of American history and an awareness of the struggles and

hope that can come from being involved and speaking out against injustice. And isn’t that what it’s all about?

Not only educating our students, but also helping them to develop the values and beliefs that encourage compas-

sion, tolerance, and peace?

Life’s most persistent and urgent question is: What are you doing for others? Martin Luther King, Jr.

Recycling at Friends School Friends School students are no strangers to composting and recy-

cling. For many years, Friends School teachers and students have

worked to reduce waste in the school and to reuse and recycle mate-

rials from classroom work, snack packaging, and lunches. The school

has been a recipient of the Centre

County Waste Watchers Award

for several years. Teachers and

students are always exploring

ways to raise awareness about the

importance of recycling through-

out the school.

This year, students in K/1 began collecting plastics and wrappings not

traditionally collected by the Centre County Recycling Center. The students

made posters announcing their initiative, created collection boxes, and made

presentations to classes. In addition to helping the environment, K/1 students have an opportunity to win a col-

lection contest whose prize is gardening tools.

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State College Friends School

1900 University Drive

State College, PA 16801

Farewell, King Winter!