Springing into Remote Learning

Springing into Remote Learning

Emphasizing the importance of contemplation and self-reliance, simplicity and solitariness, and knowledge and progress, renowned transcendentalist Henry David Thoreau famously scripted in his novel Walden, “I had three chairs in my house; one for solitude, two for friendship, three for society. Since implementing a laptop initiative in the early 1990s, Suffield Academy has long embraced technology as a method of connecting students and teachers to innovative ways of learning and thinking. While the coronavirus pandemic caused uncertainty and disruption to daily life and routine, the Suffield faculty remained committed to the school’s mission and their craft as educators by honoring shared respect for their school motto: Esse Quam Videri—to be rather than to seem.

In an effort to ensure the safety and well-being of its community throughout the spring term, Suffield launched a remote learning program with virtual classes extended globally to its students. The school would utilize platforms such as its learning management system (Schoology) and Microsoft Teams to keep the community connected and sustain its educational programming. Faculty members were universally committed to preparing inventive ways for teaching and communicating with students as the 2019-2020 academic calendar concluded.

Prior to the world-wide quarantine prompted by the coronavirus in March 2020, Suffield Academy had never before initiated a remote learning program. Without a timeline or knowledge of when in-person classes would resume, Dean of Academics and Faculty Sara Yeager was tasked with developing a remote curriculum and virtual schedule for the ensuing online classes.

What I appreciate most about Suffield is that we listen to people. We created an initial schedule that endured the first two weeks before revising it in response to student and parent feedback. Other schools are unlike us and do not consider things in the same way. Sara Yeager, Dean of Academics & Faculty

“It was difficult to plan because it all happened so quickly,” she explained about the closing of campus facilities and the launching of remote classes. “None of us had experience in remote learning and it had to be done in a matter of days and within the first week of spring break. We sent our students home in March without any idea they wouldn’t be coming back to complete the spring trimester.”

The school’s collective goal with remote learning was to keep Suffield Academy’s identity intact while staying clear to the school’s mission. Sara and her team therefore designed a program that honored Suffield’s core values as a community and school. “What I appreciate most about Suffield is that we listen to people,” says Sara. “We created an initial schedule that endured the first two weeks before revising it in response to student and parent feedback. Other schools are unlike us and do not consider things in the same way. We are a small school and tight-knit community, and we do our best to support our families and satisfy their needs. In this case, we are very unique and could not follow the actions of any other independent school. I am very proud that Suffield stayed Suffield during this difficult time. We have since surveyed our students and parents and received overwhelmingly positive feedback.”

Although the classrooms and dorms remained eerily empty and playing fields and theater silent, the voices that make Suffield Academy a home remained heard. From performing and visual arts to mathematics, physics, and chemistry the show went on.

Suffield Stronger: a performance by AVTS

Students enrolled in Advanced Vocal Techniques & Staging (AVTS) combined for a remote performance presented virtually to the extended Suffield community in April. Recorded individually within their homes, the resulting video showcased the unique talents of this inspired group. Led by Performing Arts Chair Tom Dugan and vocal instructor Chelsea Kane ’09, the production entitled “Suffield Stronger” was driven by the world’s current events and very relevant words of renowned American composer and lyricist Stephen Sondheim who regularly affirms, “Art, in itself, is an attempt to bring order out of chaos.” When first brainstorming ideas on remote learning, Tom and Chelsea aimed to provide their students with an outlet to perform. “We believe the arts are vital to learning, especially during a time like this,” commented Tom Dugan. “They give our students a creative outlet and without a doubt help them through challenging times. We sent them the music and backing track and they had about a week to learn it before submitting their video. I then ran all the individual tracks through a computer program to join them as one collaborative effort. While initially hesitant about the project, they all loved the finished product and sounded positively outstanding.”

Better In Than Out: The Art of Social Distancing

The infamous graffiti artist, filmmaker, and political activist Banksy made history while holding a residency in New York City for the entire month of October 2013. The artist’s show entitled Better Out Than In headlined world news and ignited social media, each day unveiling a new piece of street art scattered outdoors across all five city boroughs. Late impressionist painter Paul Cézanne once noted, “All pictures painted inside, in the studio, will never be as good as those done outside.” Driven by the belief that great art belongs to its public rather than secured in museums or galleries, Banksy’s October residency proved Cézanne’s theory correct. Yet as today’s New Yorkers locked down and sheltered in place and the novel coronavirus spread to epic proportions, it was now better to be in than it was to be out.

Dozens of studies over the past two decades indicate that despite its many positive attributes in keeping people connected, excessive Internet can correlate with feelings of alienation and social disconnectedness, as well as depression and a negative impact on overall well-being. There is in response a growing body of evidence that suggests creative arts expression is an extraordinary means to reduce those feelings of loneliness, isolation, and alienation. The simple act of making art, sharing art, or receiving art therefore seemed a most effective treatment available to those adhering to self-quarantine and social distancing. Solitude after all is not just sufficient for creativity; it is necessary.

In the many letters written to his brother Theo, Vincent Van Gogh once famously scripted, “How much there is in art that is beautiful, if only one can remember what one has seen, one is never empty or truly lonely, and never alone.” He added, “I cannot do without something greater than I, something that is my life—the power to create.” In these uncertain times artists of all media were discovering inspired ways to alleviate isolation by doing what they have always done: sit still, observe, think, and create.

From Jeddah, Saudi Arabia, Kareem Moumina '20 held his senior art show at Suffield in January 2020. “My paintings recall moments I pictured in my dreams,” he wrote in an accompanying artist statement. “Working in the field of art requires one to enjoy the process of mindfulness.” While home and engaged in Suffield’s Remote Learning Program, Kareem said that art was more important to him than ever. “During this time of social distancing, it is relaxing to focus on painting. My mother is native to the Philippines, and this newest piece was inspired by my love for its tropical scenery.”

Hunter Tran '21 is from Ho Chi Minh City and enrolled in Advanced Studio Art for the spring term to further his technical skills and artistic exploration. Unable to return home to Vietnam, Hunter sought to recapture the local cuisine and comfort he missed so dearly. “Here you see a watercolor recreation of our country’s quintessential bowl PHO and an oil pastel featuring the tropical fruits I encountered in an outdoor market in Sapa,” he explained. “The portrait was created utilizing a wide range of media—watercolor, chalk pastels, charcoal, and copper leaf—and was inspired by a photograph I took of a close friend when deciding to discuss visually the female body viewed through a positive lens.”

Another member of the Class of 2021 enrolled in Melinda Fuller’s Advanced Studio Art class and from Nassau, Bahamas, Reagan Russell illustrated her favorite song “I Feel Pretty” from the 1957 Broadway musical West Side Story. “At the time, I wanted to do a piece that represented beauty,” she said in sharing the emotion that inspired the work. “Using newspaper as a canvas, I created a collage depicting images of various women from different cultural backgrounds, time periods, ages, and races. We are all pretty and in this together.”

Living Through History: Documenting the COVID-19 Pandemic

Suffield students enrolled in Beth Krasemann’s history classes (European Studies; Foundations of Modern History; Holocaust, Genocide, and Human Behavior; European Studies Honors) and Molly Vianney’s AP US History classes were assigned the unique opportunity to produce primary sources documenting how everyday Americans were managing social distancing and self-isolation protocols.

The ongoing remote learning project was completed throughout the spring term and asked students to witness and document history as it occurred. The assignment consisted of three parts: (1) a weekly written journal, photo journal, and video journal; (2) choice of a drawing, painting, or political cartoon, two documented informational interviews, a scrapbook or social media diary, or one scripted podcast; (3) a one-page written reflection examining the pandemic’s long-term effects on modern-day America and community life at Suffield Academy.

“Right away I recognized we were living through an extraordinary time and wanted our students to record their thoughts as historian citizens,” says Krasemann in describing the intention behind the project. “This was for the students themselves who would be cataloging this catastrophic event in real-time, and who would be providing a foundation of primary resources for our faculty to teach in the next year’s history classes or in courses five, ten, and twenty years from now. This exercise accurately demonstrated to them how our history is written.”

Mrs. Vianney added, “An educator and fellow AP US History teacher named Daniel Hoppe originally posted this project on Facebook, and what Beth [Mrs. Krasemann] and I did was heavily borrowed from his project. My AP US students deal with primary sources all the time, and this journaling of the COVID-19 pandemic gave them a chance to be creators and authors of sources that historians might use in the future. While they and I both know it’s not entirely authentic, it will still provide important insights. As a class, we also compared World War I and the Spanish Flu to uncover fascinating parallels to the modern-day coronavirus pandemic. As a reference, I shared political cartoons and newspaper ads from 1918 that look almost identical to what we saw happening today.”

CJ Mauthe is a member of the Class of 2023 from Rumson, New Jersey who recorded the following diary passage on April 5, 2020: “When I left school for March break, little did I know I would not be returning until September, if not later. We had planned on attending the Big East Tournament at Madison Square Garden but all sporting events are canceled or postponed. My sleeping schedule has gotten really messed up while in quarantine and we have a new puppy to train and love. I feel bad for those less fortunate who are unemployed and struggling to get food. I couldn’t imagine working so hard for a career only to have it stripped away by this incredible pandemic. I submitted a photo of people in the marketplace wearing protective masks and gloves to prevent the spread of this novel virus.”

From East Longmeadow, Massachusetts, Emilia Boino '23 submitted the following COVID-19 update on April 7: "There are 1,363,365 confirmed cases worldwide, 367,920 confirmed cases in the United States, and 13,837 confirmed cases in the state of Massachusetts." He added, “Everyone is home except for my dad whose work in construction remains essential. It is quiet for the most part. I have remote, 30-minute classes daily and in between I complete my homework. I work at a desk in our living room. After classes, I go for a run along the sidewalks in town. When I pass people, we are supposed to remain a distance of six feet apart. Some people go way around me. Others take up the whole sidewalk so I go around them. And some just don’t seem to care at all. I saw a chalk drawing scribed in a driveway that read: Stop, Pray, Love. I submitted this photo because it is a simple example of the kindness demonstrated by our neighbors. These words are a reminder to all of us to give thanks to the many doctors and nurses selflessly and courageously soldiering the front lines. We all need a moment to stop and hope that our loved ones are safe and healthy.”

From Southwick, Massachusetts, Michelle St. Jacques '23 recorded this journal entry: “My number one concern right now is that people will stop social distancing after a few more weeks, causing another outbreak and extended delay to our fall term. We need to listen to authorities and continue social distancing to keep the virus contained. I’ve submitted a photo of our pantry as it slowly shrinks in size. While it is enough to get us through the next few weeks, it is increasingly scary how shopping at the grocery store has become so dangerous. I’ve also included a scrapbook I made using newspaper clippings that address the effects of COVID-19.”

And finally Aiden Longley '23 from Westfield, Massachusetts, documented on April 7, “I haven’t seen anyone outside my family for three weeks. I’ve tried to maintain friendships utilizing FaceTime and Xbox video games. Most of my friends are in the same situation no matter where they live. We have close to 150 cases now in town and don’t leave the house except when low on food supplies. The highlight of my day is when we all sit down after dinner to play card games. Quarantine has lots of negatives but spending time alone with my family and dog has been very positive. Many, many Americans are being laid off from their jobs, and those who can are working from home. I submitted this photo of a typical sign seen hanging in 90% of the stores and businesses around town. It reads: Sorry We’re Closed.”

The Getty Museum Challenge: favorite famous artworks made at home

The J. Paul Getty Museum issued a playful request on social media platforms in March challenging artists to recreate famous works of art using just three household objects. Months later thousands of artists answered the call with great creative power and a sense of humor. The challenge was inspired by the Rijksmuseum in Amsterdam and an Instagram account called Between Art and Quarantine but adapted with the invitation to use digitalized and downloadable artworks from Getty’s online collection. Offering a bright light during a time of solitude, Suffield Academy artists stepped up to offer their own unique and creative interpretations of their favorite artworks.

“I was inspired by someone who was also performing the challenge,” said Sophie Pirondini ’21 who was at home in Weston, Massachusetts. “I made this piece with different foods I found in our kitchen. I used seaweed, prosciutto, two kinds of cheeses, chocolate, cookies, and pita bread. I chose a Mondrian because I love geometric artwork and the simplicity of straight lines. This was a fun opportunity to get creative and provided a wonderful mental and physical break from my daily routine and regular homework.”

Alan Berkowitz: Beware of the Beginning

Juniors enrolled in Beth Krasemann’s European Studies class gathered online for a virtual talk hosted by Alan Berkowitz in May 2020. Alan is a second-generation Holocaust survivor whose father lived for many years in the forests of Belarussia. Alan now holds a master’s degree in Holocaust and Genocide Studies from Gratz. Both Beth and Alan represent an education committee for Voices of Hope.

To prepare students for talks on the Holocaust, Beth is deliberate and empathetic on its weight. “I try not to do any harm when teaching such brutal history like the Holocaust,” she says. “There is so much dark but we must teach the light. We need to leave our students with a sense of hope honoring the resistance of dehumanization and genocide. I offer my students that it was not six million Jews who were murdered but only one Jew who was murdered six million times.”

Speaking on behalf of his grandfather and father Alan talked about living beyond genocide. “My family was one of those typical families who didn’t talk much about the Holocaust,” he explained. “A number of our family friends were also survivors and spoke to each other but rarely did they ever share the stories with their children because these are extremely difficult stories to communicate. My parents were lucky to have fled into the forest and survived but that wasn’t an option for many. In the forest, there were armed Russians and Germans and Jew hunters. If you didn’t have a weapon or a specific set of useful skills such as carpentry, sewing, or even electrical knowledge, you were under the immediate threat of being killed. These were the villages built in the Belarusian forest and my dad was only 15 years old at the time.”

When asked why he went to visit Germany as an adult, Alan stated simply, “Because I really wanted to see what the next generation was thinking. What happened was so horrific and I wondered what a country looked like post genocide. Were there memorials and monuments? Did people feel responsible for their parents’ actions? The only advice I’d give any of you today is that it starts from the beginning; it starts with words. You don’t need to love or even like everybody but you must not ever dehumanize them. You can choose to be a bystander or an ally. Be an ally instead.”

Bon Appétit: The Chemistry of Cooking

Sophomores and juniors enrolled in Paul Caginalp’s chemistry classes turned their kitchens into laboratories. The project Paul designed was fittingly named The Chemistry of Cooking and asked students to continue experimenting with lab work while remaining responsibly distant within the safety of their own homes. “During these assignments, students were still learning many different lab techniques and gaining a greater understanding of the chemical world around them,” Paul explained. “I wanted to introduce this project to enable home-lab-learning but also because food and cooking are such integral parts of being a community. Our sharing of recipes with each other was taking the place of formal sit-down lunches and allowed us to bring meals to the virtual world of remote learning. It also personalized us at the same time as we highlighted the many food cultures belonging to our globally diverse student body.”

Additionally, Paul asked several faculty and staff members across the Suffield community to participate by sharing their own favorite dishes and cooking techniques. Submitting videos utilizing the online platform Flipgrid, students were assigned topics and uploaded their video productions to the Flipgrid classroom. Popular topics included Sugars and Protein; Sugars and Carbohydrates; Everyday Show and Tell; Aldehyde or Ketone; and Raw, Boiled, or Pan Fried.

Zeno Dancanet ’22 from New Yorker says that when first introduced to chemistry in the 4th-grade he disliked it with a passion and admits he was not looking forward to studying the subject again as a 10th-grader. However, after a six-year hiatus and now immersed in Suffield’s inventive and engaging chemistry curriculum he is very pleased to comment, “This time around I love chemistry with a passion. My favorite topic has been the study of internal combustion engines. I had already known exactly how an engine worked but was not experienced in the chemistry behind burning fuels. This class has encouraged me to dive much deeper into what I thought I already knew. What I enjoy most about chemistry is that no matter how much you think you know there is always something new and exciting to learn.”

Commenting on the successful concept of combining food with chemistry, Paul Caginalp concluded, “I hope that by sharing our food and time together in our kitchens we gained back some of the personalization that we lost in the virtual realm of online education. We did however uphold a strict no-eating policy while in the confines of the lab.”

A Concise US History Project: Deep Diving into the 20th Century

Sophomores enrolled in Cam McMillan’s US History class performed a Concise History Project throughout the spring term. “We originally planned to undertake a term-long research paper in the spring but the bigger forces in the world had something to say about that,” explains McMillan. “As a department, we agreed it was unreasonable to task our students with such a project in a remote setting. So, we decided to try something new and inventive. The intention of this assignment was to encourage students to research an event within the realm of the 20th Century and submit a short video or podcast presenting an informative discussion on it. This allowed them to study in-depth topics we did not cover in great detail during our online classes. The end result strengthened their research skills while they gained experience reviewing and commenting on the work of their peers.” The assignment was benchmarked by just two main requirements: (1) Each presentation must be between 8 to 15 minutes in length, and (2) fellow students must gain an informative understanding of the topics presented.

Campbell Perkins ’22 from St. Louis, Missouri and Zeina Lee ’22 from Seoul, South Korea took initiative with two differently styled approaches and formats. Zeina introduced a detailed and thorough visual narrative on the topic of Bloody Sunday (the Edmund Pettus Bridge—March 7, 1965) in the much larger context of the Civil Rights movement. Meanwhile, Campbell submitted a mock-style crash course teaching video covering the Iranian Hostage Crisis spanning from 1979 to 1981.

Other topics included Matt Shiffman’s ’22 presentation on the Tonkin Gulf Incident (August 1964), Oliver Roberts’ ’22 investigation of the Kent State Massacre (May 4, 1970), Drew Serafino’s ’21 dive into the Invasion at Pearl Harbor (December 7, 1941), Grace Kotchen’s ’22 report on the Battle of the Sexes (1973), Clementine Ceria’s ’22 project on the Battle for Marja (Afghanistan, 2010), Trey Bischoping’s ’22 narrative regarding the incidents at Omaha Beach (Normandy, France—June 6, 1944), Kelsie Nemeth’s ’22 celebration of The Miracle on Ice (1980), and Kaitlyn Suller’s ’22 report on United Airlines Flight 93 (September 11, 2001).

History in a Box: the Balance of Freedom & Security

Japanese farmers, hunters, and warriors of the 5th century traditionally packed their lunches in sacks or boxes for their work in the fields. The design resembled that of a seedbox and consisted of multiple compartments to hold foods including rice, vegetables, or fish. Today’s parents, such as faculty member Justin Pepoli, typically spend precious hours per week carefully preparing and packing Bento Boxes before sending their children to school. The same care demonstrated by these parents is now trending with staged photos invoking central messages or themes told by a story.

Suffield students enrolled in Justin Pepoli’s 10th-grade US History class spent a few weeks identifying examples within American history that investigate one essential question: Under what conditions, if any, should the freedom of citizens be restricted? Beginning with the Bill of Rights and Declaration of Independence, they collectively attempted to recognize if there is in fact a reasonable balance between freedom and security. Together they discovered presidents who restricted certain freedoms, citizens such as Paul Robeson who protested these restrictions, and others like Carrie Nation who helped greaten them.

Students concluded the unit by being asked to select a topic that argued or supported the prompted essential question. Topics included, among several others, Roe vs. Wade and Morse vs. Frederick, the 19th Amendment, Espionage Act of 1917, Home Security Act, Sedition Act of 1918, and Prohibition. After submitting their proposals and receiving approval, students researched their topics using Suffield’s online library databases. They were then asked to track their findings by adding eight items—historical photos or images of household items—to a digital Bento Box presentation which they would then individually present to their peers. The result was a significant analysis of the balance between freedom and security.

A Senior Seminar Shares Some Good News

When Suffield Academy’s Project-Based Learning (PBL) class began the spring trimester, the 12 students in the course held out hope school might reconvene on campus in late May. This would have allowed them to implement their winter trimester advertising project where they planned to educate the Suffield Academy community on the many benefits of food waste diversion. The PBL course celebrated the idea that students learn more deeply when engaged in authentic tasks that require them to share what they learn and show how they grasped it. Combining that educational philosophy with an entrepreneurial mindset, this course went a step further and presented students the opportunity to create their own meaningful projects aimed at benefiting Suffield Academy’s learning community.

After researching many global challenges such as climate change, plastic waste, and ocean pollution, students wanted to help out their dish crew classmates who were noticing some wrong items going into Suffield’s new compost buckets used at sit-down lunch tables. The class therefore decided they could use Suffield’s formal lunches as an opportunity to educate the community on the importance of properly diverting food waste. The students also enjoyed traveling to the Blue Earth company in Hartford—Suffield’s partner with the composting project—and meeting owner Alex Williams. Part of the advertising plan was to create a video that dramatized the journey of a banana peel from Suffield Academy’s green bucket to the Blue Earth truck to the Quantum Biopower facility in Southington, an “anaerobic digester” that uses the organic scraps to create methane and electricity. Mike Zhang ’20 said, “I really enjoyed the trip to Blue Earth’s company headquarters where we learned more details about the business, and it was cool to meet a young entrepreneurial business owner who turned a neighborhood idea into a serious company.”

The members of the class were naturally upset—along with other students in the Suffield community and around the world—when the COVID-19 pandemic necessitated a move to remote learning for the spring term. Taking a pause, the class reconnected with Christy Londraville, Suffield’s Director of Counseling. With her, they discussed the five stages of grief that many were experiencing in quarantine by reading Scott Berinato’s web article “That Discomfort You’re Feeling Is Grief.” They applied his advice of pursuing the sixth stage of grief, which is finding a way to creating meaning, by making a Some Good News video episode recognizing positive news among the senior class.

Produced, written, and hosted by beloved American actor and filmmaker John Krasinski during the coronavirus pandemic, Sound Good News made its YouTube premiere debut on March 29, 2020. John broadcasted four episodes of the show—dedicated entirely to good news—before it was acquired by ViacomCBS on May 21. Each episode featured feel-good stories while inviting celebrity guests and friends to join the conversation. “We are going through an incredibly trying time, but through all the anxiety, confusion, and isolation, somehow the human spirit found a way to break through and blow us all away,” he announced to introduce Episode One. The show proved to be a powerful and infectious way of spreading positivity and joy amidst the chaos and hardships of life during the quarantine.

Suffield’s PBL 16-minute program included topics featuring dining services Jill Bordeau’s very popular freshly baked gluten-free cookies, a student-run Instagram page dedicated solely to seniors, the school’s composting initiative, and several interviews with classmates discussing the global quarantine in the United States, Thailand, Korea, China, Egypt, and Japan.

In a separate effort, Suffield’s Department of Marketing & Communications reached out to the extended community in hopes of gaining feedback on remote learning and social distancing, favorite assignments, the environment of quarantine and current states of motivation, and the lessons students learned during this unique experience. The result was more good news.

From White Plains, New York, Biff Tran ’23 reported: “The best advice I could give someone during this time is that you’re not alone and you should try to make the most of it. Try something new and appreciate being with your family. You’ll find that time goes by quicker than you think. Something I do to help stay positive is remind myself that nothing lasts forever. I also try to stay productive to help take my mind off any negativity I may be feeling. This experience has taught me that the Suffield community stays with us even when we are scattered around the world. That is very powerful to realize.”

From East Longmeadow, Massachusetts, Cassie Dumay ’21 said: “Because our remote classes began at 9:30am I had a lot more time to decompress in the morning. So, I added meditation to my daily morning routine. It helped me stay focused with an increased amount of homework. What this experience taught me about the Suffield community is that it is not only defined by being on campus. Through social media, I’ve stayed connected with a lot of my friends and witnessed the strength of our community endure despite our physical separation.”

From Yarmouth Port, Massachusetts, Mia Rubenstein ’23 submitted: “I am at home on Cape Cod at Camp Wingate Kirkland with my mom and dad, sister, two dogs, and pig. We have so much free time to take advantage of getting into a new hobby or continuing with ones we already have. Reaching out to friends is really helpful because we are all going through the same things. What has kept me positive is seeing my favorite teachers each day and friends from around the world who made this time feel as normal as possible. This experience has taught me how much the close community and friends really matter and that with all of us by each other’s side we can get through anything.”

From New York City, Zeno Dancanet ’22 said: “The mood and environment of our house is very busy. My favorite part of remote learning has been spending time with my family while also attending school. As a boarding student, I have enjoyed that very much. I have been able to create a whole array of projects with the extra time I have had. I carry on with life as normally as possible with the knowledge that eventually this time will pass. The Suffield community—one constantly praised by the school’s students—still holds together even though we are spread globally. That is all the motivation I need to stay positive.”

Finally, from Hastings on Hudson, New York, Katherine Diep ’21 wrote: “Suffield prepared us for the process of remote learning weeks prior to when we actually began it, showing just how much our faculty cares for Suffield students. In times like this, we must value the importance of safety and good health. We must cherish the time we’ve had to spend with our families. Personally, I have been using music and art to alleviate my anxiety and boredom. We Suffield students are finding our own outlets whether it’s exercising, drawing or painting, making jewelry, or even finishing the book that has been sitting on the shelf half-read since last summer. We all need to remember to look for the light.”

Wounded in the chest and arm by unknown gunmen during an isolated assassination attempt at his home in Jamaica, the legendary singer, songwriter, and musician Bob Marley took to the stage as scheduled two days later. When asked why he stated peacefully and prophetically, “The people who are trying to make this world worse are not taking a day off. Why should I? Light up the darkness.” The COVID-19 coronavirus certainly refused to take a day off throughout Suffield's remote learning program but failed to make its world worse. Instead, students, faculty, and the extensive Suffield family held strong in unison, joined by upholding a tradition of caring and kindness, and together found solace in their community to light up the darkness. Esse Quam Videri. The show went on.