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Volu m e 6 2 , Issu e 6
Febr u ar y 7, 2014
A Student Publication of the Belmont Hill and Winsor Schools
What is the foundation of a Belmont Hill or Winsor Education?
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Penny Race Results p. 3
p. 11-12
Finding Unity in Diversity at Annual MAP/SAFE Breakfast By Jacob Pagano Panel Staff Dreary-eyed students shuffled into Wadsworth on an early Thursday morning in January, fatigued after a week of homework and assessments and scanning Facebook. But when they got to the Annual MAP/SAFE Diversity breakfast and saw the incisive, ever-ebullient Emeka Ekwelum, and the cool, collected Caleb Collins, and were greeted by other students and alumni who wanted not to engage in genteel, cocktail-style chatter, but yearned to talk straight about diversity and race and equality, the sleepy dust fell from their eyes and their mental fires were lit. There was no agenda for the morning, no intended result. The students, faculty
and alumni gathered simply to have open, honest conversation, and to contemplate issues surrounding race and diversity and class at Belmont Hill. A guiding compass for the morning was the pressing question of inclusiveness: how could we, in the words of Mr. Ekwelum, make Belmont Hill a “more inclusive community for us all”? This was the first Diversity event I attended while at Belmont Hill. In the past, I didn’t attend because I felt such meetings were irrelevant to me, a white student. “This isn’t my niche,” I facilely reasoned with myself. It’d be awkward, uncomfortable, and I’d feel misplaced. I was wrong. Faculty and students and trustees of various races and cultural backgrounds were in attendance—and though we each had our own reasons
for being there, we were all united by a common desire to engage in thoughtful, respectful conversation. No notes, no preparation, no assignment—just come in and chat. The breakfast created an environment where participants could speak frankly about their own experiences dealing with race, injustice and marginalization. The exercise we performed was pitched as something of a speed-dating event: we were each paired off for three minute intervals, during which we discussed questions such as “What is one aspect of your identity that you’re most
Bill Mahoney
proud of?” and “I wish that my peers at Belmont Hill better understood…” continued on page 5
Welcome A Response: Affirmative Action in Admissions Back, Ms. A Winsor student shares her thoughts on “Benign Intention, Unjust Execution” Stettler! By Summer Payton Contributing Writer
winsor.edu
Winsor director Ms. Stettler By Faith Danglo Contributing Writer While the hallways of Winsor are filled with smiling faces, one fewer smiling face has been there to greet students this fall: our director, Ms. Stettler, who was on sabbatical in Europe this semester. Along with many outdoor activities, including cycling with her husband from the Czech Republic to Austria and hiking in Italy, Ms. Stettler also became a student. But what, we ask, could Ms. Stettler (or any faculty members) have left to learn? She told the Panel that she “immersed [herself] in cello studies in Florence, learned some Italian, and relished being a beginning ceramics student at an extended workshop at an arts center in the countryside.” continued on page 2
Before I craft my response to last issue’s article “Affirmative Action: Benign Intention, Unjust Execution,” I should define affirmative action. Affirmative action is the practice of favoring those who tend to suffer from discrimination, namely historically excluded groups like women and racial minorities. Often affirmative action is used in the context of both employment and education, but for the purposes of this piece I will focus on its role in education, specifically the college application process. Race-based affirmative action does not operate, as this previous article suggests, on the assumption that “race is a determinant of one’s socioeconomic status.” The practice operates on the understanding that certain groups have been disadvantaged based on race, which has consequently encouraged the creation of experiences and cultures differ-
ent from those of the dominant, white race. As a student of color in a predominantly white environment, I witness culturedriven differences on a day-to-day basis. Perhaps the article’s biggest flaw is its reliance upon the perceived relationship between race and socioeconomic status in the college process. SocioecoWashington Post Cartoon discussed in the Politics of Identity class nomic status does not hide behind race, as the author and socioeconomic class are often the way one forms one’s sentencsuggests, but is communicated connected, but should we should es. The treatment of individuals through the FAFSA (Free Appli- then abandon race-based affirma- of color in America’s past has left cation for Federal Student Aid) tive action in favor of a class-based an indelible mark on the interacand similar forms. Race is not a alternative altogether? Absolutely tions among Americans today. mirror of socioeconomic status not. The two identifiers are in“We would like to believe and, therefore, is not a more “di- terconnected, not interchange- that racial differences do not still rect and accurate” way to identify able. To abandon the race-based separate us,” said Channing Frick disadvantaged students —race is method is to fall victim to the fic- ’14, “but the fact is there is still a merely an identifier that caters tion that we do not live in a pig- fair amount of segregation. Affirmore to a historical disadvan- mentocracy. In reality, skin color mative action improves integratage than to an economic one. can speak louder than the car one tion while creating a more diverse Indeed, I agree that race drives, the sport one plays, and continued on page 6
Lone Survivor: The Man in the Uniform By Jay O’Brien Panel Staff On January 27th, Belmont Hill students filled the Hamilton Chapel on a Monday morning to begin the first full week of classes since vacation. Mr. George, a math teacher at the school, stood atop the podium to tell the story of his brother-in-law, Major Stephen Reich. Reich’s story as a member of the Special Operations Aviation Regiment has resurfaced due to
the film Lone Survivor, which was released last December. Lone Survivor, based on the book of the same name, tells the true story of four Navy SEALs who were attacked during a mission named Operation Red Wings, and in a tragic turn of events, just one SEAL was able to survive. Along with three Navy Seals, 16 other soldiers were killed in an attempted rescue by helicopter, and one of the soldiers on board was Major Stephen Reich. Although the helicopter’s at-
tempted rescue is mentioned in both the movie and the book, neither one truly illustrates the lives of the soldiers who were killed in the attempted rescue as genuine people with interesting backstories and families awaiting their return home. Mr. George provided a detailed description of his brother-in-law’s life before and during Stephen’s time in the army, as well as the farreaching impact of Stephen’s death on his community. continued on page 4
courtesy photo
Pa g e 2
Winsor News
Th e Pan el
and her host family are situated Winsor Welcomes Ms. Stettler’s Return La Dolce School Year school outside of Rome. Jacqui takes her Latin,
States’ chapter of the same organization. math, English, and archaeology classes in By Juliana Castro During her “fascinating visit,” she found English, but her Italian course requires Contributing Writer that “not surprisingly, the challenges they complete immersion. She has become alface, the topics of interest to them and dimost fluent in Italian since arriving and rection of their schools are remarkably like has had the chance to take cooking classWinsor’s.” Despite her amazing experiences es and a cappuccino-making workshop. overseas, Ms. Stettler still missed the Winsor Anika Huq traveled to China and environment. She looks forward to “hearsaid, “It’s an experience that I wouldn’t pass ing about the fall from the point of view of up for anything.” She is “learning so much students and faculty, arts, sports, plays, and about China and Chinese culture, but [she activities, seeing the campus again, and the is] also discovering parts of [herself] as progress of the Center for Performing Arts well.” The program is situated in Beijing, and Wellness.” Ms. Stettler has a full agenda China. She states that the program is differthis spring, including “significant progress ent from Winsor because of the “choices, opon important academic initiatives, like a new tions, and freedom the School Year Abroad schedule and revised upper school homegives you.” Anika takes a Chinese literature work policy,” overseeing campus developand history course, Chinese as a language, ment, accepting new students “who will English, and math. She takes Chinese-inthrive here” for the 2014-2015 school year, strument music lessons. Chinese watercolor Courtesy of Ms. Stettler Ms. Stettler hiking and helping the Class of 2014 enjoy their last Jacqui Dumornay and calligraphy classes are also offered in semester as Winsor students. Winsor is hap- The roads of Venice the program. She reports that the coolest continued from front page Ms. Stettler admitted that learning a new py to welcome Ms. Stettler back to school! ☐ Have you ever wondered what it part is being able to “visit a new place evlanguage “was truly a challenge. I so admire would be like to go to a school in a different ery weekend, like the Great Wall of China.” Any sophomore is eligible to apmy colleagues in the World Languages decountry for a year? What would the expepartment and the many Winsor students rience be like, and how would it affect you ply to participate in the program during who all learn new languages with apparas a student or person? Last year, for the junior year. Applications occur in Januent ease.” She hopes to make some of her first time, the members of the Class of 2015 ary, and the school year abroad is usually learning experiences applicable to the Winwere offered the choice to travel to Spain, from September to May. Although it may sor environment; besides new cello music, France, Italy, or China for a year, to live seem scary to take the leap, as long as you Italian grammar and pottery, “some uninwith a host family, and to go to school there. have an “interest that will drive and motended lessons were the frequent remindBefore last year, sophomores were only of- tivate you to take the next step,” says Aners of what it felt like to be a student, and fered the choice to go to CityTerm, the ika, the experience is a worthwhile one.☐ finding myself attuned to the approaches Mountain School, or SEGL for a semester. in the classroom that were most effective.” Jacqui Dumornay ’15 and Anika Although Ms. Stettler was enjoying Huq ’15 both decided to participate in the some well-deserved some time off, it was School Year Abroad Program. Jacqui is in not completely work-free. She attended the Italy this year and said, “It has been a onceBritish Girls School association conference in-a-lifetime experience.” She has made Courtesy of Ms. Stettler great friends and relationships in Italy that in Newcastle-on-Tyne, a city in Northeastern England as a representative of the United Ms. Stettler playing the cello she “hopes will stand the test of time.” The
winsor.edu
Congratulations to Jessica Yamada ’14, an Intel® Science Talent Search semifinalist! winsor.edu
CPAW Update: February 2014 Edition collect rainwater, which will be either irrigated (used to nourish the soil) or reused to balance the water table (ground water) level. While glancing out the window durSo far, the crew has used 600 pieces ing class, you may have noticed the tall steel of steel to create the building’s new beams, prongs growing out of the construction site. posts, and decking; 40,000 square feet of Yes, the construction project is well under decking is necessary to hold the steel strucway. Here is a quick by-the-numbers update ture in place. To put this in perspective, of what has happened in the past month: 40,000 square feet of decking is equivalent The project passed the Boston Rede- to about 110 average Winsor classrooms. velopment Authority (Boston’s housing and Despite its current towering height, commercial development agency) approval the building still has about two floors to process. In order to achieve this step, the go! The truss (zig zag piece of steel) of the construction/design team created minia- current structure is almost the full height ture mockups of the building’s exterior de- of the gym, which completes the third sign with features down to the last detail. story of the building’s eventual five stoThe crew strengthened the build- ries. The entire structure should be coming’s foundation by pouring in 220 cu- pleted before the end of February; upon bic yards of concrete foundation walls, completion, it will be wrapped in plasan amount capable of filling 22 concrete tic in order to heat the interior and to trucks. This concrete was placed into the prepare for the next construction steps. foundation of the new building and into During the week of February 10, the connection area between the old build- there will be a beam-signing event for ing and new facilities. Finally, the walls the Winsor community. Before the fiwere waterproofed. nal beam is put in place, it will be painted The crew also placed one giant water white for students to sign their names. tank in the basement. The large tank, which The building’s growth has already filled the entire trailer of a loading truck, was progressed rapidly, and Winsor looks forlifted carefully over the structure and into ward to watching further developments the basement area. The tank will be used to as the rest of the building goes up! ☐ By Sea-Jay van der Ploeg Panel Staff
Executive Editors Matt Czarnecki Kate Elfers Bernardo Pacini Lindsey Ruggles Arts Editors Susannah Howe Will Treanor Sports Editors Alex Haigh Natalie Sayegh Photo Editor Angus Smith Georgia Williams
Backpage Editor Charlie Hill
Editors-in-Chief Holly Breuer Robert Sayegh Online Editors John Curtin Taylor Morris Maddy Batt
Assistant Editors Charlie Blank Joanna Chen John Driscoll Hailey Fuchs Lilla Gabrieli Jay O’Brien Alexander Richards Abigail Simon Sea-Jay van der Ploeg
Copy Editors Cole Durbin George Holderness Louisa Kania News Editors Caroline MacGillivray Michael O’Neill Opinion Editors Claudia Forrester Jacob Pagano Faculty Advisors Kate Hamblet David Hegarty Stephen Murdock Thomas Wensink Juliette Zener Graphics Editor Shea Necheles
The Panel, founded in 1953, is the official school newspaper of the Belmont Hill and Winsor schools. The Panel is the voice of the student body. We publish articles that are of consequence to the students, as well as the school communities. The views expressed in The Panel belong solely to the authors and editors and do not necessarily represent the student body, faculty or administration of either school. Any comment about the content should be addressed directly to the editors. The Panel encourages responsible opinion in the form of Letters to the Editor. We reserve the right to edit all submissions for length and content. Copyright 2014 The Panel. All rights reserved. No part of this publication may be reproduced in any form without prior written permission of the Editor-in-Chief. Published by the Harvard Crimson, Cambridge, MA 02138.
Febr u ar y 7, 2014
Winsor News
Pa g e 3
Juniors Enjoy Semester Away from Usual Routine By Claudia Forrester Panel Staff Every sophomore year, Winsor students are offered the opportunity to apply to any of three different semester programs: CITYterm, the Mountain School, and the School for Ethics and Global Leadership. Located in New York City, rural Vermont, and Washington D.C., respectively, each program offers students a unique learning experience. This past fall four juniors were away in these programs, and each has commented on her favorite memory and what she wished she had known before she went. Julia Neumann (Mountain School): “My favorite memory from Mountain School would have to be stargazing in the fields late at night with my friends. One
thing I wish I knew before I went is how fast the time would go by, because I might have done a few things differently if I had known how little time I had there.” Chaia Mascall (CITYterm): “I cherish every moment I spent at CITYterm, so it’s very difficult to choose a memory that I can classify as my favorite. But one of the moments that is the most special to me was my last walk over the Brooklyn Bridge on our last night in the city. It was such a bittersweet moment: I knew that it was the last time I would be walking over that bridge for a while, but yet it was still so beautiful to see the city I now know so well lit up in front of and behind me while I crossed the bridge with 27 of my favorite people. One thing I wish I knew before I went to
Courtesy of Julia Neumann
Julia Neumann ’15 and friends at Mountain School
Bibi Lichauco’s SEGL group
Courtesy of Bibi Lichauco
Social Issues Intervene in ’14 Olympics By Lilla Gabrieli Panel Staff Discussion of the Winter Olympics in Sochi should be focused on the 2,500 athletes who have been training for the Olympics their entire lives, or the record high 1,300 metals that will be awarded, or even the twelve new sporting events that will be making their Olympic debut. Instead, most people have been busy talking about Russia’s new anti-gay law, the $51 billion dollar price tag on the Olympics, and the pressing security threat facing Russia. So, with the 22nd Winter Olympics only a few days away, it seems only appropriate to raise the question: what are the Olympics truly about? For the ancient Greeks, the Olympics were of both athletic and religious importance. Held every four years at the sanctuary of Zeus in Olympia, the festival celebrated both athletic talent and the ancient Greek Gods. However, the Olympics gradually lost its importance as the Greeks lost their power and influence to the Romans. In fact, the Olympics would not revive until 1896, when Athens hosted 14 nations and 241 athletes during the first ever summer Olympic Games. However, the revival of the Olympics brought many changes to this time-honored tradition. For host countries, the Olympics became a chance to showcase their nation to the watching world, to boost national pride within the country, and to maybe even monetarily profit through increased tourism. The Olympics have also served as part of a political agenda for some nations. Take the Netherlands, Spain, and Switzerland, who boycotted the 1956 Melbourne Olympics because of the suppression of the Hungarian uprising, or when the opponents of the Cold War boycotted each other’s Games in 1980 and 1984.
It may be surprising to learn that only four countries —Australia, France, Great Britain, and Switzerland—have been represented at every single Olympic Games since 1896. For companies, the Olympics offer a platform off of which they might gain exposure or market their brand. Sirena Khana ’16, who mainly watches the Summer Olympic Games, says that the companies have “made it a commercial business rather than about sports.” The Olympics have also become a way for political or religious groups to make a statement or send a message to the international community. We can even see this at the Sochi Olympics, where members of the LGBTQ community have begun to publicly protest the games in an effort to send the message that they will not stand for intolerance. While their protests have mainly remained peaceful, that is simply not true of other groups. Take the 1972 Games, when a terrorist group, Black September, took eleven athletes on the Israeli Olympic team hostage and eventually killed two of them. So what are the Olympics truly about? At its core, the Olympics are simply a celebration of our athletic talents, but do all these other interests of countries and companies alike detract from the main point? Still, some students remain hopeful that despite the other interests at play, the Sochi Olympics will be remain focused on athletics. Abigail Simon ’16 says “Even though I’ve definitely heard about these other issues going on at the Sochi Olympics, I’m still excited to watch the athletes compete!” While others remain less hopeful than Simon, it seems that only time will make clear what the Sochi Olympics are actually about.☐
CITYterm is that summer in New York City is hot and you most definitely need a fan.” Bibi Lichauco (SEGL): “I never thought that twenty-three strangers from across the country would so quickly become both my friends and my role models. Even though it may seem like a long time, four months in Washington, DC, was not enough. Between talking with the last American to stay behind during the Rwandan genocide, trickor-treating down Embassy Row, and carrying on dinner conversations about ethics, this invigorating 24/7 experience not only introduced me to a better version of myself Courtesy of Chaia Mascall but also made me extremely hopeful and exMascall ’15 and Pandit ’15 at CITYterm cited for our future impact in the world.”☐
Collect-Peer Support Penny Race Results By Holly Breuer Panel Staff
After weeks of lugging almost-full Penny Race jars around the school and counting out thousands of pennies by hand, the results of the Collect-Peer Support Penny Race are here! The Penny Race, between each set of Buddy Advisory grades and the Faculty and Staff, raised a remarkable $1,015.64. Due to the complicated rules governing a Penny Race, the seniors and Class IV managed to pull ahead to win the competition, but Class I and Class II win the spirit award for their enthusiasm and showing of class pride. Together, Class I/Class V and Class II/Class VI raised over 78% of the total Penny Race proceeds. Later this month, the senior class will vote on a deserving charity to which all of the money raised from the Winsor community’s friendly competition will be donated. Thank you to everyone involved for your support!☐
Class I/Class V (Most money raised)
+ 3,237 points
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Class II/Class VI (Most pennies)
+ 11,127 points ï SRLQWV
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Class III/Class VII
Class IV/Class VIII
+ 999 points ï SRLQWV 7RWDO ï SRLQWV
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(Closest to exactly 1,000 pennies)
(Highest overall score)
Faculty & Staff
(Closest to exactly 5,000 points)
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Pa g e 4
Belmont Hill News
Th e Pan el
Alex Haigh ‘14 Named Intel Science Talent Search Semifinalist
functional antibody gene.” This molecular among the 300 entries who were named for his impressive work. He was also very By Sreehaas Digumarthi process is vital to the overall function of semifinalists. Alex stated, “It was great to thankful for the opportunities that his lab Staff Writer our immune systems because it provides be named an Intel Semifinalist because afforded him, remarking, “I can’t thank For the last several years, Mr. Court- the genetic basis for pathogen recogni- it meantthat all the hours that I put in at my lab enough for the opportunity to ney has been running a program at Bel- tion and the adaptive immune response. the lab were worth something. Sometimes work there. They gave me the individual mont Hill called Advanced Science ReOver the summer, like the other over the summer and fall, I got a little support and mentorship that a high school search (ASR) which gives juniors and two-year ASR students, Haigh continued disillusioned with the intensity of the lab student really needs to function in a lab seniors the unique opportunity to gain his research at the lab, working for sev- work, but seeing my work recognized like setting.” This is truly an amazing accomreal life experience in nearby labs and eral hundred hours over a span of several that made it all worthwhile.” In addition plishment for Alex, as it is very rare for a hospitals. Currently, students in ASR are weeks to conduct his own individual proj- to being recognized as one of the top 300 high school student to conduct research involved in research that ranges from ob- ect. His extensive research culminated applicants for the contest, Alex was also as advanced as his and receive recogniserving the effects of metals on the devel- this fall with his application into the In- awarded one thousand dollars from Intel tion on a national level for his work. ☐ opment of various diseases to studying tel Science Talent Search. This is no small the use of programming to help diagnose task considering Intel requires all of their various brain diseases. Four students are applicants to submit several essays and involved in the program for both their recommendations in addition to a 20junior and senior years. These four stu- page report summarizing their research. dents spend the fall of junior year get- Alex’s report and final project was titled ting familiar with their lab, and then “Investigating the Role of Chromatin in spend their spring and summer con- Regulating V(D)J Recombination: Designducting independent research to submit ing a Model to Study the RAG Protein’s to the Intel Science Talent Search. This Preference for Nucleosome Position and year, the Intel competition recognized Histone Modification.” Alex recalled that senior Alex Haigh’s work in ASR when when he first began work at the lab, he they named him a national semifinalist. had very little prior knowledge about the For the past year and a half, Alex research they were conducting. As he exHaigh has been studying V(D)J Recom- plains, “I had to learn an immense amount bination under the guidance of Dr. Oet- of material before I could even start worktinger at Mass General Hospital and Har- ing on a project, but it was rewarding for vard Medical School, visiting her lab for me to be able to apply these intricate conseveral hours each week during the school cepts to develop a project of my own.” year. Alex describes V(D)J RecombinaThis year, almost 2000 students tion as a process “in which enzymes com- from across the country applied for the bine different gene segments to create a Intel Science Talent Search. Alex was Alex with ASR faculty supervisor, Mr. Courtney Bill Mahoney
Reich Remembered for His Humanity, Service in Special School Meeting
continued from page 1 The last time Mr. George saw his brothStephen Reich, raised in the small er-in-law was on the night of Stephen’s town of Washington, Connecticut, was wedding, before he would be deployed just like any other high school student: for one last time. Stephen later died on he completed his daily homework assign- June 28, 2005 in the attempted rescue ments on time, formed strong friend- mission that is depicted in Mark Wahlships with people in his community, and berg’s new movie, Lone Survivor. The had a passionate love for baseball. Com- news of Stephen’s death not only impacting out of high school, Stephen Reich ed Mr. George and his family, but also looked for a school that demanded hard those who had gotten to know Stephen work, persistence, and dedication. For through the army, baseball, or other situthis reason, Stephen Reich decided to ations. Mr. George explained during the attend the United States Military Acad- chapel that meaningful stories can someemy at West Point. Regarding his deci- times be simplified or overlooked when sion to attend West Point, Stephen said it comes to wartime films like Lone Surin an interview with an ESPN reporter vivor, which is why it was important for that, “I wanted to see how I stacked up Mr. George to describe Stephen Reich as against the best kids. I wanted to see not just a soldier, but as a person, too. how far I could push myself. Before Thus, it is essential for us to see fallen I came here, I had no idea of what my soldiers not merely as names, but as Bill Mahoney potential was. I had no idea who I was.” real individuals, ones with fascinating The student-signed beam is prepped for installation Stephen Reich was a highly touted backgrounds and remarkable stories pitcher coming out of Washington, Con- from their years away from combat. ☐ necticut, with a state championship from 1987 already on his baseball resume; building, an american flag, and a large consequently, Stephen Reich continued By Matt Reppucci maroon and white banner that read “Bel- his dominance in baseball as a cadet at Staff Writer mont Hill.” Perhaps most significantly, the West Point Academy, where he was a On January 30th, at exactly 10:15 however, the beam was covered with the star pitcher for the team, and his 19 caAM, the entire school gathered outside names of most of the with the names of reer wins ranks fifth all time. After gradthe construction site for the new Melvoin most of the entire student body, faculty, uation, Stephen Reich pitched for Team Academic Center. Donuts from Belmont’s and staff. From far below, that small de- USA in the World University Games in Ohlin’s Bakery were laid out in front of the tail was unnoticable during the ceremo- 1993, the equivalent of the Olympics for back door of the kitchen, graciously donat- ny, but as the beam was turned around a college students, and he went on to pitch ed by Shawmut Design and Construction, few times, then was finally fastened into a shutout against Cuba. As a young-adult, the general contractor for this project. place, everyone who had signed it knew Stephen Reich was conflicted regarding After the mad dash for the donuts, that their legacies would live on as long as his future: on the one hand, Stephen could which disappeared quickly, everyone the Melvoin Academic Center is standing. pursue a career in professional baseball, anxiously awaited the “Topping Off ” When the crane detached from or continue on his path as a member of ceremony that would mark the comple- the beam, cheers erupted from the mas- the United States military. Mr George tion of the frame of the Melvoin Aca- sive crowd below. This last piece of the said that Stephen was given the oppordemic Center. Students of all grades and puzzle signified the attainment of a major tunity to play for the Baltimore Orioles’ the whole faculty and staff were united milestone in the new building’s construc- minor league team following his training as they gazed up into the bright blue tion, and the cheers from students and as a helicopter pilot, but after just two sky (although the temperature was be- faculty alike showed their appreciation starts, the military asked him to return, low freezing) and watched the daunt- for all of the hard work of the men and ultimately ending his career in baseball. When Mr. George was first introing crane that towers over everything women involved in the project. Everyin the area slowly lift up the final beam. one dispersed with smiles on their faces, duced to Stephen, he was surprised by Attached to the beam was a small both thinking about how incredible the Stephen’s down-to-earth nature, conevergreen tree, as is the custom when building will be when completed, and, trary to the belief that most soldiers disWestPoint.org the last beam is placed on top of a new let’s face it - still thinking about donuts. ☐ play little emotion away from the war. Mr. Reich in uniform
New MAC Ceremoniously Topped Off
Febr u ar y 7, 2014
Belmont Hill News
Pa g e 5
SAFE Breakfast Dissects Diversity
continued from page 1 ate environments that test, that assay Mr.Ekwelum explains the phi- that virtue we call empathy. Here’s losophy behind this dynamic: “The what I mean: One student spoke to questions and statements from the me of the difficulty and awkwardbreakfast were meant to provoke par- ness that can come with being black ticipants to think about their holistic at a predominately while school. I, identity across the many ways that wrapped in white skin and given the people identify, from race to gen- gift of white privilege, never had to der to orientation to religion to age.” grapple with the monumental difOne of my first discussions that ficulties and challenges this student morning was with a Trustee and Bel- faced every minute of his school day. mont Hill alumnus who fervently ad- The breakfast forces you to try to emvocated for increasing the school’s eth- pathize, to try to understand the difnic and cultural diversity. We agreed ficulties that many members of our that Belmont Hill’s commitment to community—whether white or black Bill Mahoney cultural and global understanding ne- or Latino or gay—experience daily. If our community truly wants From left to right: Hartman Russell, ‘16; Mr. Lewis; Dr. Melvoin; and Mr. Colllins cessitates campus diversity. After all, we thought, can a homogeneous Eng- to become more inclusive, we must lish class really tackle issues of racial get better at empathizing, at undertension and social stratification? And standing problems and challenghow can a language class comprehend es that aren’t necessarily our own. Jr. Day on January 21st. “Yesterday was Dr. By Michael O’Neill I fear that many in the BelSpanish custom and culture withKing’s birthday,” he began, adding, “the easiPanel Staff out a Spanish vibe in the classroom? mont Hill community have become est thing to do is to reflect on the life and valIndeed, if the lessons we learn numb to the importance of diversity Martin Luther King, Jr. Day is one of ues and ideals of Dr. King. But I might ask in our classes are to be applicable to and equality and social justice, and, America’s most important and celebrated you to take the time to read, ask you to take the world beyond Belmont Hill, then when hearing about events like the federal holidays. A true American, Dr. King the time to talk about those things. But I rethose classes must, in some sense, MAP/SAFE breakfast, quickly dis- was a champion of civil equality and peace- ally want to bring it to you.” Mr. Lewis did just mimic the tensions and complexities miss those gatherings as relevant only ful protest, and deserves every bit of recogni- that, mirroring Dr. King’s spirit and relating of the real world. The classes must, to a subset of Belmont Hill students. tion he receives. Every January, Belmont Hill stories about his life. “One of the things I altherefore, be ethnically diverse: they There exists a deeply ingrained stig- honors Dr. King’s memory by bringing in a ways like to remind folks is that we’re more must be full of students of different ma that prevents more students— speaker to chapel to reflect on King’s legacy alike than unalike,” he explained. “I would bet cultural backgrounds: full of students of different ethnicities, from dif- and how he changed the world. This year, that anyone who’s here, if we sat down and we with different political leanings. ferent cultural backgrounds, with that speaker was Mr. Robert Lewis, Jr., who is talked about our values, I would guarantee We must strive not to be- unique perspectives—from attend- the founder and president of The Base, which most of us would be talking about the same come a “city upon a hill,” a city that ing these events, and from striving to gives teenagers throughout the Boston area values.” According to Mr. Lewis, though we is insular and detached from the tackle the questions posed at them. the opportunity to learn and play baseball at are alike in many ways, we all have our difYet the brutal truth is that all an elite level, helping many students obtain ferences, but not differences that can set us world beyond its walls. And what’s more, we must recognize that on of us must decide—as individu- college scholarships due to their athletic abili- apart and make us unequal: “It doesn’t matter our Hill, important tensions—sur- als—how we want to face questions ties. The group’s team, the Boston Astros, won what race you are. It doesn’t matter what your rounding race and sexual orienta- of diversity and equality. Not to the national under-eighteen championship in socio-economic background is. It doesn’t tion and religion—still abound. think about your own identity—and 2010 and 2013, and has sent several players to matter which neighborhood you grew up in, The gathering was also a re- how you want to treat others—is the major leagues, including former Red Sox it’s the power of the group of young people, minder of the diverse backgrounds simply to delay the inevitable di- reliever Manny Delcarmen. While these ath- like yourselves, who can change the world... from which Belmont Hill students lemma of having to define yourself. letic accomplishments are astounding, The if you you look at the history of this counAs the gathering came to a Base’s most notable successes come in teach- try, or the history of the world, you look at come. One student, Sultan Olusekun of Form V, spoke to me of his time close, it became clear that the con- ing young men valuable life skills and pro- some of the greatest movements that have attending his sister’s wedding in Ni- ference had served the purpose of viding them with the chance to pursue sec- happened have been led by young people.” geria, and explained how he felt at enkindling conversations and en- ondary education from a number of schools. dr. Lewis noted that Dr. King accomplished Mr. Lewis’ connection to Belmont Hill everything he did in his life by the age of once estranged and comforted while gendering relationships that would staying in his ancestral country. otherwise have not been made. The comes through Hartman Russell, ‘16, who thirty-nine, at which point he was sadly asIt is one of the most important breakfast provided a forum, a mecca plays for the team currently and spoke at last sassinated. Mr. Lewis graced us all with his gatherings that occur on Belmont for consideration, a haven for stu- year’s celebration of MLK Day. The school words of wisdom in remembrance of Dr. Hill’s campus. Part of the school’s dents to voice their opinions and was honored to have him come and speak in Martin Luther King, Jr., and a better perspecmost valued mission is to endow its genuinely be heard. The conversa- chapel in celebration of Martin Luther King, tive on Dr. King’s impact on our world. ☐ students with character, with the tions from the breakfast sunk deeply ability to navigate the world with into all of our minds, and we left that integrity and dignity and strength. morning with revived consciousyou went down to the Landau Art Gallery At the core of character is the value ness and rejuvenated awareness. By Myles Walsh This article is simply designed and admired the art that your classmates of empathy. That is, learning to tap Staff Writer have made throughout the school year. ☐ into other people’s feelings, other to catalyze further discussion. If you In January, the Landau Art Galpeople’s emotions, other people’s have anything to share on this subimpressions, other people’s fears. And ject—thoughts, stories, experiences, lery was the setting for student art work empathy is what the breakfasts are quotes—send the editor an email. from various art classes from this past all about: learning to empathize with We’ll take a few of the particularly semester. There were pieces on display other students’ senses of inequality relevant email messages and place from this Ceramics, Woodworking, Digiand injustice and marginalization. them in the next issue of the Panel tal Video, Photography, and Form I Art These types of gatherings cre- as part of an ongoing dialogue. ☐ classes as well as some from the Art Club. The students taking the woodworking classes spent this semester constructing intricate hand-crafted boxes, and, in ceramics, the students were working on selective pieces, varying from your standard cups and bowls to masterfully designed clocks. When asked about the art on display, Fifth Form student, Justin Grady said, “I didn’t know what to expect when I wandered into the Landau Gallery, but I was pleasantly surprised by what I saw. The art was amazing. I remember my woodworking class, and how much fun I had. Art is very important here at Belmont Hill, and I definitely recommend swinging by the Gallery to see some of the work that our peers have been working on this semester.” Former ceramics student and current Fifth Former, Liam Foley, said, “I Bill Mahoney was shocked at how good the art was. I wasn’t the best ceramicist, but the work Works from several different art courses Bill Mahoney on display is very good.” So hopefully were on display in the Landau Gallery Sophomore Didier Lucceus listens intently at the SAFE breakfast
Robert Lewis Relays MLK’s Message
Student Arts Showcase Held in Gallery
Winsor Opinion
Pa g e 6
Th e Pan el
Race, Socioeconomics, and the College Process
A Response to “Affirmative Action: Benign Intention, Unjust Execution”
Caroline Ognibene ’14 believes also oppose preferences toward legacies continued from front page learning environment.” Frick’s peers agree. affirmative action “would betin the college process, though they are “As a white student from a privileged back- ter serve its purpose if organized ubiquitous given the independent schools ground I am obviously not a major candi- by financial class,” while Sophie we attend. Emily Stack ’14 shared, “[In a date for affirmative action,” remarked se- Cyker ’14 noted that location private school setting,] I am more likely to nior Georgia Williams, “but I’m so lucky is key. “I think my personal exassume a student is here based on her parto have a place where I’m surrounded by perience is probably a lot more ents’ financial generosity than I am to aspeople from all races and backgrounds. similar to an African-American sume a student got in based on her being a [Racial diversity] has enriched my high student who grew up in Wellesracial minority.” So perhaps the idea that school experience by adding voices that ley than it is to a white student “many people assume underrepresented I never would have heard 50 years ago.” who grew up in Southie and atminorities have been accepted based on 50 years ago, Dr. Martin Luther King tends a Boston Public School.” their race, not on their achievements” is Jr. supported affirmative action efforts, esWhile few would argue a sentiment on the decline in our world pecially those that accounted for the mul- against the idea that one’s race of complex admissions competition. tifaceted reality of identity. In Dr. King’s is unchanging or “beyond an apWhether you oppose race-based afnovel Why We Can’t Wait, published in plicant’s control,” there are an infirmative action in favor of a class-based 1964, he wrote, “It is a simple matter of jus- creasing number of people who alternative, as the author does, or adtice in America in dealing creatively with would argue that one’s socioecovocate for a balanced system involving the task of raising the Negro from back- nomic class is beyond the indiboth as I do, it is imperative to rememwardness should also be rescuing a large vidual’s control as well. Many of ber that we are complex individuals in stratum of the forgotten white poor.” Here the students from Mr. Braxton’s the college process. “They are not tak“also” is crucial to what many envision as first semester course “The Poliing you because of this one thing,” rean affirmative action ideal: a balance be- tics of Identity” agree: there is a minded Gabriella Cramer ’14. “You have tween race-based and class-based efforts. major statistical challenge in asto be able to do the work and be a good Abandoning one type of selection suming that class-based affirmafit overall.” Sure, your ethnic makeup and in favor of another does not promote a tive action gracefully coincides Shea Necheles family’s socioeconomic status can influmore diverse environment; it only chang- with the ideal of meritocracy. We The Common App asks about ethnicity ence where you fall on an admissions es the cross section of diversity in that live in a country where a child raised in of class-based when one’s socioeconom- list, but this influence is minimal and environment. As Shea Necheles ’14 put the bottom fifth has a mere 10 percent ic status is nearly as static as one’s race. no single quality can admit an applicant. And what about other apparent adit, “I want a classroom filled with racial chance of rising to the top fifth in adultThere is no question why the Suand socioeconomic diversity as well as hood. The cycle of poverty is too preva- vantages? Shea Necheles ’14 noted that a preme Court is often split on cases regardideological and religious diversity.” Yet lent in this country to assert that socio- legacy is a title “that you are born with ing affirmative action; the practice is irnot all Winsor students hold all diversi- economic status is any better a tool than and don’t necessarily earn, but gives ad- refutably imperfect. If implemented with ties to be of the same importance; some race when it comes to affirmative efforts. vantages in the admissions process.” It both race and socioeconomic focuses in lean towards an emphasis on socioeco- We cannot argue that race-based affirma- seems the author, given his disapproval academic settings, however, I believe its nomic status like the article’s author does. tive action should be disposed of in favor of race-focused affirmative action, would flaws would be significantly minimized. T
Looking Back: A Review of Changes to Winsor Exams
Exams vs. Final Projects? By Caroline MacGillivray Panel Staff January follows a bit of a formula when I take five sit-down exams. For the first two weeks of January, I have to balance content from the beginning of the semester with the remaining new material. By the time Martin Luther King weekend rolls around, I am so physically anxious that I can only consume bread and water. After three days in a trance of writing, writing, and writing some more, I am so exhausted that I can barely remember the questions on the exams by the time I get them back the following Tuesday. My freshman finals were so scarring that I have retired the outfits that I wore to take those exams. This semester marks my first
Examples of students’ final projects
Computer vs. Paper Exams?
experiences with final projects. Instead Laptops certainly have their benefit, By Holly Breuer of having weeks of work compressed but their place is not, in my opinion, in Panel Staff into two hours of messy handwriting the exam room. Handwriting has become and stress-related hives, all the exertion Had you told me freshman year (or for many in our technological times a nuicomes to fruition in a final project. You last year, for that matter) that I could type sance to be avoided at all cost, but the realset your own timetable, and by the time my two-hour, writing-intensive English and ity is that you will need to use a real pen the deadline arrives--less ceremonious- history exams on a laptop, I probably would every once in a while, like on ly than you would imagine--a project have hugged you in the hallway. the still-handwritten can be exactly the way you want it to Well, despite the lack SAT essay section and be. Some can be bothered by the time of celebratory hugging when you fora final project can consume. As Maddy in Winsor’s halls this get your laptop Batt ’15 said, “I spend much more time January, several history at home by acworking on a final project than I would and English sections cident. Maybe spend studying for an exam.” But study- received exactly that it is just my seing for a sit-down final can feel like an announcement prior nior nostalgia open drain. You can never do enough; to the commencement kicking in, you are never finished. Final projects of first-semester exams. but I worry As I have contemhave a greater return on your investabout the ment of time, no hive cream required. ☐ plated the new slew of issue of computer-based exams at technologiWinsor this year, I have cal difficulties come to accept two realiand the disties: typed exams are easier traction of Claudia Forrester clicking on a keyfor teachers to read and, often, easier and quicker board, things the for students to write. Mrs. Skeele, an EngClass of 2014 never had lish teacher whose section of Class VI stuto deal with because we were dents, like all VIs, used laptops to type their too busy panicking about the location exams this winter, remarked, “Perhaps the of the nearest pencil sharpener. I worry, handwritten exam is a thing of the past. most of all, that our phones and computWhen colleges go to 100% laptop written ers will start to overtake our lives, and the exams, I think we should too.” Yet, though thought of a computer in an exam roomMs. Skeele went on to mention the benefit -exactly what I was wishing for all of my of remaining in “handwriting mode at least sophomore year--seems exactly that. to some extent” and the value of pen-onExams will be conducted in whatpaper for poetry analysis and close-text ever way Winsor’s teachers decide, but work, I find myself--even after countless you can choose to leave the laptop in its semi-traumatic handwritten in-class writes sleeve every once in a while and write and exactly eight (I counted) handwrit- a note instead of an email or make a ten Winsor English and history exams- poster instead of a slideshow. But take -almost wishing for the graphite smudge my word for it: nothing builds character and table-shaking characteristic of my like the panic of back-to-back handwritCaroline MacGillivray, Summer Payton freshman and sophomore exam periods. ten Winsor history and English essays. ☐
Febr u ar y 7, 2014
Winsor Opinion
Pa g e 7
Taking a Stand on Food Deserts in Boston fruits. Furthermore, the available food is often as much as 30% more expensive than in higher-income areas, because the busiThough these facts are not well- nesses know that residents cannot afford to known, the apples served in the cafeteria are travel elsewhere for groceries. Residents are locally grown, the eggs are cage-free, and forced to choose between paying for transthe fish is usually caught the day before it portation to a suburban supermarket and is served. These are only a few examples of buying the less healthy available food opMr. Downes’ continuous efforts to provide tions. Consequently, living in a food desert, healthy food options that we Winsor like those that exist all over Boston, gives an girls all too often take for granted. individual a statistically higher Though we may be craving chance of obesity, heart atFrench fries instead of the tack, and other nutricafeteria’s quinoa and tion-related conditions. baked haddock, there Some argue that are many areas of Bosthe existence of food ton where this easy eatinghealthy. deserts is not an incom justice in itself; superaccess to healthy food is a rare commodity. markets aim to make As a member of Mr. money and therefore have the right Braxton’s senior elective “The Politics to build stores only where they can of Identity: Race, Class and Gender make the highest profit. Others comin the 21st Century,” I participated in plain that “food desert” may be a bit the Taking a Stand project. The objective of an extreme term, as food, even healthy was to identify an issue that you were pas- food, is available but just inconvenient. But USDA.gov sionate about, research it thoroughly, and the “inconvenience” of food deserts brings Food deserts in the Boston area then “take a stand.” The typical Winsor girl, light to the larger problems in our food sys- that offers accessible equitable healthy food”. tions and to sell at affordable prices at farmI decided to focus on food--specifically on tem. We have allowed our food system to be The Food Project, a Boston-based ers markets in Boston-area food deserts. With a food desert only a mile away food deserts in the greater Boston area. manipulated by a capitalist system, leaving non-profit, aims to build such a system. By The U.S. Department of Agriculture the U.S. as one of the only countries where engaging youth and teenage volunteers in from Winsor itself, I would encourage everydefines a food desert as a “low-income area the poorest citizens are either fighting hun- sustainable agriculture, the Food Project is one to take a stand on this issue. Whether that that has low levels of access to a grocery store ger or fighting obesity. As Sutton Kiplinger, one of many organizations tackling the is- means just spreading the word or volunteeror healthy, affordable food retail outlet.” In- the Greater Boston Regional Director at the sue of food access in Boston; others include ing at, or donating to, the Food Project. What stead of supermarkets, these neighborhoods Food Project, noted in an interview I con- the Fresh Truck, the Real Food Challenge, Mr Braxton’s course has taught me is that it have only fast food restaurants or small cor- ducted, “The present food system benefits and Waltham Fields Community Farm. The doesn’t matter what the issue is, but if it matner stores, neither of which offers healthy neither the eater, the worker, nor the land. produce grown at the Food Project’s farms is ters to you, and you are willing to work for it, food options like fresh milk, vegetables, and We need to build a sustainable, new system used to supply many hunger relief organiza- you have the power to make a difference. T By Claudia Forrester Panel staff
The seniors suprised freshmen with encouraging comments like, “Keep calm and netflix on!” and “You’re a star and grades can’t change that”
Claudia Forrester
Changes to Sophomore and Freshman Exams Reduce Stress Abby Weyer ’17 relayed that taking situation was able to lessen stress, but to prepare for, it’s just a normal in-class two exams instead of five was “a lot easier, that she also “absolutely loved” its setup. write.” Many members of the sophomore but I am scared for next semester that we class agree with the statement of an anonyStress. It seems to happen to every- will be unprepared.” However, she noted “The stress levels of the underclass- mous classmate who noted that “English body. And during exam week at Winsor, that the stress levels were “surprisingly really like other classes. Instead of men during this semester’s exam isn’t stress levels are unusually high. Dreary- low…and the projects were less stressful belearning a set of information, you’re just eyed students trudge around school in cause we had more time to complete them.” week were not as high as they have improving a skill that you’ve been learning been in past years.” pajamas, homeroom white boards are From observing the freshmen, who, instead for years and years and years.” Although known to turn into detailed diagrams of of looking panicked every moment of exam the format of each “hourly” was different, photosynthesis, and nearly every student week looked calm and prepared, one would The sophomore situation, although a students accepted the idea of having two seems to have an unreasonably large stack conclude that the stress level was success- less dramatic change, was received well by in-class writes instead of one big exam with of notecards attached to her at all times. In fully lessened and that the goal of a more members of Class VI. Sam Plante ’16 ex- all-around enthusiasm. Even the Class VI an effort to combat the inevitable stress of mellow exam week was accomplished. The plained that she “liked the exam situation a Dean, Ms. Graham, noted that the Engexam week, Winsor ran two pilot programs Class V dean, Ms. Baker, expressed that lot. It was a lot less stressful because instead lish hourlies seemed much more “low key” for the freshman and sophomore classes she not only thought the freshmen exam of being a huge test that you aren’t sure how than exams in years past. Sophomore Engduring this year’s winter exam period. lish classes were told that students need not Freshmen, instead of taking the stanspend more than an hour preparing for the dard five exams, were only required to take hourly and were even allowed to bring a two: math and language. For their other page of notes into the hourly, unlike in years subjects, they submitted final projects. past when Winsor English students were Sophomores were spared the two-hour known to re-read entire novels and spend essay fest in favor of an English “in-class” hours writing practice essays to prepare.t. split into one hour-long writing period Although the stress levels of the in early December and another during underclassmen during this semester’s exam week. But did these exams really exam week were not as high as they save the freshmen and sophomores from have been in past years, the responstress, or did the new system perhaps set sibility of further amendments to the up the Winsor underclassmen for highconventional structure of exams lies Claudia Forrester in the hands of the Winsor faculty. T er stress next time exams come around? Underclassmen appreciate the new organization of exams By Caitlin Weldon Contributing writer
Pa g e 8
Belmont Hill Opinion
Th e Pan el
Does the Fishbowl Hold Water? Lord of the Flies in Coats and Ties As part of Belmont Hill’s quest to own stories and experiences. Why, after piercing rebuttals. Their power comes By Jake Pagano combat stress in students and to help all, would you feel the need to talk about not from investing long hours in studyPanel Staff them make intelligent decisions outside a night where you drank too much, or a ing or preparing homework, but rather of school, upper school students have time when you had to drive a few drunk When we gather around the Hark- from their cultural literacy, from their been introduced to a variety of programs friends home? What is there to gain? ness table to discuss a book or debate a ability to chat about football games and including “Fishbowls” and meetings with There are important exceptions: some historical proposition or to argue wheth- quote movies and reference rap music Mr. Slotnick, a former alcoholic and drug parents (I have been lucky to know a few er affirmative action is a good policy, a and imitate Richard Sherman and Jerry addict whose insight on teenage substance personally) have effectively created a sense fascinating dynamic quickly takes hold. Seinfeld and Eddie Murphy. They recogabuse has proven to be invaluable to some of trust with their sons. One conversation Here’s what I have observed: in a nize humorous situations; they can turn and meaningless to others. These meet- from the fishbowl resonated with me; one Belmont Hill classroom, there is always a dejected, cantankerous teacher into ings are designed to promote active par- mother spoke of how she has always told a “Lord of The Flies”-styled Jack, always a face full of jovial laughter; they say ticipation among students while provid- her kids and their friends that regardless a dominant persona, always an Alpha things like “Hey guys, can we be quiet ing a safe, open environment for students of where they are--regardless of the time male. He is a figure that acts as the di- now,” and everyone shuts up: they mock, to ask questions and voice concerns they of night or the drunkenness of their state- rector of the choir. He orchestrates, he they parody, they satirize. They tell jokes may be having outside of the classroom. -she will come and drive them home. In- molds, he leads, he shapes. He is the one but always know when it is time to get Though the programs are well designed deed, this open perspective is one that stu- to whom you look for approval, for ac- back to work. Sometimes they go too far, and well run, students often complain dents thoroughly appreciate and respect. ceptance. Of course, sometimes there is but their wit and charismatic charm althat they don’t get much out of them. The other way in which Belmont Hill a Jack and Ralph—that is, one character ways comes to the rescue. A class withStarting in 9th grade, students are in- has tried to combat stress among students effectively leads, while another student out this legendary, comedic-type Jack is troduced to the “fishbowl,” a program run is through discussions with Will Slotnick, a grasps, in vain, for hegemony and con- truly a class lacking a humorous soul. by peer leaders that is designed to foster former alcoholic (though he would object trol. Sometimes, there is no battle at all, And here’s a fourth type of Jack— communication between students and par- to the term, and explains how alcoholism and Jack stands strong without a fight. the dude who is, in every sense of the ents. Upon entering the classroom, both is something one struggles with one’s entire Now, each class has a unique vibe. word, experienced. He’s been around. the parents and boys write down questions life) who has provided insight into the spe- Sometimes the Jack is the quiet one—his He’s done things no other student in the that they have for the other group. Then, a cifics of teenage substance abuse. Slotnick mere tacit presence is enough. Indeed, class has. He’s the one who knows what peer leader will ask the parents the ques- himself grew up in a situation much like that how he sits, how he the proverb In vino tions that the boys wrote down, and the of many students here on the Hill and uses carries himself, and veritas est is talking parents will discuss in the presence of the his background to relate to the students. how people respect “What are we? Humans? Or animals? about. He’s the one Or savages?” students. Eventually, the group dynamic Slotnick certainly has the experience him, lead to a sort who can read Alof silent reverence. dous Huxley’s “The Rarely does he speak—he doesn’t need Doors of Perception” and actually know Perhaps the biggest impediment to effective, frank discourse is an indifference to. He sits with reserved detachment. what is going on. For him, the hedonism amongst the students to share their own stories and experiences. Why, after Perhaps he is an honorable, sleek hockey and crazy lust of the Beat Generation are all, would you feel the need to talk about a night where you drank too much, player whose composure and equanim- not just a subject for English class, but or a time when you had to drive a few drunk friends home? What is there to ity on campus, and whose fierce strength a reality he knows each weekend. For on the ice, give him an aura of sanc- him, Urban Dictionary is superfluousgain? tity. He is strong, robust, a force that, -he already knows just about what all of though quiet, carries a potent presence. those words mean. This Jack flirts ebulshifts and the students speak as the parents necessary to talk about the issues, but at Sometimes the Jack is a talker, the liently; he electrifies a party. And everylisten. While the program is effective and times students feel that the true dangers kid who is full of incisive points and one knows it, and respects him for it. informative at times, students often feel of drugs and alcohol can be mitigated brimming with academic prowess. This And then there is the student who that the questions asked can be insincere. when he talks. One fifth former explained, Jack is the intellectual peacock. He is the sort of defies this whole framework. Moreover, they believe that the un- “In 9th grade and even in the Junior year one whom the teacher will call on nine He is the one who is downright tough, willingness of some students to talk de- meeting Will Slotnick has been great with times in a row and who always, without weathered, thick-skinned, stoic. Maybe tracts from the program’s value. Without stress-relief, giving students valuable tools fail, has a nice, neatly packaged answer he spends his evenings not scanning active participation from everybody in- that they can use anywhere and any time. in his back-pocket. He always does the Facebook or posting on Instagram, but volved, the program conversations can The drug and alcohol part of the program homework. He usually (but not always) working at a part-time job, trying to quickly become trivial. When asked about was useful in the 9th grade but since then scores the highest on the tests. Out on earn some extra dough. He is the Alpha the effectiveness of the fishbowls, one fifth it has gotten very redundant, to the point the island, when the leader is defined male who commands the most respect, former said, “The last fishbowl we had was where I feel that the consequences of using not by intellectual power but by physical for he has done things that no other stureally helpful and interesting. This year I these things have actually been trivialized.” cunning and mental acuity, this class- dent in the class has—he has toiled and was in a group where no one talked and no Though certainly not the sentiment of room Jack is doomed. Out of class, in labored, and, in doing so, assumed adult one got anything out of it.” The school has all students, it is concerning that for some, the hallways, he is known as the effete, responsibilities and achieved an adult to realize that without forthright discussion the programs have actually deemphasized feckless creature who spends way too aura that carries tremendous weight. from parents and students, the fishbowls the dangers of drugs and alcohol. Instead much time in the library and who should So there’s my brief picture of the will never achieve what they set out to do. of giving the same talk on drugs and alco- spend less time in the books and more Alpha male dynamic at Belmont Hill. The success of the group depends hol time and time again, it might be more time tending to the acne on his face. Think about it the next time you sit largely upon the willingness of the stu- effective for the fifth form programs to But around the Harkness table, in an around the Harkness table—who is Jack? dents to participate and to speak freely. focus solely on relieving the stresses that environment where academic strength And who, if your class were stranded Yet the conversation often feels forced: plague so many of our schools students. reigns as one of our supreme virtues, on the island, would assume control? many students feel reluctant to speak The programs that Belmont Hill this fellow assumes the title of king. And, don’t forget this: the coats and openly and frankly. Indeed, there is a sense employs attempt to foster frank discusOften times the best Jacks are the ties are nothing but a veneer, a façade of estrangement between the students sions about issues that students face out- funny ones. They are quick-witted, mas- of order and formality. Who are we unand the parents, a genuine lack of trust. side of the classroom. They have, at times, terful technicians of humor, connois- derneath the propriety. And who, outPerhaps the biggest impediment to been successful, but for a large number seurs of rhymes and brevity and acerbic, side of the classroom, would lead? ☐ effective, frank discourse is an indiffer- of students, the programs are someence amongst the students to share their thing to dread and complain about. ☐
Students engage in fishbowl conversation.
Jack stepping up to lead the group in “Lord of the Flies”
Courtesy photo
Belmont Hill Opinion
Febr u ar y 7, 2014
Pa g e 9
Diversity: Important for a School, But Second to Academics by George Holderness Panel Staff Editor’s Note: This article takes the form of a dialogue in the spirit of the ancient philosophers. The bell has rung, but the conversation goes on. None of the twelve independent school students wants to stop discussing Othello, the first work of the course. They are enraptured, entranced, entangled in a deep philosophical discourse. Twelve universally inquisitive and intelligent minds combine their diverse interests, talents, backgrounds, and experiences to shed light on the Bard’s immortal work. Reluctantly, the teacher forces himself to intervene and truncate the discussion. ENTER Cato, Leonard, and Sage, burdened by their backpacks, recently departed from the class discussion CATO: That class flew by! I don’t think I’ve ever been part of such a thoughtful discussion before. LEONARD: And the best part was the students’ taking the lead. In most English classes, the teacher has to prod us along and steer us in the right direction. CATO: Everyone participated, too. Usually there are a few hockey pucks who gaze at the clock and don’t contribute anything. SAGE: What was different about this class? Why don’t class discussions like this happen more often? CATO: I think it has to be the students, given that we steered the discussion today. I’ll admit Othello isn’t bad either, but we’ve studied good literature in previous English classes, and I can’t recall any conversations of this caliber. SAGE: Definitely. The combination of minds in this class is pretty magical. LEONARD: Can you imagine what our school would be like if all the students were as good as the ones in this class?
SAGE: I’d be fired up to come to school every day. That discussion, times five? Now that would be well worth forty thousand dollars a year.
can control anything in his life. No one can influence his race; it’s unfair to judge someone on circumstances out of his control.
CATO: There are millions of people who live within commuting distance of our school. Some of them have to be intelligent, academically strong kids, like the ones in English class. If our school found and admitted only that type of student, we’d have an amazing learning environment.
CATO: I still think considering diversity ahead of academic potential is a mistake. What if you end up with a student who has neat interests and a fascinating life story, but who isn’t driven enough to prepare for class properly or intelligent enough to follow the conversation’s nuances? He might have the potential to contribute, but that potential will not be realized.
LEONARD: That wouldn’t work. The conversation today hinged on the different life experiences of the students, not their test scores. SAGE: I think Leonard has a point. Even if everyone in the class scored 2400 on the SAT, the discussion wouldn’t have happened without the students’ different opinions and experiences. A number of kids tied the subject matter of Othello to personal stories or experiences they’ve had pursuing their unique interests. LEONARD: Exactly. The class is half minority students, and their interests and backgrounds are usually different than those of white students. Diversity—that’s what made the class. CATO: So you’re saying race should be a significant factor in admissions to our school, because it would create amazing class discussions? LEONARD: I think it would help, yes. SAGE: Now that I think about it, the racial backgrounds of the students in our English class didn’t correlate with the uniqueness of their opinions or the depth of their insights. Assuming that students from a certain race have particular opinions or similar life stories—that strikes me as stereotyping. LEONARD: Not a bad point, Sage. I guess it would be more effective to consider applicants’ talents and interests. Maybe life experience to some extent. I suppose those are types of diversity, too. SAGE: Applicants also have control over some of those qualities…at least to the extent that an elementary school kid
SAGE: I see what you mean, Cato. I’d also note that all of the students in our English class do pretty well academically. CATO: Right. And we shouldn’t overlook disciplines like math and science. Diverse backgrounds or interests aren’t as important when you’re studying hyperbolas. Inquisitiveness and intelligence matter more than diversity in those subjects. LEONARD: I concede that point to you, but I still affirm that a diverse student body is important for the study of the humanities and for a vibrant community. SAGE: Guys, I think we’re actually in agreement here. It seems that ideal students both possess intelligent, inquiring minds and have unique interests, talents, and backgrounds. You need both pieces of the puzzle to form a thriving school. At the end of the day, though, this is a place for academic instruction. So I submit that, although academic potential is a must in all admitted students, diversity of qualities like opinions and interests —and background to some extent— should be the second thing considered in admissions. CATO: I now understand that the discussion wouldn’t have happened without that kind of diversity. Yes, a student body with varied talents, interests, and life stories is a boon to any school. LEONARD: And I see how, without the academic strength of the students in the class, the conversation wouldn’t have happened either. After all, a school can’t abandon its central goal of academic instruction. EXEUNT
Waive Classroom Art Requirement and Let Students Cultivate Own Interests By Chris Champa Staff Writer
dents to understand the history and theory behind the arts in which they participate.” And as Director of Instrumental Music Mr. Fiori put it, “learning how to appreciate different types of music is very different from learning to play jazz music in an ensemble setting.” True, but does that difference in curriculum justify cutting off committed artists from senior projects and inquiries? One sixth former in this situation commented, “I think the arts administration is a tough spot… but they’re not handling it in a reasonable way. If you’re involved in the arts already, what’s the rationale? Honestly, I question whether there’s a genuine interest in fostering arts and arts appreciation at Belmont Hill, or whether the interest is simply giving that impression. Why not allow students to show their commitment to the arts and waive their requirement? Surely this will encourage ensemble sign ups among younger guys and overworked, aspiring artists.” I have to question the logic behind the inflexibility. Belmont Hill wants students to appreciate art, and it also wants them to pursue independent interests before they head off to colleges across the nation. Both of these are admirable goals. But sometimes the students get caught in the middle, punished for pushing themselves in difficult classes. I get that Belmont Hill is trying to drive students into areas they wouldn’t have explored otherwise, but sometimes the priority seems to be enforcing the rule, not fostering art appreciation. I just don’t believe senior spring is the time for that. After years being encouraged to push themselves, seniors want the chance to explore their own interests, not the school’s, especially when they have alBill Mahoney ready committed years to the arts. ☐
goal here is to foster an appreciation for the in one of these groups for all three of his uparts in every student, and I applaud the ef- per school years will have committed around forts of the administration for that ambition. three hundred hours of classroom time But is an inflexible graduation require- alone to the arts. This, of course, does not ment the best way to go about the mission? take into account outside practice and perThe problem is not the ideological goal, but formance. Yet participation in these groups rather the scheduling. If a student wants to does not satisfy the classroom art requiretake advanced classes throughout his Belmont ment. So Jazz Band players and B Flat singHill career, it becomes impossible for him to ers could end up forced into another music schedule a classroom art before senior spring. class instead of doing a project senior spring. With the current system, taking difficult classSome students study music outside of es actually makes it harder to fulfill gradu- school. Others create visual art in their free ation requirements. Does that make sense? time. In the vast majority of cases, outside Worse, some of the seniors who end study of art also fails to satisfy the requireup taking an extra class senior spring are al- ment. The rationale is that the classroom art ready experienced artists. For example, the courses offer different curricula than outUpper School Jazz Band and the B Flats both side music or visual art. Says Head of the meet every day. A student who participates Arts Department Mr. Kaplan, “We want stu-
If you make it to your last semester at Belmont Hill, you survived the Bio Project. You slogged through the Term Paper. You stayed up until your clock resets from “PM” to “AM”. You submitted your college applications. You juggled academics, sports, extracurriculars, and a social life. You have invariably accomplished something. The administration knows this. After years of running you at maximum RPM’s, of pushing you out of your comfort zone, of showing you your own potential, Belmont Hill congratulates you. Senior spring, the pressure comes off. Most students will drop traditionally rigorous classes in exchange for an inquiry and a senior project, and the latent energy and enthusiasm of the student body bursts to the surface. But not everyone gets that chance. Students who took two AP’s sophomore year are reminded of their outstanding graduation requirement: the classroom art. The additional class can take away a senior project, a panel carving class, or, in extreme cases, even an inquiry. The point of the relaxed schedule of senior spring is to allow students to explore different interests. So why impose an arts course on already overloaded schedules? Doubtless, arts are an integral part of any liberal arts education, and they should absolutely have a role in the Belmont Hill curriculum. Students are compelled to get involved in areas they might not have considered without the requirement, discovering hidden passions and latent talents. The Four year accomplished music student Chris Champa.
Scheduling
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Graduation Requirements: What It Takes to Graduate
Belmont Hill
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Example Belmont Hill Schedule 2013-2014
Winsor
While there may be an ocWinsor--like every school of casional gripe among the stu- its kind--has course requirements dent body about the classroom that must be fulfilled before graduaart requirement or the manda- tion. The four-year English requiretory two years of lab sciences in ment, three-year foreign language the upper school, Belmont Hill’s requirement, and, most notoriously, diploma requirements are both the seven-semester P.E. requirement attainable and sensible. Aside are strictly enforced, while science from stipulations that oblige and history requirements provide students to complete 18.5 units more flexibility to adapt to students’ of credit (1 credit=1 full year interests. While most juniors choose course) in Forms III-VI, 4.5 of a full year of physics, students may which credits must come from replace a second semester of physsenior year, eight other require- ics with a second language or history ments must be fulfilled. At either class. Mathematically disinclined the standard or A level, students seniors looking to bypass calcumust complete both Geometry lus can take a science-based course and Algebra 2. They must take an like Astronomy to fulfill their Class English class every semester— VIII “quantitative” requirement. English 3, English 4, American Despite allowing students to Literature, two English electives, delve deeply into particular subject and an Inquiry course. Students areas, Winsor’s standard course promust refine their modern lan- gram also provides for breadth of acguage or classics proficiency ademic experience, with substantial through a level three course, as requirements in each of the five major well as completing both US His- academic disciplines. The progrestory in Form V and an elective sion of required history, English, and history in the fall of Form VI. science classes charts a course across Students must complete two disciplines and nations, providyears of lab sciences, which in- ing an interdisciplinary education. clude biology, chemistry, physThe Class VIII capstone projics, geology, and astronomy. ect, the Independent Learning ExOne requirement is the perience (ILE), speaks to Winsor’s Belmont Hill’s curriculum dents who took it. One student zation to the entire school. The classroom art requirement, in commitment to independent learn- is unique. Beginning in seventh described the class by saying club is limited to ten people. which students must pass a ing. In her ILE, each student devel- grade, most classes are manda- that it gave him an entirely new Yet, over seventy applications course in music appreciation, ops a personal, independent project tory. It is in the Third Form that perspective on writing: “Every- were submitted, about 20% music composition, theory of and spends her final month at Win- students are able to elect their one should learn how to write. of the student body. One apjazz, or art history. A second sor engaging with that project. Win- own classes—science and art, Taking Non Fiction with Mr. plicant explains: “I would not “hands-on” art requirement sor’s curricular philosophy iterates and it is then that these first- Zamore was eye-opening for me make it a requirement, but I must be fulfilled: this may be a belief “that a student who takes year high school students enter because it showed me that writ- believe that Computer Science drawn from a wide variety responsibility for structuring and the Upper School. Transitioning ing doesn›t have to be – and, in is a very important topic today, of choices, including ceram- assessing her own learning is likely from the Middle School is not the real world, rarely is – the and should be offered as a class.” ics, drawing, woodworking, to have a deeper understanding of easy. Years ago, I remember now analytical five-paragraph essay Finally, students reflected painting, acting, mechanical what she has learned and...a life-long alumnus Richard Mummolo that we›ve written our whole on the Latin requirement. One drawing, photography, music basis for independent thinking.” Ac- telling me “you never know what Belmont Hill careers. I was fi- student emphatically respondtechnology, and digital video. cordingly, the ILE serves as the cul- will happen academically from nally able to take the grammar ed that, “The work ethic and However, in recent years, stu- mination of each student’s learning Middle School to Upper School. that had been drilled into my study skills boys learn in Middle dents who have demonstrated to work for herself--a skill valuable It’s a totally different experience.” head in ninth grade and the School Latin classes form the a significant dedication to the not only in college, but also in life. In the Upper School, skills I developed in writing pa- foundation of a Belmont Hill arts— for example, several years The graduation require- there many opportunities to pers for other English classes, education. In those classes, boys in the jazz band— have been ments, a mix of required courses select your own courses. Of- and apply them to ‘write for life.’” learn the importance of focus, able to fulfill this requirement and electives, truly reflect the de- ten, however, this is merely the “Rites of passage” also proper memorization, and effecin that manner. Lastly, all se- gree to which Winsor works in ability to choose between AP, proved to be an integral English tive study techniques--you can›t niors must carve a panel under pursuit of its curricular goals: “con- advanced, and regular classes. elective. One student explains fake your way through Latin. the watchful eye of the ever en- nected curriculum, independent This is where the Belmont Hill that “[the] search for Faith class Even if a student doesn›t continergetic, helpful, wise and rarely learning, and responsible participa- “rites of passage” courses ap- ought to be a requirement for ue on to the Upper Levels of the cantankerous Mr. Kaplan. ☐ tion in the global community.” ☐ pear to begin. In a recent poll, all seniors. Whether religious language, the rigor of Latin Alabout 30% of the Class of 2014 or non-religious, spiritual or pha and Gamma will stick with indicated that AP Biology, the worldly, this class tests the do- him for the rest of his education.” advanced science option offered minion of everyone’s faith.” Belmont Hill’s curriculum, to sophomores, was particularly In addition to the Senior according to the Student Handvital to their experience on the Year English electives, 53% of se- book, aims to “give its students Hill. One student explained, “AP niors included their Senior Year a rigorous program of study Bio is such a big change from Social Studies electives in the that provides a firm groundthe typical Middle School class. “three most informative classes ing in vital content, skills and Its more material, more work, at Belmont Hill” category. This values while also including and higher stakes.” AP Biology, raises the question if our learn- curricular and pedagogical insimilar to AP Modern Euro- ing should be geared more to- novation that will make its stupean History, exposes students wards the present. Present day dents well prepared to thrive to a level of academic intensity learning rarely appears until the in the complex, fast-changing that is different from anything final year on the Hill—should we world in which they live today Belmont Hill course plan they have experienced before. try to begin earlier? There is no and will work tomorrow.” ☐ Other than Biology, stu- definite answer to this, but 47% dents polled chose their “rite of students suggest new courses of passage” courses more for and offerings that are more curDon’t Change their intellectual intrigue than rent, such as a business course 20% for their difficulty level. 60% and more hands-on lab work. of students surveyed from the Many students advocate Class of 2014 rated Non-Fiction for a Computer Science class. Change Writing as one of their three fa- This past semester, various stu80% vorite classes at Belmont Hill. dents involved in the Advanced Belmont Hill It is important to note that not Science Research class began all seniors have the opportunity learning to code. After obtainto take the class, so this figure ing adequate experience, the represents almost all the stu- group opened up as an organi- Survey results reflect seniors who would like t Winsor course plan
What Defines a Belmont H Belmont Hill
Scheduling
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Example Winsor Schedule 2013-2014
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Schedules: Similarities and Differences
Winsor
Class length
Belmont Hill Class length
A typical Winsor class occupies A typical Belmont Hill class either a 40- or 60-minute block. An fills a 40 minute period, every day average Upper School class meets four of the week. There is, however, a times per week and has two 40-min- precedent in the science departute blocks and two 60-minute blocks. ment for “double periods,” which Science classes are an exception--they occupy both the class period and X typically meet five times per week block (the universal period after the and have two 40-minute blocks, two fourth class block) once a week to 60-minute blocks, and one 35-min- conduct labs. The maximum length ute block. The longest class period of a Belmont Hill class is 85 minat Winsor is a 100-minute lab pe- utes (the five minute passing period that is specific to AP Biology. riod is incorporated into the class).
Free time
Free time
When a Winsor girl reachEvery upper schooler has an unes Upper School, she trades in proctored free period during the school her proctored silent study halls day. Some Upper Schoolers choose to for unproctored free periods, or cede their free period, opting to take “frees.” Frees are blocks of un- an additional class or participate in scheduled time scattered through- the B-Flats or Jazz Band. In addition out the school day. Upper School to this free period, all Upper Schoolers students typically have between and Middle Schoolers alike share 40 six and ten free periods per week. minutes of free time at X block, during Breaks between classes there which many clubs meet. Additional is a five-minute “passing period” be- end-of-day free periods throughout tween each class in order to give stu- the week provide additional meeting dents time to get from class to class times for clubs and activities restricted on time. Whether a Winsor girl is to either Middle or Upper Schoolers. in Class I or Class VIII, she also has Breaks between classes Belmont recess as part of her daily schedule. Hill provides a five minute break beRecess is a 15-minute block of un- tween classes, allowing time to pack Winsor’s graduation require- Race, Class, and Gender in the 21st they believed should be part of Win- scheduled time in each student’s day. up and walk to the next class. A 10 ments are not difficult to fulfill. The Century” clearly struck a chord with sor’s graduation requirement and, ac- A lunch period is also incorporated minute “Cookies and Milk” period question is not whether students are its 15 members this fall, ten of whom cordingly, those most integral to their into students’ daily schedules as either is also granted between the second able to fulfill the course requirements; noted it in the Panel’s survey as one Winsor academic experience. Though a 30-minute block or a 40-minute and third class periods. Lunch is 40 instead, it is how students choose to ful- of their favorite courses. One student varied in regional focus and scope of block depending upon the day. Al- minutes each day, and attendance fill them. Once junior year sets in, there mentioned value in the way “Politics,” study, these courses are pursuant to though there are a few clubs that meet at lunch is required every day exare suddenly new options that deviate a largely reflective, discussion-based Winsor’s goal of graduating girls pre- outside of school, most clubs meet on cept Wednesday. Failure to comply from the “standard” courses that each course illuminating the complicated pared to enter the world as independent a weekly basis during a lunch period. with the Lunch policy results in a member of a given class takes in her first nature of 21st century identity, “opens learners and global thinkers. Whether Presence at lunch is not required and day of waitering a table, a work hour, two years of Upper School. The Panel up and shapes ideas and opinions with a focus across the globe or as some students opt to use this time or a Saturday detention, dependsurveyed the Class of 2014 to determine that are sometimes uncomfortable to close to home as Boston, each aims to to do homework or eat off-campus. ing on the number of prior offenses. both the classes that have contributed talk about.” Though the content of the go beyond the content-based goals most to its members’ academic experi- course is remarkably relevant, another of Winsor’s other history offerings to ences and those its members have en- noted, “the main lesson of [the course] teach you to think, critically and deeply, Comparison joyed most. This exploration lends a new is that it teaches you how to grapple about what matters and who decides. After comparing Winsor and Belmont Hill students both understanding of how we as students with difficult issues and talk about Winsor’s Philosophy of Cur- and Belmont Hill’s schedules, seem to prefer their free periods perceive Winsor’s educational goals. those issues respectfully, both listening riculum notes as one of its core tenets we have identified a few areas to to be spread out throughout the Though each student at Win- to another perspective and standing “preparation for responsible participa- which some minor modifications day, since it gives us time to work sor is bound to have different favorite up for your own beliefs.” One student tion in the global com- mu n i t y.” would be ideal. First, we have ahead on homework or study courses, the non-Western requirement, called “Politics” simply “life-changing. The school’s goal of global citizen- found that Winsor’s system of for a test later that day dependa pairing of history and literature classes Every senior should take this class.” ship, a b o t h ing on our class schedule. Ideally, from one of four non-Western regionsOther students grappled with major 4 0 - Belmont Hill students would like -Africa, India, China, or the Middle genocide and crimes against humana n d to incorporate the Winsor club East--is held in particularly high esteem ity in “Genocide and the State,” a semodel (in which clubs can meet by its participants. A relatively recent nior fall tradition that, in the words during Upper School lunch) tradition at Winsor, the non-Western of one class member, has a “focus into the schedule as well. (and its accompanying 10- to 15-page fi- on personal connection to the mateWhile sit down lunch nal research paper) has become a rite of rial–through empathy and interachas proven a standing trapassage of junior year. One student who tion with genocide survivors–[that] dition that we cannot elimitook Middle Eastern noted, in praise of has made such difficult, and often nate, allowing “working lunchthis graduation requirement: “It pro- painful, subject matter more acceses” would greatly enhance the vides us with a crucial insight into a part sible.” The class final project includes extracurricular experience at of the world that we often may otherwise the opportunity to interview a genoBelmont by providing a univeroverlook or misunderstand.” Another cide survivor for a final paper, perhaps comsal meeting time, thus minimizstudent, from the Indian non-Western, a once-in-a-lifetime experience--a fact ponent of ing conflicts and missed meetagreed, “It really promotes the idea of which may contribute to many seniors’ its Principles of 6 0 - m i n - ings. 40 minute lunch periods Winsor girls being ‘global citizens.’” feelings that Winsor should enact a Diversity, is reflected ute class periods provides for both schools--though WinMany seniors elect to take addi- senior year humanities requirement particularly in its approach to history a nice balance between class sor only on certain days--allow tional history courses in their final year and make mandatory one of three as a collection of stories from differ- length for students while pro- for productive extracurricuof high school. “The Politics of Identity: global-focus courses: “Genocide and ent perspectives rather than a single, viding ample time for teach- lar and personal meeting time. the State,” “The Politics of Identity,” authoritative narrative. The conclusion ers to cover class material. Winsor students would also or “Human Rights, Human Culture,” of many a Winsor history course is While a 60 minute class like an alternative meeting time another popular elective offered ju- synonymous with the Principles’ goals: can sometimes feel a bit long and for clubs, much like Belmont nior year that teaches students to look “a recognition of the fundamental in- monotonous, we, representatives Hill’s X Block, during which evat other cultures with empathy and a terdependence of all people” and the of both schools, agree that hav- ery student is free and can meet Change Don’t Change true desire to understand difference. development of a sense of personal, na- ing these longer periods is cru- without fear of a conflicting class 53% 47% While some students noted a tional, and international responsibility- cial for reaching deeper levels (other than a double period in a more rigorous language requirement -both skills of global citizenship sure to of class discussion. In addition, lab science). The universal free or the addition of a mandatory lab sci- serve Winsor girls well in college and we believe every lab science de- period would allow for students Winsor ence as improvements Winsor might beyond. If the courses that have defined serves an 80-minute period each to join a wider array of clubs, make to its diploma requirements, the Class of 2014’s academic experience week to ensure that students have some of which involving both overall, seniors most often note ju- are any indication, Winsor has chosen time to complete required lab Middle and Upper Schoolers, to change or keep graduation requirements nior and senior history classes as those well in its focus on girls going global. ☐ work during class. Also, Winsor bridging the age gap that exists. ☐
Hill or Winsor Education? Winsor
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Winsor Arts
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Facing Controversy, SNL Casts Black Woman Sasheer Zamata is first black woman in cast since 2007
Thompson, expressed frustration about having to dress in drag to portray female characters. When January 18 was a milestone episode African-American actress Kerry for Saturday Night Live. That evening, the Washington guest-starred in show debuted new cast member Sasheer November, SNL writers satirized Zamata, the first black woman to join the the situation by making WashSNL cast since 2007. Zamata’s appear- ington switch between black ance not only marked a new stage in her female icons Michelle Obama, career but also acted as an opportune re- Oprah, and Beyoncé in rapid sponse to recent controversy about the succession, all in one scene. The show’s lack of a black female comedian. scene ended with this statement Zamata, 27, hails from Indiana and rolling across the screen: “The is a graduate of the University of Virginia. producers of Saturday Night Live Before joining SNL, she performed with Up- would like to apologize to Kerry right Citizens Brigade Theatre in New York. Washington for the number of This group also propelled the careers of no- black women she will be asked to table SNL alumni such as Amy Poehler, Kate play tonight….SNL does not curMcKinnon, and Bobby Moynihan. Zamata rently have a black woman in the also appears in various television and online cast...We agree that this is not an comedy sketch programs from MTV’s “Hey ideal situation and look forward Girl” to the webshow “Pursuit of Sexiness.” to rectifying it in the near fuSo, she is black–why so much buzz? ture...Unless, of course, we fall in Ever since Maya Rudolph, SNL’s last black love with another white guy first.” On the night of her debut, female cast member, left the show six years ago, NBC producers have been facing in- Zamata portrayed an assortment nydailynews.com creasingly harsh feedback about the lack of of characters, including an aunt Sasheer Zamata in the opening credits of SNL cast diversity. This fall, the criticism wors- at Drake’s bar mitzvah, a teenybopper at a “SNL has put so much unnecessary pressure on the basis of race, we should not forget the ened because five out of the six new addi- friend’s sleepover, and pop star Rihanna. on Zamata… People made it into a big deal, original reason why Zamata was hired: her tions to the cast were white men. This lack Response on Twitter and other social me- but in reality, all they did was hire a black gift for comedy. The casting of a black womof a black female member was obvious in dia was overwhelmingly positive, and the woman, and that shouldn’t be news. But all an is a step forward for SNL, but, in the end, multiple sketches. On multiple occasions, public expressed anticipation of future per- in all, it’s about time.” While the public has Zamata’s comedic ability, rather than the black male cast members, such as Kenan formances. Yet, as Anika Hartje ’15 noted, the tendency to place Zamata in the spotlight color of her skin, is what matters the most.☐ By Sea-Jay van der Ploeg Panel Staff
Featured Artist Emma Pan ’17: Passion over Perfection However, attempting to draw little lopsided doodles and misshapen stick figures was fascinating to her and was where she ultimately Remember preschool? Being handed found her passion. At age four, she was ala large sheet of rough green construction pa- ready going to art classes, where she would per that you would attempt to scrawl on with eventually explore the art of still life, portrait a thick black marker, and somehow, inevita- drawing, and abstract drawing. Although bly, the marker would end up on your face? Emma claimed, “I was probably never the Like most of us, Emma Pan ’17 was left with most skilled artist,” she strived to improve streaks of marker on her face in preschool. and to make her drawings meaningful. For By Arielle Blacklow Contributing Writer
Emma Pan
Emma Pan Emma’s beautiful drawings example, for one assignment she drew a soda changed my goal a while ago from “perfeccan holding wilting flowers to symbolize the tion” to “improvement” because I realized effects of industrialization on the environ- that perfect would always be extremely far ment. Her inspiration came from a teacher away (unless you were Leonardo da Vinci) who once told her, “It’s not how much skill and that one can get better much faster with you have that matters – it’s the idea. Skill is personal improvement in mind instead.” just the vessel for getting your idea onto paAlthough, after eleven years, Emma per.” By taking this advice to heart, Emma had to sacrifice drawing lessons when her came to understand what drawing meant high school schedule became too busy, she to her and how best to express her talent. promised “to keep drawing for as long as I Nevertheless, while Emma has certainly can keep coming up with ideas, which will become an accomplished artist, she defi- probably be for the rest of my life.” The nitely went through her share of struggles. thoughts and images that she felt needed During the years in which she took to be expressed on paper were what mainclasses, Emma hit a stage in which she be- ly propelled Emma to pursue her passion. came a perfectionist. It would take her up Emma invites you to take a minute to to nine hours to finish a drawing, and for put pen to paper, despite our busy schedules, a portrait she would erase noses, lips, and and to leave behind a memory. As of now, eyes countless times. Emma was plagued Emma is working on drawing a horse for by the thought that “the more you learn, the Chinese New Year and will take art as the more you realize that you still have a an extra elective in addition to Chorale this lot left to learn;” however, as she got older, semester at school. The Panel also encourthe number of times she had to redraw her ages you to check out Emma’s work and folpictures lessened. Reflecting, Emma said, “I low her at “@emmas_art_” on Instagram! ☐
Winsor Arts
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Valentine’s Day Crafts
and let dry. Then put the stickers on top to spell messages like “Be Mine” or “Love You.” You can write on the boxes instead, but stickLooking for an easy do-it-yourself gift for ers are fast and look neat. Fill with candy and friends or family? The Panel tried out two give to friends or family. quick and simple projects! You can find everything you’ll need at a craft store like Michael’s Valentine’s Day Candles or A.C. Moore. Each craft should only take Supplies: about 15 minutes. Enjoy! Any white candles (Make sure there is By Alexa Lyons Contributing Writer
enough space for the decorations!) Sweetheart Boxes Pink, red, or white ribbons Supplies: Glue or double-sided tape Heart-shaped boxes Pastel colored paints (I used inexpensive All you need to do is cut the ribbons to the 2 oz. bottles, which were the perfect size.) size you want and tape or glue them onto Small, black alphabet stickers the candle in any arrangement! Get creative
THE SERVANT OF TWO MASTERS By Carlo Goldoni
with the colors and patterns of ribbon that Paint all over the sides and lids of the boxes you choose and how you lay them out. ☐
Upper School Winter Play Directed by Mr. Johnson Friday, February 21 at 7:30 Saturday, Febrary at 7:30 Winsor Assembly Hall
amandaoosthuizen.com
Sweetheart boxes
Alexa Lyons
Upper School Guild Play
PROOF by David Auburn
Directed by Sophie Ruehr ’14 Featuring: Lili Bierer ’14 Annie Goodridge ’14 Susannah Howe ’14 Olivia Moscicki ’14 Thursday, February 27 in Assembly Competing on Saturday, March 1, 4:30 PM at Danvers High School
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Delicious truffles
Victoria Farina
Valentine’s Day Truffles By Victoria Farina Contributing Writer
That time of year is here again! Whether impressing someone special with your amazing cooking skills, having a baking day with your girlfriends, or looking for a chocolate fix, you will enjoy these easy-tomake chocolate truffles. Ingredients: 1½ cups semisweet chocolate chips 4 ounces (½ of an 8 oz package) cream cheese, room temperature 1½ cups confectioner’s sugar Directions: 1. Melt semisweet chocolate in a heatproof bowl set over a pan of barely simmering water. If you want to decorate with chocolate later, reserve ½ cup of chocolate chips for that. Stir occasionally until melted and smooth. Remove from heat.
2. In a large bowl, beat cream cheese
with an electric mixer until soft and fluffy. Gradually mix in the confectioner’s sugar until completely incorporated. Stir in the melted chocolate. Cover and refrigerate the dough until firm (usually an hour to an hour and a half). 3. Shape the mixture into ¾-inch balls and place on a baking tray lined with waxed paper. Melt reserved chocolate in a small bowl in the microwave until you can stir it smooth. Use a fork to drizzle chocolate over the truffles for decoration. Note: other yummy toppings include nuts, confectioner’s sugar, sprinkles, colored sugar, cocoa powder, and anything you can roll the truffles in! Put the baking tray back into the refrigerator until they are hard and ready to serve. Servings: Recipe makes about 30 truffles.☐
Belmont Hill Arts
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Belmont Hill Museum Survey Results Museums in Belmont Hill Culture What Museums have you been to in the past year?
chance today’s young people would spend the time to actually trek outside I haven’t been to a museum in the past year 14 5 % just to see some high Renaissance piece of art commissioned in the 15th cenFine Arts 64 22% With more and more people up- tury for the ruling family of Florence. loading increasing amounts of paintAt least, that’s the conings, photographs, and other artwork ventional wisdom, right? Modern Art 33 11% onto the internet every day, the average Well, according to Belmont Hill man can view the world’s most famous students, that may not be correct. In Science/Space 61 21% paintings, gain the recent suraccess to the Museums are shrines that house the objects vey sent out by Historical 56 19% most exclusive and commemorate the achievements that the Panel staff, collections, and Cultural 27 9% a measly 14% of make the human race extraordinary. visit the greatthe respondents est museums Natural History 31 11% had not been to while sitting at home. Indeed, a quick a museum in the past year. The same Google search of “Louvre paintings” number of students had visited six to Other 2 1% will reward you with the best paintings twelve in the past year, and about half the museum has to offer, from the ee- had been to more than three. Apparently rie Mona Lisa to the spectacular Lib- Belmont Hill students do not conform to erty Leading the People , without ever the accepted standard of a young man in leaving your couch. The same goes for today’s world. What makes us different? just about any museum anywhere in the Obviously Belmont Hill as a comworld, whether it is scientific, histori- munity places great importance on cal, cultural, or anything else; not only learning ‘the facts,’ but another huge One of the questions asked respond- to be displayed and held onto, and not just can you learn part of the cur- ers to rate the importance of museums on through photographs online. While you just about any- My biggest problem with museums is the riculum here a scale of one to five, with one being not can access every single word of the Declathing online, fact that my legs and back hurt more after is learning the very important and five being extremely ration of Independence on a website, the but those an- going to one than from running 10 miles. ability to think important. Interestingly enough, as many document itself personifies the freedom cient docucritically and students replied with a four as did students that Americans hold dear. It represents ments or intelto push further who replied with one and two combined. America and everything it stands for, and lectual articles can be as close to you and further into a subject or piece of Additionally, more than four times as many that means a lot. And, it can only been seen as you can comfortably put a screen writing and take everything possible gave museums a five as who gave it a one. at the Rotunda of the National Archives to your face. No lines, ropes, entrance away from it. Museums, more so than While the largin Washington, fees, hours of operation, or any other the internet, can give us the feeling that est vote-receiv- Museums can be a way to show history or D.C. The physical inconvenience you can come up with. we fully experienced an event, that we ing answer was of pride or wealth through certain objects that embodiment In fact, given the popularity and ac- immersed ourselves in it, that feeling three, it is clear humans, animals, represent these very characteristics. cessibility of the internet, there is no we are taught to desperately seek. ☐ that for some and everything reason musethe earth has to ums are an important part of soci- offer, past, present, and sometimes even How many times have you Obviously the cynic would say it’s ety, at least for Belmont Hill students. future, museums need to play a signifijust a building with some art on the visited a museum in the past For one, museums offer an immersive cant role in society today, and need to be look into a field of study that computers upheld for present and future generations. walls or some interesting stuff in it, year? just cannot give. While there may be more Museums also keep the past relevant but a museum is important because or more specific information on something by keeping it exposed for all to see. The it is a testament to creativity. Even a on the internet, museums can put forth a popular expressions that say “the past rehistorical museum tells us something look at the culpeats itself ” and about the past, and in visiting museture or time peri- They help us remember some of the great- “learn from past od as a whole and are abums we keep their content alive and est things that our country/planet has every mistakes” extend a more solutely true. Rerelevant. Their importance is probexperienced. realistic look visiting the Holoably underrated, usually. into what it was caust or the pain like to live in that situation, to really feel suffered by artists in the Gothic era obviwhat those who experienced it felt. And ously is not anyone’s definition of a good through that enchanting nature of the ex- time, but it is important nonetheless. We hibits, one can experience and must recYou can tangibly see how cultures are learn about more than just I view the purpose of museums as o g n i z e developed and molded to their curfacts, and can actually discover uneducation and exploring hobbies and and rent state. a new passion in the process. derstand Great historical docu- interests. Therefore, they are interest- what hapments, fossils, and other items ing, but not extremely important, as p e n e d of significant weight that testify content can be learned from other d u r i n g to the power of human or world t h e s e sources. history and achievement need times to make sure they can be prevented or dealt with, but it extends further than that. If we ignore an event for being too tragic or controversial, 22 11% we can ignore entire generations of people and everything good they produced. In deed we must embrace our past, and mu 27 seums are crucial parts of that process. 22 32% One student nailed the stigma of teens’ 79 39% 21 apathy towards things of important historical or cultural weight, by saying “with the 19% ever-increasing spirit of ‘why go to a museum when you can just google it?’ I fear that societies’ interest in these cultural centers is waning. I hope that we begin to appreci27 13% ate once more the beauty and intrigue that museums have.” Hopefully we as a student body can and will acknowledge the impor tance museums hold for us, and from this survey it seems we are on the right track. ☐ By Will Treanor Panel Staff
Why are Museums Important?
How important are museums to our society as a whole?
Febr u ar y 7, 2014
Belmont Hill Arts
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Musician of the Issue: Juan Carlos Fernandez del Castillo
on classical music in his lessons. In First schoolwork to be more efficient by neces- wide range of musical talents makes him Form, as a new student at Belmont Hill, he sity and time constraint. As mentioned be- a spectacular musician, and his dedication decided to play with the Lower School Jazz fore, Juan Carlos uses music as a relaxation to the Belmont Hill music program has It was the Wednesday before the Hol- Ensemble under the direction of the excel- technique and a stress-reliever, and, as he improved the sound of the Jazz Ensembles iday Break, and we had just finished our lent director and musician Mr. Fiori. He says, “Music helps me get out of my head, it and will until the day he graduates. ☐ last AP Bio test of the semester. Juan Carlos struggled at first, but by the Third Form, helps a lot before and I decided to go to the music building he certainly got in the swing of things and a test or a paper.” for X block to hang around before he went began to play very well, or as he modestly Even with his to Upper School Jazz Band and I went to describes it, “it was only really as a ninth difficult workB-Flats. I was sitting at one of the tables by grader that I began to understand jazz pi- load, Juan Carlos the window, plugging away at my Europe- ano a little and play it with any degree of has managed to an History homework, when I heard some ability.” During his Third and Fourth Form learn how to play music being played in the Jazz Band Room. years, he worked diligently on perfect- two more instruJust a minute before, “Juanch” and I had ing the craft of playing Jazz Piano. He was ments, the guibeen sitting together doing homework, but drawn to Jazz because “it seems at times tar and the bass, he had disappeared into the room to play so confusing but it makes perfect sense as one of which, the some piano. I walked in as he was playing a whole.” The overlap between his original guitar, he played a beautiful classical piece with quick, loud music style, classical music, and this new extremely well notes, as if the notes were chasing one an- style he has added to his repertoire, Jazz, at the Fall Cofother up and down the keyboard. This was Juan Carlos says, is remarkable. As Juan fee House while Juan Carlos’ idea of relieving stress after a Carlos said in description of this overlap, singing the Beatough week with both Euro and Bio tests. “Anything from the past four hundred years tles’ song “Eight As he moved flawlessly from piece to piece, is fair game, I find, and so I play anything.” Days a Week.” At varying between artists and genres, it was Juanch is a great musician, but he is the same Coffee easy to notice the ease with which he plays also a very devoted and intelligent student, House, he played the piano, and the pleasure he takes in it. taking 3 AP classes and advanced math this the piano with His playing was flawless, and one could see year and maintaining very high grades. In the Spanish Rock the efficacy of piano as his stress-reliever describing his experience with balancing Band and a group as he relaxed despite the quick and heat- musical and scholastic excellence, he said of seniors playing ed pace of some of the songs he played. that it was not a challenge. Although he a song from the Juan Carlos has been playing piano spends over an hour diligently practicing Allman BrothAlex Afeyan since he was in kindergarten, focusing the piano per day, he finds this forces his ers. Juan Carlos’ Juan Carlos performs at the Coffee House By Alex Afeyan Staff Writer
A Young Man’s Journey to the Grammys B-Flats Warm the Air at Frozen Fenway
emy and their special guests for a day of cel- beautifully with Kendrick Lamar and Imagine ebration dedicated to musical achievement. Dragons. Veteran singers sang with new ones; The Grammy Award is a special award for Willie Nelson, Kris Kristofferson, and Merle any musician because, unlike others such as Haggard sang with Blake Shelton, with Carole From the minute the lights went down, the MTV Video Music Awards, the Grammy King sang with Sara Bareilles, and even classiI was mesmerized. Even before the start, comes from fellow musicians---only members cal pianist Lang Lang appeared with Metallica. By Brendan Pulsifer before the whole awards show, even in De- of the Recording Academy are allowed to vote. The big winners of the night were Staff Writer cember when my dad got an email from the The ceremony was in two parts, a pre- Macklemore and Ryan Lewis with 4 awards, Recording Academy which said that our tick- telecast, hosted by Cyndi Lauper, and the tele- including Best New Artist, and Daft Punk, ets were being mailed, I was beyond excited. vised ceremony, hosted by LL Cool J. At the also winning 4 awards, including Record of Wednesday, January 8th was not a The whole reason I could attend the pre-telecast, which began at 1 PM, the host the Year for “Get Lucky” (featuring Pharrell normal hump day for Belmont Hill stuGrammy Awards is because my father has presented 72 awards and there were perfor- Williams) and Album of the Year for “Ran- dents, especially those students on the appeared on two Grammy-winning record- mances by latin, rock, and blues groups and dom Access Memories.” Song of the Year hockey team or in the B Flats. On Januings, as part of the Washington Chorus the a cappella singing group Room Full of (given to the songwriters) went to Lorde ary 8th,broken arrows were everywhere (Best Choral Performance in 2000) and the Teeth. The telecast, beginning at 5 PM, is what from New Zealand for her class-conscious when the Belmont Hill hockey team Tanglewood Festival Chorus (Best Orches- 28 million people tuned in to watch. Dozens of hit, “Royals.” Surprises of the night included played a victorious hockey game against tral Performance, with the Boston Symphony A-list singers lined the stage from all different Kendrick Lamar, who went home empty- St. Sebastian’s under the lights of Fenway Orchestra, in 2010). When those recordings genres and from all different ages. Performers handed despite 7 nominations, and Taylor Park. This year’s Frozen Fenway was truly won the Grammy, my dad became eligible included Beyonce and Jay Z, Katy Perry, P!nk, Swift, who let out a visible gasp when she frozen, as everyone witnessed the temto join the Recording Academy, the society Kacey Musgraves, Paul McCartney and Ringo did not win Album of the Year or any other perature dip down into the teens. But the of esteemed musicians who nominate recipi- Starr, John Legend, Taylor Swift, and many award. Certainly an entertaining night for below zero wind chills did not scare away ents, vote, and attend the awards ceremony. more. This year, the Grammys did a great job all who watched, the Grammy Awards did a too many school members - there was And so, on January 26th, my dad, my mom, appealing to all different genres and ages of splendid job at celebrating music; it was one quite a crowd to watch both the hockey and I joined others in the Recording Acad- music. Rock mixed with rap unexpectedly and of my most cherished moments to be there. ☐ game as well as a stellar performance from the Upper School glee club, the B Flats. The chorus excitedly awaited their performance while they were at the restaurant Game On, and even while they see, is not somewhen viewed col- entered the stadium and were led into By Andres Cordoba thing most people lectively, we see a waiting room. After much rehearsal, Staff Writer are comfortable a glimpse of the the twenty-plus members of the B Flats doing.” The panthoughts and ideas stormed the baseball field and sang an Belmont Hill is a school that does cer- els over the years of a generation and unorthodox yet harmonious version of tainly things differently. For instance, a suit show a remarkwhat’s important the National Anthem, which Mr. Patterand tie must be worn to school every day, able mix of hobto groups of boys.” son himself arranged. This Frozen Fencookies and milk are served at midday, and bies and interests. This statement way is the second time this year that the our headmaster has never heard of the term You can see almost rings true when B Flats were graciously invited to sing at “snow day”. While these are all respected anything from all one walks around Fenway Park, the first time being over and great traditions, there is arguably none walks of life on the Belmont Hill’s cam- the summer. With the bright lights of more hallowed than the carving of panels. many panels. From pus and is greeted the monumental stadium shining down Each graduating senior is required to carve Lord of The Rings by the different and with everyone eagerly listening to a panel that can showcase anything they to Belmont Hill sets of panels from the performers, the B Flats nailed their would like. This requires showing some- hockey, each panel graduating classes. performance. Voices flooded into the thing that is personal to them, a task that can tells a different stoThough separated stadium beautifully, and Fifth Form stube very difficult. When one has questions ry. However, it’s not Mr. Kaplan’s Panel, located in Elliot by time and gen- dent Christian Little had a solo full of a about the panels, Mr. Kaplan is the one to go just what the pieces have carved in on them, eration, there is comfort in the knowledge quality. Mr. Patterson conducted as lively to. As both a past alumn of the class of ‘83 but the time frame they were carved. One of that no matter how much time passes and as ever, bouncing up and down and us(his M*A*S*H inspired panel can be found the most remarkable things about the pan- how much the world changes, each unique ing swooping gesticulations to precisely in the Elliot building) and current teacher els is how long they have endured. Starting panel represents a fellow Belmont Hill time the choir’s singing. When the audiin charge of the panel carving process, he by headmaster Elwood Innis in 1927, every graduate. To sum up the beauty of this I’ll ence cheered and roared for the B Flats, it understands the creative process seniors graduating student since has carved a panel. quote Mr. Kaplan: “Traditions remain be- was clear that the hard work of rehearsal can struggle with, saying, “Digging deep When asked why he feels this tradition has cause people value the experience. While had paid off. Thanks to Mr. Tahan, Mr. to find something that expresses a bit about endured since 1927 Mr. Kaplan replied, “I it may be time consuming and difficult at Melvoin, and Fenway Park for creating a yourself and will be on display for others to think the Panels mark a point in time and, times, most students say it was worth it.” ☐ wonderful experience for the B Flats. ☐ By Brendan Pulsifer Staff Writer
Writing About Panels for the Panel
Winsor Sp orts
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Th e Pan el
Varsity Sports Updates B A S K E T B A L L
Erica Rosenthal ’15
“WVHOOPS has come up with a lot of big wins this season. The team has been really motivated, focused, and hard working.” -Grace Carroll ’14 Fun fact: Due to one of the Suburban’s malfunctioning, most of the team was forced to stay an extra night at the annual Greenfield tournament, an experience that provided great bonding time. Upcoming games: February 12 vs Pingree February 19 vs Portsmouth Abbey February 22 EIL Tournament
H O C K E Y
Grace Eysenbach ’16
“WVH has been having a fun season. We have had a lot of success working with our team systems, and we are excited to get to the brunt of our season with a string of away games.” -Allison McGuirk ’15 and Rachel Scholz-Bright ’14 Fun fact: This year the team played, and beat, WVH alumni in the first game of what they hope will become a new annual tradition. Upcoming games: February 12 vs Berwick February 15 vs Portsmouth Abbey February 19 and 22 EIL Tournament
S Q U A S H
Adrienne Conza ’16
“We learn to give it all but not forget that our team is always rooting for us.” -Michelle Walsh ’16 Fun fact: After eleven matches, the team remains undefeated, an accomplishment that the team attributes to its good luck charm, Ollie, the coach’s infant son. At a record seeding of top eight, the team is excited to compete for the first time in Division 1 of the US High School Nationals this weekend. Upcoming matches: February 15 vs Portsmouth Abbey February 19 vs Nobles
S W I M M I N G
Grace Hanrahan ’14
“The season is off to a really strong start! We swam especially strong against ISL threat Thayer, bringing home a 115-58 win. We swept in the 400-free relay, with our three relays placing 1, 2, 3.” -Grace Hanrahan ’14 Fun fact: Each year the team enjoys a fun “Candy Cane Classic” meet before winter break with crazy relays and fun events to foster some team bonding! The best relay is the clothing relay in which each person has to do a lap in a shirt, shorts, mittens, and socks. Upcoming meets: February 22 EIL Championship March 1 New England Championship Kristie Gillooly, Gustav Freedman
Tom Brady, Peyton Manning: Rivals with Heart Brady and Peyton Manning would be so even- pable Alabama Crimson Tide, Brady’s Brady should receive ample praise for far exly matched. Growing up in San Mateo, Cali- NFL scouting report read that although he ceeding expectations, Peyton Manning defornia, Brady watched his idol, Joe Montana, is “smart and accurate,” he “looks a little serves credit for fulfilling the prophecy set out Any football fan, including Peyton from the stands at Candlestick Park. Peyton frail,” “lacks great strength,” “lacks mobil- for him from birth, especially with such heart. Manning himself, might have expected that Manning’s hero was closer to home: his father, ity,” and “doesn’t throw a really tight spiral.” Heart—which was a bonus for scouts the rival of Manning’s career was waiting for Ole Miss legend and Saints quarterback Archie But they noted, as they did about Man- recruiting Manning—was the ingredient they him in the 2000 NFL draft. They probably Manning. Home videos show a very studious, ning, that Brady has “the intangibles.” disregarded in Brady. “They didn’t understand did not guess that Manning’s biggest chal- three-year-old Peyton working on his forward In The Brady 6, an ESPN documentary what drives somebody,” said Tom Brady Sr. in lenge was hiding in the sixth round: pick #199, pass with his brother Cooper. The starting var- revealing the scouts’ shortsightedness about The Brady 6. In the same documentary, the Tom Brady. When Brady arrived in Foxboro, sity quarterback his sophomore year of high Brady, former Ravens’ coach Brian Billick said, younger Brady told the reporter that “I want he had to worry about starting quarterback school, Manning was recruited by 100 colleges “When a coach or a scout tells you that ‘This to earn it [his job] every single day.” While he Drew Bledsoe, never mind Peyton Man- before choosing Tennessee. Brady, the backup guy has the intangibles,’ or, ‘We’re looking for can probably tell you that he has made 111 conning, the number one pick in the 1998 draft for an 0-8 team until the starting quarterback the intangibles,’ that’s a euphemism for saying, secutive starts in the NFL, he can also name the whose NFL career had been highly anticipat- quit, was recruited only by Michigan. In a ee- ‘We have no clue what we’re looking for. We’ll six quarterbacks picked ahead of him at the ed since he was a sophomore in high school. rie prelude to his rivalry with Bledsoe, Brady just know it when we see it.’” When it comes drop of a hat. Peyton Manning has similar reEven so, Brady walked up to Patriots owner had to compete with Ann Arbor golden boy to the “intangibles,” Brady and Manning have call abilities for all of his father’s Ole Miss teamBob Kraft and introduced himself. Kraft re- Drew Henson. When Brady was a freshman, always been equals. Brady may have learned mates, plays from a decade ago, and the last line sponded, “I know who you are. You’re our a “tie” in ability went to the upperclassman; by humility through a long career of proving him- of a Sports Illustrated article written about him sixth round draft pick.” “Yes, I the time Brady was a senior, he was ordered self. Given the attention he has received from in high school. As Jon Torine, a Colts’ strength am,” Brady said conto share the crown with sophomore Hen- a young age, Peyton Manning’s graciousness coach, told Sports Illustrated, fidently, “and I’m son. Just as he would eventually reas- is an impressive trait. The same kid who, “When Peyton dies, this is the best decisure Kraft, Brady promised his col- according to Sports Illustrated, had what they ought to write sion this orlege coach that he would prove that 68 babies named for him during on his gravestone: IT ganization he deserved the job of starting his college career offered to train ALL MATTERED TO has ever quarterback. Week after week, rookie Andrew Luck after the ME.” Football fans of our made.” Oh, Brady pulled off fourth quarter Indianapolis Colts—a team he generation have had the and he is. fixes for Henson’s mistakes—a had led for fourteen seasons, ingreat privilege of growing Given the comeback pattern that continues cluding one Super Bowl win—cut up with a rivalry measured quarterbacks’ season after season (the AFC Manning because he was injured. not in yards, but in heart. ☐ different paths Championship being a notable Manning responds to fan to the history exception). Despite an amazing mail with handwritbooks, nobody 36-35 Orange Bowl recovery over ten letters and could have forethe unstop- calls fans with seen that Tom neck ailments similar to his on the drive home from practice. While Tom By Caroline MacGillivray Panel Staff
boston.com
Winsor Sp orts
Febr u ar y 7, 2014
Pa g e 1 7
Featured Athlete: Nuala Spillane ’15, Sailor ficulties with ease. Now an experienced sailor with many years of training under her belt, she also acts as a junior instrucSince freshman year, Nuala Spillane tor in Maine. She works with younger ’15 has been a competitive member of Win- sailors, teaching them basic skills and masor’s varsity sailing team, but spring is not neuvers like tying knots, steering the boat, the only time of year she is out on the water. and learning the names for the parts of the Every summer for the past nine years, she boat. Meanwhile, her passion for the sport has been sailing at Southport Yacht Club on persists; she remarked, “It’s a lot of fun getthe Sheepscott River in Southport Island, ting to be out on the water all day. When Maine. When she was six years old, her it’s windy, it’s especially fun to go really family bought a summer house in Maine fast and coast across the water.” She also right up the street from a popular summer enjoys the company of her teammates besailing program, where, at age eight, she cause, as she explained, “you get to know first learned how to sail. She fell in love with other people really well because you are the sport and has been sailing ever since. on the water [together] for so much time.” Gustav Freedman In sailing, one uses a rudder and the She and her sailing team compete Spillane ’15 and crew Karina Singhal ’15 racing for the Winsor team wind in the sails to steer a sailboat in the in various regattas throughout the year. won a smaller regatta last summer and She has many hopes for the future of her right direction. It can be a difficult sport In 2012 and 2013, they went to the Junior have placed in the top ten at many other sailing career. She wants to improve her tactics because of how unpredictable the weather Olympic Sailing festivals, where they placed events. In addition, she was the third over- and strategies and is “looking forward to ancan be, but Spillane manages these dif- 12th and 15th (out of 40 boats). They also all girl in the Junior Olympics both years. other fun and competitive season of racing.” ☐ By Faith Danglo & Juliana Castro Panel Staff
Athletes and Events to Watch at the XXII Olympic Games By Faith Danglo & Hallie Fischman Panel Staff
The 2014 Winter Olympics in Sochi, Russia, began yesterday. Here are some descriptions of some of the more unusual sports, American athletes to look for, and the Panel’s picks of what to watch. The entire schedule is available on the NBC website. One of the most successful alpine ski racers in history, five-time Olympic medalist and two-time World Cup champion Bode Miller is expected to medal yet again in Sochi. 37-year-old Todd Lodwick, who has participated in seven World Championships and five Winter Olympics, captured the silver medal in Vancouver in 2010 and will compete once again this year as a nordic skiier. Cross-country skiier Kikkan Randall of Anchorage, Alaska, is a two-time world champion and a favorite going into the Games. Teenager and reigning world champion Sarah Hendrickson recently recovered from a knee injury and is one of three women resresenting the U.S. in the first-ever women’s Olympic ski-jumping competition. At age 15, freestyle ski racer Maggie Voisin is the youngest member of the US delegation. Reaching the medal podium is a long shot, but she might be interesting to watch, as we will likely be seeing her again at future Olympic Games.
OLYMPIC SCHEDULE: Feburary 8-20 February
8
Skiing
✓
Hockey Figure skating Snowboarding
9
10
11
12
13
14
15
16
17
18
Luge Speed skating
20
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓
✓ ✓
Curling Biathlon
19
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Skeleton Bobsled
✓ ✓ ✓
✓ ✓
✓ ✓
Luge: An individual and two-person sport ger course than PS. Halfpipe and slopewhere riders slide face-up and feet-first style events both involve snowboarders on a small sled down a winding track. doing tricks on the halfpipe or in midBobsled: Sleds of two or four people air. Finally, in snowboardcross (SBX), travel down a narrow, curved path. The four snowboarders start the race on top crew push the sled down the start of of an inclined course that includes a sethe track and then jump in, with one ries of features the racers have to go over member of the team piloting the sled. while trying to reach the finish line first.
Skeleton: A high-speed sport, similar Figure Skating: There are four types of to bobsled and luge, where a “slider” figure-skating events: long program, travels down a winding track face- also called free skate, which is four and down and head-first on a small sled. a half minutes for men and four minutes for women; short program, which is Skiing: There are five types of Olympic two minutes and 50 seconds; ice dance, skiing: alpine combined, an event where a performance similar to ballroom dancathletes race for the best time, and both ing that differs from pair skating in that downhill and slalom times are included; there are different requirements for lifts, nordic combined, which includes cross- dancers are required to perform spins in country skiing and ski jumping; cross a dance hold and to remain within two country skiing; ski jumping, which will arm-distances from their partner, and include a women’s event for the first throws/jumps are not allowed; and pair time in Olympic history; and freestyle, skating, which allows competitors to inwhere athletes compete in moguls, aeri- clude elements like throws, lifts, jumps, als, half-pipe, ski cross, and slopestyle and single skating elements in unison. events, most of which include tricks. Biathlon: Initially used as army training in Snowboarding: There are five types of Norway, biathlon requires athletes to crosssnowboarding: parallel slalom (PS) and country ski around a track and then shoot parallel giant slalom (PGS) are two events five targets. Penalties are added for missing where athletes start at the top of a hill and the targets. There are many different events, must swerve around gates. PGS is a lon- including sprints, long-distance, and relay.
A seasoned competitor, figure skater Ashley Wagner, age 23, is no stranger to both success and failure. 2006 Olympic bronze She fell during her short medalist John Shuster, the program at the US Cham“skip,” or captain and direcpionships this year and tion-caller, of the US men’s landed only four out of six team, will be competing on triples during her long program. Finishing a the curling team in Sochi. disappointing fourth, Wagner was still named to the US team for prior success in the sport. Photo credits: teamusa.org
Patrick Kane (pictured) led the Chicago Blackhawks to a Stanley Cup Championship last year and helped the U.S. win silver in 2010. In addition, five Boston Bruins will play for their respective countries: Zdeno Chara (Slovakia), Tuukka Rask (Finland), Patrice Bergeron (Canada), David Krejci (Czech Republic), and Loui Eriksson (Sweden). At age 27, Shaun White is one of the most decorated winter Olympic athletes in US history. A snowboard legend, White is a two-time Olympic gold medalist and holds the record for most medals at the X-games, a sports competition that focuses on extreme sports. Second-generation Winter Olympian Susan Dunklee is the highest-ranked US biathlete and will compete in her first Olympic Games. Both her father and her uncle were Olympic cross-country skiers. Chris Mazdzer won the silver medal for the USA for luge at the 2013 World Cup and finished 13th at the 2010 Vancouver games. He is expected to place at Sochi. Matt Antoine has been competing in the sport of skeleton since 2003; his most notable accomplishments include fourth place at the Junior World Championships, third in the US National Championships, and several World Cup medals over the past year.
23-year-old J.R. Celski is a leading contender for short track speed skating for the 2014 Olympics. Hurdler Lolo Jones (pic- After his winning bronze tured) and sprinter Lau- in both the 1500m and ren Williams competed 5000m relays at the Vanfor the USA in the London couver Olympics, sports Olympics and have since analysts say Celski has a good chance at beretired and joined the coming a superstar in the sport that Apolo bobsled team as pushers. Anton Ohno, the US 2010 Olympic gold medalist, previously dominated for years. ☐
Belmont Hill Sp orts
Pa g e 1 8
Th e Pan el
Belmont Hill Varsity Scoreboard TEAM
RECORD
NOTABLE RESULTS
TEAM MVPS
11-6-4 Hockey Basketball 5-13-1
W 2-1 (OT) vs. Sebs @ Fenway W 5-2 vs. Govs
Will G. Matt M.
W 59-50 vs. Roxbury Latin W 59-51 vs. Vermont Academy
Harry R. Sultan O.
Wrestling
21-2 19-2 N/A
L 32-40 vs. Brooks W 42-36 vs. Loomis Chaffee
Pete T. Mihir G.
W 17-19 vs. Middlesex L 30-16 vs. Middlesex
Sabri E. Dan R.
5th Place Relay Lakes Region
8-2
W 5-2 vs. Nobles W 6-1 vs. Choate
John P. Paul M. Clark D. Timmy B.
N/A
Crash B’ Indoor Rowing Championships @ BU on 2/16
Alex B. Ryder G.
Alpine SkI Nordic SkI Squash Winter Training
HOCKEY
“We had a nice win at Frozen Fenway, but other than that, we just haven’t been able to win the big games. When it comes down to the last few minutes, we haven’t been able to come through with a big play. Win a couple of those games, and we’d be in the running for a New England Championship. But now, even if we win out, it would still be hard to make the top tier tournament.” – Will Golonka
Captains’ Log BASKETBALL
Despite a tough record, the team continues to work hard in search of the consistency that helped us beat a tough Vermont Academy team. We’re looking to finish strong with key games against Milton Academy and Middlesex.” – Harr y Roberson
Records as of 2/5/2014
WRESTLING
“The wrestling team has had a successful season so far, but, as always, there’s room for improvement. We had a tough loss last Saturday against Brooks, and we are working hard and focusing for this Saturday (the Graves-Kelsey ISL Championships) to redeem ourselves. We definitely have a strong squad this year but just need to focus a little more to get the job done.” -- Mihir Gulati
Varsity Hockey Wins at Frozen Fenway Yet Again
fully more) games left in the season. Canada College. On February 14th, Val- ter Lopp, led by seniors Taylor Morris Along with the win at Fenway the team entine’s Day, the team hopes to avenge and Tucker Hallowell, the team hopes has had many strong performances in- their disappointing loss against Noble to ride their new support into a spot The city of Boston celebrated in Oc- cluding a 4-3 victory over Choate Rose- and Greenough earlier in the season. in the New England tournament. Best tober as the Red Sox clinched the World mary Hall and a 4-1 victory over Upper With the recently reenergized Win- of luck to them in the games ahead. ☐ Series in Fenway Park for the first time in almost a century. The stadium roared and the streets were filled with fans. The celebrations were similar, although on a smaller scale, on the cold January night when the Belmont HIll hockey team defeated rivals St. Sebastian’s in the final game of the ISL Quadruple Header. Each year the games at Frozen Fenway have grown more and more intense. This year’s game certainly topped them all with a steady back and forth between the two teams. The name was certainly an apt description of the night. The early days of January were filled with a mixture of warm rain and bitter cold, and on that Wednesday night it was the latter. The temperatures were in the low teens after the sun had set and the towering Green Monster provided little protection from the sharp wind. The excitement dulled when the Arrows scored the first goal in the first period, a goal that went unmatched until late in the third period when Christian Faggas put up Belmont Hill’s first point. Despite two penalties in the final minutes, Ryan McConnell maintained the tie and the game continued into overtime. The Belmont Hill fans would once again celebrate after only five minutes into overtime when senior Will Golonka drove in the final goal. The win at Fenway was just one of many in the team’s successful season. The boys have maintained a winning Bill Mahoney record of 11-6-4 with nine (and hope- The Varsity hockey team after beating Sebs 2-1 in OT at Fenway By Alexander Richards Panel Staff
Febr u ar y 7, 2014
Belmont Hill Sp orts
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Sabri Eyuboglu ’14 Succeeds on and off the Slopes
ther away (3-5 hours), and on weekdays.” sometimes, he says, “the race day attitude All-ISL four times and Globe All-SchoThey cause him to miss most Thursdays gets me fired up and ready to do work.” lastic last year. In his first five years as and Fridays during the winter, leaving him Sabri has fought these disadvantages a Belmont Hill skier, the team won the When Assia Eyuboglu first sent at an academic disadvantage because he and masterfully balanced the demands ISL four times and won the Class A New her son, Sabri, out among the hordes of misses content in all his classes. He also of Belmont Hill’s academics and high- England Championships in 2013 (Sachildren at the Nashoba Valley junior disappears for the entire winter socially: “I level ski racing. Though he appears to bri came in 3rd overall in GS, and 4th in race program, she had no idea that ski- can’t really hang out with people back at slalom) after coming in 3rd the year being would still define his life eleven years home during the winter,” he explains, “but fore. “I really like Belmont Hill Skiing,” he “I didn’t want to leave either Bel- explains, “because here its all about how later. “I started skiing when I was 6 at it’s been good in some ways because I’ve Nashoba because my mom wanted me to made a close group of friends up North.” mont Hill or skiing behind. I didn’t the team does rather than my individual Sabri also faces a competitive dis- want to define myself only as a ski result, which is a big change from racing learn to ski,” Sabri explains. “Her friend told her that the best way for me to learn advantage on the slopes: “Essentially all racer ... so I continued on the path of up north. I also love skiing for my school.” how to ski was to put me in a race pro- of the FIS field goes to ski academies, and a period of time in his Third trying to juggle the two and have no Form For gram, so my mom did. I ended up stick- they train every day from November to year, Sabri considered going to a regrets about it.” ing with skiing because I really liked it.” April, while I only get two or three training ski academy for the winter to compenSabri, now a senior at Belmont Hill, days a week,” he says. It has proved a forsate for the disadvantages he faced in has continued ski racing through high midable challenge to compete with racers be the most disheveled, disorganized kid school and in skiing. But he didn’t, and school. From November through April, who train so much more than he does, and in the senior class – Mr. Martellini nick- he’s grateful for it. He explains, “I decided Sabri competes in races all over New while he grinds away at Physics problems named him “Debris” for a reason – Sa- that I liked Belmont Hill too much and England– and occasionally in places as or Comp. Gov. readings and worries about bri’s highest ranking was 35th in America didn’t want to leave either Belmont Hill random as Lutsen, Minnesota. After rac- tests he missed during the week, his com- in GS and 38th in Slalom for U18 boys. or skiing behind. I didn’t want to define One of the most meaningful parts myself only as a ski racer and deny mying in the USSA (United States Ski Asso- petition tunes their skis and watches video ciation) in his younger years, Sabri started of their runs because ski academies adjust of Sabri’s skiing career has been his time self so many of the opportunities I could racing FIS (Fédération Internationale de their academic load to accommodate rac- with Belmont Hill’s alpine ski team. He have had. So I continued on the path of Ski) – the ski equivalent of FIFA – as a ing. Sabri also has to fight fatigue from a has lettered in alpine skiing every year trying to juggle the two and have no resophomore. As he describes it, “FIS races full day of racing when he tries to do work, since 7th grade, and, after winning his grets about it– today I do a lot more are not just a higher level but bigger, far- which he says is his biggest challenge, but first ISL race in the 8th grade, has been things than just skiing, and I like it.” ☐ By Alex Haigh Panel Staff
Sabri Eyuboglu on a Giant Slalom training run at Mt. Hood in Oregon
Courtesy Sabri Eyuboglu
Captain’s Corner: Varsity Basketball
Should Captaincy be a Senior-Only year, it was hard to know that you had to live Position? up to certain expectations; your teammates and
By John Sutherland Panel Staff
and turning that effort into wins.” This season has seen very strong performances from seniors Roberson, As the weather begins to warm Joey Laliberte and Max Gustafson. and sport’s teams begin to migrate However, it could be argued that the outside to the fields, the varsity bas- core of the team was the juniors, led by ketball team wraps up another sea- captain Sultan Farouk-Olusekun. Hilal son. The team experienced some Dahleh, Nathaniel Trznadel and Jesse ups and downs, facing some of the Wims who all have had very strong toughest competition in the country. seasons. Juniors Jack Wilhoite, Matt They posted strong wins against Gro- Harrity, James Russo, and Myles Walsh ton, Loomis Chaffee, Vermont Acad- all made strong contributions as well. emy and rival St. Sebastian’s. They Roberson cited their victory played strong ISL teams like Nobles over a very strong Vermont Academy and St. Mark’s, as well as other non- team as a highlight of the season. “The league games against boarding schools main highlight for the team was travlike Avon Old Farms and Hotchkiss. eling to Cousens Gym on the campus Senior captain Harry Roberson of Tufts University and defeating Veroffered a lot of praise for his team, mont Academy. The game saw a gameciting their strong individual abilities high 22 points from Sultan and some and stating that many have bright fu- clean-up work on the boards from Joey tures in the sport. “There are a lot of Laliberte and Eric Gustafson. That talented kids on the team and there game really showed how good we can have been flashes of greatness on both be when we put everything together.” the offensive and defensive ends of Looking forward to next season, the floor including holding St. Mark’s the team has high hopes, because alto just four field goals in the second though they will be losing some strong half. However, we struggled with play- senior leadership, the junior class is ing consistently and we need to work very strong, with more than half the on putting together a complete game team representing the class of 2015. ☐
coaches would figure that you were a captain and you have to be able to do this and that and failing those expectations added a lot of pressure.” Harry had somewhat of a different take Seniors are supposed to be captains. stating, “Expectations are big, but they were not They are the oldest, the most experienced, and too bad. The year I was captain as a junior, the the ones who should have control of the team. team was very young anyways so the whole issue No matter what sport, it will be their last sea- with leading the seniors didn’t really come up.” son at Belmont Hill so they should be able Also, both responded very similarly when to control their own destiny and lead their asked about the level of respect they feel from team to a level they wish to achieve. Right? their peers and classmen above them. “I’ve never Well, not always. In the past couple of years had an issue with not being respected. Captains at Belmont Hill, many younger students have are elected by the kids, which is important gobeen elected as captains when they’re only a ing in knowing you have the trust of your peers,” junior or rarely when they are a sophomore. said current junior Captain Sultan Olusekun. Two particular captains that have stood With ambiguous feelings about the junior capout from the usual senior captain are stu- tains from the seniors, I questioned two current dents Harrison Roberson (senior) and Sultan players on the basketball team and asked for Olusekun (junior). Last year, Harrison ruled their opinions towards juniors as captains. Reas a captain for both the Varsity Basketball and peat Fifth former, Matt Harrity reacted stating, Baseball teams, leading the Baseball team to an “I don’t have any issues with it. If they are a good ISL Championship hitting leadoff and playing player and a good leader then it should be fine.” great defense at shortstop. Sultan on the other Sixth former Joey Laliberte convincingly rehand served as a captain of Varsity Basketball sponded, “If the junior is deserving of a captainlast year as a sophomore and is heading into his ship and leads like a captain should, they should second year as captain while only being a junior be able to serve as captain. But it shouldn’t be a in high school. This coming spring, Sultan will popularity contest that would not be right.” Obalso lead as a captain of the Varsity Track team. viously many students are feeling fine and actuAs captain, there are many roles you ally encourage having junior captains, as many must serve to help the team learn and grow more are being elected. Some others may feel from their mistakes. When asked about the ad- differently but I too think that if a player is deditional pressure of being a younger captain, serving, as many have said, and his peers feel that Sultan responded, “Coming off of 9th grade he is ready for this role, what is the problem? ☐ By Chip Daley Panel Staff
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