The Coat of Arms Issue 45.6

The Coat of Arms The Coat of Arms

serving Menlo's Upper School since 1973

Middle, Upper Schools Grapple With Teacher Retention

It seems like at the end of every school year, there are many teachers who announce their departures from Menlo. But, while things definitely do change, the change isn’t nearly as dramatic as the student perception might suggest.

“We always have teachers who leave in this institution,” Dean of Teaching and Learning and French teacher Bridgett Longust said. “They say a healthy rate of change is around 10%.” For the past few years, the Menlo Upper School has hovered below this 10% turnover rate. But this year seems to be an anomaly, as eight Upper

School faculty members are saying goodbye and leaving Menlo. Among those leaving, several, such as English teacher Wilson Taylor, are looking to start a family out east, closer to the support networks that relatives provide. “My

by ADLEY VOGEL

wife and I just had a daughter, she’s four months old, and we’re moving to Providence, Rhode Island,” Taylor said. “New England is a home base for me, my whole family lives there and I was raised there.

Now that we have our daughter, we really want to be closer to family, that's the driving force.”

Others, such as History Department Chair Ryan Dean, are

following their spouse as they transition between jobs, and are taking the opportunity to begin something new. “I’ve been at Menlo for eight years. I haven’t stayed in any job previously for half that time. I’m somebody who takes being able to reinvent himself for granted. I’m committed to being somewhere new and trying something a little bit different.” While Dean says that he doesn’t see himself as an educator in the immediate future, he wants to continue contributing to the greater good, whether through an educational nonprofit or philanthropy. “It’s time for someone else to [lead

The Harm Casual Slang Can Cause

Phrases such as, "That's AIDS," and, "That's so gay," can easily offend and colloquialize possibly-triggering subjects.

by KATE JEFFRIES

While slang is inevitable and for the most part harmless, some words and phrases that are present in day-to-day conversation at Menlo and within our greater society can cross the line from harmless to offensive. While phrases such as “That test just raped me” or “I got four hours of

Juniors John Hanson and Micah Schulman to Spend Senior Year at United World Colleges

Turn to page 3 to read more and see photos of the UWC campuses. sleep; I’m going to kill myself” might not be said with malicious intent, using heavy terms in a casual conversation mocks and diminishes the weight of certain issues and individuals’ experiences.

Continued on page 11

Photos of the Issue

How to Stay Safe During the Next Earthquake

College Admissions

Scandal Continues to Create Doubt

Menlo Teachers Affected by High Cost of Living in the Bay Area

by SYLVIE VENUTO

The high cost of living in the San Francisco Bay Area is detrimentally affecting Menlo teachers.

Atherton, the town that Menlo School is in, and neighboring Menlo Park have average housing prices well above the national average, according to CNBC. The national average housing price is around $199,200, yet in Menlo Park, the average house is valued at $2,403,400, and the average Atherton house is valued at $6,563,300, according to Zillow.com.

College Counselor Lisa Giarratano has lived a house that she owns in San Jose for five years due to the house’s proximity to her family and the fact that housing costs are lower in San Jose than closer to the school. Giarratano’s commute is 1.5 hours each way, and both she and her husband work.

Giarratano’s long commute forces her to wake up at 5:30 a.m. each morning in order to be at work on time. The time that she spends commuting subtracts from time that she could be spending with her family or going to the gym. “By the time I get home, it’s already pretty late, and making dinner and things like that [...] kind of just get pushed to the wayside,” Giarratano said.

Although Giarratano says that the high housing costs are detrimental, she is more concerned about the cost of commuting. Giarratano spends about $300 a month on transit through Caltrain and parking so that she can commute to work each day. “If there was some give somewhere, it would be easier, but I am just managing the costs,” Giarratano said.

“[The high housing costs] are ruining the lives of thousands of workingclass people and pose a threat to how and where we live.”

Giarratano grew up in the Bay Area. “I understand why everybody wants to live here. I think that [the high housing costs are] just natural,” Giarratano said.

Upper School Spanish teacher Rebecca Mouser has experienced similar detrimental effects with her long commute. Mouser lives off one one salary, and has lived for three years in a house that she rents in Los Altos.

Mouser used to live in San Francisco, but her rent was increasing by 10% each year. In addition, she had a round-trip one hour and 35 minute commute to work each day, forcing her to drive home in the dark during the winter. Mouser sacrificed the size of her home for closer proximity to Menlo, now living in what she calls a “small cottage.”

The national average housing price is around $199,200, yet in Menlo Park, the average house is valued at $2,403,400, and the average Atherton house is valued at $6,563,300, according to Zillow.com.

After her move to Los Altos three years ago, Mouser now has a 20-minute commute in the mornings and an up to 30-minute commute in the evenings, especially if she has a meeting after school. “[Having a long commute] really conditions what you can do after work,” Mouser said. Mouser is unable to run errands or go to the grocery store if she leaves Menlo at 4:30 p.m. or 5:00 p.m. instead of 4 p.m. because she gets home too late.

In the future, Mouser plans to move closer to Menlo. This move would allow her to walk to school and save money on commute-related expenses, such as gas, similar to Giarratano. Mouser’s rent currently increases more than her salary is raised, meaning that her current place of residence will eventually become unaffordable for her. “I don’t blame the school for that; the school has it needs to fill, too. It’s just that the housing market here is just impossible,” Mouser said. Mouser plans to find a cheaper place to live next year.

Upper School history teacher Dan Devitt has lived in San Francisco for 14 years. His commute to work each day is 35 minutes, causing him to have to leave school earlier than he would like in order to avoid traffic.

Devitt doesn’t plan to move from the “medium to small-ish house” that he owns in San Francisco because he doesn’t pay a high mortgage. “[We] can never move because we couldn’t afford a new place!” Devitt said in an email.

Upper School mathematics teacher and Freshman Class Advisor Eve Kulbieda has

rented a home in San Mateo for the past two years, and both she and her husband, Middle School computer science teacher and Educational Technology Specialist Mike Kulbieda, are Menlo teachers.

Kulbieda used to live in Fremont, where she had a commute of one to two hours in a car with her three-month-old and threeyear-old children. In order to entertain her three-year-old for the long drive, Kulbieda gave him an iPad. “My [...] [child] was just having [...] [so much] screen time, and it was awful,” Kulbieda said.

The long commute catalyzed Kulbieda’s decision to move to the other side of the Bay. “We chose San Mateo because it’s more affordable—well, it’s not affordable, but it was the most affordable place that we could find,” Kulbieda said.

Since moving to San Mateo three years ago, Kulbieda’s commute has become 25 minutes, which has had “a really positive” impact on her life.

If there is a change in the market, Kulbieda would be open to renting a new place. “In terms of purchasing a house, [...] my husband and I, we don’t even look—there’s no point. We can’t afford it. But we could move to most other states in the country and buy a house tomorrow. And that’s hard as a parent with a young family because it’s nice to be able to have your own home,” Kulbieda said.

“I think [the high cost of living] [...] is not sustainable. I think that it’s not systematically monitored at all,” Kulbieda said. Mouser shares similar sentiments about the exorbitant housing prices in the Bay Area. “[Housing prices] are out of control,” Mouser said.

Both Kulbieda and Mouser believe that as the cost of living increases, the middle class will disappear. “If you cost out your middle class, then you’re also costing those people out of jobs that you need to have filled: nurses and teachers, [...] bus drivers, taxi drivers, train drivers. [...] You can’t run a city [...] without those people,” Kulbieda said.

“[The high housing costs] are ruining the lives of thousands of working-class people and pose a threat to how and where we live,” Devitt said.

Kulbieda and Mouser believe that effective regulations need to be put in place in order to limit the soaring cost of living from increasing any further, yet real estate prices in the Bay Area are expected to rise even higher if a predicting incoming surge of initial public offerings (IPOs) occurs.

Multi-billion-dollar companies such as Lyft, valued at $15 billion, Uber, valued at $120 billion and Slack Technologies have

Average Price per Square Foot of Housing in 2019

submitted paperwork to create headquarters in the Bay Area, while others such as Airbnb, valued at $31 billion, and Pinterest, which, on Thursday, April 18, made its market debut at $19 per share, which values the company at $12.7 billion, have also expressed interest in moving to the Bay Area, according to the San Francisco Chronicle. According to the “Cash to Spend: IPO Wealth and House Prices” study by researchers from the University of California, Los Angeles and Pennsylvania State University, the average home price within a 10-mile radius of the new headquarters of a company rose by 1% more per year than elsewhere in the United States, and once the company became public, the housing prices rose an additional 0.8%.

If these companies do successfully establish their headquarters in the Bay Area or “if just half the IPOs happen, there’s going to be 10,000 millionaires overnight,” according to real estate agent Herman Chan. This sudden influx of wealth may cause housing prices to dramatically increase, resulting in additional struggles for those— including Menlo School faculty, staff and even students—without fixed rent or who are house-hunting.

What to Expect From the New Construction of the Spieker Center for the Performing Arts

The building will be “transformative” for Menlo and its students.

Every student will have an experience in the new theater sometime throughout their Menlo career once it opens.

The building is set to open in the fall of 2020.

The school will deliver the same great Menlo experience for students, despite having another year of construction.

The school will communicate with students, staff and parents on what to expect in terms of noise and distraction.

The construction will not be as intrusive as the building of the Commons.

The project will not need any temporary portables because of the construction’s central location.

The project will not impact student parking.

The construction will not present undue inconveniences to students.

Alex Perez.

John Hanson and Micah Schulman to United World Colleges

by ADLEY VOGEL

Menlo gives its students an impressive variety of opportunities to increase their cultural competency and world experience, from intensive language programs to any of the Menlo Abroad trips. But it can’t possibly offer everything to everyone. Juniors John Hanson and Micah Schulman wanted more, and both are enrolling in the United World College (UWC) for the remainder of their high school experiences.

The UWC is a collection of 18 schools across the globe, from Canada to Swaziland to Japan, their goal being to “make education a force to unite people, nations and cultures for peace and a sustainable future,” according to the mission statement posted on their website. They accomplish this through intense selectivity from a large array of countries, making diversity of background, thought and experience integral to how they assemble their classes. “I’m going to be going to school with just one other American,” Schulman said, “I’m not sure how many countries will be represented at my school, but there will only be a few kids from each country.”

This intense focus on global connectivity is exactly what drew Hanson and Schulman to the program, but they each had unique reasons for applying.

Hanson will be attending the UWCUSA campus in Montezuma, New Mexico. Both of Hanson’s parents had previously been connected to the United World College, with his father, Upper School his-

tory teacher Dr. Charles Hanson, attending the Pearson College campus in Victoria, Canada, then later taught at the same New Mexico location that John Hanson will be attending next year. “I was always aware of my parent’s connection to the school,” John Hanson said. “But they didn’t put the idea [on]to me, I proposed it to them. I was researching the IB (International Baccalaureate) [program] before I even thought about the UWC, but then I started researching the UWC and thought, ‘Why not apply?’” The

The UWC is a collection of 18 schools across the globe, from Canada to Swaziland to Japan, their goal being to “make education a force to unite people, nations and cultures for peace and a sustainable future,” according to the mission statement posted on their website.

International Baccalaureate, or IB, is an international education foundation that offers classes similar to AP courses, but spans two years and rewards students with an IB Diploma after intense testing and writing

requirements. The UWC has a complete IB curriculum.

Schulman, who will be attending the UWC Atlantic College in Wales, U.K., has been interested in the UWC since his sophomore year, which was before he came to Menlo. “In October of that year, I applied initially, and I got waitlisted. So I applied again this year and I got in,” Schulman said. He cited burnout at his previous school combined with an interest in studying abroad as the main factors that led him to apply for the UWC.

Schulman also mentioned that the extra year of pre-college learning was important to him in order to figure out what he wanted to do later in life. “I have a lot of interests, but I don’t know how to group them together into one specific career. I want to take more time to explore and figure out what I’m interested in and make sure I’m doing what I want to do,” Schulman said.

Because the UWC is a two-year program and doesn’t exist as a pre- or middlecollege program, John Hanson and Schulman will be functionally repeating their junior years at their respective campuses but with new opportunities given to them by both the IB program and their geographic location. “The New Mexico school is really well situated for hiking and other outdoor activities, and that’s something I’m really interested in outside of the academic IB curriculum,” John Hanson said. In Wales, Schulman will have the opportunity to sail, row or do water rescue, as his campus is

situated alongside a river.

This will be Schulman’s first and last year as a Menlo student, and he said it was a tough decision to leave. “I love Menlo, and I found a community I really enjoy. It’s gonna be hard to leave, but this was an opportunity I couldn’t pass up.”

The two juniors will finish their second semesters at Menlo before enjoying the summer in the Bay Area, then will begin the fall semester at their new schools.

Administrators Clarify School’s Jurisdiction Over Drinking and Off-Campus Parties

by SHEFALI SAHAI

Dean of Students Tony Lapolla clarifies rumors about the Menlo administration becoming more vigilant regarding off-campus parties. “Our policies about drugs and alcohol have to do with whether the person was on campus or the event was connected directly to the school,” Lapolla said. “That’s where our jurisdiction is.”

While some students think that the administration is trying to restrict their private parties, others disagree. “I don’t think that the rumors are true, but that people are just more aware and paranoid about them. People say that the Menlo administration is always watching, but that’s just exaggerated and over dramatic,” one senior said. Others believe that the Menlo administration is actively trying to catch students who consume alcohol at parties. “It doesn’t make sense because it’s our personal lives. The school shouldn’t be involved in it,” senior Kevin Chen said.

The Menlo School Student and Parent Handbook states on page 24, “Any student found to be in possession of, or to have consumed, sold or distributed any of the prohibited substances [...] while at school, while traveling to or from school, during school activities or traveling to or from such events will be referred to the Disciplinary Committee and may be subject to immediate expulsion.” If any illegal act

takes place in relation to a Menlo event, the school is allowed to take action. “If someone had used alcohol off-campus and then came to school, they would have violated our policy,” Lapolla said.

Some students believe that if parents are caught condoning parties with illegal substances at their home, there could be consequences for the student and their family. In support of this claim, the Handbook states on page 24, “Parents who knowingly allow minors to use drugs or alcohol in their homes should understand that they are violating California law, Menlo School policies, and, most importantly, creating an unsafe environment. [...] in such circumstances [...] Menlo will take appropriate disciplinary action. This may include the termination of the student and family’s affiliation with the school.” Families who break the law may have to bear the consequences, especially when affecting other Menlo students.

Though not explicitly stated in the handbook, unsupervised parties held by Menlo students that have no relation with a school event may still concern the school in certain circumstances. “Off-campus parties [are] not something the school controls, [...] but if there is some problem, [we] might have a conversation with the students [...] because the safety of our kids is of most importance,” Lapolla said. It is unclear whether these conversations may lead to further action against the students since every situ-

Teacher Retention

Continued from page 1.

the history department], and I’m excited for Ms. Borbón to take the department further.”

Menlo is continuously mindful of the challenges it faces in trying to retain teachers in such a competitive housing market. At the end of the school’s recent accreditation process, the final report mentioned that “while employee salaries and benefits are notably strong relative to benchmarks, the cost of living near the school presents unusual challenges in the recruitment and retention of faculty and staff. This long term concern about the quality and longevity of school employees also points towards the need for abundant endowment resources.”

In an attempt to counter this potential hurdle for prospective or current teachers, the school owns an apartment building with 6 housing units that teachers can live in for up to 2 years at a time. “Particularly this year, the apartments have been critical in hiring for next year,” Longust said. The apartments offer teachers the ability to get on their feet for their first few years of teaching before eventually moving on to a place of their own. “Every single candidate that I’ve talked to, who doesn’t already own a home in the area, has asked me about the apartment. , It really helps the recruiting process,” Head of School Than Healy said. The school also has a down payment assistance program to try to give new teachers an edge as they lay down roots in the Bay Area, but Healy admitted

ation is handled differently by the school, depending on the specifics of the situation.

In the context of school dances, Lapolla and Upper School Director John Schafer also addressed the topic of checking for substance abuse by using a blood alcohol level tester like a breathalyzer, an instrument that measures the blood alcohol content from a breath sample. Menlo sends out an email to the Upper School parents every year titled “Menlo’s Approach to Drug and Alcohol Education.” On Oct. 12 of this academic year, they said, “We believe that using a breathalyzer, if necessary, will help create a safer environment. We certainly do not intend to use the breathalyzer in a blanket manner, testing every student on their

way in or out of the dance, as some schools do. Rather, we may use it selectively to ascertain whether or not a particular student is under the influence of alcohol.”

Though the school obviously does not support the use of illegal substances, Lapolla encourages social gatherings that are safe and inclusive. “Parties are great opportunities for people to get together and build new friendships,” he said. Lapolla also reminds everyone that upholding the school’s values is a team effort between the students, parents and the administration. “In all of my time here we have always worked in partnership with parents [...] to provide social activities to kids that are safe.”

that there are shortcomings of that program, even when it works perfectly. “Say a starter home in the immediate vicinity is a million dollars, and the school helps pay the 20% down on a mortgage. The teacher still needs to find a way to pay off a $800,000 mortgage every month,” Healy said. “It’s really hard to make the mortgage payments on one salary.”

But there are instances, like Taylor’s and Dean’s circumstances, where one’s departure from Menlo isn’t due to any shortcoming of the school, but rather changes in the teacher’s personal life. “There's not a whole heck of a lot you’re going to do about that. There's gonna be some lost in that category,” Healy said. However in recent years, the Menlo middle school has experienced a high rate of teacher turnover due to shifts in a teacher’s

personal life that ultimately causes them to change professions. “There's basically nobody still there from when we were in middle school,” junior Charlotte Tomkinson said. In the past 3 years, the middle school has gone through 9 teachers for their approximately 26 teaching positions, a fact that Middle School Director LaVina Lowery attributes to the average age of Menlo middle school teachers. Next year, the upper school will have 9 new teachers, and the middle school will have 6. Menlo is continually acting upon the suggestion of the recent accreditation report and is currently pursuing more housing opportunities to retain faculty members through their financially vulnerable first years.

Seniors Leaving Early for Senior Projects: How the Tradition Came to Be

by CRYSTAL BAI

While the rest of the Upper School will continue to have classes until the beginning of M-Term, April 26 is the last official day of classes—excluding APs—for seniors. The early dismissal serves as extra time for seniors to work on their Senior Projects.

“[Seniors getting out early] goes back almost 20 years or so,” Upper School Director John Schafer said. “A group of teachers got together around the question: What’s the best way to get good learning engagement out of seniors in those final weeks of school?”

The answer to that question was the

Senior Project. According to Schafer, the idea is to take the seniors’ restless end-ofyear energy and channel it into letting them pick something that they want to learn. In doing so, the seniors need extra time to complete outside-of-school requirements for their projects, including the writing, making, community engagement and training “modes” of the the Senior Project.

“We would end school earlier for [the seniors] to give them the gift of time,” Schafer said. “[The Senior Project Committee] would also be able to support the structure of the projects.”

The idea is to take the seniors’ restless end-ofyear energy and channel it into letting them pick something that they want to learn.

Some classes, especially in the history and world language departments, are com-

posed of both juniors and seniors. Thus, when seniors leave their non-AP electives, class sizes could possibly drop from 15 to eight, for example. Schafer concedes that the atmosphere could be disruptive with the loss of senior classmates in a multiple-grade class, but noted that only a few classes, like history, language and arts, would experience such disruption.

“Several years ago, we had combined junior and senior English classes, and the

logic was that the energy of the juniors in May would buoy the low energy of the seniors and make a good class even after the seniors left,” Schafer said. “So we’ve tried different combinations [of classes] to keep engagement level high.”

While not all students use their time off from school wisely to work hard on their Senior Projects, Schafer still believes “it has been a good idea and worth doing.”

Selected Student Profile: Joshua Bates (aka “Bubbles”)

by KATE JEFFRIES

CoA: Where were you born?

Joshua: I was born in Mountain View.

CoA: Have you lived in the Bay Area for your whole life?

Joshua: No, I moved to Maryland when I was 3 and moved back when I was 11.

CoA: What is your full name?

Joshua: Joshua Samuel Bates.

CoA: How did you get the nickname “Bubbles”?

Joshua: I used to tell people that someone gave it to me, but no, I gave it to myself. I was just feeling it that day, and it just worked.

CoA: Do your friends and family call you Bubbles or Josh?

Joshua: People from the Middle School who called me Bubbles call me Bubbles now. But people who joined in the Up-

per School don’t call me that. My mom doesn’t call me Bubbles, but some of my friends do.

CoA: Do you prefer Bubbles or Joshua?

Joshua: It’s whatever you want to do to be honest. It’s kind of being phased out and I don’t have a problem with that. But if people want to [call me] Bubbles, I’m like, “Okay!”.

CoA: What’s the longest time you have ever been awake for?

Joshua: I’ve pulled all nighters before, but the longest time [I’ve been awake for] in recent memory is probably when I was working on my history term paper. Thanks, [Upper School history teacher Dan Devitt].

CoA: Do you have a secret talent?

Joshua: I can rainbow loom really well. You know those stretchy bands? I’m really good at that.

CoA: How long have you done rainbow loom for?

Joshua: I found my fifth grade kit a couple weeks ago, and I’m not afraid to admit I’ve been using it a lot.

CoA: What’s your biggest fear?

Joshua: The fact that… okay, this is going to get really deep… the fact that nothing in life is guaranteed to me and that I could lose everything the next day. That’s my biggest fear.

CoA: What is your favorite movie or TV show?

Joshua: “The Shining” by Stanley Kubrick. I love horror movies.

CoA: If you could describe your childhood as a smell, what smell would you choose?

Joshua: Clorox.

CoA: Why?

Joshua: Because Clorox kind of smells good, but at the same time, it’s kind of gross.

CoA: If there is a puddle in front of you, do you walk around it or through it?

Joshua: I walk through it, maybe even [stand] in it a bit. I like letting [the water] fill my shoes. I’m a huge fan of puddles.

CoA: What is the most helpful thing your parents have taught you?

Joshua: I guess not to care what other people think of you. My mom is really good at drilling that into me.

CoA: Would you rather live in an amusement park or a zoo?

Joshua: I would love to live in a zoo next to penguins. Penguins are so cute.

CoA: Are penguins your favorite animal?

Joshua: No, I love alpacas the most, but there are no alpaca zoos. If I could live on an alpaca farm, I would die happy.

CoA: So you would choose alpaca farm over both zoo and amusement park?

Joshua: Yes.

CoA: If you were exiled from the United States, what country would you move to?

Joshua: Probably Japan because the vibes are good there.

CoA: Have you ever been to Japan?

Joshua: I’ve been twice. I did a homestay there.

CoA: Who would win in a fight: a taco or a grilled cheese?

Joshua: The taco has more in it, but the grilled cheese kind of slaps. I think the taco has what it takes.

CoA: So taco?

Joshua: Yes.

CoA: Final question. What is the meaning of life?

Joshua: To be happy. Wow, that’s so profound, right?

Michael Devine Creates New Worlds For Menlo Theater

by SARAH NORUM

Although usually working behind the scenes, Menlo alumnus Michael Devine (‘59) is an extraordinarily talented set designer who has helped make the three Upper School shows this year come to life. Devine is very accomplished as he currently has three other jobs aside from Menlo: designing a Tony-nominated show on Broadway, working at Disney Imagineering and working at Théâtre du Soleil in Paris.

Devine came back to share his talent due to how grateful he is for everything Menlo provided while he was a student. “I wanted to give back something to Menlo,” Devine

said. “I feel that Menlo set me on a path to understand my potential, if not, at that point, my career.” Not only is he appreciative of these opportunities, but he also thoroughly enjoyed all that Menlo had to offer. “The environment and faculty all were very different from that which I had experienced before, and I was given the tools to move forward,” Devine said. “Not to sound like a recruiting brochure, but the whole time here was one that, over the years, I came to realize, had given me a foundation to build on going forward.”

Since there was no theater program at Menlo when Devine attended, he did not discover his love for set designing until

college. “I didn’t get involved in theater until my sophomore year at Claremont [McKenna College]; then, the bug bit me, and I transferred to San Francisco State [University],” Devine said. “From there on out I’ve always been a ‘backstage’ person,

the scene what it is when students, faculty, families and the public come to see the productions at the end of the process. “In short, this is creating the ‘look’ of the show, and the whole process is a collaboration between designer and director with input from the

as I [have] abject stage fright.”

Devine has worked on several Menlo sets, and his job on a daily basis consists of frequent communication with different resources on campus. “The design process takes place over several months with meetings via phone, email and in person with [Director of Creative Arts and Upper School Drama Steven Minning] and [Technical Director] Andy Hayes to determine the scenic design of the show,” Devine said. “Then my job is to make the ideas more specific by doing sketches, drafting scale plans, making a scale model and choosing colors.”

All of these elements combine to make

technical director,” Devine said.

Although there is much to love about his job, one of Devine’s favorite parts is working with Minning and Hayes. “[Minning and Hayes] are so talented, professional and fun to work with,” Devine said. “Creating shows is a team sport, and the two make the process a lot of fun.” Not only does he have great coworkers, but he also loves all of the hard work that the community contributes to every production. “You can’t buy more fun than seeing the show come to life with the amazing parent volunteers, the awesome tech crews and the talented performers,” Devine said.

Jake Wallace: A Rapper on the Rise Mack Ford: A Shining Star on Stage

by VIONNA ESHGHI

Sophomore Jake Wallace is this issue’s male Artist of the Issue due to his outstanding rap skill. Wallace has been producing music since seventh grade and recently released an album on March 22 and organized a concert on March 29 called “For the 650.”

Wallace gave himself the stage name “Franky Switch.” “My name [doesn’t] really [have] a cool story. [I] just liked the sound of the words and thought it sounded different from every other rap name right now,” Wallace said.

Wallace started playing music in first grade but never recorded his music until seventh grade. “I started playing the drums, then picked up piano and a little bit of guitar, but I didn’t start recording until about the seventh or eighth grade,” Wallace said. “I’ve always been into making stuff and I guess I’ve always been into all types of art, and I don’t talk that much. I talk, but I never really say anything important, [...] so [music] is a way for me to express feelings I have and it feels more comfortable for me.”

Wallace’s biggest inspiration in the industry is Kanye West. “He just does whatever he wants, and I’ve never listened to an artist more than him. I listen to all his music, and I just respect how fearless he is and how much he really just is himself and makes what he wants to make,” Wallace said.

Wallace began planning the “For the 650” concert in mid-December. “I thought a lot about doing a concert but I didn’t really know how to go about it so I texted my friend Sam, who I just do all types of stuff with, and we started thinking about it, and I [also] asked my parents [about it],” Wallace said. Wallace and his parents thought it would be good to make the concert nonprofit and decided to help the National Eat-

ing Disorder Association. “[The problem of eating disorders] is pretty personal in my family, and I know it’s an issue around here that doesn’t get a lot of airtime, but it’s something that definitely is a prevalent issue.”

Wallace received much help from his parents but also made many phone calls and was able to get a venue which lead to the start of working with arts, lighting

and sound. “It took about four months to [plan], and it was more work than I signed up for, but in the end it was a success, I think,” Wallace said.

For Wallace, the scariest part [about the concert] was the many uncertainties beforehand. “Going into it, I didn’t know how [the concert would] be received. To me, the hardest part was getting people on board [for this] brand new idea, and especially with teenagers, it can be hard to get people to buy into [it].” Ironically, Wallace was least nervous about being on stage and performing.

by KYRA GESCHKE

Sophomore Mack Ford is the female Artist of the Issue due to her excellent performances in many of the Menlo plays and musicals, evident through her lead role in the upcoming spring musical.

Though Ford works on singing and dancing with outside programs and teachers, Ford has only acted in Menlo performances. “I started in the Middle School drama program and enjoyed it so much that I continued through high school,” Ford said.

“I have loved having the drama program be [...] a way to get to know people who love to do what I also love to do.”

While Ford only started acting in middle school, she has had a wide variety of roles, including her supporting role in “Oliver!” last spring. “I have to say [my favorite role] would have to be the role I had in ‘Oliver!’. I was kind of a cockney-accented prostitute, and [playing that role] was such a party,” Ford said.

For Ford, the best part of acting in the Menlo drama program has been the connections she has made with her directors, choreographers and especially castmates. “The community is the best part [of the Menlo drama program]. I have loved having the drama program be a way for me to get to know upperclassmen and also a way to get to know people who love to do what I also love to do,” Ford said.

Ford’s castmates rave about her dedication and love of theater. “Working with Mack is awesome because she’s so professional and mature, but is also so much fun to [act] with onstage,” junior Emma McGaraghan said.

Behind the Scenes of Planning for Prom

by CLAIRE EHRIG

The planning for Menlo’s annual prom takes a lot of effort from students, parents and the administration. In fact, the planning begins a year before the actual prom date.

For years, the traditional leader of the prom planning committee was the junior class dean. However, planning prom is now the responsibility of Frances Ferrell, assistant to the Upper School Director and Coordinator of Student Activities. “That was kind of a lot for [the junior class deans] to take on. So they took out all the prom planning activities [from their job] and created what [I do],” Ferrell said.

Ferrell begins by picking the venue for the prom. “You need to [choose the venue] a year out, because all the schools are competing for different venues,” Ferrell said. She then asks for student planners from the junior class. “[There is] normally not much [interest]. It’s usually a small group of girls,” Ferrell said. The junior committee is primarily responsible for coming up with ideas for the theme of the prom following the winter break in February and announcing it at assembly. “They [come] up with four or five themes, then we [send] it to the entire junior class, and then they [...] vote as a class,” Ferrell said.

In addition, she gets a junior parent committee together, which helps with decorating at the site of the prom. “We [usually] have props, [and] they kind of manage that,” Ferrell said. For budget reasons, Ferrell routinely checks in with the parent committee about props and activities, like having a photo booth, to keep them from going over budget.

Ferrell acts as the liaison between the students and the parent committee. She

helps the parents execute exactly what the students want. “[The parents] always really do a great job,” Ferrell said.

Menlo also hires a catering company for the prom. Ferrell gives the menu to the parent committee and shows the junior committee so they can contribute to the decision of what food should be served. “It’s always going to be a salad, entrée and sides, and then a dessert,” Ferrell said.

Ferrell hires the DJ and usually has the students send in song requests. However, at this year’s winter semi-formal, there were complaints about the music the DJ played, so for prom this year, juniors on the prom planning committee put a playlist together. “We can’t please everyone. And I work really hard to make it a fun, enjoyable experience [...] [with a] DJ that will play what you request,” Ferrell said.

Current Seniors Consider Option of Gap Year Before College

by SOPHIA ARTANDI

Students have many different options when it comes to their transition into college. Some choose to take a gap year between high school and college to have meaningful experiences before college, take a break from schooling or to further explore their careers. Because seniors have until Wednesday, May 1 to decide which college they will commit to and a few weeks after that to officially apply for a gap year, many are not sure yet as to what they will be doing next year. According to Director of College Counseling Matt Mettille, there are usually five to 10 seniors who take a gap year each year. This year, Ben Lasky, Sara Hewitt and one other student who declined to be interviewed are planning on or considering taking gap years.

Lasky has expressed interest in a gap year in order to pursue his already successful music career full-time. “I’ve had to do [music] on the side with school and have never really had the opportunity to go all out,” he said. According to Lasky, exploring his music further could involve going on tour or collaborating with other artists.

Lasky is not yet certain whether or not he will be taking a gap year, but he does not anticipate any issues with taking one. He said that he still plans on attending college, but sees the benefits of taking a year off. “I’ll have greater independence and opportunity to gain more perspective and understanding for [my] own journey,” Lasky said.

A senior who is undoubtedly taking a gap year is Hewitt, who is going abroad to improve her Spanish. She will participate in an intensive language program called Academic Programs International (API) in Granada, Spain for the first four months, then spend the second part of her gap year

in Italy. “The only way to truly test [my Spanish knowledge limit] is to go live in a Spanish-speaking country,” Hewitt said.

While Hewitt said that it is a personal goal to be fluent in Spanish before attending college, her gap year will also be a much-needed break from school. “I don’t think I am going to love [college] as much if I attend this fall without a significant break,” she said. Hewitt expressed that her seven-year experience at Menlo has left her burnt out.

According to Hewitt, she does not plan on using a lot of Spanish in the future, and instead plans on going into business or law. However, she does think that the timing of a gap year aligns with her personal goals. “Taking a gap year now seemed to be the best option. [...] It won’t interfere with my college experience or my career,” Hewitt said. She also does not see any negative consequences with going to college a year later, while still getting the language experience that she wants. “I won’t have the same [college] graduating class as a lot of my friends from high school, but that doesn’t matter to me,” she said. Hewitt is currently deciding between three colleges. Once she chooses one, she will defer for a year so she won’t have to reapply next fall.

While the seniors who are taking gap years next year choose to do so for different reasons, they all believe that taking a year off will ultimately be beneficial. “I think I’ll come back to college more refreshed. [...] I’ll be a smarter, more mature person with clear goals for my future,” Hewitt said.

The first varsity football team is created. They play a rivalry game against the Potter School of San Francisco each year.

William Warren School opens as a boarding military academy. It has an enrollment of 12 boys per grade in first to eighth grade. The school enrolled 50 boys per grade the following year and 68 in 1917.

the school to Menlo School for Boys. The military program is dropped in this same year.

Long-Standing Faculty Members Reflect on Menlo’s Changes

By Crystal Bai

Current Menlo students can only imagine what it was like when the school was all-male or the quads were made of real grass instead of turf. But for several members of the Upper School faculty, those seemingly ancient memories have been just another part of the many changes they’ve experienced during their long-standing careers at Menlo.

Upper School mathematics and computer science teacher Michael Thibodeaux has worked at Menlo since 1976. Thibodeaux cites the most important change at Menlo that he’s seen as the move to coeducation in the fall of 1979. “Second was probably the split from the college in [1994],” he said. “Other important changes: completely rebuilt facilities, very powerful new faculty and, as the school’s reputation grew, even more talented students.”

Upper School dance teacher Jan Chandler, who originated Menlo’s dance program upon her arrival in 1982, believes that in addition to the physical campus changing, “the pressure keeps mounting among our students to do better and do more.”

“If I had to say what has been the greatest change since 1990 when I first came, I would say the students,” said Upper School mathematics teacher Leanne Rouser. “Today’s students are much busier with outside activities as well as their on-campus demands. As a result, it seems they have less time to relax and enjoy their time here.”

Upper School English and history teacher Rebecca Gertmenian feels that the student body has become more “pointy” since her arrival at Menlo in 1999. “We use the word ‘pointy’ to describe hyper-focused excellence in particular areas,” she said. “So students are maybe a little bit less known for being well-rounded and more known for being exceptional in one area or another.”

Upper School history teacher and Global Programs and Studies Coordinator Peter Brown, who began teaching at Menlo in 1992, agrees with Gertmenian. “The student body now is more driven and focused—witness the phenomenon of year-round club sports, where students specialize,” he said. “Previously, it was more common for students to try a greater variety of sports and activities. Students are more rigidly scheduled [now] than they used to be.”

Brown added that at the end of the century, Menlo was also “a quirkier place [that] seemed to relish in eccentricity and rowdy ritual.” Some of those now defunct “rituals” include ‘Slave Day,’ where upperclassmen would ‘enslave’ underclassmen, or ‘Pet Day,’ where students could bring their pets to class.

“Some of that zany spirit lives on today in rituals like the Twelve Days of Christmas. But in the

large sweep of cultural norms over time, I think Menlo student culture has become a saner and kinder place than it was then,” Brown said.

“The goth population has gone down,” added Upper School science teacher Todd Hardie, who has been at Menlo since 1997.

Many of the changes that Menlo has implemented, like the newer buildings on campus, faculty members consider necessary and well-received. However, there are still some small changes that they wish could be reversed.

“I really miss break. In the old schedule, we had break everyday from 9:55 a.m. to 10:15 a.m.,” Gertmenian said. “Everyone was out on the quad, including a lot of teachers, and it was a nice community, relaxed time. Somehow, there are never as many people out together at lunch.”

“I truly miss the real grass we used to have on campus,” Hardie said. “Biologically speaking, it’s pretty important that photosynthesis takes place.”

Both Brown and Thibodeaux also miss fellow colleagues who they have seen depart Menlo. “Mostly, I miss faculty members who have retired or moved on to greener pastures,” Thibodeaux said. “They made coming to work a more enriching experience.”

Those relationships that Menlo has to offer, whether between student and teacher or among colleagues, are an important reason that each of these faculty members has remained at the school for over 20 years.

“I love being in the classroom with the kids; I love the subject I get to teach; I love being able to form close, long-lasting relationships with amazing students and their families; I have wonderful friends, some of whom are like family to me, who work here,” Rouser said. “I honestly love coming to work every day.”

“I have stayed at Menlo for so long because I get the chance to work with both teachers and students who are creative, smart, funny and truly care about each other,” Hardie said.

“I love the student body, even though it has become more ‘pointy.’ There’s still this undying Menlo spirit of ‘I can do this,’” Gertmenian said. “And I love that confident, go-getter, coachable attitude that Menlo students have had for the past 20 years. No one ever shows up and says, ‘I can’t do this, I hate doing this, I won’t do this.’”

Ironically, neither Thibodeaux, Chandler, Rouser, Gertmenian, Brown nor Hardie ever believed they would be teaching at Menlo for as long as they have been.

“I’ve told my friends this: Menlo was a gig that became a job and then a career and now, more or less, a life,” Brown said.

An Octopus and a Ghost Walk Into Stent Hall...

by Parina Patel

Rumors about Menlo School’s past often circulate throughout the student body, but the truth to these stories can be unclear.

Stent Hall was originally a home built for English horticulturist Theodore Payne after the 1906 San Francisco earthquake, according to Past Heritage. Leon Douglass subsequently owned the 52-room mansion named Douglass Payne Hall after he left to live in San Francisco.

“[Douglass] was the first vice president of RCA Victor, [...] and he was an early film entrepreneur,” Head Librarian Cathy Rettberg said. RCA Victor, also known as the Victor Talking Machine Company, was a phonograph manufacturer that Leon Douglass and Eldridge Johnson founded in 1901.

Douglass bought the mansion to retire and to take a break from his company, which was doing remarkably well. His interest for phonographs shifted to film as he started to test new ideas on “natural color.” While living in Douglass Hall, Douglass built a nine-room laboratory in the basement which was demolished during the reconstruction of Douglass Hall after the Loma Prieta earthquake shook the Bay Area in 1989.

His interest in film led him to build a raised swimming pool right in front of Douglass Hall with glass on one end. He used the view along the side of the pool to test out his new method for filming underwater scenes.

Douglass decided that the main character of his new short film would be a large octopus, but it died en route to the swimming pool. Undeterred, he tied octopus tentacles to his daughter, Florence’s arms and legs and put her in the pool. “[He] made it look like it was attacking her, and he filmed it,” Rettberg said.

Using his movie camera that could melt together multiple scenes, Douglass created a convincing film which sparked controversial conversations about the abuse of Douglass’s child. If you didn’t know the full story, you’d be shocked to see the film.

There have been many claims of ghost sightings in Stent Hall. Stent Hall was first used for housing Menlo staff before those rooms became offices. “When people live in places, things happen,” Upper School Latin teacher Dobbie Vasquez said. She attributes the effects of occurrences to the conception that ghosts will take the form of certain events that happen in places.

Like many disbelievers, Vasquez is still unconvinced that ghosts are responsible for the noises that an old building makes, regardless of the experiences of her husband, Supervisor of Facilities Albert Vasquez.

Mr. Vasquez’s office used to be where the cafeteria once was; he was housed down there for about a year. “All the piping runs from the top floor all the way down, and it becomes a little chamber where any

noise that gets generated in the building funnels its way into the basement,” he said.

Sometimes, his job brings him at early and late hours of the day. One night at about 10 p.m., he could hear people talking but could not understand what they were saying. Curious to see who was also working at such a late hour, he checked all the floors but couldn’t find anyone physically in the building. “It was spooky,” Mr. Vasquez said.

“There was a time when I didn’t [believe in ghosts], but I do now. I believe there are spirits, and I believe in a way sometimes some of them do talk to us or at least are manifested in a way that we know they’re there,” Mr. Vasquez said.

While it is up to opinion whether ghosts are real or not, Denali St. Amand, former Menlo Middle School Latin teacher, retrieved extensive information on the history of Stent Hall from Atherton Town Hall. She found archives of articles written about people who have experienced this phenomenon.

There was also a story about the possible origin of a ghost which connects back to the Douglass family. A friend of Leon Douglass’ daughter drowned in their pool. When St. Amand taught here, all the teachers had an overnight in Stent Hall. Knowingly, she and some colleagues went upstairs to the room where the ghosts were thought to hang out. They came back down to where their sleeping bags were and took a group photo. “I took a picture, and there’s really clearly the outline of a body,” St. Amand

It's Time to Recognize Climate Change and Take Action

by TESSA FRANTZ

The era of environmental panic is here. In 2018, hundreds of schools, homes and memories were burned to ash by some of the most dev astating wildfires in California’s history. Disastrous hurricanes swept through the U.S. and Central America, wrecking entire com munities in a matter of minutes. Recently, sweltering heat waves killed dozens in countries including Japan, Pakistan and Canada. 2018 was reported as the fourth-hottest year on record.

Despite these disasters, some still believe that climate change isn’t real. Climate change has been and will continue to be an issue that affects everyone, and we as a community must acknowl edge it as a glob al struggle. As a school, we must do our part in the longterm battle against climate change.

As the years progress, it be comes harder and harder to ig nore the solid facts that climate change has become more than a se rious problem. Climate change has become one of the top priori ties for many nations around the world, including zil, Canada, the U.S. and more. “This is not some distant problem

of the future. This is a problem that is affecting Americans right now. Whether it means increased flooding, greater vulnerability to

sion rate has accelerated at a more dangerous rate. From 2017, carbon emissions in the U.S. increased by 2.5%, much more than what has

changing weather patterns and changes in the growing season for crops. In turn, the supply of water decreases, natural disasters happen

Menlo is currently taking measures to ensure environmental sustainability. By using solar panels and energy efficient lighting, the school has begun taking small steps, in order to contribute to a greatercause. “Right now there’s a push to eliminate emissions by 2030 in order to stay under an ac-

Harm of Casual Slang

Continued from page 1.

Although the vast majority of modern slang terms consist of harmless abbreviations or acronyms that make texting friends much easier, words such as “gay,” “AIDS” and “retarded,” among others, are often incorporated into conversations in the form of insults. One might not intentionally want to harm the feelings of the people around them, but using phrases such as “That shirt is gay” or “This class is AIDS” implies that there

is something inherently insulting about being homosexual or having to battle AIDS for the rest of one’s life. Additionally, given the

It is easy to use harmful slang without considering the impact it can have on others.

past and current discrimination within our country, using “gay” or “AIDS” as an insult is inconsider-

The Coat of Arms

Editor In Chief..........................................Clara Guthrie

Print Editor............................................Bridget Quigley

Online Editor..............................................Kate Jeffries

News Editor...........................................Caroline Frantz

Arts and Lifestyle Editor........................Vionna Eshghi

Opinions Editor..........................Elisabeth Westermann

Sports Editor.....................................Samantha Stevens

Spread Editor........................................Kate Hammond

Copy Editor..................................................Crystal Bai

Staff Photographers.............Sadie Stinson, Bella Scola

Staff Writers......................Sophia Artandi, Claire Ehrig, Stella El-Fishawy, Tessa Frantz, Kyra Geschke, Ashley Grady, Emily Han, Ella Hartmanis, Chase Hurwitz, Carly McAdam, Sarah Norum, Parina Patel, Shefali Sahai, Sylvie Venuto, Alexandra Viret, Adley Vogel, Page Wolfenden, Ryan Young. Staff Illustrators..................Nic Garcia, Tzy Ying Yee, Melody Zhou

Adviser...................................................Tripp Robbins

ate of the challenges that people who are gay or battling AIDS have to go through. The same goes for the use of the terms “raped,” “kill myself (kms),” “depressed” and others in day-to-day conversation. It’s important to consider that while your intention might solely be to express how you did poorly on your last math test, comparing your experience of taking a challenging exam to being raped or being suicidal can negatively impact survivors such issues.

Since these terms and phrases,

levels. Because glaciers and other forms of ice are decreasing at a fast rate, they melt into the oceans, raising the sea level. According to the National Ocean Service, since 1880, sea levels have risen more than eight inches, three of which were gained in the last 25 years. The rising water levels pose a threat to highly populated coastal countries such as the U.S. and China.

Although the statistics are chilling, the fear of a world ruined by climate change may be the push we need to fix this issue. In a world where natural disasters have become a recurring problem, the time for action is now, and we must act. Changing the world in a single day isn’t a very realistic goal, but contributing to widespread action will make a difference.

along with many others, are ingrained in the vocabulary and culture of many teenagers and young adults today, it is easy to

Using other's experiences as a form of slang can be incredibly hurtful.

fall victim to using harmful slang without considering the impact it can have on others. This article is

Share your opinions with us on any topic, whether we’ve covered it or not. Send a letter to the editor at:

clara.guthrie@menloschool.org

The Coat of Arms 50 Valparaiso Avenue Atherton, California 94027 (650) 330-2001 or to

ceptable warming, and that’s something that is really difficult unless we commit to it,” Director of Sustainability Kevin Conner said.

However, there is more that can be done by us students. Simple actions like driving less and eating more plant-based meals can help immensely if everyone joins in. But most importantly, spreading awareness is one of the biggest ways a person can help. The more people know about climate change, the more people can start supporting the cause. If enough people support the cause, politicians can start to recognize climate change on a global level. From there, international advancements on reducing carbon emissions could become a reality.

Before the next natural disaster strikes or the next glacier melts or the next heat wave hits, we must take action. It starts with you, the average citizen of the U.S. I urge you, not as a guilt trip, but as encouragement: before it’s too late, do your part to help save the environment.

not meant to point fingers at any one person or group of people in particular, nor is it meant to solely target the Menlo community, but rather bring awareness to the fact that using others’ experiences and life challenges as a form of slang can be incredibly hurtful. While it is easy to let words slip out when you hear them around you so often, consider the possible consequences before you speak.

Mission Statement

The mission of The Coat of Arms is to report accurately and thoroughly on news that is significant to the greater Menlo School community. We will chronicle in context the different events and perspectives within the school, while ensuring unbiased coverage. We welcome feedback and aspire to create an open dialogue with our audience by being accessible on multiple platforms and by striving to remain neutral in all circumstances. We want

Visit us online at menlocoa.org

On the Quad: What was the best moment of your high school years?

"The best moment of my high school years was our senior year holiday assembly. I had been waiting seven years for it so I was really excited when I got to sing 'five golden rings.'"

- Samy Castaneda '19

"Going to see Hedwig and the Angry Inch with my senior year freaks class."

- Lilly Richart '19

"The best moment was the senior retreat!"

- Josh Eichbaum '19

"The best moment of my high school years was the thrill of conducting the Menlo Orchestra on tour in Hawaii and at assemblies and orchesta concerts, but conducting in Hawaii was another level of fun."

- Avi Gupta '19

Editor's Note: The Youth Are at the Gates

by CLARA GUTHRIE

I’ll be honest with you all—I am terrified to go off to college.

I have always considered myself to be mature and independent, practically ready to venture off into the real word and skip college altogether, but as I now face this new frontier, I am scared.

I am not scared because I don’t feel ready. After seven years at Menlo and 18 years at home, I feel very ready. I am scared because I worry that the world out there—whether it be in college or in the workforce—won’t take my peers and me seriously. I worry that I am entering a society in which young people lack the respect they warrant.

Throughout history, we have seen the mobility and power of young people. In

the late 1960s, young people championed the anti-war movement, giving way to a new counter-culture. In the 1970s and ‘80s, students in South Africa turned to peaceful protesting against racist laws which eventually led to the dismantling of Apartheid. And in recent years, we have witnessed students across the nation take a stand against gun violence.

However, in a 2018 poll conducted by Reuters, it is shown that the youth movement against gun violence had little influence on the national gun control opinion. According to the poll, in March 2018, just one month after the Parkland shooting, 75% of Americans supported strong or moderate regulations on firearms. But only two months later, that number was down to 69%, a number virtually unchanged from before the Parkland shooting.

In today’s world, the public moves quickly from tragedy to tragedy, from contentious subject to contentious subject. It is difficult for any movement to gain traction today, especially when that movement is spearheaded by young people. I personally

believe that our society largely ignores the voices of the youth because by recognizing them, that is validating them. And there is no force more threatening than that of an empowered young person.

If left to our own devices, young people would achieve incredible things.

So, to those in power, here is what I ask of you: recognize young people. Recognize their successes, their ingenuity, their determination—which is often misconstrued as stubbornness. Allow young people to flourish. Do not censor them, do not tell them their ideas are too lofty or ridiculous. Let them act freely, and they will find their footing. They will find their place in this world.

And to my peers, I tell you this. If people in power won’t listen to us, then we will just have to fight harder. Take the power that you warrant, and use the voice with which you have been gifted. Know your worth even when the rest of the world undermines it.

When I look around at my generation—one that older generations like to call technologically obsessed and plagued by short attention spans—I see strength. We are powerful, we are smart, we are resourceful. I am anxious for all of us to be able to vote and voice our opinions on the national stage. I genuinely believe that if left to our own devices, young people will achieve incredible things.

So, yes, I am scared for the future and to enter a world that often silences the voices of its youth. But I have no fear about the capabilities and strength of my generation.

The Toxicity of the Term "Whipped"

by BRIDGET QUIGLEY

In our society, there is a certain culture surrounding relationships. Often at Menlo and on other high school campuses, you will hear a boy being made fun of for being “whipped,” meaning he is very involved in his relationship and committed to his significant other. Boys will often make fun of their friends for acting this way, making the “whipped” boy feel uncomfortable or embarrassed to show any affection or emotion towards his partner. The effects can sometimes be unintentional; however, the consequences are great. While some boys ignore the teasing and remain shamelessly invested in their relationship, others take the taunting personally and change how they act with their partner in public for fear of being made fun of.

Others take the taunting personally and change how they act [...] for fear of being made fun of.

Due to some boys’ discomfort with being teased about being overly committed, they seem to lean in the opposite direction, acting as through they do not care about their partner or putting minimal effort into their relationships in order to still be accepted by their peers.

I feel that this teasing often comes from those who are not in relationships. They do not understand the effort it takes to make a relationship work and therefore make fun of things they don’t know enough about. Before you make fun of a peer for his commitment to his relationship, take a second to admire

and respect the amount of effort he is willing to devote to his partner. If your friend is in a healthy and happy relationship, don’t ruin it by making them feel uncomfortable about it. As those who have been in relationships know, relationships take effort, time and commitment. They are difficult enough on their own without the added stress of a partner trying to ignore snide comments from his friends about the nature of the relationship. I applaud those who are willing to ignore the teasing from their friends and continue to remain dedicated to their relationship, but it can be hard to do. Staying committed to what you care about is an important quality that will take you far in life; however, no one deserves to be taunted to a point in which they question if their relationship is worth the taunting.

This issue does not only apply to boys. While the term “whipped” is not often used in relation to girls in relationships, girls are often told that they are isolating themselves from their friends and are too invested in their significant others. Again, if you feel that you are being left behind by a friend in a relationship, remember that if the relationship is making your friend happy, respect their choices. No one wants to feel as though they are being pulled in different directions by their friends and their relationship.

My point is simple. Being in a relationship is a choice and commitment that someone makes. As their friend, you should want them to be happy and be able to spend time with whomever they choose without making them feel ashamed or guilty for it. So, before you decide to tease them or make them feel bad, remind yourself that their happiness and well-being are more important.

April 25, 2019

U.S. Criminal Justice Reform is Necessary for Underprivileged Communities

by EMILY HAN

By 2014, 83% of ex-convicts from 30 states had returned to jail at least once after being released in 2005, according to a report by the U.S. Department of Justice. This trend cannot continue; the U.S. criminal justice system should be obligated to determine the cause of such a high recidivism rate. (A country’s recidivism rate refers to the percentage of prisoners who go back to jail after their first sentence.) After considering the consistent correlation between poverty and crime, it is clear that this flaw is due to the system’s unwillingness to acknowledge the problem of socioeconomic inequality in the United States.

The criminal justice system must change the many policies that disadvantage people living in poverty.

In order to lower recidivism rates and, more importantly, to improve living standards for impoverished communities, the criminal justice system must change the many policies that disadvantage people living in poverty.

Before a suspect’s trial, they can be held in custody; in other words, they can temporarily go to jail for something they may not

have done. Most cases offer the suspect an option to pay a bail bond, which allows them to live outside of prison, as long as they appear for their trial. While some people can afford to pay bail, those in poverty have no option but to remain imprisoned. Someone’s income level should not be the sole determining factor in whether or not they are allowed to live freely until their trial.

According to the U.S. Justice Department, around 80% of felony defendants in larger counties are not able to afford defense attorneys for their trial and are offered a public defender funded by the government. Due to such high demand, public defenders are often overwhelmed by all their work and end up with much lower success rates than private attorneys. An article by Mother Jones, a nonprofit journalism site, explains that the average public defender works 3,035 hours per year, which is over 1.5 times that of the average American worker.

Moreover, even if the government provides an attorney, the defendant still has court fees to cover. In order to even get a trial, the defendant must pay hundreds or sometimes thousands of dollars in court fees. These costs add to the already large debt that they accumulate throughout the criminal justice process, including bail bonds and jail fees.

If the defendant is found guilty during their trial and is sentenced to prison, they are often forced to pay fees for necessities like cloth-

Around 80% of felony defendants in larger counties are unable to afford defense attorneys for their trials.

ing, toilet paper and their own DNA tests. According to a study by NPR, at least 41 states also allow prisons to charge for room and board. Prisoners often leave jail in thousands of dollars of debt and later owe even more money due to the interest on that debt.

An article published by the University of Washington cited a study that revealed that the average white man makes just over $11,000 per year after being released from prison, which is below the federal poverty line. The earnings of black and Hispanic men were even lower. Prisoners should not simply be released into a society that looks down on ex-convicts and does not provide them with adequate opportunities to make a living. Low income also contributes to high recidivism rates; those who cannot afford basic necessities often resort to theft and crime in order to survive. The government should instead implement more programs

for the reintegration of ex-convicts into society.

Furthermore, 44 states charge ex-convicts for their own probation services, according to an article published by Talk Poverty. These services include supervision fees, and these fees steadily increase if a person cannot pay them off—especially if they use a private probation company, which supervises their probation and profits from the fees. Probation fees only increase the destructive effect of poverty in someone’s life and likely contribute to high recidivism rates by forcing them to rely on committing small crimes to get by.

A 1983 Supreme Court case, Bearden v. Georgia, ruled that a court cannot revoke someone’s probation and send them to jail if they have simply neglected to pay a fee due to insufficient resources to do so. However, whether or not the person possesses those resources is up to the court’s discretion, making it likely for many ex-convicts to end up back in prison.

In addition, countless people who deal with poverty often do not have access to resources with which they can learn about the criminal justice system; therefore, they often face unexpected fees, as well as unfamiliar court and prison procedures. Instead of forcing people to participate in this system, the federal and state governments should focus on educating underprivileged people so that they can stand a fair chance in court and in society.

In order to end the poverty cycle perpetuated by today’s criminal justice system, the U.S. federal and state governments must take more responsibility for their prisoners. A person should not have to struggle with paying off court and prison debt for the rest of their life, in many cases simply because they could not afford the enormous fees attached with the criminal justice process. Prisons should ultimately aim to improve society and the quality of civilian lives, rather than using harsh laws that, despite good intent, devastate impoverished people and communities.

In order to end the poverty cycle perpetuated by today's criminal justice system, the U.S. federal and state governments must take more responsibility for their prisoners.

Spring Sports Season Records

Baseball: 8-0

Boys Golf: 7-0

Girls Lacrosse: 6-2-0

Boys Tennis: 11-0

Boys Lacrosse: 3-3

* All records include varsity league games. Last updated on April 22.

Menlo Track and Field Hosts Home Meet for First Time in Five Years

by SAMANTHA STEVENS

On Tues., April 16, seven teams from all over the Peninsula gathered to compete at Menlo’s first track and field home meet in the past five years. Menlo secured the victory, with the girls impressively sweeping all ten running events while the boys were close behind with runners who came in first place in seven out of the ten running events.

The sunny meet was highly energized due to the new renovations made in August of 2018. The renovations included the long-overdue replacement of the track surface, which had not been replaced in over 30 years, according to Middle School athletic director Joe McDonald. Prior to the resurfacing, the track was in too poor of quality to host high school athletes, McDonald said.

Because it has been five years since Menlo’s last home meet, last week’s meet was a new experience for every team member, which made for an exciting atmosphere. “I’ve never been at a home track meet before, so it was cool to be at our home field,” junior Charlotte Tomkinson said, “To be able to have a senior day and have some of our friends and teachers come watch was really cool because we don’t usually get that.” Traditionally, the designated “senior day” for Menlo sports teams is the last regular-season home game or meet, but for track, they have not been able to have a “true” senior day in the past five years.

In addition to the lively environment, running at their home track provided advantageous insights for Menlo runners.

Menlo’s track is slightly different from the standard high school track. Whereas four laps on a standard track is equivalent to 1600 meters, four laps on Menlo’s track is one mile, or 1609.3 meters. Although this difference in lap length may seem trivial, this difference can make personal timing around the track more difficult for runners who are not accustomed to it. “Our track is a little bit different than a lot of other tracks, so to be able to know that was re-

ally helpful,” Tomkinson said. Tomkinson, who currently holds the fastest 800 meter time out of all high school females in California this year, broke her personal record in the 200 meters, at 26.26 seconds.

Junior Michelle Louie performed exceptionally well, winning all four of her events (100 meters, 200 meters, 4x100 meters and 4x400 meters). Alongside Tomkinson, she broke her 200 meters personal record, with an impressive time of 25.94 seconds.

Other star performers included junior Ayinde Olukotun, who came in first place in both of his individual events (400 meters and 200 meters). Olukotun also came in first place in the 4x400 relay and came in second in the 4x100 relay. Sophomore Kamran Murray earned first place in both events that he ran (1600 meters and 3200 meters).

Stanford Concussion Study Evaluates College, High School Athletes

by PAGE WOLFENDEN

This past school year, various Menlo sports teams have partnered with Stanford University to conduct research surrounding concussions. In the fall, members of the junior varsity and varsity football teams took part in the study, and players on the girls and boys varsity lacrosse teams are currently participating. Of the students

involved, some are research assistants, and others are athletes.

The study is analysing three different groups: the Pacific-12 Conference (the University of Southern California, the University of California, Los Angeles and Stanford University), high school (Archbishop Mitty, Sacred Heart Preparatory and Menlo School), and the National In-

stitute of Health through Virginia Tech, the University of Pennsylvania and a site in Dublin, Ireland. The high school portion of the study was initiated in the fall of 2018 and is led by Principal Investigators Dr. Gerald Grand and Dr. David Camarillo.

Seven Menlo students have taken semester-long independent studies to assist in research. “[Research assistants had to complete] all the training as required by the Stanford Internal Review Board, [...] learning about working with human subjects, confidentiality, consent [and] assent for participants and their parents, as well as securing research data. In addition, [they learned] how to work with all the equipment including the instrumented mouthguards, cameras and EYE-SYNC hardware,” Head Athletic Trainer Dr. Jon Cohen said in an email.

The study is using mouthguards with small chips inside of them to measure the force exerted onto the athlete’s head from different hits. The researchers can then use the film recorded at practices and games to analyze the origin of the hit in relation to the data collected by the mouthguards. The other technology being used by the study is EYE-SYNC, which detects abnormal eye movement.

Senior Bella Scola assisted in research during Menlo’s football season, and is now

participating in the study as a lacrosse player. “As a research assistant, my role was to assist in filming games and practices and then cleaning the mouthguards. In games, if the event occurred [when] there was a concussion, [...] then we would go through the protocol for testing at that time. As an athlete, all I have to do is wear the mouthguard,” Scola said.

Will Mehring, a clinical research coordinator at the Stanford Center for Clinical Research, has been working with the Menlo branch of the study. “The goals [of the study] are to assemble an advanced database of kinematic and neurocognitive data that can be used to better understand [traumatic brain injury] and concussion in youth athletes at multiple levels of play,” Mehring said. “Hopefully this database serves as a gold standard for future analysis and eventually be used to inform clinical decision making.”

While researchers ultimately hope to use the data to determine what types of hits or what specific team positions are more prone to concussions, the data is currently just being recorded. “Due to the study being three years long, very little data has been analyzed so far. However, some comparisons have already been made between high school and college athletes,” Mehring said.

Kogler Competes in U-16 National Skiing Championships in Colorado

Despite it being her last season as a competitive racer, Kogler performed exceptionally well this past season, especially considering the challenges associated with living a considerable distance away from the nearest ski resorts. At the end of the 2018-19 ski season, Kogler competed in the Under-16 National Alpine Skiing Championship in Breckenridge, Colorado from March 31 to April 4. The National Championship, run by the U.S. Ski Team, draws youth skiers from all three U.S. ski regions: the Western Alpine, Rocky-Central and Eastern Alpine.

Kogler participated in four events over the course of the five-day competition. In her first three events— Slalom, Giant Slalom, and Super G—Kogler placed in the top onethird of racers. In her final race,

by SAMANTHA STEVENS

Not many high schoolers commute four hours to get to their sports practices. Although sophomore Gabby Kogler certainly doesn’t commute to Sugar Bowl Resort daily, she manages to drive to Tahoe every weekend during the ski season, which lasts from November until early April, in order to attend competitive ski team practices. Kogler has been ski racing for the Sugar Bowl Ski Team for about 10 years, with this most recent season being her final competitive one.

which was a team parallel slalom, Kogler’s team placed first overall. According to Kogler, winning first place

in what was probably her last competitive ski race was one of her favorite moments while

Why do More Girls Than Boys Injure Their ACL?

by STELLA EL-FISHAWY

Female athletes are two to eight times more likely than their male counterparts to suffer an anterior cruciate ligament (ACL) injury, according to the National Institute of Health. The general reason for this phenomenon is believed to be as a result of women’s body mechanics and the structure of their knee. High school female athletes suffer collectively 20,000 to 80,000 ACL injuries per year, according to the American Medical Association.

The ACL is one of two ligaments that cross in the middle of the knee, that connects the thigh bone to the shin bone and helps stabilize the knee joint. Most ACL injuries are non-contact injuries that tend to occur during sports or fitness activities. The primary causes of ACL injuries are suddenly slowing down or changing direction, pivoting, landing awkwardly from a jump, stopping suddenly or receiving a direct blow to the knee.

Researchers from the University of Colorado Hospital suggest a few reasons as to why women are more prone to ACL injuries. First, women tend to have an imbalance in the strength ratio between the quadriceps muscle and the hamstring muscle. This is because a female’s hamstring tends to be weaker, forcing the athlete to use her quadriceps more. Therefore, female athletes use their quadriceps muscle, while male athletes use their hamstring muscle, to slow down while running. By using the hamstring to absorb the change in

speed, there is inherent protection provided to the ligaments of the knee. Therefore, this difference causes increased instability in the knees of female athletes.

Additionally, the intercondylar notch, which is the groove in the femur through which the ACL passes, is naturally smaller in women than in men. Therefore, the ACL itself is smaller in women, making it more prone to injury.

Women’s knees also tend to bend inward when they land from jumps, as a result of the way women are built according to the University of California, San Francisco. Women tend to have wider hips and are slightly knock-kneed (their thigh bones tend to curve inward from the hip to the knee). When a knee buckles, it puts a strain on the ACL in order to maintain the knee’s stability. Women often land flat-footed, and this improper landing puts pressure on the knee when the calf muscles should be absorbing the force instead.

Lastly, women run in a more upright position than men, which adds stress to the ACL and results in less control over the rotation of the knee joint.

Several female Menlo students have torn their ACLs through sports or other activities. Sophomore Elizabeth Woodside tore her ACL while going off a ski jump. “I went off a cliff jump while skiing with a lot of locals,” Woodside said. “It didn’t hurt; I just landed and heard a pop, and I knew right away that I had torn my ACL.”

skiing. “[Other competitors my age] ski full time, like, nine a.m. to 12 p.m., and then they go to school. They ski every day, and I just I haven’t been able to practice as much. Just proving to them—to everyone, to myself—that I can balance going to Menlo and do something like that, it’s been a great experience,” Kogler said.

From the Rocky Mountains to the East Coast, Kogler has traveled far and wide for ski competitions. Her favorite mountain is Mammoth Mountain, located in Southern California. “Everywhere you go, it’s just such a different environment, [...] and I’m blown away by the scenery every time. It may be different, but it’s all beautiful. And just being out in the open air is so fun, and it takes your mind off school and all the stresses of life,” Kogler said.

Although she loves that competitive skiing offers the opportunity to travel to new mountains and regions, the substantial amount of traveling also poses academic challenges for Kogler, which ultimately led to her decision to quit competitive skiing after the 2018-19 season’s conclusion. “I’ve been gone for at least a month [this school year] because I’ve taken off weeks at a time,” Kogler said. “It is a big issue for me. [...] It’s very time-consuming for me to catch up.” Kogler often has to meet with teachers to discuss topics covered in classes that she misses for ski competitions.

Kogler has even considered attending a ski academy, a school designed for skiers who compete at an intense level. Famous ski academies produce world-class skiers such as Bode Miller and Lindsey Vonn, but often at the

expense of a holistic education. A major downside of going to a ski academy, according to Kogler, is the lack of emphasis put on academics. “I don’t really see myself prioritizing skiing over school because I have ambitions other than skiing,” Kogler said.

Although Kogler’s departure from competitive ski racing is bittersweet (with a final National Championship victory that was certainly sweet), she looks forward to focusing her efforts towards other hobbies and interests. “Skiing is such a big part of my life; it’s going to be really hard to let it go. But at the same time, I get to focus on other things such as soccer and school,” Kogler said.

Workout Classes Gain Popularity Among Students

by ELLA HARTAMANIS

Boutique fitness classes, or workout classes, are the fastest growing segment in the fitness industry, according to the International Health, Racquet and Sportsclub Association. Near Menlo are Barry’s Bootcamp and Orange Theory, both of which opened nearby in the past six months, as well as SoulCycle, which opened at the Stanford Shopping Center in 2013. Boutique classes provide structure, motivation, community and are very time efficient. While the classes are popular, they tend to be expensive.

Barry’s Bootcamp, or Barry’s for short, offers 50-minute classes, half of which is spent on a treadmill. The other half is spent doing floor exercises with weights that target a different part of the body, depending on the day. The workout room has dim red lights and the instructor blasts music designed to motivate the participants. Like Barry’s, SoulCycle classes are typically 45 minutes long, and the instructor plays high tempo music, but the focus is on cardio with some weights.

Workout classes create a fun environment with music and friends while motivating participants to push themselves. When working out alone, it can be easier to get distracted because there is no one supervising what you do. “When I work out by myself, I feel like I just go to the gym and mess around and never feel like I’ve gotten a good workout,” said senior Jacqueline Bressie, who attends Barry’s every other day. In addition, at workout classes, participants are expected to push themselves. “I feel both motivated and inspired to try my best just because everyone is watching each other, and I am one to succumb to peer pressure,” said sophomore Gabby Kogler, who attends SoulCycle classes around one to two times a week during the school year.

Both workout options have upsides and downsides that vary for each person based on their preferences. “The only drawback [to SoulCycle] is how crowded it is, and if you’ve ever been you’ll understand how disgusting it feels when a class before you gets out and the room becomes an odor-

filled sauna,” Kogler said. Both Barry’s and SoulCycle can feel crowded because the classes are around 30 people at SoulCycle and a maximum of 48 people at Barry’s. Due to the large size, instructors are unable to focus on everyone individually and to assess whether you’re doing the exercise correctly or pushing yourself hard enough. Another drawback is the pricing of the classes. Each class for Barry’s and Soulcycle costs around $30, making it pricy to attend regularly; however, many people are willing to pay the price.

According to senior Taylor King, who works at SoulCycle, the clientele at workout classes is typically female. Many male Menlo students go to places like the Riekes Center to work out instead of workout classes.

“SoulCycle seems less about the workout and more about the hype,” freshman Noah Kornfeld said. Kornfeld frequently goes to Riekes and enjoys it because he always leaves feeling like he accomplished a good workout. “It’s more important to me to get a good workout in, and Riekes is proven to do that,” Kornfeld said.

Committed Corner Committed Corner

Seth Pope, Pomona College

by ELISABETH WESTERMANN

Senior Seth Pope, an instrumental member of Menlo’s golf team, has committed to play Division III golf at Pomona College, located in Southern California, next year. Pope began playing golf at age 7, when his dad introduced him to the game. He started playing competitively in eighth grade and has helped lead the Menlo team to the 2018 state championships, where they placed third.

Pope enjoys the unique experience that comes with playing an individual sport.

“My favorite aspect of golf is that you are competing against yourself all the time, trying to beat your own low score and always trying to get better,” Pope said.

However, the mental aspect of the game can be very challenging, he added. “My biggest challenge in golf is focusing on the shot at hand rather than the past or the future. For example, if I’m playing well, I sometimes think about the next few holes and how well I could potentially play instead of the present shot,” Pope said. “On the other hand, if I am playing bad, I will think about all the things I could’ve done better on the previous holes.”

Pope has greatly enjoyed his time on the Menlo team. “Being on such a small team each year, I have gotten to know each member individually and have developed great friendships. It has also been super fun to do so well despite being such a small school. Our team competes against schools way bigger than ours and is still able to succeed which is super impressive,” Pope said.

During his time on the Menlo team, Pope has been able to take part in its growth. “Our team has developed every single year that I have been at Menlo. Freshman year, we were just hoping to make it to the second round of [Central Coast Section], and now we have expectations to make it all the way back to States,” Pope said.

Pope is looking forward to taking his golf career to the next level in college as well as enjoying the excellent academics at Pomona. “Pomona gave me the opportunity to go to a high-level academic school, while still being able to play golf competitively at high-level events all over the country,” Pope said.

Catie Cassani, Middlebury College

by SARAH NORUM

Senior Catie Cassani committed to play Division III soccer at Middlebury College in August 2018. Cassini has played soccer recreationally for as long as she can remember, but started playing competitive club soccer in second grade.

Cassani has played for Menlo’s varsity team for all four years, with some injuries and club regulations holding her back for two of the four years. “I tried out freshman year and made varsity, but I got injured during pre-season, so I was out for the rest of the season,” Cassani said. “I played on varsity during my sophomore year, but ju-

nior year my club team was in the [U.S. Soccer Development Academy], which does not allow you to play on your high school team at the same time. Luckily, I was able to come back for my senior year.”

Cassani’s favorite parts about her experience on the Menlo soccer team were her fellow teammates and the bonds she has created with them. “I got to meet so many different people that I normally would not have talked to and become friends with,” Cassani said. “That is a super awesome part of Menlo soccer and Menlo sports in general.”

Charlotte Swisher, Harvard University

by CARLY McADAM

Charlotte Swisher is a committed walkon for Harvard University’s Division I lacrosse team next year. Swisher plays club lacrosse and has also played on Menlo’s varsity team all four years of high school. Swisher has been one of the most important players on the Menlo team this season. She has contributed to the game-high goals in all of the past three games. She scored seven goals out of Menlo’s 17 against Castilleja School, six goals out of Menlo’s 16 against Burlingame High School and seven goals out of Menlo’s 17 against Archbishop Mitty High School. In addition, Swisher contributed five draw controls and an assist in the game against Burlingame and two assists in the game against Mitty.

Not only is Swisher a star player on the Menlo team, but she has also been an exceptional teammate and role model for the other girls on the team and is admired by many of her teammates. “Charlotte Swisher is the ultimate queen,” sophomore teammate Georgia Paye said. “She’s everyone’s idol, and she’s so good at lacrosse. In our last games, she scored more than half of our goals. She’s just amazing.”

Swisher has been playing club lacrosse since fourth grade, and she currently plays for The Tenacity Project. Lacrosse has always been an important part of her life, and she loves the game and team aspect of the sport. “I just think it’s a really fun sport and the game is really fast,” Swisher said. “I like the team environment a lot.” Swisher is excited to continue playing the game and spending time with her team in addition to improving her skills next year at Harvard.

According to Hero Sports, Harvard women’s lacrosse is ranked 44th out of the

117 teams that play Division I, with a record of 6-9 as of April 16, 2019. Swisher will join the team as a midfielder next season and is looking forward to playing with college-level athletes. “I’m excited for a higher level of playing next year with a lot of really good players,” Swisher said. “I’m going to have to up my game.”

Swisher is also eager to be involved in the lacrosse community within Harvard and the wider community of college lacrosse. “I’m excited for playing with my friends,” she said. “I’m also excited to play against other girls that I know on other college teams.”

Although unsure of the level of competition, Cassani always knew that she wanted to continue playing soccer in college. “I had always thought it would be cool to play in college; I just didn’t know if I wanted to be on a club [team] or the actual team,” Cassani said.

Although Cassani played center-back for Menlo, she is unsure of what position she will play at Middlebury. “The coach says that he does not like to box players into a specific position, so I will try a couple different ones,” Cassani said. “I might end up trying midfield or something that I am not used to.”

Middlebury seems like a perfect fit for Cassani, as it has everything she was looking for in a college. “I wanted a smaller liberal arts school with good academics that also felt like a second home for me,” Cassani said. “I also wanted to experience something more rural that is different than California, and Middlebury is pretty much [the] polar opposite since it is in Vermont.” On top of this, Cassani was very interested in Middlebury’s soccer program for the team and their accomplishments. “As soon as I met the coach and players I knew I wanted to be part of the team,” Cassani said. Not only are the people on the team supportive, but this past season they won their league and also made it to the NCAA Division III finals.

Aidan Pak, Carleton College

by RYAN YOUNG

Senior Aidan Pak committed to play Division III football at Carleton College this past November. Pak has played football all four years of his high school career and has been a varsity contributor for the past two years.

Pak discovered his passion for the sport through playing flag football as a child. “My dad played football in college. He showed me the game, and I really wanted to follow in his footsteps. So ever since I was really little, like 3 or 4 [years old], I knew that football was something I wanted to play,” Pak said. When he joined the team in his freshman year, it was the first time he had played tackle football, which made him love the game even more.

At the start of his career as a high school athlete, Pak thought that he wanted to pursue lacrosse in college. However, with more experience in football and help from positive influences, like Defensive Coordinator Todd Smith, he realized that football was what he was going to pursue. “Early on, Coach Smith always believed in me and helped so much with the process. He was constantly talking to coaches on my behalf, and over the summers he would give me one-on-one training sessions to make me the best football player and defensive back I could be,” Pak said.

He also acknowledges his parents as tremendously positive influences who have helped him to achieve his goals. “My dad has always been supportive of me. He showed me the game and helped me with my workouts,” Pak said. “My mom always supported me as well, whether it was making nutritious meals or helping me through injuries.”

Pak has been struggling with shoulder issues since his sophomore season and has had three total surgeries on both of his labrums. However, he is working very hard to regain strength in both of his shoulders

to play football his freshman year at Carleton.

Carleton College is located in Minnesota, and is part of the Minnesota Intercollegiate Athletic Conference (MIAC). The MIAC is an extremely competitive Division III league. At Carleton, along with playing football, Pak hopes to further explore his interests in biology and economics.

When he reflects on his time playing for Menlo, Pak cherishes the time he has spent with his teammates. “Some of my favorite memories were being a part of several [Central Coast Section] finals teams and experiencing that with all of my friends. I also enjoyed playing the summer leading up to this last season because all eight of the seniors got very close,” Pak said. As he looks forward to his future at Carleton College, he hopes to continue to be a part of a brotherly and team-oriented culture, similar to the one he was a part of at Menlo.