The Coat of Arms Issue 48.1

The Coat of Arms

The Coat of Arms

by SUTTON INOUYE

Some students have responded negatively to Menlo’s COVID-19 vaccination requirement, which mandates that all students must be fully vaccinated by Oct. 31. However, the requirement, released on Aug. 25, has led to some students now getting vaccinated, despite previous hesitations.

Menlo is implementing the requirement because of the U.S. Food & Drug Administration’s official approval of the Pfizer-BioNTech COVID-19 vaccine for ages 16 and older. According to the Federal Bureau of Investigation’s news release on

the approving of the COVID-19 vaccine, “The public and medical community can be confident that although we approved this vaccine expeditiously, it was fully in keeping with our existing high standards for vaccines in the U.S.”

The names of the interviewed students are altered to avoid tangible harm to them. The Coat of Arms recognizes the sensitivity of this topic and respects the decision of the other students who chose not to be interviewed.

Lake Tahoe Fires and Air Quality Raise Concern at Menlo

Menlo has extensive protocols in place if air quality were to pose threats to community

by SOPHIE STONE

On the evening of Saturday, Aug. 14, 2021, the Caldor fire ignited in the middle of El Dorado County. At first, the fire seemed controllable, but by Monday, Aug. 16, the fire had picked up speed and was heading for South Lake Tahoe, according to the El Dorado County Fire Department. According to the United States Forest Service’s incident update website InciWeb, by Sunday, Sept. 26, the Caldor fire had burned down over 221,700 acres of land, leading Menlo administrators to discuss their fire and air quality safety protocols.

The United States Environmental Protection Agency determines that Air Quality Index (AQI) values above 100 are considered to be unhealthy for people with pre-existing conditions or health risks, and above 150 for people without. So far, Menlo has only had to cancel one day of athletic practices due to air quality concerns: Friday, Aug. 27, when the AQI had reached about 115. However, the air quality could still cause more problems in the future, according to the BreezoMeter AQI radar.

In the town hall that took place on Saturday, Sept. 4, Head of School Than Healy informed listeners of Menlo’s policies regarding the air quality and how decisions will be made: “[Nurse] Joan [Barada] and I and a couple of other people will make a decision on a daily basis about whether or not the air quality is such that it's not safe to have our students on campus.” Because of COVID-19 protocols and Menlo’s classrooms not having air conditioning, the faculty can’t keep students inside

during breaks and lunch periods. “If we believe that the air quality is going to be compromised in a significant way […] then we may actually call for a distance learning day,” Healy said.

This may come as a surprise to students who are used to having school canceled completely on days where the air quality is bad. However, Healy sees distance learning as a solution that will cause less disruption for faculty.

In addition to the school day being affected, sports games and practices could be in danger of being postponed or canceled due to the air quality. “[The Athletic Department] cancels outdoor games and practices if the AQI is over 150 […] We have a school policy that’s written and we use the monitors

that we have on campus to get those numbers,” Head Athletic Trainer Aubrey Fennell said.

However, the rules are different for sports practices and games played indoors. “If sports games and practices are inside then they can still practice unless the AQI gets to 200. Then [the events are] canceled,” Fennell said.

She also acknowledges the risks that come with being exposed to the smoke, even when practices are not canceled. “Your lungs could be damaged, and if you have asthma it could cause more symptoms,” Fennell said. “If [students] have any conditions like asthma, then obviously they wouldn’t want to be out in those conditions, so they can pull themselves out of practice,” Fennell said.

Governor Gavin Newsom Survives Recall Election After COVID-19 Controversies, Democratic Support

by ALEX LEVITT

California voters rejected a recall effort against Governor Gavin Newsom on Sept. 14, with approximately 62% of voters electing to keep the Democrat in office. The election was a stinging defeat for the 1.7 million Californians who signed the petition to recall him and practically ensures that Newsom will remain governor until at least the 2022 gubernatorial election.

The primary reason that the recall effort gained so much support was the dissatisfaction many Californians felt over Newsom’s handling of the COVID-19 pandemic. Newsom’s restrictions on businesses, travel and schools were some of the strictest in the nation until all statewide mask and capacity guidelines were removed on June 15, 2021. He was also heavily criticized for attending a crowded birthday dinner at an upscale restaurant with California public health officials last November. His actions contradicted his guidelines that prevented multiple households from dining together.

Polls indicated an extremely close race at the beginning of August, but between then and election day, voters steadily shifted to become more in favor of keeping the governor in office. During this time period, high-profile Democrats such as Kamala Harris, Barack Obama, Elizabeth Warren and Bernie Sanders campaigned on behalf of Newsom, and the antirecall effort held a nine to one fundraising advantage over their pro-recall opponents.

One of the ongoing controversial issues that was heavily discussed around the recall is the debate over vaccine mandates,

particularly in schools. Since the start of this school year, the Newsom administration has required all school staff members to be vaccinated or submit weekly COVID-19 tests, a policy strongly contested by those who led the recall effort. Conservative radio host Larry Elder, who was the frontrunner to replace Newsom, was outspoken against Newsom’s mandates. “When I become governor, assuming there are still mandates for vaccines and mandates for face masks, they will be repealed,” Elder said in a campaign speech.

Elder also criticized Newsom’s color-coded tier system that was in effect until June 15, which set restrictions based on the COVID-19 case rates in each county. Newsom implemented this system in order to allow a “safer economy,” and it also placed restrictions on the state’s public and private schools.

Following COVID-19 guidelines set in place by the Newsom administration and San Mateo County, Menlo was able to reopen for hybrid learning on Oct. 26, 2020, with strict distancing, testing and masking requirements for all students and staff. Students remained in online instruction for the majority of weeks until Menlo was allowed to reopen to 100% capacity in April 2020. This fall, Menlo, along with 99% of California schools, is open for full-time in-person instruction, but masks are still mandated inside schools by the state of California. Full vaccination will also be required of Menlo students that are 16 years old or above and all staff by Oct. 31, although this policy was the school’s decision and was not mandated by the state.

Freshmen Adjust to Rigor of Upper School Grading, Atmosphere

by CHARLOTTE PALMER

As returning Menlo Upper School students readjust to a fully in-person school year, freshmen find themselves adapting not only to in-person school but also to the rigor of high school. The adjustment was simultaneously easier and more difficult for freshmen who attended Menlo Middle School as opposed to those who did not. While their middle school friends made them feel more comfortable, the adjustment to the grading system with letter grades was harder than it was for some non-Menlo Middle School students.

familiar to her. “I'm used to being graded on assignments, and I feel that they're grading us on less assignments in high school,” she said.

Menlo Middle School's grading system was changed two years ago to omit letter grades

Menlo Middle School’s grading system changed two years ago. Letter grades were only put in report cards, not individual assignments, making the transition harder for freshman Kate Hsia, who attended Menlo Middle School. “Now you know your exact place, instead of getting an ‘excelling’ and not knowing what that means exactly,” Hsia said.

Freshman Marina Xanthopoulos, who did not attend Menlo Middle School, found that the grading system at Menlo was

In terms of academics, the students felt that the amount and significance of their work is more of an adjustment than grading. “The stress level has gone up a little because now the grades really matter,” Hsia said. Many of the students have begun to receive more homework than they had in middle school, regardless of whether they attended Menlo Middle School or not. Freshman Ben Levin attended Menlo Middle School and said he has a more demanding workload in high school. Freshman Bryan Liu, who did not attend Menlo Middle School, has also spent more time on homework each night. “It’s definitely taking me a while to finish [my homework], much longer [than in middle school], so I think time management is important,” Liu said.

Hsia found that arriving at the upper school with other freshmen she knew made

her experience socially and academically easier. “I did robotics [in middle school], so I also know some 10th graders, which made the transition easier,” Hsia said. “It was still kind of difficult finding my classes, but already having people that I knew would help me navigate campus was definitely nice.” In middle school, Hsia’s computer science class took place in Whitaker lab, so she was already somewhat familiar with the upper school campus. Knowing Menlo Middle School students also helps her academically. “I have a close friend group, and I can ask them questions on homework,” Hsia said.

Levin also believes that his Menlo Middle School experience gave him an advantage. “Since I went to [Menlo Middle School] I already had a pretty good friend group, but I was able to socialize and meet a lot of new students as well,” Levin said. While his old friends initially made him feel comfortable, he believes that his new friends also made his transition smoother. Hsia also agreed that her Menlo friends made her more comfortable meeting new people: “I'm an introvert, so I feel like if I didn't go to [Menlo Middle School] and I went to one of those like meet and greet events, I wouldn't have been as soial,” Hsia said.

Liu felt overwhelmed during his first few days at Menlo. He feels lucky that he knew a few of his classmates despite not attending Menlo Middle School, but he still felt nervous in the beginning. “It's a little bit much the first time you get together because you don't know anyone, and sometimes you're just kind of standing there. It's a little nerve-racking to not have gone to Menlo Middle School,” Liu said. “Sometimes I kind of wish I did. It’s not too bad, but it definitely would have been an advantage to have gone.”

"At lunch you see a lot of new people and new faces. [...]

There's a good amount of new kids, so I knew I wasn't alone"

Menlo and non-Menlo Middle School students agreed that the support they received made the transition easier. “If I get stressed, there's a lot of things I can do, or places I can go to get help, so I think that lowers my stress a lot,” Xanthopoulos said. Levin and Liu felt comforted by the support of faculty. “The welcoming staff and teachers made the transition easier,” Levin said. “The teachers are really open to helping you manage all your work, and not get too overwhelmed,” Liu said.

Scan the QR Code to check out our website, menlocoa.org

Even though Xanthopoulos did not attend Menlo Middle School, she had a smooth social transition, despite the adjustment. “At lunch you see a lot of new people and new faces,” Xanthopoulos said. “There’s a good amount of new kids, so I knew I wasn’t alone. [...] The Menlo kids were super nice, and they knew people would be nervous coming in, and they're very accepting and [inclusive].” The events that freshmen attended before the start of the school year, such as the “Freshman Meet and Greet,” also made her more comfortable once school started.

Sept. 14 California Recall Election Results

by ABIGAIL BECKER

According to the California Secretary of State official website, Gov. Newsom won 62.1% of about 12,500,000 votes, or around 7,500,000 people. Although August polls originally indicated that it would be a close race after dissatisfaction over Newsom’s handling of the pandemic, he pulled out a declarative victory. Since the recall effort failed to remove Newsom from office, the results of the second question (see right) did not matter.

46 total candidates, a majority of them Republican, were listed on the ballot under question two: "If Gov. Newsom is recalled, who should replace him as governor?" No prominent Democrats were on the ballot. If Gov. Newsom had lost the recall election, the person who had won the majority of the votes for this question would have been the governor, in this case Larry Elder, who received around 50% of the vote.

Menlo Mandates Vaccines for Students and Staff Over 16

by ABBY BECKER

On Thursday, Sept. 9, President Joe Biden announced that federal employees and contractors, like healthcare workers, will face strict vaccine mandates. These new requirements will affect around 100 million Americans, according to Associated Press News.

While requiring vaccines in schools is currently the center of a heated ethical, moral and political debate, Head of School Than Healy released an email on Aug. 25 announcing a mandate for all people on campus over the age of 16, including students and staff, to be fully vaccinated (two weeks past their second dose) by Oct. 31. This decision was made after the U.S. Food and Drug Administration (FDA) fully approved the Pfizer-BioNTech COVID-19 vaccine for all individuals ages 16 and over on Aug. 23. According to School Nurse Joan Barada, Menlo’s Medical Advisory Board and Response Team, which consists of about 20 people, helped make this decision.

According to Healy, this mandate is the newest addition to the school’s multilayered COVID-19 prevention strategy. This approach consists of four key elements: masks, ventilation, testing and vaccination. “Having everybody vaccinated is kind of a foundational element to keeping everybody safe,” Healy said.

According to a Centers for Disease Control and Prevention (CDC) study, unvaccinated individuals were two times more likely to get reinfected with COVID-19 than those who were vaccinated. Another CDC study found that unvaccinated people were more than 10 times as likely to die of COVID-19.

Barada and Healy agreed that having a more vaccinated community will open up more options for the student population and help the school return to normalcy. With the new mandate, highly-anticipated student events such as overnight trips, assemblies and eating in the cafeteria will be more likely to occur. Vaccination is also required to attend school sports events. “Vaccination is the key to getting us back to our normal school life,” Barada said.

Healy also argued that a vaccine mandate will help Menlo fulfill its ethical obligations to public health. “We're not outside of the society that we serve and so there is a larger piece of doing what's right for people,” Healy said.

Some students support this mandate.

“Having a large number of people who are vaccinated at school increases herd immunity, which will get us closer to a regular, non-COVID-19 year, which I know a lot of students are looking forward to,”

senior Meera Rajagopal said. Currently, around 96% of the student population over 12-years-old is vaccinated. The remaining 4% consists of those under 16, those who are in the process of getting vaccinated and those who have medical exemptions. A medical exemption means that the person’s healthcare provider has determined that it is not medically advisable for them to receive the vaccine. Because of this, Menlo students should get vaccinated in order to protect those who can’t receive the vaccine, Healy said.

Unvaccinated students have to follow a slightly different protocol on campus than vaccinated students. While both vaccinated and unvaccinated students are required to wear masks indoors, unvaccinated students are strongly encouraged to wear them outdoors as well. Additionally, only vaccinated students can attend overnight trips.

However, Healy emphasized the importance of not singling out or bullying unvaccinated individuals in order to maintain a caring and trusting community. As a result, many of the school’s policies for unvaccinated individuals are intended to be discreet. “The biggest part of [vaccine exemptions] is not having the students turn on each other. And that's not the kind of

community that we have,” Healy said.

An email sent out by Healy on Sept. 8 said that both vaccinated and unvaccinated students must receive weekly COVID-19 PCR tests beginning Monday, Sept. 13. According to the email, the school implemented this in order to receive regular data about the prevalence of COVID-19 on campus. “That's a pretty small price to pay for having something that feels more normal,” Healy said.

Some students were disappointed to learn of this new development. “It feels really unnecessary for people who are vaccinated,” sophomore Harper Enright said.

Once the Pfizer vaccine is authorized for 12 to 15-year-olds, which is expected to occur in the coming months, the school plans to mandate vaccines for that age group as well, according to Healy. For the time being, the school strongly encourages all who are eligible to get vaccinated. “We strongly urge vaccination for all eligible students; a vaccinated community is our best way to protect ourselves and those around us from COVID-19 and gives us the best chance of offering a school year as close to ‘normal’ as possible,” according to the school website.

Senior Peyton recalls the moment when she read Head of School Than Healy’s email concerning the new vaccination requirement. “It was kind of scary at first. My parents were pretty set on me not getting vaccinated, but [they] also [didn’t want me] to have to leave Menlo, [which] made me nervous,” she said.

Peyton herself is not against getting the COVID-19 vaccine.

“[The vaccine] is fairly new, and we don’t know much about it, but I feel that everyone is safer if the majority of people have the vaccine. In the end, the pros outweigh the cons,” Peyton said.

After discussing Menlo’s notice with her parents, Peyton is now in the process of getting vaccinated. “I’m getting vaccinated because [my parents] didn’t consider leaving Menlo an option. So, as much as they don’t agree with the vaccination, they kind of had to [allow me to get vaccinated].”

At the time of this interview, Peyton had her first vaccine dose and was waiting to receive the second dose. Peyton’s parents are wary of the vaccine for different reasons. “My mom prefers essential oils and making sure to eat healthy. She doesn’t like to put things she doesn’t really know much about in her body,” Peyton said. “I’m

"My parents were pretty set on me not getting vaccinated, but [they] also [didn't want me] to have to leave Menlo, [which] made me nervous."

honestly not too sure about [my dad’s reasoning] but he is worried about long term effects [of the vaccine] and is skeptical about the whole thing.”

Some unvaccinated students feel uncomfortable discussing their vaccination status with other students, including Peyton, despite it not necessarily being their choice. “It’s always awkward when I have to tell people I’m not fully vaccinated, and I’m not sure what to say after. I’ve gotten pretty good about it, but I’m excited for the day I don’t have to burden myself or others by bringing that into the conversation,” Peyton said.

Although Peyton is in the process of being vaccinated, she believes that it should still be left as a choice. “Personally, I had been wanting to get vaccinated, so this requirement

was helpful for me, but I understand other people’s perspectives, and it doesn’t sit 100% [right] with me when it feels forced on people.”

One junior girl preferred to stay anonymous because of the controversy on this topic. “A lot of people at Menlo are critical of this topic and I’d rather not have people know my identity,” she said. We'll refer to her as Morgan.

Morgan felt that the vaccine should be a choice at Menlo. “I don’t think Menlo should require the vaccination, especially now that everyone has to get tested each week. I think that people should have a right to decide

what they put into their body,” Morgan said. “It makes sense to have certain advantages for those who are vaccinated, such as only getting tested once a week or not having to quarantine when contact traced or after traveling,” Morgan said. “Having benefits for the vaccinated students

Selected Student Profile: Anonymous Owner of "Learn to Park" Account

by SOPHIA ARTANDI

Q: How many mistakes did you make on your driving test?

None. I got a perfect score.

Q: Are you lying about that?

No.

Q: Do you know how to parallel park?

Vaguely. I encourage those struggling with parallel parking to consult the resources on

my page.

Q: Would you ever reveal your identity?

Maybe when I graduate, but I would pass it on to a new anonymous person. It would have to be someone that I trust.

to let me know if they’re uncomfortable [with] having their car on my page, and I have gotten some strongly worded DMs demanding that their cars be taken down.

Q: If you got real Instagram famous, what would you do with your sponsorship money?

Q: How do you come up with your captions?

My effortless humor and brain.

Q: Do you get a kick out of public humiliation?

I take this very seriously. I believe that, in this instance, public humiliation is the only way we can ensure accountability for those who inconvenience others with their parking.

Q: Have you ever posted your own car or has anyone submitted your car?

No.

Q: What's the funniest DM you've ever gotten?

I encourage members of the community

In order to keep the money consistent with the cause of my account, I would reinvest into sustainable transportation and car safety.

Q: What is on your driving playlist?

Really cool, quirky, amazing, good music. You probably haven’t heard of them.

Q: What’s your real motive for running this account?

My serious motive is to get people to park better. There’s honestly no satisfaction I get from being famous, except for the fact that it proves the efficacy of what I’m doing.

Q: What is your dream car?

I’m not super into cars, but probably the Tesla truck.

Q: Why do you think you’re better than everyone else?

Q: What's your favorite song to karaoke to in the car?

“Get Into It (Yuh)” by Doja Cat.

Q: Do you know or have you ever been in touch with the old “Learn to Park” administrator?

No, I have no affiliation.

"My serious motive is to get people to park better. There's honestly no satisfaction I get from being famous, except for the fact that it proves the efficancy of what I'm doing."

Q: Any message to your fans out there?

Don’t idolize me.

Q: Do you want to give your fans any clues about your true identity or just keep them in the dark?

Because I got a perfect score on my driving test, obviously. Truthfully, I’m no better than anyone else. Learn to park is a community-based effort, and your contributions help run it.

No comment.

Freshman Arts Seminar Incorporates Unique Classes

by LIZZIE FREEHILL

The Creative Arts classes that freshmen can take during their A block Freshman Arts Experience (FAX) have expanded, allowing for more unique Creative Arts experiences.

This year, there are some different options for the semester-long creative arts course.

During A block, all freshmen participate in one semester of a Creative Arts class and one semester in Freshman Seminar, like last year. During Freshman Seminar, students rotate between six classes: Design Thinking, Community Engagement, Identity and Meritocracy, Human Behavior, Ethics and Sexual Education.

This year, there are new options for the semesterlong Creative Arts course, including a more collaborative version of the Art of Design class that combines photo and studio art, Hip Hop: Foundations, History and Cultural Context, in addition to How Music Works: Exploring and Expanding Your Musical Taste, The Art of the Fight and Introduction to Digital Animation. While the latter two are primarily freshman classes, they are open to other grade levels.

Through Freshman Seminar and FAX, freshmen are

given the opportunity to try out new classes or receive their first choice elective. This is often difficult for them because upperclassmen have priority when signing up for electives. The designated time to attempt new things also gives them the ability to try out classes that they might never have had a chance to, according to Studio Art teacher Nina Ollikainen.

Freshman Lauren Mrva is currently in the Design Thinking class. The class has allowed her to develop new ways of thinking and skills she may not have experienced in another elective. “[Freshman Seminar] is good because a lot of students would be scared to try out everything and [would instead] choose one thing they’re already comfortable with, then stay in that for all four years,” Mrva said. “It kind of forces you to get out of your comfort zone and understand

Through freshman seminar and FAX, freshmen are given an outlet to try out new classes or receive their first choice of elective.

what all the courses and the school are like.”

Freshman Mira Hubly is currently in Beyond Words, a semester-long elective that dives into communication. Hubly expressed her appreciation for the ability to be in a

class that was unlike anything she had ever taken before and would provide her with useful life skills.

According to Ollikainen and Photography teacher

"[Freshman seminar] is good because a lot of students would be scared to try out everything, and [would instead] choose one thing they're already comfortable with, then stay in that for all four years."

Amanda Kyed, the Creative Arts team wanted to test their boundaries and combine their talents to expand the art classes. Their ability to combine different types of art across mediums has provided them and their students with the ability to expand their horizons and understand how art can connect to all aspects of their life, according to Ollikainen and Kyed. “From my standpoint, we want to [give] them a feeling that they can connect into the FAX courses [or] any other interest they have, whether it is academic or their own personal interest. We want them to see that there’s a connection and a tie into the visual arts and art of design into every facet of their life,” Ollikainen said.

Arts & Lifestyle

Adapating to America: Foreign-Born Students at Menlo

Josh White, Beti Essa and Tudor Braicu Reflect on Their Changing Experiences

by LEXI FRIESEL

Senior Josh White, junior Tudor Braicu and sophomore Beti Essa all have one thing in common: they lived in a foreign country before coming to Menlo.

White was born and raised in central London, England. “I went to one of the best boys secondary schools in London,” White said. “It was very work-intensive and difficult.”

While living in England, White enjoyed playing video games and exercising. He also played rugby for a few years but stopped because his school did not have a team.

White and his family, including his younger sister Bella, moved to the Bay Area in the middle of his freshman year. “Culturally, everything is different. It’s the way people interact socially, the location being suburban and how early the nightlife shuts down. The Bay Area also feels a lot smaller than London,” White said.

Braicu also moved from Europe to the Bay Area. Braicu lived on the west side of Berlin, Germany.

Although he enjoyed living in Germany, Braicu felt as though he was a member of two different communities due to his school’s lack of sports teams. “I’d hang out with my school friends, but as I got older, I made a lot of friends through tennis and started to spend time with them off the court,” Braicu said. He was one of the top thirty tennis players in his age group in Germany.

After the U.S. lifted pandemic-induced travel restrictions, Braicu and his younger sister, Andra, moved to the U.S. He noted that Menlo has many more class options than his previous school and is different socially. “People welcome you and are very nice,” Braicu said. “In Germany,

"Culturally,

everything is different. It's the way people interact socially, the location being suburban and how early the nightlife shuts down. The Bay Area also feels a lot smaller than London."

it takes more time to make a friend.”Although he believes the food in the Bay Area isn’t quite as good as in Europe, Braicu looks forward to continuing to meet new people.

Essa has been at Menlo since her freshman year. Prior to coming to the Bay Area, Essa lived in both Ethiopia and Mexico. She was born in a small village called Geza in Ethiopia and lived there for about 10 years. “My life was mostly going to school, helping my biological parents on the farm and playing with seven siblings and cousins,” Essa said. “[Geza] was a very close community of people.”

When Essa was adopted, she moved to Mexico City. “It was my first time getting away from my village. It was pretty amazing to see how different it was from Ethiopia,” she said. Essa was also surprised by the massive amount of technology the city seemed to have.

After moving, Essa experienced a language barrier with her teachers. However, she shared that learning English and Spanish at the same time helped her understand and keep up with her classmates.

After three and a half years in Mexico City, she moved to the Bay Area. “The shift was not as big as the one between Ethiopia and Mexico,” Essa said. “I had already had my huge culture shock.”

(Far above) Essa smiles for a photo and hugs her biological mother. Photo courtesy of Beti Essa

(Above left) Essa poses in front of a view in Ethiopia. Photo courtesy of Beti Essa

(Above right) Braicu (right) poses with his siblings next to a character from the famous European cartoon, "The Adventures of Asterix."

Photo courtesy of Tudor Braicu

(Left) White and his grandma smile together for a photo back in England. Photo courtesy of Josh White

Christine Walters: A Motorcycling Mathematician

by LOUISA SONSINI

She used to race sailboats. She has a “Star Trek” tattoo. She owns an RV. She motorcycles every weekend. She worked for a professional chef in Boston. Her name is Christine Walters, and she’s the newest Pre-Calculus, Analytic Geometry and Algebra teacher at Menlo.

But it wasn’t until recently that Walters was interested in teaching at Menlo.

Before Menlo, Walters worked at Pinewood High School for 20 years. She taught almost every math class Pinewood offered, including AP Statistics, Statistics, AP Calculus BC, AP Calculus AB, PreCalculus, Advanced Algebra 2, Algebra 2, Geometry, Algebra 1 and Pre-Algebra. In addition to teaching, she ran Pinewood’s math lab for students seeking extra math help. So, in any given year, she would teach

"As much as I loved the children and my department, my career wasn't going in the direction where I was going to grow as a math teacher. I hit a burnout."

six sections, three different preps and run the math lab. She also happened to be the department chair.

Although Walters enjoyed working at Pinewood, she sought new opportunities and a different environment. “As much as I loved the children and my department, my career wasn’t going in the direction where I was going to grow as a math teacher,” Walters said. “I hit a burnout.”

She wanted a change, but she wasn’t exactly sure what until she stumbled upon a Menlo advertisement. “It was actually

a particularly rough day at work when I saw the ad,” Walters said. “It was like nine interviews over the course of a week and a half, and I just kept on giving it my best shot, not expecting [to get the job…] And then I got it.”

Walters also didn’t always plan on becoming a math teacher.

She grew up on the East Coast, and she received both her undergraduate and graduate degrees in Electrical Engineering from Tufts University. During many of her classes, she used digital technology, sparking her interest in computer science and inspiring her to get a master’s degree in the subject. After getting her degree, Walters participated in various computer projects while teaching mathematics at the Harvard Adult Education Center and tutoring high school and college students. She also worked at various local community colleges and tutoring centers.

After 10 years of being in the computer science field, Walters realized that she wanted to transition her career path and teach math full time. “I just always enjoyed math the most in school growing up, and I adored my math teachers quite a bit. They were my mentors. Generally, I think I just fit in with them,” she said.

After raising two kids, Walters desired to take the summer off to spend time with them. “When I raised children, I knew that if I went [into] teaching, I would have summers off with my kids. So, it’s complicated. It’s somewhat about math, and it’s somewhat about teaching,” she said. “I also love working with young people. I think you’d find that with most teachers.”

So far, Walters has enjoyed her experience at Menlo, especially its community of faculty. “[Menlo teachers] are incredibly helpful, thoughtful, patient, kind and supportive. It’s amazing. I don’t

know. I don’t have a good adjective for it,” she said. “I’ve been in a lot of companies,

and I’ve been in a lot of jobs. I mean, I’m not just grateful. I feel blessed.”

Menlo Drama Set to Perform at an Arts Festival in Scotland Next July

by MADISON LIU

Menlo Drama will travel to Edinburgh, Scotland to perform at the annual Edinburgh Festival Fringe, the world’s largest performing arts festival, in July 2022. According to the New York Times, the Fringe sold more than 3 million tickets in 2019, an audience size surpassed only by the Olympics and World Cup. “The Edinburgh Fringe is a world-renowned performing arts festival. Just the opportunity to go to that

is very special,” Director of Creative Arts Steven Minning said.

The Fringe is known for its open access structure, allowing anyone who can get space to perform anything. “The Fringe is for anyone. You yourself could take a show over to the Fringe Festival. It’s a lineup of different stages all throughout Edinburgh,” Minning said.

“It’s like when you’re at a farmers

market and you see all the stalls. American High School Theatre Festival has a certain [number] of those, and we applied to get a space,” Upper School Dance teacher Angela Curotto-Pierson said.

According to Minning, to attend Festival Fringe, Menlo Drama first had to receive an anonymous bid. After receiving the bid, they were then able to apply to the AHTF program, under which only 20% of schools get accepted.

Attending Festival Fringe is very meaningful to Menlo’s drama program, and could have major implications. “This means international recognition. It’s being recognized for what you love to do,” Minning said. “We feel proud of ourselves, our colleagues and our school.”

“I think it’s such an incredible opportunity,” sophomore Charlie Hammond said. “It will be a way to put Menlo Drama on the map. We’ll be able to share our strengths and

"This means international recognition. It's being recognized for what you love to do."

talents with a bunch of other schools around the world.”

In addition to international exposure, Fringe will offer learning opportunities for the attending students. “There are opportunities for us to see other performances from other schools, and be inspired by them. It will open the kids’ eyes to more people in the world,” Curotto-Pierson said.

However, Festival Fringe is not free.

Menlo policy dictates that no family will have to contribute more than $3,000, so students will need to fundraise for the remaining funds. “Together, we will fundraise for the rest of the money, which we’re hoping will also bring [our group] together and create a sense of community,” Minning said.

Senior Uma Misha echoes Minning’s community-building sentiment. “I want to go because I think it would be a great

"There are opportunities for us to see other performances from other schools and be inspired by them."

bonding experience, and I would love to see drama outside of the Menlo bubble.”

Menlo Drama plans to bring 17 students and three chaperones: Minning, CurottoPierson and Theatre Production teacher Andy Hayes. “We picked [17 students] for a safe chaperone to student ratio and the type of show we want to take. We need to configure schedules and logistics and that amount feels doable,” Curotto-Pierson said. Students who are interested in attending Fringe are required to submit an application and participate in an audition. “[With the application], we’re trying to get an idea of students’ character because we’re representing Menlo abroad. There will also be an audition, where students will read monologues and we’ll look at the skills that they offer,” Minning said.

Am I More Than the Name of My College?

by RILEY HUDDLESTON

It’s no secret that the college application process is a stressful time for students. Whether it is initiated by parents, peers, or themselves, students often grow into a mindset that college decisions are tied to self worth.

Alumni Gabby Kogler (‘21) has no doubt that students are forced to believe that the college they end up at is a direct reflection of who they are and their value, and that the name and prestige of the school are more important than fit. “Many of my friends held the expectation that the end goal was an Ivy, Stanford or MIT,” Kogler said.

College counselor Natalie Ford agrees as she has sensed that students are very hard on themselves throughout the process. “I think there’s this instilled desire to measure their success based on their academic performance or their college application process,” Ford said.

Although the experience isn’t the same for every student, Kogler said the college application and decision process was one of the worst periods of her life. When she was rejected from the school she had decided was the only one for her, she spiraled into a state of self deprecation.

Looking back, Kogler wishes she had done more self reflection and been more secure in herself when receiving decisions so she wouldn’t reflect rejections on herself and her accomplishments. “Come college decision time, [...] many students took [decisions] as a direct representation of their lack of worth,” Kogler said. “I frequently asked myself the questions, ‘What is wrong with me?’ [and] ‘Why am I not good enough?’”

Kogler also notes that comparing oneself to their peers is an unreasonable thing to do in the college process, as it’s impossible to know the whole story of another’s application. “You may look at your peers and thoroughly wonder how they received acceptance from a school, admission to a school and you didn’t, but while you may know some things about their application, there are many things you may not,” Kogler said.

Kogler believes the college application process’s stress and link to self worth comes from the environment at Menlo and at home. “Most of us grow up with parents who place an incredible emphasis on higher education,” Kogler said.

Senior Marshall Seligson agrees, and feels that students at Menlo link the schools they get into with their intelligence, as if college acceptance is the only way to measure it. “I think people at Menlo put so much weight in college acceptances because the name of the school you go to is almost like a trophy for all the work you put in throughout high school,” Seligson said.

Counselor Tracy Bianchi agreed and hopes students can open their minds up to universities that are the right fit for them rather than ones that they are told they should go to. Furthermore, Bianchi wants students to not let the process have power over them. “It’s important for students to place [...] value on internal self worth over external achievements,” Bianchi said. Bianchi also said that comparing one’s path with another’s doesn’t generate a good perspective on where they are in life.

Kogler’s main takeaway is to view rejection as completely separate from who you

are. “I would use rejection as redirection,” Kogler said. “In most cases, a rejection means you wouldn’t have belonged or been as happy as possible at a particular school anyway.” Ford agrees, hoping that students can

measure their self worth separately from their academic performance or the name of their college. “It’s about what you do, where you are and knowing that you’re a whole person beyond a grade,” Ford said.

Let’s Take a Look at the Numbers...

In a survey done by The Coat of Arms, students were polled on how they felt about various topics related to Menlo’s competetiveness. A paper survey was administered on Jan. 24 to 109 students of all grade levels, with a +/-9% margin of error, and a 95% confidence level.

How many hours of Homework do you have each weekday, on average, this year?

Rate how much academic competetion you think there is between peers?

42% said it was above average 46% said it was average

12% said it was below average

Do you feel motivared by Menlo’s level of rigor?

16% of respondants said no

48% of respondants said sometimes

36% of respondants said Yes

How difficult do you feel your workload is on a scare of 1-5?

How many classes do you feel regularly stressed about?

Menlo’s Competetive Atmosphere Manifests Socially

by KAYLIE WU

Competition thrives at Menlo School, even though teachers and administrators attempt to build a positive and inclusive community. Students strive to earn the best grades, participate in the most rigorous classes and juggle demanding extracurriculars, according to junior Mitali Srinath. Following the stereotype of high school life, students don’t only fight for the best academic reputations, but they also engage in social competition.

Srinath believes that Menlo’s fast-paced social environment is connected to Menlo’s academic competitiveness. According to Srinath, Menlo students are encouraged not just to compete academically and socially with other schools but also with each other. Even though some teachers advocate against putting too much pressure on oneself, Srinath notices its strong presence. “A majority of students at Menlo strive for competition and to some extent compete within their friend groups,” Srinath said. Because students care so much about seeming the best both socially and academically, they use friends as connections; some friendships are constructed from toxicity rather than genuinity. Due to social competition, Srinath has also noticed a strong divide between friend groups. “Socializing with others can be difficult sometimes, especially since certain friend groups are exclusive,” Srinath said. “[Social competition] has also lowered my ability to trust other students.”

Similar to Srinath, another junior girl, who

has asked to remain anonymous, lost her ability to trust some of her friends. During her sophomore year, she tried out for a Menlo academic team and was cut. All of her friends, however, were accepted onto the team. “A multitude of my friends in that group started to socialize with me less, even in classes,” the girl said. This experience made the junior girl more aware of the correlation between building friendships and academic success.

Sophomore Hunter Ryerson also thinks that certain friendships at Menlo can be more competitive than others. “I think [social competition] varies depending on the company you keep. Some circles are competitive, others are more relaxed,” he said. “It really depends.”

the most competitive parts of the world, and it contributes to how we are raised,” Srinath said. “For example, we are told about the competitive atmosphere of the college admissions process from a young age, which heavily influences the academic and social hierarchy at Menlo.”

One freshman girl highlighted that Menlo teachers’ efforts to discourage competition have not gone unnoticed. “There are a lot of teachers and support systems that disincentivize harmful competition, but there are still instances in which [it] takes place,” the freshman girl said. For example, certain teachers discourage their students from sharing test grades with one another.

Social competition isn’t unique to Menlo; it exists in all aspects of life, according to The

Ryerson also pointed out that while everyone at Menlo has acted extremely friendly and welcoming towards him, it took some time for him to find a close group of friends he could trust. Exclusivity is not unique to Menlo. Menlo is located in the San Francisco Bay Area, one of the most competitive areas in the nation, according to CBRE. In the Bay Area, people constantly compete for expensive homes, jobs and other successes. Because of this, Menlo students are surrounded by competition. “We live in one of

Atlantic. Humans are naturally driven to best their peers, and because of this, competition at Menlo is not easy to fix. However, instead of competing against classmates, students can try setting personal goals and competing against themselves. For example, a student can aim to score higher than a previous quiz, rather than wanting to score higher than their friend. If students even try to accomplish a shared goal, rather than the highest score, then unhealthy conflict can be avoided.

Private Tutors Highlight Inequity in College Admissions

by ABIGAIL BECKER

It’s an undisputed fact that additional support for students in the form of independent college counselors or private tutors can improve test scores and subsequently provide an advantage in the college admissions process. Students coached for the SAT experi-

found that wealthier students between the ages of 11-16 were more than two times as likely to have received private tutoring compared to their less wealthy counterparts.

Chief of Institutional Equity, Diversity and Inclusion Keith Wheeler believes that this dis-

This inequality is recognized by the student population as well. “Not everyone has access to [private tutors]. They’re very expensive,” sophomore Theo Sanders said.

enced an average 30-point gain, enough to make a difference in college acceptance, according to a 2009 study by the National Association for College Admission Counseling.

Not only can tutoring help with standardized test scores, but it can also help improve grades, according to 2017 research conducted by the U.S. Department of Education. The study found that intensive small-group math studying led to higher test scores and grades.

However, along with the benefits of studying for those who can afford it come issues of access for those of lower socioeconomic status. According to Tutors.com, a website where people can locate tutors operating nearby, an average private tutor costs between $25 and $80 per hour, although some tutors, especially in the Bay Area, can far exceed that price. SAT and standardized test prep are usually more expensive, at an average of $45 to $100 per hour, according to Tutors.com.

While this may seem like reasonable expenditure to some, the reality is that wealthier families are usually the ones purchasing private tutors. A 2016 Sutton Trust study

parity highlights the necessity of providing equal resources for all students. “It really is disheartening to me when students are excluded from opportunities simply because they didn’t have access to certain resources,” Wheeler said.

Wheeler has observed students who have not had access to private tutors become frustrated

and upset after finding out that other students with private tutors performed better on standardized exams. “Another student that hasn’t had those resources finds themselves in a place of discouragement because [...] they didn’t have time with a professional that could have easily guided them through it,” Wheeler said.

As a result, these students are unable to pursue all of their college goals. “There’s an extreme access barrier because now their dream school now becomes just that: a dream,” Wheeler said.

Upper School English teacher Anne Harris has worked in the private tutoring industry both as a paid tutor and volunteer. In her opinion, the issue of tutoring and private college counseling inequality will never go away. However, instead of ignoring it, organizations should attempt to provide more free resources for those who need them. “Shift the emphasis to equalization, access and equity, bump up peer tutoring programs, fund publicity for programs that augment resources for schools that are stressed and urge people to do volunteer tutoring or volunteer literacy teaching,” Harris said. Currently, Harris is registered as a volunteer tutor for 826 Valencia, an organization that hosts after-school programs, workshops and college and career support. According to Harris, 826 Valencia levels the playing field and provides students who don’t have access to private tutors or counselors with resources for success. “I’m such a fan of organizations like that or any organization that supports and funds organizations like that, because that’s where the immediate and tangible change happens while larger, inequitable structures in society evolve,” Harris said.

COMMITTED CORNER COMMITTED CORNER

Aidan Housenbold, Lacrosse

by PARINA PATEL

Senior Aidan Housenbold has known he loved lacrosse ever since he started playing. “My mom grew up in Baltimore, a lacrosse hotbed, and in second grade she signed me up for a summer camp. I fell in love with the sport and have been playing ever since,” Housenbold said. He then began playing on the club team Firehawks Lacrosse with Menlo varsity boys lacrosse head coach Blakeley Kim directly after.

Housenbold currently plays defense for the West Coast Starz, the premier national club lacrosse program west of the

Mississippi, according to their website. He was named a USA Lacrosse All-American last year due to his incredible work ethic. “The biggest factor was consistency. In the off-season I trained five times a week and focused on getting bigger, faster, stronger, but also staying mobile to prevent injuries. That has helped me the most. I’ve only missed three games in my high school career, and that was due to a broken wrist,” Housenbold said. “It’s also about doing the hard work when you don’t want to.”

While Housenbold is committed to the sport, he is not planning on playing beyond

Hanna Hoffman, Volleyball

by ERICA FENYO

This past winter, senior Hanna Hoffman committed to play Division I women’s volleyball at Boston College.

Hoffman started playing volleyball when she was nine. Initially, she was extremely opposed to trying volleyball despite her parents’ and family friends’ attempts to convince her that she would be a great player.

Then Hoffman’s mother signed her up for a volleyball camp, and she instantly changed her mind. “That first day I tried [volleyball] once, I was like, ‘I love the sport,’” Hoffman said. “I was really thankful that my mom made me do that.”

Hoffman started thinking about playing in college after moving from San Diego to the Bay Area in sixth grade. After the move, Hoffman began attending Stanford women’s volleyball games and looked up to the Stanford players. “I’d be like, ‘oh my gosh, they’re so good, I want to be just like them,’” Hoffman said.

Since the age of 10, Hoffman has played for the Vision Club. This year, Hoffman switched to a rival club called Absolute in Marin. “I got in contact with the [Absolute] coach and I went out to the facility and they have so many resources for you to be the best that you can be,” Hoffman

his college career. However, he is thrilled to be playing DIII lacrosse with the Williams College team. “[Williams] has an excellent lacrosse program, and it’s a place where I can combine championship lacrosse and strong academics,” Housenbold said.

With COVID-19 as a factor, the recruiting process looked a bit different than normal. The NCAA was in a dead period for about a year during which there was no live viewing by NCAA coaches and no visits. Players relied solely on virtual interactions like text messages, emails and Zoom calls. “Finally in summer 2021,

when we were playing live, everyone was trying to host events to get looked at, so you only got one or two shots in front of each coach for each school,” Housenbold said. Even so, Housenbold had been talking with Williams Men’s Lacrosse Head Coach George McCormick since June 2020. Housenbold credits Kim, among other coaches, for his success. “Ever since I was a young player, Coach Blake has pushed me to get better stick skills, get in shape and dedicate time to learn the nuances of the game. Without his guidance, I would not be the player I am today,” Housenbold said.

said. “I knew that this experience and this team would set me up for college better.”

In eighth grade, Hoffman began reaching out to schools about recruitment. “In the beginning, when we were first allowed to talk to coaches on the phone. I was super nervous,” Hoffman said. Then, after June 15 of Hoffman’s sophomore year, following NCAA recruiting guidelines for when college coaches can reach out to players, she started to get more responses.

However, COVID-19 complicated the recruiting process due to limited opportunities to play in front of college

coaches. “[College coaches] hadn’t seen me play much, so it was really banking on my personality, [and] the film I had sent them and just trying to build a connection,” Hoffman said.

Ultimately, Hoffman was incredibly thankful to get an offer from Boston College. “I just feel so lucky that I did commit to [Boston College] because now it’s my dream school,” Hoffman said. “I love the campus, I love the people, I love the coaches and the [other] girls in the class of 2026. We already have a great relationship, and I’m so excited to be on the team.”

San Francisco 49ers Ready To Go On the Offensive After Injury-Riddled Season

by AVERY ROMAIN, TY RICHARDSON

The theme for the 2020 San Francisco 49ers season was injuries, injuries, injuries.

The 2019 Superbowl attendees were struck with the injury bug after a highly successful season, causing them to post a 6-10 record during the 2020-21 season. Now, it remains to be seen how the Bay’s football team will recover from injuries as well as how it will handle its brand new quarterback dilemma with veteran quarterback (QB) Jimmy Garropolo and 2021 draftee QB Trey Lance dueling it out for the team's starting QB spot.

Junior Aidan Zhou believes that Trey Lance should be the starter for San Francisco. “I want him to start because he should get as much NFL experience as soon

as possible. We spent too many picks on him to just be a backup,” Zhou said. This is a common belief among 49ers fans but not the only one. Junior Trey Lawson, another die-hard 49ers fan, believes that Jimmy Garropollo should be the starter because he has more experience in the NFL and running an offense.

The season’s uncertainty has caused both nervousness and excitement among the 49er faithful. Fans in the Menlo student body are buzzing, one of them being junior Jake Bianchi. “I think the team has Superbowl potential,” Bianchi said. “They were just a couple plays away from winning it two years ago and then didn’t even have a

chance last year because of all the injuries literally in the first game of the season.”

The Bay’s team was once again struck by injuries in their 2021 Week 1 showing against the Detroit Lions. Starting cornerback Jason Verrett, who went down with a torn ACL, and Raheem Moestert, who went down with a knee injury, are rumored to be out for the season. Although these injuries are seen as major blows to the team, Bianchi sees this as a bright opportunity for the young players on the roster. “I’m excited about the season because I want to see all the new rookies play,” Bianchi said.

One of the rookies who will get a

chance to shine with an expanded role is Demondre Lenoir. The rookie cornerback out of Oregon got a chance to play 90 snaps in the opener and will only see his snap count increase with Verrett’s injury. Rookies will not be the only group of young players on the team trying to expand their roles. “I think a breakout player could be [Deebo] Samuel because he was a second last year, and wide receivers in their third year usually make a huge jump. He has a lot of athleticism and potential,” Bianchi said. While the leading pass catcher in the team’s offense is clearly starting tight end George Kittle, Samuel looks to build off of a solid 391 yard season.

Fantasy Football Returns: Menlo Players Are Ready for a Chaotic Season

by JAKE LIEBERMAN

It can be hard to get back into the swing of things at the beginning of another school year, but participating in fantasy football certainly helps. Talking among friends about who’s on the “trading block,” who’s due for a big season and which team will perform the best certainly eases the backto-school transition.

Fantasy football is where contenders participate in leagues with friends or strangers online. They draft current NFL players from all positions to create a lineup. The owners start and bench players each week, depending on who will play better that respective week. There is usually a prize for the team who has the best record, and possibly a punishment for the team that comes in last. Some play in six-manager leagues, while others might play in twelvemanager leagues, but most have the same Sunday agenda: sitting down in front of the TV and cheering on their fantasy players, hoping to not be this week's loser. “I love watching football on Sundays. I kinda just sit and watch for a long time,” junior Ross

Muchnick said.

Fantasy football attracts the NFL’s most avid fans. “I love watching football and being able to draft and cheer for certain players,” junior Nate Goldberg said. “In addition, I like to discuss football and all the players with my friends.” The beauty of fantasy football is that each owner has reign over whom they pick.

Other players enjoy the technical aspect of the game. “I love fantasy football because it rewards research. It’s also great to talk about with friends,” junior Ethan Yuen said. While players can conduct as much research as they like to try and predict the season, the true nature of the NFL is completely erratic. Research cannot predict injuries, missed calls and just pure luck. A star player could get injured all of a sudden, a game could be postponed due to the off chance of COVID-19 or your opponent could have the team of the week. It’s impossible to gauge what’s to come.

A delicate balance of skill, patience and luck appeals to millions of competitors. “It

is the closest you can get to being a general manager in a sport without actually being a general manager,” junior Will Eggemeier said. “The other teams are also extremely competitive. It combines both skill and luck. Knowledge of the NFL, trading abilities and drafting abilities as well as overall decision making are extremely important, but luck makes matchups more entertaining as you never really know who is going to win.

Fantasy football also adds an extra layer to football games as you not only root for your team but root for players around the league.”

Luckily in fantasy, one’s job isn’t on the line, just bragging rights and a potential punishment for losing. Most leagues require a “buy-in,” an amount of money paid at the start of the season by each participant. By the end of the season, the winner takes home a large chunk, if not all, of that money. Some leagues have mild punishments, while others are more embarrassing. For example, the loser may have to play an instrument in public until they make a certain amount of money from tips.

Senior Saaz Ahuja spoke about his team and his league's punishment. “Our league's punishment is where the losers get in a cage and [the winners] can pour whatever they want on the person.”

Sophomore Ben Kossow talked about his team. “I’m in a few different leagues but I’m feeling really good about my teams right now. I’ve had some big performances from Amari Cooper and Christian McCaffrey.” Kossow isn’t playing for a punishment in any of his leagues.

The whole fantasy season is also interactive, another reason as to why it’s a big success among kids and students. There’s rarely a boring moment or game. Even if there aren’t any games being played, for example on Wednesdays, the league is still packed with action. Competitors can pick up players over the waiver wire, continue to propose trades, or bench and substitute players. Fantasy football requires dedication; research doesn’t only happen at the beginning of the season, but throughout.

The Limits of Democracy; Why California's Recall System is Flawed

by TATUM HERRIN

Democracy, in its simplest terms, is the idea that the government is given the right to rule because the people say it may. America is built off this idea. Our country is composed of freedom and power to its people. But democracy, like everything else, has its flaws. Winston Churchill once said that “the best argument against Democracy is a five-minute conversation with the average voter.” This quote rings true particularly in the case of California’s state recall policy.

On Tuesday, Sept. 14, 2021, the recall election concluded for California Governor Gavin Newsom. Newsom has dealt with scrutiny and criticism since the start of

Newsom has dealt with scrutiny and criticism since the start of his incumbency.

his incumbency, and it was his handling of COVID-19 that was enough to send conservative Californians over the edge, leading to his nomination for recall.

According to calmatters.org, California state governor recalls require no particular reason for recall. The only requirement to put a recall on the ballot is enough voter signatures. The recall ballot asked two questions: should Newsom be recalled? And if so, who should replace him? If the majority vote yes to the first question, the most popular candidate of the second question will become governor. Anyone with enough signatures can appear on the ballot as a candidate. Not enough voters wanted to recall Newsom, so he is to remain in office. However, the results of this election don’t change the fact that this system is problematic and needs to be

eradicated from California state law.

For starters, this system allows a new candidate with less support than the current governor to take his place. Worst case scenario: a slight majority vote yes on a recall and the votes are spread so thin across the recall candidates that the winner has a relatively low percentage of votes. There’s a possibility that 49% of Californians would prefer a current governor to stay in office, and a candidate who only received 20% percent of the votes cast amongst recall candidates replaces them.

Beyond this flaw in the logic, the process is far too simple. Our society functions best with the help of checks and balances, not only on branches of government but on the people themselves as well. Recalls border on a spontaneous decision, born of short-term thinking, whereas a full state election is gradual and deliberate.

In a regular election at the state or federal level, widely-accessible televised debates host the most popular candidates from each party. These candidates become popular through a variety of ways. Typically, candidates make a name for themselves after years of experience in the political world like our current president Joe Biden, who served as the 47th vice president from 2009 to 2017 under Barack Obama and represented Delaware in the United States Senate from 1973 to 2009. Other times, influential and wealthy figures give funding and support to either themselves or other candidates they approve of, like the 48th president of the United States Donald Trump.

They have the funding to spread their visions widely and present themselves to the public. Whichever way candidates rise to the top, voters get to know candidates thoroughly, often over long periods of time, and those approved by experienced and wealthy politicians maintain an advantage. This process ensures that the nature of each candidate’s campaign is clearly articulated

The candidates to replace a recalled governor are completely random and unfiltered.

to voters.

In the event of a recall, the candidates to replace a recalled governor are completely random and unfiltered. Nearly anyone could end up on the ballot. Voters need more time to understand the policies of each and every candidate, an unlikely reality in the case of over fifty recall candidates.

Let’s take a look at some of the previously available options to replace Newsom. There’s Angelyne, a celebrity who garnered attention in the ‘80s after posing suggestively on billboards and driving around Los Angeles in a hot pink corvette.

There’s John R. Drake, a 20-year-old fresh out of college. His official campaign t-shirts describe him as “submissive and breedable.”

Another option is John Cox, who brought a 1,000-pound chained up bear to his speech in San Diego. This eccentric cast of characters are the people who could have potentially replaced the man who received 7,721,410 Californian votes just three years ago.

California has been suffering from its impulsiveness. Since 1913, there have been 55 attempts to recall the governor, according to the official website of Dr. Shirley N. Weber, California’s Secretary of State. We're looking for quick, too good to be true solutions out of fear. I believe in power to the people, but only to a certain extent. A small minority of Californians shouldn’t be able to pick whoever they want without a stricter established system to determine who is fit to lead.

If a governor is causing irreparable damage in some way, they can be impeached for specific legal reasons, pre-established by the state. If Newsom is as serious a threat to

Californians must think critically and be deliberate with their vote.

the future of California as so many citizens are acting like he is, there are likely grounds for impeachment somewhere.

The recall system’s main fault is that it presents itself as an option in situations where we don’t need it. As a new generation of voters rises, Californians must think critically and be deliberate with their vote, even when our state seems to be going up in flames. It’s our duty to question established systems and do our best to uphold the integrity of the election process.

Students and Teachers Share Perspectives on the Purpose of APs

by LIZZIE FREEHILL

Beginning my first Advanced Placement (AP) class this year, I did not know what mindset and teaching styles to expect from Menlo teachers. However, through hearing peers’ experiences and having my own as I work my way through an AP course, I’m beginning to understand both the positive aspects and those that can be improved in Menlo AP culture.

I’ve learned that I should prepare for the AP exam the best I can, be thankful for the experience I have and will receive from the challenge I’ve accepted and not let my self-worth depend on the results of the exam. Academic Support Coordinator Ryan Dean suggested that creating a positive classroom environment and trusting your teachers to get you where you need to be by the end of the year gives students an advantage. “Those who took the long view, realized by the end of the year, usually sometime in April a few weeks before the exam, they had developed the knowledge and skills they needed to succeed,” Dean said.

I wouldn’t be taking an AP course if I didn’t enjoy the subject or wish to have a challenge. However, that does not mean that passive about my goal of passing the AP exam or getting a good grade in the class. Taking my first AP this year, I wanted to understand what both Menlo students and teachers believe is important when taking an AP, how to best excel in all aspects of the class from their points of view and the overall importance of the AP exam to teachers as opposed to students.

I find it necessary to remind myself of my motivations when taking a college-level course. The material is so difficult that I often ask myself what is driving me to take on such challenging content. My interest in history and hunger for a challenge are not the sole reasons that I took AP US History, and they are not my only motivation to continue putting in the effort for the class. Knowing that I can receive college credit and a GPA boost is always on my mind.

No teacher that I talked to began by saying that their utmost goal was for all their students to get a 5 on their AP exam or receive an A in the class. Numerous AP teachers preach a curriculum that requires students to establish an understanding of the material, develop certain skills often taught in the class and ultimately achieve the goals they have in order to complete the AP course with a good grade and a passing score on the exam.

“I think different people have different motivations, but the foundational idea of the AP course is both to study at an advanced level like a college level, then potentially get credit for that,” AP Literature teacher Anne Harris said. She also believes the main reason to take an AP class is to engage in more difficult material that presents a challenge equal to that of a college course.

Teachers are not unaware of students’ desire to do well on AP exams and in their classes. “If you’re teaching an AP

class, you owe it to your students to keep in mind what the test is like,” AP Physics teacher Deb Jensen said.

have personally never heard a teacher say that an understanding of the importance of our

When taking an AP course, students should not get too hung up on how they will do on the AP exam, especially in terms of

Opinions

The Fundamental Issues with the Committed Athlete System

by PENELOPE STINSON

There’s no doubt that parents stress out about college. In fact, back in 2019 during the Varsity Blues scandal, parents were so anxious about college that they bribed coaching staff at schools to put their kids on sports teams they didn’t play for. While the 2019 example was somewhat extreme and illegal, in recent years, parents have been desperately trying to find ways to send their children to elite colleges. As college acceptance rates continue to drop, more and more wealthy parents turn to athletics, according to a 2019 article by PBS.

It’s undeniable that it takes more than pure athletic ability to commit to a top school. One in five families of an elite high school athlete spend $1,000 a month on sports, according to a 2018 article in The Atlantic. For less generic sports — think skiing, fencing, rowing, even lacrosse — the price of equipment, lessons and facilities is incredibly high: the family of an average lacrosse player spends nearly $8,000 per year on the sport, according to the Atlantic article.

Not only are there financial burdens to be able to play a sport before college, but because top schools like the Ivy Leagues don’t offer sports scholarships, kids have to already be wealthy enough to fund their own education and play their sport simultaneously in college. And the numbers match up. According to the Harvard student newspaper, The Harvard Crimson, in an annual freshman survey, 46.3% of recruited athletes in the class of 2022 come from families with household incomes of 250,000 dollars or higher, compared with roughly one-third of the class as a whole.

Committed athletes at elite colleges are not only typically upper class, they are also heavily white. Overall, 65% of student athletes in the Ivy League schools in 2017 were white, according to reports collected by The Atlantic. Additionally, in the 201718 school year, of the 700 Ivy League athletes in rowing and lacrosse, fewer than 30 were Black, according to data from the National Collegiate Athletic Association (NCAA). Perhaps these numbers are surprising because the college athletes we commonly October 8,

see on our TVs or in the media playing basketball or football are Black. For two of the most profitable sports in the NCAA, football and men’s basketball, it’s true that the amount of African American players is substantially higher. But Ivy League athletes differ because they just aren’t trying to go pro, according to the Atlantic.

Just at Menlo, in 2020, 30 student athletes went to colleges to continue playing their sport, which is about one out of every

devotes 20 hours a week to practices in college, according to Business Insider. The process of getting committed in high school is difficult and stressful for young athletes, and they must work long hours to balance their academic ventures with games, practices, and travel.

But the commitment process at many elite schools favors kids who already have connections to the school, can make trips to the universities and can send coaches

improve athletics, uniting students and attracting alumni. But as football and basketball programs overshadow the small sports, is it really productive to continue these smaller athletic teams?

While parents’ anxiety levels rise as acceptance rates at elite colleges quickly fall, schools need to reevaluate their athletic programs. The committed college process is broken, wrecked by the parents who, urged on by college counselors and admissions

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Faking the Impossible: Social Media Body Editing Needs to Stop