December 2013 (62, 5)

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A Student Publication of the Belmont Hill and Winsor Schools

Perceptions of Belmont Hill p. 10

p. 17

5 x 7 SelfPromotion: Holiday Editon

p. 12 Belmont Hill Music Interest p. 14

Winsor Struggles to Schedule Affinity Groups

By Susannah Howe Panel Staff As anyone in Collect can tell you, club scheduling at Winsor is a nightmare, considering the maze of people heading multiple clubs, advisor conflicts, limited space, and demand for Wednesday and Friday long lunch periods. We have all complained about the system at some point - not being able to start a new club for lack of space, or having to decide between Mock Trial and Lamp - but one of the most important yet perhaps least recognized effects of the club scheduling system is its conflicts with affinity groups.

Affinity groups are broadly defined

as groups of people sharing a common experience; at Winsor, their most common function is to be support systems for racial and ethnic minority groups. Winsor’s Upper School affinity groups meet during lunch periods as clubs do, but their

two weekly meeting days was Friday, when several affinity groups, including SISTERS (Sharing Individual Stories Through Everyone’s RootS, Winsor’s affinity group for black and Latina students), also meet. Gabriella Cramer ’14, who, along with

For students who do attend affinity groups and find them valuable, affinity group scheduling can create difficult choices—choices that white students do not have to make. scheduling is determined by the administration independent of Collect.

Students have encountered problems with clubs meeting on the same day as affinity groups. For example, in years past, one of Collect’s

Rebecca Williams ’13, was a Collect representative as well as a member of SISTERS during the 2011-2012 school year, said that in the beginning of the year she and Williams skipped SISTERS to go to Collect

but missed the support of SISTERS and felt uncomfortable without it.

They decided to compromise by going to one meeting of Collect per week and skipping it once a week to go to SISTERS, but, said Cramer, “the president of Collect at the time asked me if I could skip SISTERS every other week because she felt that I wasn’t contributing to Collect and wasn’t really a part of it…. I was trying to do both… and they didn’t really appreciate that, and I felt like they were upset with me. I was missing important Collect things but I couldn’t miss affinity groups… that whole year felt like there was tension between affinity groups and Collect.” continued on page 6

What Are The Holidays Without Religion?

By Robert Sayegh Panel Staff A month of elation and reverence, December marks a sacred time for Christianity, Judaism, and many other world religions.

Though Belmont Hill affiliates itself with no religion in particular, De-

cember is a month in which almost every student will take part in the feasting, prayer, celebration, and contemplation that epitomize this time of year. Still, there are those like an anonymous Fifth Former, hereafter referred to as David, who identify with no world religion, who identify themselves as atheists.

Christians celebrate the birth of their savior, Jesus Christ.

Jews celebrate the miraculous rededication of their holy temple after war. But what do atheists celebrate if they do not believe in the holy? “The holidays are for everyone to enjoy, not just for the devout. They’re all about selfless-

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ness, giving back for everything we’ve received. Most of us focus on ourselves all the time, forgetting that other people are helping us along the way. The holidays are a time to appreciate those around us. You don’t need a religion to realize that: it’s human nature.” continued on page 8

Winsor Featured Athlete: Skater Saramarie Puzzanghera ’17

The Role of Sports at Belmont Hill

By Alex Haigh Panel Staff The sound of “Welcome to the Jungle” by Guns ‘n Roses blares throughout the hockey rink. The “Jungle” stands several hundred brothers strong, all of them decked out in camouflage and flannels awaiting the puck drop for the New England quarterfinal game between Belmont Hill and Westminster. We lost 3-2 in overtime, but the game highlights that very few things are more “Belmont Hill” than high-level athletics: the entire student body gathered together to support their peers compete, our past successes displayed in the rafters in a seemingly endless string of banners– ISL titles, NEPSAC championships, National championships, and even Olympians.

Belmont Hill’s strong athletic orientation is one of its distinguishing features– and one that draws students to the school, even ones like me who aren’t “athletes” by the school’s standards. The benefits of this culture are readily apparent.

Above all else, sports are fun to play for most students, as shown by strong support for the current threesport athletic requirement (67%) among the student body. Beyond fun, Belmont Hill’s athletic rigor balances its daily academic rigor– it promotes the physical health of our student body but also its mental health by acting as a destressor.

Playing sports builds relationships that can’t be formed off the field or ice or court, whether with teachers or lifelong friendships with peers: one of the great features of Belmont Hill’s sports program is that teachers are coaches. Sports also narrow the time disparity between varsity athletes and non-varsity athletes. continued on page 19

The A to Zs of Catching Zzzs A senior reflects upon a sleepless school culture Walk into the senior homeroom any time of day and you are guaranteed to find at least two seniors wrapped in fleece blankets, fast asleep on the red couches. Although sleep deprivation is something that many seniors struggle with for the entirety of first semester, this period of time between Thanksgiving break and Winter break, also known as “crunch time,” is typically when the amount of work increases and the amount of sleep decreases. Personally, in the past few weeks, I have averaged close

to five hours of sleep per night, far from the recommended nine hours.

It is not just the seniors who can be spotted sleepily shuffling through the halls with eyes halfclosed. As members of a school filled with girls who are internally driven to do their best in school and extracurriculars, Winsor students tend to see sleep as optional rather than necessary for basic brain function and mental health. So many Winsor students are so focused on finishing all of their homework and being involved with many ex-

tracurricular activities that sleep is often the first thing to go when time is crunched. What is even more upsetting, however, is that fact that walking through the halls, it is not uncommon to catch glimpses of conversations about who in the group got the least amount of sleep. “Oh, you got four hours? I only got three. I win,” one girl will say with a sense of pride in getting the least amount of sleep and, as a result, winning this unhealthy sleep deprivation competition. continued on page 11

Sleepy seniors finish first semester

Shea Necheles

Winsor News

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Th e Pan el

Amendments Reflect Changing Student Views Constitutional Convention brings community views to light

quarters rule, a proposed amendment has to get passed by more people,” said Betsy Kim ’17. “When an amendment is passed by more people, it is more likely to benefit the majority of the school.”

Additionally, the policy that allows students to attend faculty meetings (except for closed ones) was voted to remain intact. “The point of Collect is to get the students’ voices heard,” said Josie Simmons ’17. “I think one of the most effective ways to do that would be to have them be more involved with the teachers.”

So now what? The Collect Con-

By Kiran Butte Contributing Writer Imagine if the U.S. government had no constitution. How would our government function? The Constitution is what our country is based on; it holds our guiding principles and fundamental values, and it gives the government legitimacy. Similarly, the Winsor Upper School community government, Collect, has a constitution that declares the rules of the organization and keeps student leaders in touch with what the Winsor student body stands for. Created in 1991, the Collect Constitution has undergone only

“The point of Collect is to get the students’ voices heard.”

representatives.”

This amendment passed and will increase communication between Collect representatives and Class Presidents, two groups of student leaders at Winsor. Another amendment that passed was adding a rule regarding the election process for Collect. In the original Constitution, the procedure of electing Collect representatives was not addressed. This year they added an amendment saying, “Collect class representative elections shall be standardized across the classes in accordance with the election policies for each given election cycle put out by the Collect.” This ratification ensures that all

minor changes until this year. Now, 22 years after its creation, new changes to the constitution are making it more relevant to the changes and growth Winsor has experienced over the years.

After the Upper School gathered in the Assembly on Thursday, October 17 to discuss amendments to the Collect Constitution, students reflected on the experience. “It was nice to have the opportunity to vote on what Collect is doing,” said Lillie Ketterson ’17. Alexa Jacobs ’17 added, “It’s cool having a say in what goes on in the student government.”

Of the nine amendments that were proposed to the Upper School during an assembly informing the student body about these changes, six passed, leaving three that did not. For example, one line of the constitution was, “Class Presidents are encouraged to attend Collect meetings.” This year’s Collect proposed to add “and to communicate with class Collect hard at work

election processes will be equal and fair.

The three amendments that did not pass related to how many Forums take place each year, students’ abilities to attend faculty meetings, and the number of votes needed to ratify a new amendment. The “Now that the votes have come in, Winsor community voted to keep the Collect is working on taking the rule that Collect should prepare three amendments that didn’t pass as a Forums “each year to explain and discuss policies, procedures, and regulastrong statement by students and tions.” They also voted that the required faculty about what they want to see vote for a proposed amendment to pass Collect working on.” should remain as three-quarters, instead of standardizing all Collect voting procedures to two-thirds. “With the three- stitution has been amended to address the needs of Winsor’s current student body, but what is actually going to change? According to Collect President, Holly Breuer ’14, Collect is hard at work putting these changes into effect. “Now that the votes have come in,” Holly explained, “Collect is really working on taking the amendments that didn’t pass as a strong statement by the students and faculty about what they want to see Collect working on. Right now we’re considering creative options for fitting in three Forums a year, and we’ve spoken to Ms. Grant about having student panels attend faculty meetings.”

So the Collect Constitutional Convention was a success! Students got their voices heard, and Collect is working with the feedback they received to make Kiran Butte the Upper School the best it can be. ☐

IVs’ Talent Not-So-Incognito

By Alexa Lyons & Helen Sayegh Contributing Writers “I always look forward to Shakespeare because it’s a real hallmark of the eighthgrade year,” said Ms. Taillacq. On December 12, Class IV performed their hilarious

Read] does circus work, so we incorporated their unique talents into the show.” The play followed the two forms of the goddess of marriage, Juno and Hera, as they played matchmaker to characters in the scenes. The hard work of the Class IV girls and the faculty definitely paid off in all aspects of the

Executive Editors Matt Czarnecki Kate Elfers Bernardo Pacini Lindsey Ruggles Arts Editors Susannah Howe Will Treanor Sports Editors Alex Haigh Natalie Sayegh Photo Editor Angus Smith Georgia Williams

Class IV students observe classmates’ scenes from the balcony and exciting Shakespeare play, “Shakespeare Incognito.” Including scenes from two comedies about mistaken identities, Twelfth Night and As You Like It, the show not only featured music and humorous dialogue that filled the Assembly with laughter, but it also showcased many strengths of the grade. Ms. Brady-Lopez, the Shakespeare coordinator, explained, “We have some talented dancers and gymnasts, and [Dagny

Louisa Kania

production. When asked about the students’ favorite parts of the project, Emily Drucker ’18, said, “We started with a really raw piece and my favorite part was definitely seeing the whole thing evolve into something great.” Daria Crawford ’16 commented, “They’ve definitely raised the bar, and I can’t wait to see what the next class does!”

Congratulations to Class IV and the Shakespeare faculty on a fantastic production! ☐

Backpage Editor Charlie Hill

Editors-in-Chief Holly Breuer Robert Sayegh Online Editors John Curtin Taylor Morris Maddy Batt

Assistant Editors Charlie Blank Joanna Chen John Driscoll Hailey Fuchs Lilla Gabrieli Jay O’Brien Alexander Richards Abigail Simon Sea-Jay van der Ploeg

Copy Editors Cole Durbin George Holderness Louisa Kania News Editor Caroline MacGillivray Michael O’Neill Opinion Editors Claudia Forrester Jacob Pagano Faculty Advisors Kate Hamblet David Hegarty Stephen Murdock Thomas Wensink Juliette Zener Graphics Editor Shea Necheles

The Panel, founded in 1953, is the official school newspaper of the Belmont Hill and Winsor schools. The Panel is the voice of the student body. We publish articles that are of consequence to the students, as well as the school communities. The views expressed in The Panel belong solely to the authors and editors and do not necessarily represent the student body, faculty or administration of either school. Any comment about the content should be addressed directly to the editors. The Panel encourages responsible opinion in the form of Letters to the Editor. We reserve the right to edit all submissions for length and content. Copyright 2011 The Panel. All rights reserved. No part of this publication may be reproduced in any form without prior written permission of the Editor-in-Chief. Published by the Belmont Printing Co., Belmont, MA 02478.

D e c emb er 20, 2013

Winsor News

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Concert Makes Winsor Holidays Merry and Bright

tion by their enthusiasm through the lively “Santa Baby” and passionate “Roar” by Katy Perry. As a member of Senior Small, Susannah Howe ’14 commented, “I was especially excited about Senior Small’s contribution to the program this year! Working in such a small group and having more independence has been a great bonding experience for us.”

Senior Small’s unity and passion this year made their performances exceptional and

added to the festive mood of the concert.

To start the second half of the program, the audience came together to sing the traditional French carol “Angels We Have Heard On High.” Sophie Applbaum ’15 took the spotlight next to perform solo excerpts from the “Rococo Variations” for cello by Tchaikovsky. Small Chorus followed her with a medley of “Lean on Me” and “We Shall Overcome.” They also sang a jazzy “Jingle Bells” (James Pierpont), a heartfelt “And Miriam Sang (Shiru L’Adonai)” by Zebulon Highben, and a rousing “This Little Babe” from Benjamin Britten’s “A Ceremony of Carols,” to celebrate the composer’s 100th birthday. Small Chorus’s stellar performance concluded with the traditional performance of “O Holy Night” with “Jesu, Joy of Man’s Desiring” by Adolph Adam. The highlight of the concert, however, was the intergenerational finale, the “Hallelujah Chorus” from Handel’s “Messiah.” Chorale, Small Chorus, parents, and faculty, led by Ms. Taillacq and accompanied by the orchestra, came together to sing the triumphant, moving, and challenging piece. Having much of the singing community at Winsor join together for such a powerful and memorable experience was “a long awaited dream come true” for Ms. Taillacq. Overall, this shared celebration was a wonderfully jubilant way to welcome the holiday season for all who attended. ☐

facinghistory.org

concordacademy.org

By Arielle Blacklow & Emily Chen Contributing Writers What could be a better way to open the holiday season than the Winsor Holiday Concert? This concert has been a wonderful tradition for many years, and this year not only students but also parents and teachers participated in the concert. Faculty, students, and family members packed Grace Episcopal Church in Newton, eager to hear the talented singing groups showcase their hard work.

From the communal singing of the French carol “Angels We Have Heard On High” to Senior Small’s interpretation of “Roar” by Katy Perry, the program was “a really uplifting mix of things, cultures, and traditions” and gave everybody “an opportunity to hear something that they could identify with,” remarked Ms. Taillacq, Winsor music teacher and director of Chorale and Small Chorus.

The concert began with a communal singing of the Welsh carol “Deck the Hall” under the direction of Ms. Taillacq. The Lower School Descants stepped on stage next for a beautiful performance of “Misty Morning” (Carl Nygard Jr.) and “Candlelight Carol” (Audrey Snyder), conducted by Ms. Becker and accompanied by Ms. Brady-Lopez. Following Descants were the Upper School singing groups, Small Chorus and Chorale, who joined together to sing the gentle Nica-

December Collect Update

By Hailey Yetman Contributing Writer

What do those representatives do in Room 206 every Monday and Wednesday during Upper School lunch? Here are a few key things Collect has been working on during the past few weeks: The Penny Race: Peer Support and Collect teamed up for this Buddy Grades activity. Collect will be counting the proceeds after break, and the winning class pair will be announced soon after. The winner of the penny race will get to choose the charity that all the funds go to, and there will be some sort of food reward for the winning grade pairing.

Forums: Following the Constitutional Convention a few months ago, Collect has been working hard to find time to schedule more Forums. It looks like the next Forum will happen after winter break, and may happen during a lunch period. Check your email and the Collect board for updates in January!

Drives and Fundraisers: This year, Collect will approve only four club-sponsored drives or fundraisers in order to prevent undue financial burden on Winsor families. Club event forms for drives or fundraisers set to occur anytime this school year were due to Collect earlier this week.

After winter break, Collect will select the drives and fundraisers to occur second semester and will develop a plan for choosing fundraising events in the years to come.

Be sure to put suggestions in the Collect suggestion folder, on the board outside Room 201! Collect does look at them—even if you do not see immediate results, all suggestions are taken into consideration. Also, feel free to stop by Collect in Room 206 on Mondays and Wednesdays during Upper School Lunch.

Collect would love to see you there! ☐

winsor.edu

Ms. Taillacq leads the chorus raguan carol “Niño Precioso” (arr. J. Galina, L. Taillacq) with Caiana Luse ’14 and Becca Koppel ’16 on guitar. The Upper School Chorale, conducted by Ms. Taillacq and accompanied by Ms. Becker on piano, continued with a jolly arrangement of “Mister Santa” (Pat Ballard) and Nurit Hirsch’s uplifting “Bashana Haba’ah” (arr. Leavitt). Senior Small, the a cappella group made up of seniors, next captured the audience’s atten-

Genocide Speakers Give New Depth to Classroom Lessons

By Maddy Batt Panel Staff Historians estimate that eleven million people died during the Holocaust. You could have read about this in a textbook; Mr. Bowman’s senior genocide class, however, has gone further. A series of speakers—all of whom have experienced genocides—came to share their experiences with Winsor students this fall. “Kids read about these genocides, but they’re words on a page,” said Mr. Bowman. By bringing in these speakers, he hopes to “give a human face” to the students’ studies.

The speakers were Edgar Karsa, who survived internment in several concentration camps during t he Holocaust, including Auschwitz; Elizabeth DoPazo, a Jehovah’s Witness whose father was executed during the Holocaust for refusing to renounce his beliefs; Sayon Soeun, a former Khmer Rouge child soldier who was taken from his family and taught to kill during the Cambodian genocide; Jasmina Cesic, a Bosnian woman who was severely injured during the Bosnian genocide and who authored The River Runs Salt, Runs Sweet, a book that the students read in class; and Claude Kataire, a survivor of the Rwandan genocide who witnessed people being publicly murdered and the UN’s withdrawal from his country. Liane Young, who teaches psychology at Boston

Anissa Lee ’14 poses with Elizabeth DoPazo Genocide survivor Edgar Karsa College, also spoke to the class about group psychology and its relationship to genocide.

Such horrifying, moving experiences have naturally had a profound impact on members of the class. “All their stories were very personal, which let you have a personal connection to the genocide too,” said Hannah Stack-Dunnbier ’14. “It was so incredi-

ble to have the opportunity to learn about the genocides in class and then hear from survivors afterwards,” added Lindsey Ruggles ’14.

For these students, genocide is no longer merely something they have studied. The suffering of people around the globe has grown from an abstract concept into a harsh but illuminating reality. ☐

Now featuring...

The Panel’s Ultimate Sledding Spot Directory A Tribute to Nelson Mandela Chanel Opens Its Doors on a New Era for Boston Cookies for Santa...Made by You! Check us out at winsorpanel.org!

Belmont Hill News

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Th e Pan el

Turkey Drive Delights Needy Families Movember & More: Fall Charity Drives lect and assemble 50 turkey dinners,”

By Brendan Pulsifer & Matt Reppucci says Trautz. “Since then the project has Flourishing During Holiday Season Panel Staff The annual Thanksgiving Turkey Drive collected the most food it ever has before, thanks to help from students, faculty, parents, and all other supporters who delivered meals to hungry families.

All throughout the month of November, boxes were placed inside and outside of classrooms so that students could donate food. Each form was assigned different types of food to bring in, and the amount of food stacked up enormously. This year, the school collected 204 complete boxes of canned vegetables, stuffing, gravy, potatoes, whipped cream, cranberry sauce, and yams, not to mention the milk, pumpkin pies, and bread donated by Belmont Hill’s corporate sponsors. This list does not even include the over 200 turkeys stored by the outstanding Belmont Hill kitchen staff. By the November 25th delivery date, the maintenance staff was well equipped to deliver the abundance of food to the families in need. The amount of food donated this year fed 800 people in the Greater Boston area; the heads of the turkey drive were very pleased.

Mr. Trautz has been working on behalf of the Turkey Drive for a few years now, and is delighted to see how much it has grown. “We began trying to col-

grown each year to what it is now - over 200 turkey dinners.” Mrs. David and Mr. George were both active in the project as well, making lunch and chapel announcements, sending out emails, gathering support, and organizing everything from transportation to bagging goods. Not only did the faculty help out, but students especially in the Third Form took great initiative to help with organizing. Seen bagging food from Mrs. David’s office all the way to the arts building, dozens of Form III students took time out of their study halls to help out their community.

While this project is a great time for us, it is important to reflect on why Belmont Hill even needs to hold a Turkey Drive. One in six households in America, or 49 million people, struggle with food insecurity. These households are uncertain of having, or are unable to acquire, enough food to meet the needs of all their members because they had insufficient money or other resources for food. We, the students and faculty of Belmont Hill, must realize how lucky we are that we can enjoy meals every day; the Turkey Drive puts hunger into perspective for us. By doing the Turkey Drive, we have helped our community by giving families not only a bountiful meal, but a celebratory Thanksgiving. ☐

tion to raising awareness about these

By Sean Fahey & Sreehaas Digumarthi issues, Movember also uses the money to fund research for potential cures Panel Staff and to break down the currently existBelmont Hill, as an institution, ing stigma surrounding men’s health actively works to give back to the com- problems. At the end of the month, munity in various ways, and this year awards were given out to those who is no exception to that tradition. Right were able to grow the best mustaches.

On other fronts, December marks now, Belmont Hill’s community service efforts are bustling with various differ- the coming of two other Belmont Hill ent drives, collections, and fundrais- traditions: the “Beard-Off,” and the ing events, all of which are a vital part “Sneaker-on,” both of which highlight of the Belmont Hill community. One the multifaceted nature of Belmont of the many events is the Toy Drive in Hill community service; some fun exsupport of Cor Unum, a meal center ists alongside each project’s truly imin Lawrence, MA. Mrs. David, who is portant cause in a cohesive bond, as we at the forefront of many of the com- also saw in the Movember fundraiser. munity service programs, commented The Beard Off is a staple of Belmont on the nature of Belmont Hill’s efforts, Hill community service: boys in the saying, “We operate with a basic prem- Upper School donate money to grow ise: we don’t jump around. This means a beard, as the name might indicate. that when we choose an organization, Also, the week before Christmas break we continually support that organiza- is a time at which, for a small donation, tion, returning year after year with that any boy in the school can wear sneakcore commitment.” Belmont Hill has ers to class, a coveted privilege generoften supported Cor Unum in the past ally reserved for upper school students. throughout their goals and the impor- This year, the donations for both the tant work it does, and the Toy Drive is Beard Off and the Sneaker On will be an important part of that support. In donated to Cor Unum, the previously addition to all the toys the meal center mentioned meal center in Lawrence.

Yet another upcoming event is will receive later this month for young children who often use its services, this year’s support of a nongovernCor Unum was also the recipient of mental organization called “Right to 77 pounds of Halloween candy, which Play”, an NGO which seeks to use the Belmont Hill donated this past holiday. power that sports offer to help disAdditionally, this past Novem- advantaged children overcome the ber marked another installment in an adversities in their lives, such as disannual Belmont Hill service-driven ease and poverty. The “Right to Play” tradition: Movember, an event led by initiative within Belmont Hill grew senior Charlie Hill. Throughout the from Mr. Hegarty’s International Afmonth of November, students and fac- fairs class, in which each student had ulty alike were encouraged to ditch the to choose and then present an NGO razor blades and grow mustaches in to Belmont Hill’s community service support of men’s health awareness. In board, which then chose an NGO to addition to being a fun campus-wide which the school would give its supevent, the idea of service was not lost port; “Right to Play” was victorious. as those who participated donated ten The students who presented Right to dollars that went to the Movember Play, seniors Jim Hatton and Joe LaLfoundation at the end of the month. iberte, proposed a few different means This year, a total of over $360 went to- by which the school can raise money in wards the charity in their fight to raise support of this organization, including awareness and understanding about small-team soccer tournaments and various men’s health issues, includ- dress down days. As the year rolls on, ing prostate cancer, testicular cancer, expect to see many more community and mental health problems. In addi- service events here at Belmont Hill. ☐

Concord Review Publishes Senior’s Paper Just a small portion of the large amount of donations received

Bill Mahoney

On Tuesday, November 19, Belmont Hill Orbis listened to Ken Pollack speak at the downtown Harvard Club about his new book, Unthinkable: Iran, the Bomb, and American Strategy. Pollack, a former member of the National Security Council and longtime CIA analyst, worked closely with the Bush administration on Iraq policy. The talk covered core issues relating to American response to the Iranian nuclear program as Pollack built a case against military action. He even revealed details of the Iranian nuclear deal several weeks before it was released. It was very interesting to hear this perspective from such an expert in the field. ☐ -- Chris Champa

Mr. Pollack’s talk was well-received by students in attendance

Shane Rossi

By Michael O’Neill Panel Staff The Concord Review is the world’s only academic journal that compiles and publishes research papers written by high school students. Just seven percent of submissions are selected for inclusion, so it is a great honor to be recognized.

For the upcoming winter issue, the Review staff decided to include a paper by Form VI student George Holderness. George’s AP U.S. History term paper, which focuses on how literature influenced the views of Abraham Lincoln, will be featured in the Review.

“Lincoln was a voracious reader,” explains George, adding that in his paper he “explores how the books Lincoln read influenced what he said, wrote, and believed.” George concluded that much of what Lincoln said and believed had origins or parallels in the works of the literature he read.

Coincidentally, George almost wrote a completely different paper on a Revolutionary War battle in Maine. He dumped the idea when he realized “it seemed like everything had already been

written about that.” It was his teacher, Mr. Kolovos, who suggested to George that he combine two topics of interest, so he melded together his love for literature and his interest in Abraham Lincoln.

George’s accomplishment is outstanding, considering the stature of The Concord Review. The AP U.S. term paper is one of the most daunting assignments one can tackle at the school, and to excel to such a degree on the paper is no small task.

The Review previously published Belmont Hill student Matthew Weinstein’s paper, on the contest between the Lodge and Kennedy families that led JFK to the U.S. Senate, in 1952.

George remains humble about his feat, giving much of the credit to his teachers. “Mr. Kolovos edited my work more closely and thoughtfully than I thought a teacher ever would, and it certainly wouldn’t have made it this far without him,” he explained.

George also mentioned that Mr. Hegarty found many of the sources that enabled him to explore the topic. Congratulations to George, as well as to those faculty who helped him along the way, on this significant achievement. ☐

Belmont Hill News

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Pagano Wins Fall Woodbury Contest

By Michael O’Neill Panel Staff The biannual Woodbury Public Speaking Competition is one of Belmont Hill’s greatest traditions. Every semester, upper schoolers present excellent speeches for the rest of the school to enjoy. The chapels during which the contests are held are looked forward to by many students as an opportunity to learn more about their fellow students and be entertained at the same time. This year’s fall Woodbury’s saw six speakers show off their skills in the semifinal round earlier this month. Form VI students Mihir Gulati, Sabri Eyuboglu, George Holderness, and Jake Pagano each spoke, as did two Firth Formers, Andres Cordoba and Evan Chaletzky.

Each speech was unique and compelling, though sadly only three could advance to the finals. Out of these six bright young minds, Pagano, Cordoba, and Chaletzky were chosen by the judges to move on.

On the 9th of December, the finals were held in chapel as each finalist eagerly awaited his chance to speak.

Form V class president Evan Chaletzky was first up, as he discussed how to learn from our failures. Specifically, he told a story about struggling to find a role on the Varsity football and lacrosse teams before eventually succeeding in his athletic endeavors through hard work and

confidence. Next up was another member of the Fifth Form class, Andres Cordoba. He described about what it feels like to get up in front of the entire school and open yourself up to the judgement of your peers. “For about the first minute or so my knees were shaking and I was trying to not fall off the stage,” he confessed. “After that though it feels great. To be in front of all those people who want to hear what you have to say is a terrific feeling.” Like Chaletzky, Cordoba talked about difficult experiences with athletics, only he came to a different resolution. While Chaletzky figured out a way to excel in sports, Cordoba realized that he didn’t mind if he wasn’t known as an athlete, for he valued his other talents more. Though seemingly in contrast to each other, both tell a similar tale of finding one’s self through athletics, and both were presented excellently.

The third and final speech of the day was given by Senior Jake Pagano.

Referring back to several parts of his semi-finals entry, Pagano related to the rest of the school what it was like to suffer from post-concussion symptoms as severe as those he goes through. Like both of the other speakers preceding him, Pagano injected bits of humor into an otherwise serious presentation. This gave each speech a new, strong dynamic and made each one more immediately relatable. Pagano alluded to this idea when discussing the student body and

Bill Mahoney

Bill Mahoney

Clockwise, from top left; Evan Chaletzky, Jake Pagano, Sabri Eyuboglu, and Andres Cordoba speak in the semi-final round of the Woodbury Speaking Contest

Bill Mahoney

Bill Mahoney

how they react to Woodbury speeches, saying, “The Belmont Hill audience is great - they care for a good laugh, a good story, a true, honest experience.”

He also mentioned the importance of being open and authentic when speaking publicly, explaining, “A rule I abide by when speaking to the BH community is this: make sure that what you present to the chapel you could also tell to a friend, one on one, just the

two of you. If you wouldn’t say it to a friend face-to-face, then it’s probably not worthy of being said in the chapel.”

Ultimately, one person would be chosen as the winner of the fall Woodbury series. After much deliberation on the part of the judges, Jake Pagano was named victor of the competition. Congratulations not only to Jake but to all six presenters who worked so hard and graced us with such excellent speeches. ☐

BH Construction Project Forges Forward Unique Opportunity for Economics Class

By George Holderness Panel Staff Workers and equipment rumbled onto Belmont Hill’s campus along with the November chill, and construction of the new building has begun on schedule. Shawmut Design and Construction, the contractor Belmont Hill has hired, is currently pouring footings and foundations for the building.

The fence on the perimeter of the site was moved back in early December, swallowing up the path between Morse and the library corridor and compelling students and faculty to take a circuitous route. According to Mr. Bounty, Belmont Hill’s CFO and Director of Operations, this expansion will create room for cranes.

The cranes will begin raising the steel skeleton of the building about January 9, weather permitting. “It will be a little noisy with the steel,” says Mr. Bounty, “but we will try to mitigate any disruption.” Mr. Putnam, Shawmut’s Superintendent, explains that work will continue through exams because “we need to try to get ahead of any bad weather.”

A particularly severe winter could delay the project. Mr. Putnam says that concrete, steel, and chemicals used for waterproofing act differently in unseasonably cold temperatures. Concrete needs to be kept warm by covering it or adding chemicals, and steel may have to be preheated. Some materials cannot

be applied below certain temperatures.

Laying the exterior brick, which comes after the frame of the building is up, will be the noisiest part of the project. “The biggest disruption to campus,” predicts Mr. Putnam, “will be when we begin the underground drainage system in spring. We will need to excavate in a lot of areas of the Quad.”

The fence perimeter will remain in its current location for the duration of the project, although there will be some minor adjustments. By next September, the recently-closed pathway should reopen.

The parking situation will remain as it is now for the rest of the construction. “Workers will ebb and flow,” says Mr. Bounty, but “accommodations have been made in the facilities lot.” No workers will need to park in the main parking lot.

Mr. Bounty explains that Belmont Hill’s administration holds weekly “three-week look-aheads” to review the status of the construction project. Besides Mr. Bounty, the committee with oversight of the project includes Mr. Young, Belmont Hill’s Director of Facilities, a Trustee, and Zaurie Zimmerman, an outside project manager hired by the school.

As of publication, the plans for the new building remain unchanged. The only interruptions in construction before the project’s completion, still planned for sometime around next November, will be for certain special occasions such as Prize Day and Graduation. ☐

The history elective “the Global Economy,” taught by Mr. Smith, offers seniors an introduction to economics with the hope that they take Econ 101 in college and covers a broad range of topics including microeconomics, macroeconomics, and globalization. Students in this class recently had the pleasure of meeting with former high-ranking officials in the United States Treasury and Federal Reserve.

The class was first visited by Anthony Ryan, the Assistant Secretary of the Treasury for Financial Markets from 2006-2008 and the father of three Belmont Hill boys (Matt, Will, and Thomas).

He spoke generally about the principles of fiscal and monetary policy and more specifically about his role in addressing the 2008 financial crisis with Federal Reserve Chairman Ben Bernanke and Treasury Secretary Henry Paulson.

“There was no page in our central banking ‘playbook’ telling us what to do when an investment bank fails,” he said, “because they were always considered ‘too big to fail.’ So, I sat around a table with four other guys for thirteen hours straight trying to save Bear Stearns, and we did.” Mr. Ryan went on describe the mechanism he designed to save Bear Stearns and how the issues of toxic mortgage securities and systemic risk plagued the American financial markets

and contributed to the financial crisis.

The second speaker was Sally Green, the First Vice President and Chief Operating Officer of the Richmond Federal Reserve bank from 2006 until this summer. Mrs. Green spoke to the class about the inner workings of the Federal Reserve system, explaining how it executes monetary policy, regulates the financial sector, and manages America’s payments system. She also offered ten “Fun Facts” about the Fed that much of the class was unaware of and offered her analysis of the Fed’s recent Quantitative Easing policy.

The class is very grateful for the experiences they had with Mrs. Green and Mr. Ryan. Commented Paul Malloy, “It was great to hear from two people who had so much firsthand experience in the world of economics. Hearing Mr. Ryan talk about the secret meetings he had with President Bush gave insight into the workings of our economy that no textbook can provide, and Mrs. Green understood the functions of the federal reserve at such a deep level that she was able to explain complex policies like quantitative easing and the payments system to our class and have it make sense.”

The speakers, too, enjoyed their time on the Hill. Mr. Ryan added, “I was impressed by the quality of discussion I had with the class. They obviously knew their subject matter and it allowed them to ask insightful questions about my time at Treasury.” ☐

Courtesy Photo

Courtesy Photo

By Alex Haigh Panel Staff

Bill Mahoney

Scenes from last month’s “groundbreaking”

Bill Mahoney

Mr. Ryan

Mrs. Green

Winsor Opinion

Pa g e 6

Th e Pan el

Club Scheduling: an Obstacle for Affinity Groups

tainly not on purpose, the schedule sends the message that race is just an activity like any other - that you can participate in Winsor’s black community, or you can be in Drama continued from page 1 This year, Collect moved its long lunch Club, and that those are equivalent experimeeting to Wednesday to eliminate the probences; that race is something you can either lem, and Mr. Braxton, Collect advisor and choose to pay attention to or ignore in favor director of community and multicultural afof some activity you are more interested in. fairs, said the school is “committed to making Certainly, not all students of color go to afsure that conflict never happens again.” Howfinity groups or find them valuable. But for ever, Friday affinity groups still conflict with students who do, affinity group schedulclub meetings for the Panel, the Red Hot Read, ing can create difficult choices – choices and GBSTA, just to name a few, and some afthat white students do not have to make. finity groups meet on days other than Friday.

“The challenge… is just making it The conflicts between affinity groups and work in the schedule,” said Mr. Braxton.

GBSTA (the Gay Bisexual Straight Transgen“It’s a challenge that has nothing to do with der Alliance) are particularly frustrating for me or any school administrator saying that, some students. oh, the girls just have to Although GBSTA Although it is most likely impossible to create a schedule where every stu- work this out. The problem has traditionally that we’re limited by the dent can go to every activity that she wishes to, as far as affinity groups are isstructure been scheduled of the club time, concerned, increased communication is a vital first step. through Collect faculty assignments, stuas a club due to dents who are involved in its function as an “alliance” in which het- with my identity. It has certainly enriched a lot of things.” Holly Breuer ’14, president erosexual students are also welcome, it is, my Winsor experience by providing a space of Collect, concurred, saying, “A significant for many queer students, a safe space in the for me to share my experiences with others part of the conflict between affinity groups same way that affinity groups are for stu- and helping me feel more comfortable as and clubs is actually club head schedules, dents of color. But, in a widely circulated an Asian-American.” Bessie Frias ’14, head advisor schedules, and room schedules–– statement, an unidentified student has said of Winsor’s Latina affinity group (which is between the three, it’s often nearly imposseparate from SISTERS and only for Latina sible to make the club schedule itself work, students), said, “Affinity groups offer a space let alone the affinity group schedule, too.” where people in the minority can go and Indeed, the school has tried to address speak about problems that aren’t really or the issue. For example, Collect switched can’t really be understood by the whole com- its meeting days this year to prevent conmunity…. it’s a space where you can go and flicts with affinity groups. Efforts to find a talk and not be afraid that someone isn’t go- universal solution have been unsuccessful, ing to understand what you’re saying.” Anshi however. One idea was to have a designated Moreno ’15, Latinas’ other head, concurred, day when affinity groups and no other clubs saying, “many of [my friends] just won’t would meet, but this solution created other understand problems I face being a Latina problems for students who wished to go to because they just will never go through it… multiple affinity groups, for example SISWinsor.edu there’s many stereotypes other people would TERS as well as the Latina affinity group.

Members of SISTERS brush off but that are much more hurt- Collect also proposed a switch to a biweekly that, since GBSTA and SISTERS meet on ful for us.” Cramer, as one of only six black club schedule, which would free up time and the same day, she feels as if she is forced to students in a class of 65, said of SISTERS, “I space for clubs as well as affinity groups, but choose between being black and being gay. don’t know what I do without that support.” the proposal was unpopular with students No student will ever be able to do evWhen that sort of resource - one that is and was ultimately rejected. The administraerything; sometimes we have to prioritize and largely unnecessary for white students - has tion’s current efforts to reconsider the schedmake difficult choices about what is most im- prevented full involvement in Collect, GB- ule and possibly implement a new system portant to us. As Mr. Braxton pointed out, a STA, Panel, and any number of other clubs in the coming years have included a look at large part of Winsor’s scheduling problems is over the years, that’s a problem. Though cer- clubs and affinity groups, and a new schedBy Susannah Howe Panel staff

simply that students are involved in so many activities. The problem with affinity group scheduling is that it disproportionately affects students of color. (Although the Understanding Whiteness Focus Group, a white affinity group of sorts, was scheduled to meet Fridays starting this fall, its focus was discussing white privilege and white guilt rather than offering support for a marginalized group, and it stopped meeting due to lack of interest.)

And for many students of color, affinity groups are a vital resource. Said Ming Lewis ’14, head of AsIAm, Winsor’s Asian affinity group, “Being in the group has made me feel much more comfortable in school and in general. I think that just being in the group has helped me get more in touch

ule may take steps to address the problem.

Although it is most likely impossible to create a schedule where every student can go to every activity that she wishes to, as far

Winsor.edu

Students and others at a SISTERS event

as affinity groups are concerned, increased communication is a vital first step. As of now, said Breuer, “part of the problem is that Collect gets complaints about conflicts but can’t actually take affinity group conflicts into account when making the schedule because we have neither control over when affinity groups decide to meet nor information about what students are members of which affinity groups.” Frias agreed with the current policy that affinity groups are different from clubs and should not necessarily go through the same system. However, she stressed that they are competing for the same meeting times and that affinity groups should be taken into account when determining club schedules so that student heads and faculty advisors are not double-booked. Increasing communication would be especially important for new affinity groups, which sometimes struggle to find rooms and meeting times.

Though the administration does not intend for the school’s convoluted scheduling processes to create problems for students of color, the effects are nevertheless there. As a white student, I have never had to make quite the same type of choice. The problem may not be large in terms of the number of students directly affected; however, it is one sign of the white privilege that exists even in a school that tries, as Winsor does, to create equal opportunities for everyone. There is no perfect solution. But there are steps the school can take to move in the right direction. ☐

Hawthorne’s Beloved Classic Returns to the Winsor Classrooms

By Jessica Monaco & Anya Keomurjian thing that you’re building up for in Upper School.” Many share the belief that readConstibuting Writers ing The Scarlet Letter benefitted them later on in their Winsor careers. The images and We have all walked into the first Eng- themes in the book allow for the developlish class of the year with no idea what ex- ment of skills that will help students work citing challenges we will face in the coming months. This year, we, as Class VI English students, were delighted to discover that one of those challenges was reading Nathaniel Hawthorne’s The Scarlet Letter.

This novel has returned after a one-year hiatus to its rightful place as a staple in the Class VI American Literature course.

Due to the shortened 2012-2013 school year, the novel was replaced with four Hawthorne short stories last fall. The current juniors read “Young Goodman Brown,” “The Birthmark,” “Rappaccini’s Daughter,” and “The Minister’s Black Veil.”

Regarding this curriculum change, Sophie Applbaum ’15 said, “We were able to trace common themes in Hawthorne’s writing and come to conclusions about the values systems of the communities and time period he wrote about. However, considering that most [of] the sophomore first semester reading is short pieces, I think The Scarlet Letter is a better option.” Other juniors simiMugglenet.com larly felt that the curriculum lacked contiThe cover of the cherished novel nuity and that there was little variety in the lengths of the texts. The novel has certainly through other complex texts in the future. made an impression on Winsor students, The juniors appreciated reading the shorter regardless of their class. Michelle Walsh ’16 Hawthorne works and found both enjoynoted that reading the novel is “the kind of ment and merit in exploring them, yet many

would have liked to have read the novel.

While Hawthorne’s short stories provide examples of discrete themes, the complexity of The Scarlet Letter allows for a deeper exploration of Hawthorne’s literary devices. Ms. Chase, who taught the US Literature course last year, appreciates the “extended intellectual investment of sitting with the puzzles that the book offers,” and explained how following such a novel is community-building; as a class, the students share an extended “communal reading experience” by working with the same characters and themes for several weeks. Class VI English teacher Mrs. Skeele said that having a novel in the course allows for “units of different tempos.” Many missed having a longer unit among the short pieces. The subject matter of the novel is also useful intellectually since it helps to bridge the gap between Puritan and 19th century idealism. US Literature teacher Ms. Ryan added, “American literature isn’t just one thing, but given what we have [in the curriculum], The Scarlet Letter works rather beautifully.” In essence, the historical context and themes in The Scarlet Letter perfectly complement the curriculum already in place.

As Class VI students, we are happy to have read The Scarlet Letter. The novel was great for practicing analyzing difficult themes before reading complex works by authors like Emerson and Thoreau. Caroline Nahil ’16, added that she “thought the book was a good challenge” and “learned to

Anya Keomurjian

Eliza McNay ‘16 reads the Scarlet Letter

analyze images on a higher level.” However, not just the sophomores appreciated the lessons they learned while reading this book.

Stephanie Wang ’13 said, “My reading as a whole definitely got better, The Scarlet Letter really pushed me to analyse the tiny details... and learn how to use the text by analyzing each detail.” Students who read The Scarlet Letter carry those analytical skills with them throughout their years as Winsor students and beyond. We are glad that the junior class enjoyed reading the short stories; however, we feel that reading The Scarlet Letter provided us with invaluable community-building and a sense of accomplishment nearly unachievable through other means. ☐

Winsor Opinion

D e c emb er 20, 2013

Pa g e 7

Ideas for a Stay-cation

By Emily Gliklich & Claudia Meyer Contributing Writers

1. SKYVENTURE Have you ever wanted to be one of those cool kids who goes zip lining or waterskiing over vacation? Well, get ready to blow all of those activities away just a 40 minute drive from Boston. Visit Skyventure, where indoor skydiving awaits you. No experience necessary, but only attempt if you are feeling super-daring because, although some very brave four-year-olds may have completed a successful indoor adventure here, professional skydivers practice their tricks in this place. Say goodbye to an uneventful vacation and say hello to the sky (and diving from it! - well, almost). http://www.skyventurenh.com *$55- adult ticket (12&up)

Students multitask while texting, emailing, and listening to music

Isabel Griffith-Gorgati

How Much is Too Much?

A look at increasing screen usage at Winsor

By Joanna Grill & Isabel GriffithGorgati Contributing Writers How many hours each day do you spend staring at a screen? This fall, Winsor introduced a 1:1 program for Classes III-VI that requires Class III students to use iPads and Classes IV through VI to use MacBook laptops. This exciting new program, along with the mobile device policy implemented

by Collect and the administration this past September, has brought student work to life, making all work accessible on our devices.

However, while the new technology program helps with student organization, productivity, and collaboration, it often leads to spending all day and night fixated on a screen.

Yes, we love our new devices as much as you do, but with the abundance of technology, do you ever find yourself glued to your screens and straining your eyes? How much time do you really spend away from your devices? With social media one tab away from Haiku and that English paper due tomorrow, are the distractions too tempting? If you answered yes to any of these questions, you are most definitely not alone.

Although Class VIII is not included in the 1:1 program this year, Sarah Goodman ’14 explained that technology has become increasingly present in her life: “I spend too much time on my phone, and my laptop can get me very distracted. Recently, I’ve been using computers more than ever.”

Taylor Wright ’16, among the students who have received a laptop for this year, noted that technology can be both useful and distracting: “When I don’t know what the homework is or I am confused, I can easily contact a friend online. However, it makes it easy to procrastinate. If you learn good selfcontrol, so this doesn’t have to be a big issue.”

Girls have found that technology has affected not only their selfcontrol but also their sleep. Abby Weyer ’17 explained, “I have my laptop all the time, more than double the amount I did last year.

However, the impact has not been so good on my sleep.” Both Lower Schoolers and Upper Schoolers are feeling the effects of their time spent on devices; Meera Pandit ’18 agreed, “I now use my computer so much before going to bed and have found that I have had difficulty sleeping.” A health and science reporter from the New York Times, Anahad O’Connor, explains in an article on the topic that accessing a screen before bed has negative effects on sleep. Use of electronics “stimulates brain activity” and makes it harder for users to fall asleep soon after usage. A screen keeps the brain awake and

can disrupt the sleep patterns of students who stay up late at night on electronics.

Interim Director Ms. Ciccarelli, who has been closely involved in the development of the 1:1 program, reflected, “Discussion of health issues associated with screen usage is an ongoing conversation.

A main concern is physical issues; the effect of positioning of back, shoulders, and neck. Research is continually reviewed, and we continue the discussion of the importance of implementing guidelines or break times.” In addition to these concerns, screen usage can put a real strain on the eyes. A study by Princeton University explains that “increased computer time could expose [users] to harmful impacts on their eyes, backs, and wrists” and can “place [them] at risk for harmful effects on their physical, social, and psychological development.”

Despite the health cautions connected to using devices daily, Ms. Ciccarelli believes “that at four months into this program, so far the benefits outweigh the risks and hopefully this continues throughout the year.”

Although we may take for granted all the advantages of our gadgets, we cannot forget how helpful the 1:1 program is to our learning. Having a laptop or an iPad is very convenient for class and the organization of all school related (and non-school related) documents and files, keeping everything in one place. Also, in-class writes are completed more easily and productively with a keyboard. Even our phones are helpful, giving us the ability to take pictures of diagrams and discussion notes on a whiteboard when our laptops cannot. In addition, the program shows girls how to navigate through the new world of technology, a skill that will remain valuable for the rest of our lives.

Technology helps our productivity, despite the distractions we face online that may prevent finishing work in a timely manner. Wright mentioned that procrastination can be avoided by having “good self-control” when working. Self-control online is possible, through good work habits, determination, and the implementation of break times, discussed by Ms. Ciccarelli. No Winsor girl is a perfect student, and we cannot expect to be completely productive sitting in front of a laptop nonstop for hours on end. The completion of work requires taking breaks away from the screen between subjects to stretch and rest your eyes and your mind. Try to keep your priorities in mind during the day and limit distractions when necessary. As much as we love our laptops, iPads, and phones, we must be sure to strike a balance between our lives on devices and our lives away from the screen! ☐

2. THE MELTING POT Tummy rumbling but you’re still itching for more fun? We highly suggest The Melting Pot for lunch or dinner! It’s both an eventful and a delicious meal...including 4+ terrific courses to savor. At The Melting Pot, take your pick of cheese fondue, then boil some meat or fish (for those vegetarians out there, their broccoli and other vegetarian options are amazing as well), and make sure not to fill up completely because there is a pretty spectacular finale of chocolate fondue (either have the classic milk chocolate or be adventurous and go for the s’mores or Reese’s). Bring a full wallet because the Melting Pot will have both you and your stomach entertained for hours, so go with an excited stomach and a hungry attitude....or is it hungry stomach and excited attitude…? http://www.meltingpot.com *$$$ depending on how many courses you choose 3. 5 WITS Bored with staring at the television watching NCIS and playing video games? Have a sneaky ninja fire burning inside of you? Take a trip to 5 Wits and have a video gamelike adventure of your own! 5 Wits is an indoor adventure park for aspiring spies and the wannabe-but-completely-incapable James Bond fans in which you can dive right into an interactive, exciting quest! Pick your path: espionage (a spy mission where you

Kids enjoy themselves at 5WITS

Bostoninno.streetwise.com

actually are in a video game-like situation: dip, duck and dodge through laser beams or puzzle over a code that you cannot crack) or a mystery at sea (venture through watery sets and decode the messages left in a deceased captain’s journal). Maybe this does seem like something your eight-year-old brother would be interested in, but there is always a time when we all just need to let out the eight-year-old inside of us...right? http://www.5-wits.com *$18- adult ticket (13&up) 4. ICE CREAM TOUR OF BOSTON We know we scream for ice cream even in under-32-degree weather...Take a good ole’ ice cream tour of Boston, making sure to stop at JP Licks, Toscanini’s, and Rancatore’s (sibling rivalry - go to both and see which brother makes better licks!), Ben & Jerry’s, Cold Stone, White Mountain Creamery, Emack & Bolio’s, and more. And what is the point of this trip around Boston, you may ask? To determine once and for all which store serves the best frozen treat, of course! Tip to avoid overdosing on ice cream: share. Just get a small from each destination and grab a handful of spoons to divvy it up.

And if froyo is your thing...don’t fret, there’s plenty of great frozen yogurt places out there for you. Try out any or all: Sweet Tart, Orange Leaf, Pinkberry, Red Mango, Yogurtland, Berryline, Mixx, and other places in the Boston area which will catch your stomach’s interest. *Cost is dependent on the number of ice cream shops you visit and the amount of ice cream you purchase when you find out which store is the best and decide to buy yourself a lifetime supply 5. The CLAY ROOM

Check out this hole-in-the-wall art studio where regular people find out that they have incredible painting abilities (or lack there of)! Perfect if you’re in the mood to kick back, relax, and just paint to your heart’s content. At The Clay Room you might want to paint a colorful dish for mom, a magnet for your locker, or a coffee mug for Auntie Jenny. There are so many things to paint and, from past experience, once they have been through the magical pottery oven they come out looking almost professional. But, whether the end product comes out looking like the Mona Lisa or something you ran over a couple of times with a monster truck, it will have been a fun day! http://clayroom.weebly.com *Cost depends upon what you paint and how many things you paint. ☐

Belmont Hill Opinion

Pa g e 8

Th e Pan el

What Is There to Believe When You Believe in Nothing?

continued from page 1 For David, the journey down the road to atheism began in fourth grade.

Forced by his parents to attend church and Sunday school weekly throughout his early childhood, David had become accustomed to life as part of the Catholic Church. “I didn’t think about it much at first. God was real. Jesus was his son. His dad was Joseph.

His mom was Mary. The story is pretty simple and it made sense at the time.”

But as he grew older and began to think for himself, David began to question the beliefs that had been imposed upon him. “In fourth grade, I began to think about the validity of these truths I had been told. By the time I was in sixth grade, I was questioning it daily.” The question he kept asking himself was “Why?” and the answers simply were not good enough for him.

“I kept trying to find proof, even just a little hint of truth behind everything that would have swayed me in the so-called ‘right’ direction, but I couldn’t find it.

That’s when I realized I was an atheist. It took me a long time to realize it, but I know that’s who I am and who I always will be.” He kept his faith, or rather the lack thereof a secret from everyone around him, afraid of the consequences that came with abandoning the Christian faith. “I thought my parents would hate me for my choice. I thought my friends, all of whom were religious, would think I was just a

weirdo because I was different. And, even Christmas present for his girlfriend this though I didn’t believe in Christianity, the weekend. “The holidays are about more sheer idea of going to Hell scared the crap than just religion. This time of year has out of me. What if I was wrong? What a different meaning for every different if I had just damned myself to Hell?” religion, and it has a different meaning David spent another three years for atheists too. Everyone can enjoy the hiding his beliefs from everyone around holidays, with his or her particular faith, him before confiding in his family. “I or the lack thereof, notwithstanding.” was so scared that I had really messed Though most people reciprocate up, rejecting everything my family be- the respect David has for the religious aslieves in. But, to this day, I have no re- pects of the holidays, in these most holy grets. I am following my instincts, liv- of days, some do castigate the sheer idea ing my life the way I want to live it.” of atheism. “It just doesn’t seem natuWhile David will not be attending ral,” said one opinionated Sixth Former. a midnight mass or lighting a menorah, “I guess everyone is entitled to his own he remains as enbeliefs, but this thusiastic about Even though he does not identify time of year is sathe holidays as with any faith, David does not cred, and everyone any devoutly reshould be able to ligious student in hesitate to partake in Christmas acknowledge that. this holy season.

Even though the And even though he does not identify holidays are sacred for different reasons himself with any faith, David does not in different religions, they are still sacred. hesitate to partake in Christmas cel- Atheists can’t appreciate this time of year ebrations with his family and friends. for all that it truly is, and that’s truly sad.”

David, like most atheists, harbors no David rarely encounters people that ill will toward the religious. In fact, he can openly criticize his being atheist, but he acknowledge and embrace the positive feels that atheists are, perhaps subconimpact religion has on the lives of those sciously, perceived differently during the around him, and wishes most everyone holidays. “Most of the time, I can just be he knows a Merry Christmas or a Happy myself and people don’t seem to mind Hanukah. “I celebrate the holidays for that there’s an atheist at their Christmas myself, and Christmas out of respect for party,” said David. “But there are times those closest to me.” He has already bought where I feel that I am making enemies Christmas presents for his mother, father, just by being there. I can’t exactly explain and sister, and is picking out the perfect why it is I get that feeling, but it makes me

tread carefully in some social situations.”

Belmont Hill has proven the perfect forum for David to discuss issues of religion. He has on numerous occasions engaged in active and spirited debates with his peers about issues of religion. “We’re not fighting about it like I feared when I was figuring out my faith. We have very candid discussions about the role religion plays in our lives, especially during the holidays. Everyone I have talked about this stuff with has been very accepting of my beliefs, and I feel like I do the same for theirs.”

Belmont Hill’s lack of religious affiliation is, in David’s opinion, one of the main reasons for the religious tolerance he experiences on campus. “I feel like, at a religiously affiliated school, I wouldn’t experience the same kind of acceptance. I know an atheist at St. [Sebastian’s] who feels very confined by the religious aspects of the school. He feels forced to conform, even though he doesn’t truly believe in any of it.”

Though the road from Christianity to Atheism has been long and turbid, David has no regrets: he is confident in his faith. Despite their religious nature, the holidays are a time of jubilation for all, not just the religious.

“Religion may be nice, may even essential for some, but I just don’t see the need,” says David. “We are who we are, and we all can enjoy the true meaning of the holidays with or without it.” ☐

is directly proportional to the number of but concussions are prevalent in all our diagnosed concussions around school. lives now as their presence in the media Concussions are an invisible af- grows, and it is important to recognize, fliction, as I like to say, and in turn their to be aware of, such a consideration. Our effects are not often visible, either. The simplification of traumatic brain injury medical world honestly knows little only further perpetuates those fallacious about concussions: what happens dur- quotations referenced above; in reality, the ing a concussion? How do we treat the description of “headaches” and “dizziness” symptoms? Why do some feel the effects doesn’t seem all that bad, so it is only natuso much longer, seemingly perpetually? ral that as a result students are hesitant to recognize the leT hou g h gitimacy of the constant advanceI am unsatisfied when the word problem. I think ment is at least attempted, I have “headache” is used to describe what it’s safe to say would noticed a stream can be absolutely debilitating pain many think this concusthat often accomsion movement panies important things on which people are generally un- is blown far out of proportion.

Though it is undeniably difficult to sure: categorization. We as people constantly try to simplify, to explain in just a relay with words the effects of a serious few words the most complex of problems: head injury, I am unsatisfied when the everything needs an answer. We break word “headache” is used to describe what down multilayered issues into single words, can be absolutely debilitating pain - excruconcise phrases, laconic clauses. We live ciating, hot stabs of a nauseating cloak of in a world of categories, a world of labels, agony. I am unsatisfied with the replaceand we apply these descriptors to things ment of “vertiginous bouts of blindness, that quite simply cannot be categorized. of thought-consuming sickness,” with This is not exclusive to concussions, “dizziness,” or, “not feeling well.” Now,

I acknowledge the impracticality of using such voluble statements in day to day conversation, but I do firmly believe that everyone needs to recognize that, tomorrow, when one might ask a friend how his head is, he might very well respond with one of the simplest modifiers mentioned: “I have a headache,” or, “I’m kind of dizzy.” He might be dizzy, or he might have a headache, but for some such an unimpressive descriptor may be used in place of some of the stronger feelings mentioned above.

Concussions are not just physical entities; the effects of terrible concussions fall within the physical, mental, emotional, and even social aspects of life: truly all-encompassing afflictions, concussions remain one of the many maladies largely misunderstood by the public. Not everyone can be the world’s leading concussion neurologist (even if you were, you probably wouldn’t know that much), but it is equally important to recognize that these common injuries, often simplified and compressed, are not quite so simple to someone in the experience. Looking in, it is nearly impossible to understand, and looking out, it is nearly impossible to explain. ☐

Excruciating Effects of Concussions Defy Description

By Sean Fahey Staff Writer

Concussions are becoming commonplace, a quotidian aspect of our lives. In the relatively short amount of time between my 7th grade year and my 10th grade year, Belmont Hill has completely changed the way it handles concussions. As the media has become more aware of the issue of concussions, two things have happened; one of which is good, the other not so good.

Firstly, as concussions become more recognized, as we learn more about the terrible effects of traumatic brain injury, society will spend more time, effort, and money in order to alleviate these problems. I applaud the efforts taken for concussions – most kids are far more conscientious of traumatic brain injury now than they were years ago.

Yet, secondly, this spike in consciousness has given concussions a negative characteristic: banality. For whatever reason, some people will always repudiate whatever happens to be a focus of society. The number of “he’s milking it,” or, “concussions aren’t that bad,”

A concussed brain (right) compared to a healthy brain (left).

www.ccs.fau.tif

Both initial collision and recoil force contribute to a concussion.

blog.mcleishorlando.org

D e c emb er 20, 2013

Belmont Hill Opinion

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Affirmative Action: Benign Temporary Buildings Tackle Intention, Unjust Execution Space Problem Effectively rectly and accurately by looking at income levels and other indicators of one’s class. Matt Czarnecki advocated for Class-based Affirmative Action in Universities use an array of indica- a Panel article last year. “As opposed to boasting tors to judge their applicants: test scores, GPA, that x % of their students are minority students, teacher recs, personal statements, and also a college should be able to declare proudly that one’s race. The last item on this list is differ- x % of its students come from below the poverty ent from the rest because it is the only element line. Furthermore, in creating a class-based afthat is out of the applicants’ control. It seems firmative action system, admitted students from out of place, especially considering Martin Lu- all socioeconomic backgrounds will provide the ther King’s immortalized dream that his “chil- diversity that colleges strive for and need.” Finally, dren will not be judged by the color of their another student commented, “I think that afskin, but by the content of their character.” firmative action neglects the fact that it is 2013, Yet, affirmative action (AA), the pol- not 1963. As I see it, diversity in America today icy of taking into consideration race to benefit is defined not by race but by socioeconomic staan underrepresented or disadvantaged group, tus. Even Martin Luther King himself wanted is very noble when examined from a different that blacks be judged “not by the color of their angle. “You do not take a man who for years has skin but by the content of their character,” and been hobbled by chains, liberate him, bring him I think that if colleges want to create a diverse to the starting line of a race, saying, ‘you are free student body and take affirmative action to adto compete with all the others,’ and still justly mit disadvantaged students, they should judge believe you have been that by socioeconomic completely fair,” declared While affirmative action’s status rather than race, President Johnson when which is no longer a great explaining his rationale for goal of improving equality predictor of the former.”

AA. “This is the next and of opportunity is both noble “You can’t base more profound stage of and necessary, using race to quality/how producthe battle for civil rights.” achieve it is inappropriate tive a person is based on Given the long history of race.” says Mihir Gulati, race-based deselection “Diversity is very imporagainst some minorities, it is important that tant and equality is ideal but you just can’t give a universities ensure more equal and fair repre- person an opportunity just based off their race.” sentation of ethnicities. Helping underprivileged Others, agree with this line of thinking. When and disadvantaged groups by giving them a leg asked about Affirmative action Andrew Meckel up in the admissions process could be key to simply responded: “Nah.” Another student promoting equality of opportunity in a country commented, “Affirmative action, while wellthat is frankly lacking in that regard. Moreover, intentioned, is an egregious stain on the college schools benefit by creating diverse student bod- admissions process. The concept that someone ies that reflect the true diversity of the world should be judged by something he can’t control, outside their ivied walls. If schools did not take like his ethnic background, runs counter to the race into consideration they would be much less ideal of college admissions as a meritocracy.” likely to create ethnically diverse student bodies.

“Affirmative action is harmful to those it Some of the benefits of affirmative ac- supposedly helps.” said one senior, “Many people tion rest upon the correlation between race and assume under-represented minorities in colone’s socioeconomic status. This correlation be- leges have been accepted based on their race, tween some ethnic groups and socioeconomic not on their achievements. This is unfair to those status still exists. According to the 2012 census, the minorities that have worked hard and would percentage of the black and hispanic population have been admitted regardless of their race.” in poverty is greater than 25%, while it is less than “I don’t agree with the current utilization of 10% for whites. Furthermore, the white median affirmative action,” commented Sharif Campbell. income in the US is $57,000 dollars, while both “I’m of the impression that affirmative action enthe black and hispanic median incomes are be- ables colleges and universities to give preference to low $40,000. The issue of socioeconomic inequal- minority applicants in order to make up for their ity between ethnic groups is one of great concern. socioeconomic, and thus academic disadvantage.

Yet, while there exists a strong correla “I believe that if colleges tion between race and socioeconomic status, it want to help disadvantaged students, they is not a perfect one. Therefore, if the goal of af- should not make the assumption that their firmative action is to improve equality of oppor- race directly correlates to an applicant’s famtunity by helping disadvantaged groups, it may ily’s income or educational opportunity, sociobe more proper to use more reliable indicators economic class most accurately does, and that of whether an applicant is at a disadvantage, such is where affirmative action should focus on.” as a family’s income or the schools they attend.

Some students in the community, are Furthermore, some contend that more impartial. “Yeah, it’s fine.”, said Ryder the diversity schools really ought to strive Gordon, and many others said they didn’t refor is diversity of experience, background, ally have an opinion on the issue or were and interest rather than ethnic diversity. hesitant to comment because Affirmative It’s no surprise that affirmative action Action is such a loaded political question, is a very controversial issue and has been the filled with issues of racism and inequality. subject of numerous Supreme Court cases. As Unfortunately, I was unable find I move through the college admissions process, many proponents of Affirmative Action I’m still sometimes conflicted as both sides of at Belmont Hill. This is a reflection of the the debate present striking arguments in their small pool of students who were asked, but favor. I, therefore, decided to go about the Bel- also shows that a large number of Belmont mont Hill community to see what my peers and Hill students do not approve of the policy. teachers had to say about this polemic issue.

The comments made by some of my Many in the Belmont HIll community classmates made me understand that while advocate for what is called Class-based Affirma- Affirmative Action’s goal of improving tive Action. “I think America has progressed to equality of opportunity and fostering dia point where, today, race is not the best indica- versity is both noble and necessary, using tor of diversity,” says Alex Haigh, “I think that the race in the admissions process to achieve diversity that colleges – and Belmont Hill, for it may not be appropriate. Like many of that matter – should strive for is not racial but so- my classmates advocated, I hope that in cioeconomic, in bringing kids from all classes of the future schools can make the transition society, independent of race.” If colleges strive to to class-based affirmative action policies give disadvantaged students an advantage in the and look to foster diversity of culture and college process, why not identify them more di- experience rather than simply of race. ☐ Anonymous Contributing Writer

Understandably, and unavoidably, the temporary building doesn’t really fit on Belmont Hill’s campus.

Students knew a temporary One student who has a class in the structure on the chapel lawn would building notes that “it is very sterile house the classes of the late Howe and serves its purpose as an educatBuilding this year, but some, when ing building, but lacks the character they returned in August, were still of Howe.” He “hopes that the new taken aback by the garish conglom- building has character and is more eration of rectangles and circles interesting than the MEU [tempothat had sprouted rary building].” during the sumThe loss of The temporary building’s flaws chapel lawn space mer. Would the are an insignificant impediment is perhaps the “trailer” tarnish Belmont Hill’s to any voracious learner within biggest downbeautiful camside to the tempus? Would disporary building. tracting noise permeate its flim- “It will definitely be a bummer not sy walls? Would it be cold in the being able to enjoy the chapel lawn winter? Hot in the fall and spring? in the spring of my final year,” reThree and a half months later, the marks one senior. The school will temporary building has proven have to relocate events, such as to be a viable, though not flaw- Prize Day, it normally holds on less, space for a year of learning. the chapel lawn. School ID phoThere was some noise and dis- tos, which are normally taken on ruption when workers put the fin- the chapel lawn, featured the chaishing touches on the temporary pel from a different angle this year. building in September, but the scene The temporary replacement has quieted down since then. The for Howe isn’t a beautiful buildminor noise leakage between class- ing, but it gets the job done as a rooms and raspy space for learnventilation system Few students Many of the pillars of Belmont ing. impact learning will reminisce only occasionally. Hill’s faculty still remain, and about their days in The dearth of win- thus, anyone who enters the the “trailer” fifty dows irks some candid classrooms will perceive years from now, students who disbut they may well a comely, academic feel like their daily forremember what ty-minute bath in they learned there. fluorescent light; most classrooms And that, after all, is what a only have miniscule portholes in student ought to remember. the lower corner of the room. But One eloquent student sums the temporary building’s flaws the situation up nicely : “ The diare an insignificant impediment minutive circular windows and to any voracious learner within. the single narrow hallway through At its most basic, a school the building might compel one to building is simply a structure in believe that the new mobile eduwhich learning occurs. Hanging cation unit is a boat’s sleeping artwork, high-end hand dryers, quarters. Nonetheless, many of and expensive carpeting add little the pillars of Belmont Hill’s facto an education. By this defini- ulty, including Mr. Martin, Mr. tion, a building only needs to be a Richards, Mr. Zadig, and all the distraction-free environment for teachers who taught in Howe, students and teachers. The tem- still remain, and thus, anyone porary building has been success- who enters the candid classrooms ful in this regard, because that’s will soon perceive a comely, acaall it is--a relatively quiet space for demic feel.” This wise student learning. Says one student, “the clearly understands that teachers temporary building has served its and students, not buildings, are purpose well as a fill-in for Howe.” what constitute an education. ☐

By George Holderness Panel Staff

The temporary buildings look a bit like a colorful container ship.

Bernardo Pacini

Pa g e 1 0

Percep tions

Th e Pan el

From the Outside Looking in: What Do They Think about Us? “You’re probably different, but we hate Belmont Hill.” While the perceptions that students from other schools have about Belmont Hill can be biased, at the same time, they can have a basis in reality. From the inside looking out, we students at Belmont Hill might be limited in our perspective about how we function as a school and how we present ourselves to others outside of the Belmont Hill community. It is important to recognize that we as a school do not necessarily embody the persona that we portray.

To identify the perceptions of students from other schools, The Panel conducted a survey of independent schools in the Greater Boston area (three co-ed; one all-boys school; and two allgirls schools) in order to begin to understand the perceptions other schools have about Belmont Hill and its students.

The goal in surveying a broad spectrum of schools was to provide an encompassing data set; when students from six different schools describe Belmont Hill in a certain manner, it is reasonable to assume that this reflects who we are, or at least who we are in part. Lastly, students often make broad generalizations about a school, and then they proceed to make exceptions for individual students, as the introductory quote suggests. If every student is an “exception,” do these generalizations have any validity?

The survey asked four series of questions.

First, “Do you think there are stereotypes about Belmont Hill as a school, and if yes, what are they?” Second, “Do you agree with these stereotypes, and why do you think they exist?” Third, “Do you think there are stereotypes about Belmont Hill students; if yes, what are they; do you agree with these stereotypes?” Lastly, “If you have had any personal experience with Belmont Hill students or the Belmont Hill School, please explain how your direct experiences relate to the stereotypes you identified.”

Overall, 75% of students surveyed believed that stereotypes exist about Belmont Hill as a school, and

they expressed stereotypes A competitive drive in both reason or actual experience. ranging from spiteful and athletics and academics was Another student prodeprecating to wholly posi- often cited by those surveyed, vided a very interesting extive. One student aptly sum- and Belmont Hill was also de- perience about what she permarized the stimulus for the scribed as diverse, an attribute ceived as the cliquish nature negativity: “It is private school that the school has been try- of Belmont Hill’s athletics.

She writes, bashing—peo“My brother ple try to make “When the senior class came to my school for a went to Beltheir school peer education workshop, they were all very re- mont Hill, sound or appear better spectful, which I found surprising for a group of and when he than others by teenage boys talking about sensitive material” did not make the basketball putting down team, he felt other schools.

When you don’t know much ing to enhance in recent years. really left out and couldn’t about a school in general, it is Interestingly enough, one stu- find a group he belonged to. easy to pass along the rumors dent described Belmont Hill Because he didn’t play a sport and gossip you hear about that as a preppy, prestigious inde- for a season and was new

Do you think there are stereotypes about Belmont Hill as a school?

75%

25%

YES

NO

Do you think there are stereotypes about Belmont Hill students?

81%

YES

19%

NO

school because you don’t have pendent school with “hard- that year, he did not have a your own opinion.” Another working and smart” students core group of friends that he student wrote that stereotypes before writing that this per- could rely on. He decided to exist “because people love ception “should not be classi- stick with Belmont Hill even to categorize the ‘personali- fied as a stereotype since there though he wanted to leave, ties’ of different prep schools, isn’t a negative connotation.” and a year later, an ultimate which becomes increasing- This perspective might ex- Frisbee team was formed and ly easier today with single plain why in some situations, he got a bunch of guys to join who quickly sex schools.”

Through- “It is private school bashing—people try to make became close Adout the schools their school sound or appear better than others by friends.” ditionally, in surveyed, Belputting down other schools” every school mont Hill was surveyed, Beloften characterized as a school that over- there were an abundance of mont Hill was portrayed as emphasizes athletics. One negative connotations; if stu- preppy, a characteristic that student noted, “They are dents believe that stereotypes must be a manifestation of the athletic-oriented and will do are inherently negative, they students’ dress here. Perhaps anything to have a good var- would not be inclined to speak the coat and tie dress code consity team record.” At the same positively about the school in tributed to the plethora of retime, others stated that Bel- this survey. There is a differ- sponses that took this stance.

On the other hand, one mont Hill had created a blend ence between stereotype and between athletics and academ- prejudice—stereotypes are female student described a ics: one wrote, “Belmont Hill widely held, but fixed and troubling experience in the is a very prestigious school oversimplified images or ideas hallways of the Jordan Athletand has a phenomenal college about a particular institution, ic Center: “As a female manmatriculation. They are also while prejudices are precon- ager of a boys’ soccer team, very athletically inclined.” ceived opinions not based on I once walked into the BH

athletic center all by myself. I hadn’t realized it was an allboys school and was surprised when the whistling, yelling, and teasing began. I have three brothers, so I understand that boys will be boys and most of what they do is all in good fun. However, I was extremely uncomfortable and decided to avoid the athletic center the following season.”

This insightful message demonstrates that there may be a lack of respect towards women in our student body, an issue that needs to be addressed.

P e r c e p t i o n s about Belmont Hill students were equally diverse. While some described Belmont Hill boys as smart, athletic, attractive, and respectful, others rendered them as shy, awkward, unsportsmanlike, rowdy, and cocky. However, one individual surveyed said, “They have better character and judgment than boys from other single-sex schools.”

A girl from a single-sex school provided a telling outlook: “When the senior class came to my school for a peer education workshop, they were all very respectful, which I found surprising for a group of teenage boys talking about sensitive material.”

This viewpoint highlights the difference between what may be perceived about Belmont Hill and what is realized about the school after one interacts with its students.

Overall, impressions rendered by stereotypes varied from petty or indifferent to indignant or constructive.

Students from other schools indeed may look upon parts of Belmont Hill’s unique culture with scorn: one individual claimed, “All they eat are milk and cookies.” This emphasizes the fact that stereotypes can be nothing more than trivial pokes. As one student pointed out, negative stereotypes exist due to “Nothing more than a few disappointing crew races and some unfounded teenage angst about rich white boys who go to a different school.” While some stereotypes are oversimplified ideas, others indeed reflect accurate impressions that, whether positive or negative, provide fodder for school and student reflection. ☐

Editorials

D e c emb er 20, 2013

Pa g e 1 1

Competition Over Sleep: a Winsor Girl’s Struggle Admittedly, I have definitely taken part in these conversations. And admittedly, I have felt a strange sense of

continued from page 1 or water and cannot be compromised even when the workload is increased. Sleeping for at least eight hours every night is nec-

“The fact that I was able to defy the basic need to sleep made me somehow a superhuman.” pride when I am the one who is able to function on the least amount of sleep, as if the fact that I was able to defy the basic need to sleep makes me somehow a superhuman. Over the past few weeks, however, when my level of sleep deprivation reached an all-time high, I have realized how disastrous the effects can be. Due to sleep deprivation, it has been harder to focus in class and be an involved club leader, a motivated athlete, and a supportive friend.

In the past few days, I have realized that I can no longer consider sleep as optional--it is just as necessary to function as food

essary for physical and mental health and should always be a priority over homework and extracurriculars. The current Winsor culture in which sleep is seen as optional is unacceptable, unhealthy, and impossible to maintain. Therefore, the next time that you are trying to read that chemistry book but are barely able to keep your eyes open, go to sleep and finish it the next morning before class. You will help yourself stay awake during school, clubs, and extracurriculars, while also by breaking down the idea that sleep is secondary and sleep deprivation is acceptable in Winsor society. ☐

Miley Cyrus’ 2013 VMA performance was, well… Some describe it as a “disgrace,” “verging on pornographic,” “somewhat manic,” or my personal favorite, “an actual crime.” As Cyrus shocked the audience stripping from what little clothing she was wearing into nude-colored underwear, she became the perfect prop for Robin Thicke’s hit of the summer “Blurred Lines.” So why, if we find this performance so disgusting, have over 3 million viewers re-watched the clip on YouTube? As a young female celebrity, Cyrus is someone Winsor girls have looked to before; however, whether or not she is still a suitable role model is now up for debate. On December 10, MTV announced its Best Artist of 2013 -and guess who took the number one spot? Cyrus took the title based on this performance that many reviled.

Despite the fact that her performances not only at the VMAs but also in her most recent music videos for “We Can’t Stop” and “Wrecking Ball” may seem to revolve around

their promise of sexual appeal, Cyrus is not just selling her body to a reliable market. Cyrus, in fact, may have a different agenda for us all.

The media was outraged by Cyrus’ June 2008 Vanity Fair cover shoot where she, wrapped in sheets, exposed some skin. And let’s not forget the almost-pole-dancing incident at the Teen Choice Awards in August of 2009. The days of Hannah Montana were certainly gone by the time she released her single “Can’t be Ta m e d ” in 2010.

Yet despite her clear b r e a k a w a y from the Disney image with a new sexualized image, this star

continues to push our boundaries– even though many bash this new image. Cyrus remarked on her racy VMA performance: “I know what I’m doing. I know I’m shocking you. When I’m dressed in that teddy bear thing, I think that’s funny.”

We should not be looking down on Miley with disgust, hatred, or outrage. I think she may complicate or add to our idea of “feminism.”

I am in no way advocating for the objectification of a woman’s body, however I am drawing attention to her admirable attitude. Cyrus is a confident, self-advocating woman who does what she wants; her goal is to shock you. Her goal is to test you. She may no longer be what we envision a traditional role model to look like, b u t through her mission of making herself into a commodity she has attained great power through media attention and being able to choose how her fans interact with her.

I f this independence and power is not something to be admired, then I do not know what is. ☐

have

you fill your homework log with identify the lagging strand in DNA zeros and ignore your chemistry transcription or what a sonnet looks readings from now until second se- like. Homework can be a means to mester exams. But I am advocating an end, a way to practice what you that you learn to make choices— have learned in class, but it is under choices about no circumstances what needs to get “I have also realized that to be considered done now and each of those zeros can be a substitute for what can be left attached to something im- life experience. until later, about A f t e r portant to me.” what homework counting down you need to do the days to winter for yourself and what homework break, you do not want to hear that you do only to put a checkmark “the years will fly by”, a line out of in your assignment book, about every senior commencement speech what matters to you right now. ever. But the years will--trust me.

Every choice you make al- Slow down, and realize that the stuff ters the course of your life a little that happens in the homerooms and bit. Your Winsor experience is as in the hallways, between assignments much about learning to make those and assessments, matters more than choices as it is about learning how to any single night’s homework. ☐

Tired seniors in the homeroom

Olivia Moscicki

Cyrus Finally Finds Her Identity and Says Goodbye to Disney

The old Miley

music.disney.com

thehollywoodgossip.com

Filling Out the New Homework Log Exposes the Scale’s Balances

Toward the bottom of Winsor’s Class VII College Counseling Survey, tucked somewhere between “What kind of learner are you?” and “List your extracurricular activities in order of importance,” is, in my opinion, the trickiest question of all: “Fill in the blank: ‘If I could have done something differently, I would have…’”

Maybe right now you would change how much you studied for your chemistry test on Lewis structures, or how many times you proofread your last English paper, or the fact that you learn and have to relearn your trig deriva-

tives for every precalculus test. Maybe you would speed up the time between Thanksgiving and winter break or the Monday and Friday of each week.

I used to be like you,

done less homework.

As I have been completing my homework log for the past few days, I have realized there are many more zeros now than there ever would have been freshman year—when there probably would have been more hours of homework logged in t o o. that chart than hours in a day. But I But, as of a have also realized that each of those week ago, there zeros can be attached to something are exactly important to me: a conversation six months with a friend, a prioritization of until the my English homework over my Class of biology readings, a dinner with 2014 gradumy family, a full night of sleep (for ates. If I could have once), and that maybe those zeros done one thing dif- are actually a good thing sometimes. ferently, I would Now, I am not advocating that you stop doing your homework. I am certainly not advocating that

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Winsor Arts

Students Show Creativity in Art IPs

ity to design [her] own course on [her] own time.” Additionally, this year seven seniors are working on a student directed one-act From drama to ceramics to photograplay called “Albertine in Five Times,” by Caphy, Winsor art classes seem to offer students nadian playwright Michel Tremblay, about a boundless array of unique opportunities. one woman at five different phases of her life.

However, with roughly 250 students in just The seniors will be performing it during class the Upper School alone, it is impossible for time on January 16 from 1:15-2:10 for interWinsor to offer art classes tailored to evested faculty and students. As the supervisor ery individual student’s particular passion. of this IP, Mr. Johnson noted that “Although Moreover, with increasingly difficult schedthere is a performance, the main goal of the uling problems, it has become more and project is to focus on the rehearsal process more difficult for the art departrather than the finished project. ment to place students in their Because of the option of an art IP, students are now able We are discussing how to run an preferred art class. Recognizing rehearsal, how to manto supplement previous art experiences at Winsor with effective these dilemmas, the art departage time, how to speak to actors ment has come up with a new innovative projects that they can design and carry out at and how to work collaboratively... their own convenience. solution: independent projects.

It’s an exciting project and I’ve So, what is an art IP, and enjoyed working with these stuhow can a student apply for one? The basic it impossible for her to fit a ceramics course dents who are so passionate about theater!” idea of an art IP is that students interested in into her schedule second semester of junior Because of the option of an art IP, building upon previously acquired skills or year, Ruehr became interested in pursu- students are now able to supplement prerestricted by scheduling constraints can un- ing an art independent project. For Ruehr, vious art experiences at Winsor with indertake an independent project not offered the experience was “easy to set up,” “fun,” novative projects that they can design and in the Winsor curriculum. To do so, students and “rewarding,” as she got school credit for carry out at their own convenience. Praisare required to submit a written proposal to her project and “had a legitimate reason to ing the program, Ruehr observes that “it the art department, explaining the reason- go up to the art room two or three times a was easy to set up, and very rewarding,” ing behind their decision to pursue an art week.” Or take Georgia Williams ’14, who recommending it “to anyone who loves IP, as well as the specific art discipline they was originally assigned to take a regular arts making art and likes independence.” If you would like to pursue. If the proposal is ap- course junior year but said that she “wanted are interested in enhancing your art experiproved, the student will have the opportu- to stay with photography since it’s always ence, building upon your artistic skills, or nity to design a series of related, challenging been a passion.” Working one-on-one with further pursuing an advanced art course projects with the help of a faculty advisor. an art advisor to design her own photogra- not offered at Winsor, an independent art As the nine Winsor students who pur- phy course, Georgia loved “having the abil- project may be the perfect fit for you. ☐

By Abigail Simon & Lilla Gabrieli Panel Staff

sued an art IP this year will tell you, there are countless benefits to undertaking an art IP at Winsor. However, the primary benefit of an art IP is that students are given the opportunity to design and execute the project independently. As art teacher Ms. Macaulay said, these independent projects are the “ultimate student directed learning experience.”

Take Sophie Ruehr ’14, who discovered her passion for sculpting after taking a ceramics class in Class VI. However, when a dense schedule and heavy class load made

Holiday Cards: Festive or Competitive?

By Caroline MacGillivray Panel Staff For the past few weeks, many a mailbox has been flooding with holiday cards wishing us all the best for 2014 in big red script. Equally noticeable are the photographs of families decked out in sweatshirts from the Ivy League school of their choice and single-spaced family newsletters explaining every note of Missy’s piano recital and every chemical formula of eight-yearold Peter’s homemade cure for the common cold. Since when have these cards, meant to be heartfelt expressions of good will, become five by seven inches of bragging space?

A card that reads “Happy Holidays” actually says “Mindy got a horse/ nose job/2400 on the SAT, I got into [insert school here], and Dad got a raise, so we went on this really expensive vacation to [insert exotic locale here].” They may as well have thrown in their tax returns and a lock of each family member’s hair.

Reading the three-page, single-spaced, .0005 point font “family newsletter,” which is akin to having my pupils dilated, indicates to me that a picture is worth ten thousand words. After digesting Skipper’s encounter with Roger Federer on the street, Sally’s struggle to find a two-bedroom in Manhattan for a reasonable price (anyone have an unused co-op they would like to offer?) and Cooper’s

budding career as a professional compass designer, I feel like I just read their mother Sue Ellen’s diary. Do not fret, for an excerpt of said diary is published at the bottom of the newsletter, along with a proverb that is entirely unrelated to anything else in the letter.

Many include a handwritten note to accentuate their gloating. “To Fluffy--we must get together after I get home from Nevis. Have a wonderful holiday, and I hope you survive the snow! Xoxo, Muffy”. Read between the letterpressed lines, people: she’s going to Nevis, where a Coke costs $15, and you are

Caroline MacGillivray

Caroline MacGillivray

not. Do I ever get a call about that lunch? No. But next year, I will get a picture of the whole family wearing diamond-encrusted swimsuits in Nevis. Of course, their rented Maserati will be parked in the backdrop. Muffy’s oldest, Bunny, may be sitting on the hood.

I have personally received some ghastly tokens of self-promotion. Last year, one mother sent a bar graph of her childrens’ GPAs and a list of “the 10 best things that happened to them in 2012.” The inside photo was a snapshot of her destination 50th birthday party at a private ranch in Jackson Hole, Wyoming. This year, I am expecting at least 10 snapshots of children holding up their World Series tickets at Fenway Park, with the words “World Series 2013” engraved in big, bold lettering.

Why bother with “Merry Christmas”? As far as those families who are less academically focused, their cards send me looking for an order form until I realize that the card is not, in fact, the Victoria’s Secret catalog.

Like engagement rings and college admissions, Christmas cards have, shamefully, become a competitive sport.

A time of year where we are meant to put aside our differences and enjoy each other’s company now just blends in with the other eleven months of competition. If even the Grinch and Ebenezer Scrooge can come around, then so should we. ☐

Th e Pan el

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Holiday Movies

By Sea-Jay Van der Ploeg Panel Staff

Winsor is ready for the holidays.

Comfy oversized sweaters, impromptu Christmas song sing-alongs in class, daily excursions to Starbucks for spiced lattes, and hot chocolate in the cafeteria. Need I say more? As everyone looks forward to winter break, many of us anticipate curling up on the sofa and watching some holiday movies. Here are some selected favorites: Elf A favorite both in and out of the holiday season, this 2003 film quickly established itself as the well-loved tale of Buddy, a man raised on the North Pole as one of Santa’s elves, who braves New York City in order to find his real father. Audiences cannot get enough of Buddy’s (Will Ferrell) crazy antics and also cannot stop quoting, “Santa! Oh My God! I know him!”

A Christmas Story This hilarious movie, set in a typical 1950sera American household, tells the story of nine-year-old Ralphie’s life leading up to Christmas, the day upon which he hopes to receive his own Red Ryder BB Gun (the pinnacle of a young boy’s life). Ralphie’s exciting adventures are filled with various humorous moments, such as his dramatic fantasies and his developing use of expletives. Of course, no one can forget his father’s iconic leg shaped lamp.

Love Actually Love Actually skillfully weaves together many interrelated storylines and leaves audiences with a warm, fuzzy feeling. The film illustrates all sorts of relationships, such as the friendship between two rock and roll buddies or the mentorship between a stepfather and son--with romantic declarations of love by characters of all ages, genders, and backgrounds interspersed throughout. This sweet blend of romantic comedy and Christmas features familiar British faces such as Alan Rickman, Hugh Grant, Keira Knightley, and Colin Firth.

Home Alone This ultimate classic features a young Macaulay Culkin as Kevin McCallister, a boy accidentally forgotten at home while his family jets off on a holiday vacation. Left to fend for himself against the archetypal “bad guy” burglars, Harry and Marv, Kevin’s intricate defensive tactics provide some serious entertainment. Consider watching Home Alone 2 afterwards.

National Lampoon’s Christmas Vacation An original from the National Lampoon film series, this Christmas special, starring Chevy Chase, portrays the typical Christmas experience--getting the tree, preparing decorations, and welcoming guests--in the most dysfunctional yet amusing way possible. The combination of extreme slapstick humor with blunt jokes may verge on crass for some, but for most, it is uproariously fun.

For easy movie access, TBS plays its A Christmas Story 24 hour marathon every Christmas, and ABC Family’s 25 Days of Christmas Holiday Programs (featuring many classics) begins December 1. Have fun! ☐

Winsor Arts

D e c emb er 20, 2013

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The Year’s Best Oscar Movies

By Sea-Jay Van der Ploeg Panel Staff How many movies can you watch in two months? With the Academy Awards fast approaching, film critics and moviegoers alike have rushed to theaters in the hopes of watching as many films as possible before the Oscars ceremony on March 2. No worries; the Panel has done the dirty work for you and narrowed down a list of worthwhile watches.

Gravity In theaters now, PG-13 Alfonso Cuaron directs an an action-packed account of two astronauts, Dr. Stone (Sandra Bullock) and Lt. Kowalski (George Clooney) on a space shuttle expedition.

Tension escalates due to the impending threat of dangerous, floating space debris, which damages their shuttle and orbits on the periphery of the spacecraft--ready to strike again.

Jillian Lu

12 Years A Slave In theaters now, R This film, directed by Steve McQueen, depicts the true story of Solomon Northrup, a free black man kidnapped and sold into slavery in the 1840s. Northrup (Chiwetel Ejiofor) encounters kinder slave owners, like Mr. Ford (Benedict Cumberbatch), as well as extremely abusive ones, such as Mr. Epps (Michael Fassbender). Familiar faces, including Brad Pitt and Quvenzhané Wallis, make appearances, while newcomers, such as Kenyan Lupita Nyong’o, star in their breakout roles.

Inside Llewyn Davis In theaters now, R Directed by the Coen Brothers, known for The Big Lebowski, O Brother, Where Art Thou, and recently, True Grit, this period piece follows the journey of Llewyn (Oscar Isaac), a musician struggling to make a name for himself in the Greenwich Village sixties folk music scene. Carey Mulligan and Justin Timberlake not only play Llewyn’s close friends but also contribute their voices to a soundtrack that ranges from Bob Dylan to Mumford and Sons.

American Hustle In theaters now, R Featuring an ensemble cast and directed by David O. Russell, this mob film centers on con man Irving Rosenfeld (Christian Bale) and the exploitation of his skills by FBI

agent Richie DiMaso (Bradley Cooper). As the two become increasingly intertwined in Jersey Mafia affairs, other major players, such as Irving’s lover Sydney (Amy Adams), the local mayor (Jeremy Renner), and Rosalyn, Irving’s wife (Jennifer Lawrence) become involved as well.

Saving Mr. Banks In theaters now, PG-13 John Lee Hancock, known for The Blind Side, directs a biographical comedy drama of Walt Disney’s mission to obtain screen rights from P.L. Travers, author of the Mary Some of the treats at Insomnia Poppins books. The film follows Disney (Tom Hanks) as he uses all means of persuasion––even a free trip to Disneyland–– in his efforts to charm stubborn Travers (Emma Thompson).

By Juliana Castro & Faith Danglo Contributing Writers The Wolf of Wall Street Do you ever have an intense craving In theaters Christmas for warm, freshly baked cookies? Have you Day, R ever been studying for exams and needed a Directed by Martin good midnight snack?

Want cookies that taste Scorsese, this film illushomemade without requiring the time or patrates the true story of the tience to actually make them?

Then Insomnia rise and fall of Jordan Cookies is the place for you.

Open from 11 Belfort, a notorious a.m. to 3 a.m. and delivering in the Harvard Wall Street tycoon during the 1990s. With influ- and Boston University area - including Winence from associates such as sor - from 5 p.m. to 3 a.m. on weekdays and 1 Donnie (Jonah Hill) and Mark p.m. to 3 a.m. on weekends, Insomnia Cook(Matthew McConaughey), Bel- ies fulfills every cookie lover’s dream by both fort, played by Leonardo Di- delivering and serving in-store warm, gooey, caprio, builds an empire fueled delicious cookies during store and delivery by corruption and filled with hours. It serves every kind of cookie imaginable, from the classic chocolate chip and partying and stacks of bills. oatmeal raisin to more extravagant flavors like double chip mint and s’mores deluxe.

August: Osage County The Panel recently took a trip to InsomIn theaters Christmas Day, R nia to taste test these confections and found Directed by John Wells, this film inthat these cookies live up to the hype. One terpretation of Tracy Letts’ 2007 Pustep through the door and we were hit with litzer Prize winning play (of the the mouthwatering smell of freshly baked same name) revolves around cookies.

After ordering the chocolate chip the events following a death in cookies and the s’mores deluxe, we found that the Weston family of Oklathey were warm, gooey, and delicious.

Be wary homa. Forced to reunite, of the more intense flavors, like double chip estranged sisters Barbara mint or triple chocolate chunk, as they can be (Julia Roberts) and Karen (Jua little too dense even for those who really like liette Lewis) and their mother, Violet (Meryl

Faith Danglo

Cookies for Night Owls

Streep), clash dramatically at the family gathering. Additional friends and family members, portrayed by familiar actors such as Ewan McGregor, Benedict Cumberbatch, and Abigail Breslin, contribute to the havoc.

Other buzzworthy films to

check out include: The Butler, Captain Phillips, Dallas Buyers Club, Nebraska, Blue Jasmine, Her, and Frozen. There is no doubt they all will be celebrated at the Golden Globes on January 13 and at the Academy Awards on March 2. ☐

Arts & Culture Around Boston

By Olivia Moscicki Panel Staff Music Beyoncé at the Garden on 12/20 The Fray at the House of Blues on 1/25 Arctic Monkeys at Agganis Arena on 2/6 Justin Timberlake at the Garden on 2/26 Theater The Light Princess at the A.R.T. through 1/5 The Heart of Robin Hood at the A.R.T. through 1/19 The Donkey Show at the A.R.T. on New Year’s Eve Venus in Fur at the Huntington Theatre through 2/2 Once at the Opera House 1/7 to 1/19 Dance Urban Nutcracker at John Hancock Hall through 12/22 Art John Singer Sargent Watercolors at the MFA through 1/20 She Who Tells a Story: Women Photographers from Iran and the Arab World at the MFA through 1/12 Amy Sillman: one lump or two, at the ICA through 1/5

buttery and sweet cookies. In comparison to the homemade cookies from Winsor, Insomnia’s cookies are richer and more intense in flavor. We also taste tested Bruegger’s cookies against Insomnia’s. Bruegger’s lukewarm chocolate chunk seemed particularly hard and crunchy in comparison to the soft, buttery dough and warm, gooey chocolate chips of Insomnia’s chocolate chunk. We concluded that it is not only Insomnia’s wide variety of delicious flavors, but also the fact that Insomnia’s cookies are fresh out of the oven that makes a trip there worth it. We highly recommend buying these treats in store or taking advantage of Insomnia’s delivery service and having them brought to your desired location.

Insomnia Cookies has two locations: one in Harvard Square on Mt. Auburn Street and the other on Commonwealth Avenue near the Boston University area, which delivers to Winsor. Priced at $1.35 for regularsized cookies and $2.75 for deluxe cookies (such the s’mores flavor), these cookies are definitely worth the money. Insomnia Cookies also serves other confections and treats like ice cream cookie sandwiches, cookie cakes, brownies, and pints or quarts of ice cream, all of which can be delivered right to your home if you live within the designated delivery area. So next time it’s late at night and you need some brain food to finish your work, try ordering from insomniacookies.com. ☐

A Historic Thanksgivukkah

By Abigail Simon, Hailey Fuchs, & Hallie Fischman Panel Staff For the first time in over 100 years, Thanksgiving and Hanukkah overlapped.

This momentous holiday will not happen again for 80,000 years. Termed “Thanksgivukkah,” November 28 was a day of latkes stuffed with cranberry sauce, cornucopias filled with gelt, and even “menurkeys,” the name given to turkey-shaped menorahs. Because the Jewish calendar is a lunar calendar that repeats on a 28-day cycle, the dates of Jewish holidays fall on different days of the solar calendar each year. This year, the Jewish calendar aligned with the solar calendar in such a way that Jewish holidays fall extremely early, causing additional rarities such as the celebration of Rosh Hashanah on the second day of school. However, Thanksgivukkah is practically unheard of. It has happened only once before, in 1888, and, according to calculations, the next time it will occur is in 81056 by the our Gregorian calendar or in year 11866 by the Jewish calendar!

The rare occasion caused a marketing frenzy and social craze. Generating once-ina-lifetime products, like Thanksgivukkah Tshirts and greeting cards, “Pumpkin Latkes,” and “Challah Stuffing,” Thanksgivukkah became an effective method of advertisement for many Thanksgiving and Hanukkah-related products. The term rapidly took over social media and popular culture, even securing its own Facebook and Twitter pages. Families and friends spent weeks brainstorming and

exchanging interesting hybrid ideas for this unique celebration. From suggestions about food to designs for decorations, people invented ways to merge the two holidays while still preserving the essential traditions of each.

After all, classic mashed potatoes and homemade stuffing are an essential part of Thanksgiving dinner, but it would not be Hanukkah without latkes. Somehow, Jewish families across America found a way to combine the two traditional cuisines and to create a legendary meal full of delicious recipes like latkestuffed turkey, gelt pie, and sweet potato kugel.

But despite many of their cultural and historical differences - not to mention the variations in food and decoration - the two holidays celebrate many of the same ideas.

Thanksgiving and Hanukkah share the common underlying themes of freedom and gratitude. Hanukkah commemorates the Jews’ fight against religious persecution to find spiritual freedom; similarly, Thanksgiving came to be when Pilgrims undertook an arduous journey to America to escape religious oppression and to seek a new future. Furthermore, both Hanukkah and Thanksgiving give us a time to celebrate, rejoice, and be thankful.

This year, the once-in-a-lifetime holiday of Thanksgivukkah reminded us all to treasure and appreciate the moments of happiness in our lives. The combination of holidays on November 28 gave everyone, no matter what religion, a chance to congregate with family and friends, express gratitude, and celebrate with traditions and delicious recipes - both new and old. ☐

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Belmont Hill Arts

Th e Pan el

Students Open up about Concerts and Music

By William Treanor Panel Staff For Belmont Hill students, music can be a crucial influence in our lives.

Discussions of the soulful meaning of Kanye’s new album or the merits of listening to NPR instead of 103.3 AMP Radio for the long commute back home echo around the walkways of our school and are often the focus of snackbar debates. It’s no secret that all—or at least most—of us listen to music fairly regularly, whether it is while doing homework or getting ready for a big game.

Some of us go even further, taking music pretty seriously, where our dedication to music is shown by an independent music blog or boasts that someone has memorized every song by Lil’ Wayne. But how much influence does our song choice and listening frequency really hold over our lives? The Panel recently sent out a survey trying to figure out just that.

With the importance Belmont Hill places on diversity and individuality, it is no surprise that we as a student body have varied interests in music. Hip-Hop/ Rap was the only genre that received a clear majority, but it still garnered only 69% of the vote. The pack of Rock, Techno/Dubstep, Alternative, and Pop held their own against the top and followed as a close second-fifth. In fact, only 3% separated second place Rock

with fifth place Pop. Country was then the pronounced sixth, though separated from both the group above and below it. Classical and R&B/Soul clocked in as the lowest vote-getters, each securing about a quarter of those who responded.

There have been studies that have discovered that listening to music while studying can improve one’s ability to memorize facts and the so-called “Mozart Effect,” which states that classical music can provide short-term enhancement of the mind, is well known, but there are others who are adamant that music can only hinder one’s mental prowess. On which side do the students of Belmont Hill fall? Like the experts who study this for a living, we believe the jury is still out. When asked if one listens to music while studying, 38% of you responded with “sometimes,” demonstrating our wavering commitment to either faction.

Also, the fact that 38% was the largest recipient again indicates the division among us on this topic. The secondhighest was “usually,” at 30%, followed by “rarely/never” and “always,” at 26% and 7% respectively. The amount of time we spend enjoying music is just as split, with the largest and smallest returns differing by the grand total 10 people.

The way we download or otherwise obtain music also tells an interesting story about Belmont Hill. There was no majority opinion here, with on-

line streaming having the highest mark at 31%, but with purchasing online and downloading for free right behind.

Streaming through websites such as Spotify, Pandora Radio, and YouTube is an extremely convenient and legal way to quench our thirst for our favorite hits as well as for those previously unknown songs without breaking the bank on iTunes or Amazon. Downloading for free, though of dubious legality/conformity to copyright laws, is fast, easy, and can put songs right onto your iTunes library for use on your phone or other devices. It seems that the CD has all but phased out of popular use, but this trend is not all too surprising given the ever increasing accessibility of the internet.

Almost all of the respondents listen to some form of radio, with the majority, about 79%, mostly using radio for music. For me at least, there is no better way to unwind after a long day of school than with kicking back with my favorite tunes for the ride home. Just under half listen for sports, about 30% for news or talk. The fact that Belmont Hill students, with the emphasis we and the school itself place on athletics, listens to sports radio shocks no one. But, it’s interesting to note that only 30% of our intellectual community listens to the news or news-related talk shows.

The specific stations we listen to come from all parts of the genre spectrum,

ranging from NPR to Kiss 108, from Radio 92.9 to 101.7 The Evolution.

Concerts are also a huge part of everyone’s music experience, as the chance to see one of our favorite singers or bands play live can be a one in a lifetime, soul-altering opportunity. But, despite how much fun concerts can be, Belmont Hill students really don’t attend them all that often. A solid 60% of us have never been or only go once every few years. And only two respondents out of the whole group go once or more per month. Those of us who go a few times a year, therefore, were right in the middle in terms of amount of votes, but the largest single entity. Also, our favorite concerts to attend mirror extremely similarly to our favorite genres. Hip-Hop/Rap was the resounding favorite, but Rock, Country, Pop, Techno/Dubstep, and Alternative were all within two votes of each other. The group “Other” brought up the back end with only five, folk being most of them, but classical did make an appearance with one student making sure we at the panel knew he loved those classical concerts. Again, there is no surprise that we attend the concerts of the artists and genres we most often listen to and enjoy.

The survey finding clearly demonstrate that Belmont Hill’s diversity transcends the usual markers and includes our respective tastes in music. ☐

D e c emb er 20, 2013

Belmont Hill Arts

Senior Chris Champa Keeps on Playing

By Will Treanor Staff Writer

Belmont Hill makes great efforts to encourage students to explore all of the opportunities available to them. Maybe this means participating in one of the drama productions, trying out a new sport, or joining a club that had never before seemed interesting. For Form VI student Chris Champa, that passion is Matt Ryan music. Chris has been playing the alto Alex Hall (left) and Eric Dawson perform “Wagon Wheel” saxophone for six years and the guitar for four. He started playing the sax at an early age, just to try it out. He quickly found that he enjoyed it. The guitar, which he had interested him, he picked up during his freshman year at Belmont Hill. Chris is now a member of the Upper School Jazz Band, and performs coffee houses

By Didier Lucceus and school concerts throughout the year.

Staff Writer Although he finds it hard to pinpoint one “favorite” aspect of playing music, As vacation approaches so does Chris really enjoys the satisfaction that the holiday season. While the comcomes with learning new songs. He says, mercials and decorations begin to “It’s great to play along to a popular song get people in the mood, it is the muyou know, and it’s also really gratifying to sic that really seals the deal. The best see the pieces fall into place after you’ve thing about the holidays is the music. worked hard on a difficult tune.” That feelBelmont Hill’s 2014 Winter concert ing is one of the things that keeps pulling seemed to truly get the audience in him back to the art. Even after years of the mood for the upcoming holidays.

Matt Ryan playing, he says that you can never fully The audience filled the snow-covered Students perform at Winter Concert master music. There are always new styles Cary Hall at 3:00pm on a Sunday afternoon. The performance began re- shall Knight and Jacob Welborn. On to try out, new chords to learn, and new gally with the annual performance of stage after the MSJE was the Middle techniques to get under your fingers. As a Handel’s famous Hallelujah Chorus, School Glee Club, which showcased musician, you can always be improving. featuring the B-Flats and the Orches- some of the school’s newer and untra. While in previous years, this piece heard voices. Middle School Glee is performed last, it was a great way performed Where is the Love, Jingle to open the show as the audience was Bells, and Season of Love. Nearing the thrilled by the talent displayed. After end of the show, the ninth grade stuthe superb collaboration, the show dent lead group known as 7 Sages percontinued with a performance by the formed Piano Man. As the sky became orchestra. The ensemble performed dark, the audience seemed to sit more selections representing Belmont Hill’s comfortable in their seats as the UpBy Alex Afeyan multiculturalism, Rock of Ages Fanta- per School Jazz Ensemble, displaying Staff Writer sia and African Bell Carol. The show the school’s advanced jazz musicians, This year’s Fall Coffee House was a continued with the Jazz Combo’s per- began their performance. The enformance of Cantaloupe Island, Blast semble performed a jazz classic, Miles success as always, albeit slightly shorter than Off, and a Christmas classic, “Let it Davis’ All Blue, as well as A Night in usual. It started off with a strong performance Snow.” The B-Flats then returned to Tunisia. The show closed with the B- of “What I Like About You” by Mr. Pettine’s the stage performing Caravan of Love, Flats and the Upper School Jazz En- Middle School Rock Band. Next, Alex Hall an amazing rendition of God Rest Ye semble performing This Christmas. and Eric Dawson performed “Wagon Wheel” Merry Gentlemen, Diamond Girl, This years show not only displayed the very well together. Then, Devon FergusonLean on Me, and finally another col- Belmont Hill’s musical talents but also Perez added a great performance, in fact the laboration but with the Drumming its musical diversity. The show could only non-musical performance of the night, Ensemble, performing Betelehemu. have never been organized without the with a Boonaa Mohammed poem called “My Following the B-Flats was the Middle great help of Mr. Patterson and Mr. Theory.” Returning to musical performancSchool Jazz Ensemble, playing My Fa- Fiori. If you haven’t had a chance to es, Mr. Fiori’s Middle School Rock Band pervorite Things and Baby It’s Cold Out- hear all the amazing ensembles, I sug- formed “Baba O’Riley” by The Who. Followisde, with excellent solos from Mar- gest you stop by their next concert. ☐ ing this tune that got the audience dancing in their chairs, Juan Carlos Fernandez-Del-Castillo blew the audience away with a great performance of the Beatles’ timeless classic “Eight Days a Week.”

Following this, the Upper School Rock Band, with singer Brendan Pulsifer, sang “Slide” by the Goo Goo Dolls and Eric Clapton’s “Wonderful Tonight.”

Then, with the only co-ed performance Matt Ryan Bill Mahoney of the night, Mack Perry was joined by Left: Deven Fergusen-Perez performs at the Coffee House. Right: B-Flats sing at Winter Concert

BH Students Heat up the Winter Concert

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Although he had been playing the alto saxophone since before he came to Belmont Hill, Chris started learning to play the guitar when he arrived at the school. He says one of the great things about the Belmont Hill music program is the flexibility it affords students. For example, Chris, though he plays primarily saxophone in the jazz band, has been able to swap back and forth between the instruments throughout his career here.

When asked if he thinks students should take advantage of the fantastic music program available, he responds, “Definitely. It’s a great program, and there are opportunities for everybody. For serious musicians, there are groups like the Upper School Jazz Band or the B Flats, which meet every day and allow students to really improve their skills. For those with tighter schedules, there are tons of groups that meet just a few days per week. Music really is a lifelong skill, and it will never hurt to give it a try.” Chris hopes to continue to pursue music in college. Whether through formal study or informal bands, he would love to continue playing. Belmont Hill School boasts a terrific music program. Especially in an environment that puts so much emphasis on trying new things, this program is one to take advantage of. As a senior, Chris hopes the music program will continue to grow in the years to come. He encourages everyone to try to get over to the music building more often. ☐

Fall Coffee House Rocks Belmont Hill

a friend in performing Ed Sheeran’s “The A Team” and the Lumineers’ “Stubborn Love.”

Next, the Latin Rock Band, with Juan Carlos as lead singer making his second appearance of the night, performed a Spanish song called Yerbatero. To finish the night off, a group of seniors, Jeremy Welborn, Alex Bailey, Chris Champa, and Sabri Eyuboglu, joined by Juan Carlos, making his third appearance of the night on the piano, performed The Allman Brothers Band’s song “In Memory of Elizabeth Reed”, getting the audience grooving to the music in their seats.

Overall, despite the loss of many performers from last year’s senior class, who often performed for the majority of the Coffee Houses, the Coffee House this year was still great and filled with many talented performers. Based on the caliber of performers at this Fall’s Coffee House, the Spring Coffee House will be spectacular and entertaining to everyone in the audience. ☐

Winsor Sp orts

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Th e Pan el

Varsity Sports Updates B A S K E T B A L L

Sophomore team member Brigitte Schmittlein

“I’m really excited for the season! I think we have a great mix of experience and enthusiasm, so it’ll be a lot of fun!” ~ Taylor Lynn-Jones ’14 Fun fact: Coach Constant assigned each week a “theme” for the team to focus on during practices and games (ex: enthusiasm, cooperation, skills), and at the beginning of each practice, he reads a quote related to that theme. Team favorites have been written by a range of authors from Emerson to Snooki.

Upcoming games: January 15 vs Beaver January 29 vs Concord

H O C K E Y

Junior team member Allison McGurirk

“Winsor hockey is off to a great start this year, with a lot of young talent and great energy. We have been working hard on the fundamentals in practice and were so excited to see all of our hard work pay off with a win in the season opener against rival Dana Hall. We ended the game with a score of 6-3, and we are excited to get back from winter break to get into the heart of our season.” ~ Rachel Scholz-Bright ’14 and Allison McGuirk ’15 Fun fact: Hockey has 6 new team members and a new goalie, Aly Haver ’17.

Upcoming games: January 8 vs Portsmouth Abbey January 15 vs Beaver

S Q U A S H

Sophomore team member Junnat Anwar

“This year’s is our biggest team yet, and we’re really excited about all of our new and returning players. We have had very strong finishes in the past few years, particularly in the EIL, but we believe that this could be our best year yet. We’ve added a lot of new and challenging matches, particularly against many ISL schools. Go Winsor!” ~ Sarah Bell ’14 Fun fact: Members of the squash team put inspirational quotations on each player’s locker before every match.

Upcoming matches: January 8 vs Phillips Academy January 15 vs St. Paul

S W I M “We are really excited to have

Seniors Hannah Stack- Dunnbier, Vanessa Warshaw, and Delancey King

M I N G

so many returning varsity swimmers this year. We are looking forward to getting lots of yards in early on to prepare for our big meets later in the season, especially against reigning league champs Dana Hall. The 2013-2014 varsity swim season promises to be an exciting one!” ~ Grace Hanrahan ’14 Fun fact: The team is planning to up yardage this year and swam nearly 3 miles on their first day!

Upcoming meets: January 8 vs Thayer January 15 vs Lincoln Sudbury

Photo credits: Gus Freedman; Arielle Mitropoulos

Running with Flying Colors

By Brigitte Schmittlein, Karina Singhal, & Hailey Fuchs Panel Staff We all know about daily coffee runs, burrito runs, and early morning jogs, but a surprisingly popular new kind of run has been recently added to the list: “Color Runs.” Color Runs are not your average runs; although they, like other runs, are often geared towards raising money for charities and organizations, they typically make the running experience a little more bright and cheery. The staff spices up the run by transforming it into a blast of color by showering runners with colored powder, paint, and more. Color Runs have recently become very popular among all age groups, attracting those looking for a fun outing with friends or the chance to share some vibrant photos on social media. This photo sharing also benefits color run organizers: as friends see pictures and videos on social media sites like Facebook and Twitter, they might be inspired to attend a Color Run in the future. Thus through media Color Runs promote their races and gain more runners.

A few Winsor girls recently attended a run in Western Massachusetts called “Cosmic Run,” which they had heard about through Facebook. This run took place on a Saturday night in October in Boston: staff members splattered runners with glow-in-the-dark neon powders of all colors to make the display even more striking than that of a typical daytime Color Run. The concept of doing a nighttime run with neon colors attracted so many participants from the greater Boston area that the event was the most popular Cosmic Run in the United States this year! As stated on the Cosmic Run web-

Winsor students get splattered with glow-in-the dark paint at Cosmic Run Karina Singhal site, cosmicrun.com, this run is all about Color Runs not only encourage its “futuristic lights,” “fluorescent colors,” people to exercise, but the fun aspect also and “epic concert finale” where music certainly motivates them to get outside blasts. The concert is the run’s biggest sell- and experience the outdoors. These runs ing point. Cosmic Run will almost defi- do not even require you to run; you can nitely be back in Massachusetts next year. walk at your leisure and simply take in the In the “Color Vibe,” a different kind environment around you. Either way, the of Color Run, runners run five kilometers important parts are that you have a good past intermittent color-spraying stations. time and you get some exercise. There are At the end, there is a disc jockey who plays tons of themed runs to choose from, and great remixes of songs. This run also uses Color Runs are just one. Who knows what the tools of social media to get information the next themed run will be; there are so to teens across the country. “Color Vibe” many possibilities! Whether you decide to has been to New York, California, and ev- sign up for a run or not, make sure to get erywhere in between. It is very successful, outside for a little bit each day, and conand overall, it is a great event that you can sider adding a fun aspect to your form enjoy with your friends or with family. of exercise to get yourself motivated! ☐

WORLD SERIES

By Emily Gliklich & Claudia Meyer Contributing writers What’s silver and gold with flags all over (and belongs to the Red Sox)? The 2013 World Series trophy! After a nail-biting series against the St. Louis Cardinals, the Boston Strong heroes overpowered the Cardinals 4 games to 2. In the determining game 6, the Red Sox won their first World Series at Fenway park since 1918. “Everyone was jumping and high-fiving and hugging strangers and it felt like we were a big happy family of crazed fans,” Diana Faust ’17 witnessed in Fenway park after the miraculous win. Some players really stood out, such as John Lackey and of course David Ortiz (Big Papi). John Lackey pitched the winning game for the World Series this year, but what is even more remarkable is that this is not the first time Lackey has had the unique experience of pitching the winning game. When he was playing for the Los Angeles Angels in the 2002 World Series, Lackey pitched and won game 7 for his team as well. Big Papi, on the other hand, has been a Boston superstar for over a decade and did not disappoint fans during his third World Series encounter. Ortiz not only won the Silver Slugger award for the sixth time in his career but also proved to be a record-setting hitter in the post-season. In summary, the 2013 Boston World Series win redeemed the Red Sox from their let down last season, and Boston sports fans are counting down the days until opening day next spring. Congratulations to the 2013 World Series champions, our very own Red Sox! ☐

Winsor Sp orts

D e c emb er 20, 2013

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Curling Gains Strength New X-Block Workouts

By Karina Singhal & Hailey Fuchs Panel Staff To the surprise of many members of the Winsor community, there was an incredible amount of interest expressed in one of our lesser-known winter physical education electives this year: curling. A shocking number of Winsor girls fought for a chance to play the Olympic sport, and a whopping sixteen girls made the team; that is four more than the original participant limit! Although it is an elective, Winsor’s curling team is quite competitive.

Winsor curling

Karina Singhal

This season of curling is a blast; with Coach Price, we have learned the basic skills one needs to play the sport, along with numerous tips and fun things to do on the ice. Every Tuesday and Thursday, we travel to the Brookline Country Club to play the intriguing sport. Though the majority of us had barely any knowledge of what exactly curling was prior to signing up, we speak for all when we say that curling requires a lot more flexibility and strength than we expected -- well, at least for those of us who were just doing curling to fulfill our sports requirement.

On each of our first slides on the ice, everyone took a toss and slipped, as we were warned we would. However, the progress made just during the first session was remarkable. As you push off the foothold and hold onto your stabilizer for dear life, you glide along the ice and push the stone forward. Based on this, we all have no doubt that we will all be star curlers by the end of the season. We hope to place well in our Curling Tournament, taking place in February, for which the seeding of four independent schools and Winsor will take place in January.

With great sportsmanship and the ability to laugh at your mistakes, anyone would love curling. Charlotte Pollard ’16 said, “I really like it so far and would definitely recommend it to anyone.” Yes, you are bound to fall on the ice every now and then, but you will get up. Curling is a great sport, and everyone should try it some time if they get the chance.

Come cheer us on at our tournament! ☐

By Betsy Kim & Amanda Lu Contributing Writers Have you ever needed exercise for a P.E. requirement and been a tiny bit out of shape, yet you just cannot find the time to exercise? When not playing a sport, Upper School students are required to fulfill a P.E. requirement of at least two 40-minute workouts per week. In addition to the usual offerings of spinning, zumba, and yoga, this year the gym teachers have organized half-hour workouts during X-block free periods. According to fitness and independent project coordinator Laura Gregory, X-block workouts were created to “target the kids who don’t have time after school.”

X-block workouts, which take place on Monday, Tuesday, and Thursday mornings, are a great time to get some cardio exercise. Although the idea of working out early in the morning may not seem very appealing to many, X-block workouts have their benefits. Melissa Yamada, Class V, remarked, “X-blocks force you to push yourself and the workouts are rigorous, but the rewards are well-worth it.” Ms. Gregory has the same message for her students: “[The workouts are] hard, but don’t you feel good that you did it?” Furthermore, exercise in between classes is academically helpful as well, as Ms. Gregory also added that “exercising can help oxygen circulate and get to the brain better.”

At the beginning of an X-block, the P.E. teachers start students off with a quick dash from one side of the turf field

simmons.edu

Workouts begin on Winsor’s field

to the other. Then students are faced with roughly five exercises such as sit-ups or and medicine-ball throwing that they do for two sets of 30-second intervals. After finishing these exercises, students are encouraged to stretch on the field.

For a serious athlete who is not doing a sport for the winter season, X-block workouts are a great way to stay fit and adequately fill the fitness requirement. For those who are not used to exercising regularly, X-block workouts serve as a good introduction to getting stronger and healthier.

Though X-block workouts have been temporarilly discontinued following Thanksgiving break, due to low attendance, the athletic department hopes revived interest will allow the program to restart in the new year. X-block workouts are a well-thought out addition to the P.E. requirement options for Winsor under construction, and students not playing winter sports should give the Xblock program a try after winter break. ☐

Featured Athlete: Saramarie Puzzanghera ’17

By Kiran Butte Contributing writer Have you ever gone ice skating at the Frog Pond in the Boston Commons?

Skating there is a common winter activity, but imagine if you could do it yearround. Imagine if you could skate with ease and beauty across the ice and compete all around the nation. For Saramarie Puzzanghera ’17, this fantasy is a reality.

“I stepped on the ice for the first time when I was 2 years old,” Saramarie said.

“Both of my older sisters were skaters, and I wanted to be able to keep up with them.” She has been

Saramarie performs with her team

skating for 12 years and now focuses on synchronized skating, which involves a team of skaters that do a synchronized routine to music. She tried out for her first synchronized skating team thanks to the encouragement of a friend and “fell in love immediately.”

She is now on the novice team at the club Ice Mates, which consists of 20 high-level skaters. They are based out of the Hayden rink in Lexington but often practice in other rinks around the Greater-Boston area due to difficulties reserving ice time. The Ice Mates compete 6 times a year at various competitions, where they perform their routine in front of judges who score them on overall presentation as well as the technical

difficulty and execution of the moves, formations, steps, and turns in their routine.

Saramarie’s competitive level of skating is not easy to maintain and requires many hours of practice. She practices 3-4 times a week (two of which are before school), working with her team and on her individual skating skills. A typical practice for the team would include a 30 minute off-ice warm up, 2 hours of practicing skills and their routine, followed by 1 hour of fitness. On her own, she practices her jumps, spins, and skating drills.

All of this hard work has paid off for Saramarie and her teammates. The Ice Mates have won Regionals for the past 25 consecutive years. When she was on

Mini Mates, two levels below her current team, she went to Nationals and took home third. Despite these impressive accomplishments, Saramarie still strives towards higher goals. “I want to make Lexettes, our Junior synchronized skating team,” she says. She also wants to pass her Senior Moves and Gold Dance tests, which are levels in the USFS (United States Figure Skating) Program.

Skating is not an easy sport, but all her hard work is worthwhile. Saramarie has found a sport she loves, gives it her all, and is now an experienced skater who has received many awards individually as well as with her team and has accomplished many goals. So this holiday season, when you are skating around Frog Pond with your friends, think about how ice skating can be more than just a winter activity— it can be a lifestyle. ☐

Courtesy of Saramarie Puzzanghera

Belmont Hill Sp orts

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Belmont Hill Winter Captains’ Preview

H O C K E Y

“The Varsity Hockey team is coming off a great year last year winning the ISL championship.

We have a very strong team this year, and our goal is a New England Championship.” -T. Granara Notable Games

W R E S T L I N G

B A S K E T B A L L

A L P I N E

“We want to win an ISL championship. ” - H. Roberson

Notable Games

Jan. 8 vs. St. Sebs (@ Fenway)

Jan. 10 @ BB&N

Feb. 14 @ Nobles

Jan. 29 @ St. Marks

“The Varsity Wrestling team is looking strong this year. We expect to continue our success in the ISL and our main goal this season is to win the NEPSAC Championships. We have been working hard and hopefully the work we put in will result in a new NEPSAC banner in February.” - M. Gulati Notable Matches Feb 8. Graves-Kelsey (Host) Feb. 14-15 NEPSACs @ Brooks

N O R D I C S K I I N G

“The cross-country ski team graduated some great skiers but gained quite a few new members and still has a strong core that will hopefully make it one of the best ski teams in New England.” - P. Malloy

S K I I N G

“The Alpine Ski Team, coming off ISL and NEPSAC Championships last season, is looking to have another strong season. Blessed with lower temperatures, the team has been able to get onto the hill early and, so far, we look great.” - S. Eyuboglu Notable Races Feb. 12 NEPSACs @ Shawnee Peak Feb. 19 ISLs @ Nashoba Valley

S Q U A S H

“We’ve got a talented group of young guys, one of the youngest varsity teams the school has ever seen, and right now it looks like we are a dominant ISL team yet again.” - T. Brownell

Notable Races

Notable Matches

Jan. 22 @ St. Paul’s

Jan. 25 @ Andover

Feb. 12 NEPSACs

Feb. 7 Nationals @ Yale

Athlete Feature: Fourth Former Connor Ghazaleh Alexander Richards Panel Staff

year he grew nine inches, an unfortunate spurt that took him out of competition for more than a year. His loss of training did not seem to hurt him though as he immediately started competing in local tournaments and by age 12 had moved up to the NACs or North American Cups. These tournaments consisted of anywhere from 200 to 300 kids separated by age group

Belmont Hill has always prided itself in its athletic success in a very diverse range of sports, but for some students the school doesn’t offer what they desire. Some are swimmers, some are gymnasts, and Connor Ghazaleh is a fencer.

Connor found his niche in fencing almost six years ago when he was a student at the International School of Boston. At the ripe age of ten he was drawn to the fencing team, which was so popular that the ten spots on the team had to be decided by lottery.

After a few years of unsuccessful bidding he was picked and thus his fencing career began.

The playful attitude of the team at school, however, did not provide the competition he was looking for, and after a couple of months, he found himself in a gym in Somerville, weapon in hand, with his new coach Daniel Hondor.

Daniel quickly transformed the young Ghazaleh into the impressive athlete he is today. Ghazaleh transformed not only athletically but also physically; in the next Connor Ghazaleh (right) on gaurd in a fencing match

(he started in the 12 and under and then moved up to the 14 and under). The NACs took him around the country to places like Houston, Dallas, and Salt Lake City. As he aged up, the competition increased, but so did his talent, and, by age 14, he was ranked ninth in the country and medaled at one of the NACs with an incredible sixth place finish. He only continued to excel.

The biggest jump for Ghazaleh so far has been from the 14 and under category to what is called the cadets, which includes everyone age 17 and under. The talent as well as athlete pool increased considerably from the younger age group, as is expected, but all that did not stop Connor from continually performing at these big tournaments.

Unfortunately a string of injuries ranging from a lacrosse-induced concussion to a handful of ankle sprains have kept him on crutches and away from a few tournaments. This past summer, by ranking highly in the United States and doing well at the Junior Olympics, which is the NAC ‘final’ he was able to qualify for two World Cup tournaments, one in Austria and one in France. He placed 86 and 56 at these tournaments respectively, which each brought together the best junior athletes from around the world.

This coming February he hopes to compete at the Junior Olympics in Portland Oregon and perhaps even another World Cup in Sweden. Ghazaleh sees no end in sight with his fencing and hopes to continue even into college. Best of luck in the Courtesty Connor Ghazaleh tournaments this winter! ☐

D e c emb er 20, 2013

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Evaluating the Role of Sports at Belmont Hill continued from page 1 At other schools like Winsor where students are not required to do something athletic every season, some kids will get home as early as 3 or 3:30 while others won’t arrive home until as late as 7 or 7:30.

Athletic rigor provides other benefits, too. Almost a quarter of this year’s senior class is recruited to college for athletics, and the fan support generated in part by these studentathletes builds community and boosts school morale. Participating in sports and supporting the school’s teams doesn’t interfere too much with opportunity to pursue other extracurricular activities. Also interesting is that less than 30% of the upper school has not changed sports since coming to Belmont Hill (not counting dropping a sport for weight training), while almost 70% have played at least four.

The average student switches at least one if not two or all three of his sports after arriving on the Hill, meaning that the classic admissions spiel given by the school that kids often switch sports and succeed at them is actually true.

However, Belmont Hill’s athletically charged culture has significant drawbacks that pose a very real question: do athletics at Belmont Hill have too much of a role, and should we scale them back? The majority of upper school students–54% of survey respondents– say no, but a significant minority (42%) think sports play do play an excessive role and raise important questions with our current system.

One is admissions to Belmont Hill. Does the school let in weaker academic students if they’re very good at a specific sport, and, if so, is it appropriate? Even though the admissions of-

fice claims not to recruit athletes, 75% of upper school students think that the school relaxes its admissions standards for kids with notable athletic talent, and, interestingly enough, 63% of survey respondents do not take issue with this policy, whether or not it occurs. We as a student body recognize athletic recruiting but don’t mind that it happens and even support it. I agree with the majorities on these issues: I don’t object to athletic recruiting at Belmont Hill because every student at Belmont Hill, athlete or not, is capable of managing the academic workload here, and athletes create diversity in the school community. There is no blatant violation of ethics occurring like at Lawrence Academy a few years ago– I do object to that.

On campus, Belmont Hill seems to put athletics on a pedestal above other activities.

We as a community value sports over arts, and as a result, time-intensive extracurriculars, especially the arts, suffer. This hierarchical valuation has seeped into the conscience of much of our school– 53% of surveyed students believe that athletic talent should be prioritized over artistic talents for admission to our school. Take the B-Flats and the Fall Coffee House: B-Flats participation has dropped drastically; only three seniors participate in the B-Flats, while fifteen seniors did last year. There’s still an interest in singing–this year has spawned the formation of two a cappella groups–but they are not as serious or involved as the B-Flats. Also, the Fall Coffee House on December 6th had some outstanding performances, like Seamus Clair’s vocals in “Baba O’Riley” and an Allman Brothers song by Jeremy Welborn, Alex Bailey, and Chris Champa, but it was half the length of

every other Coffee House beforehand, and, as a result, the attendance at the event was abysmal. In past years, the Kraft Theater has been completely full for Coffee House, but, this fall, the audience filled only the middle third of the theater. That’s embarrassing on both counts.

Sports also have social drawbacks, namely that they create cliques and social exclusion. Athletic teams and their traditions undoubtedly foster valuable friendships– look at the football offensive line dinners– but for some kids, athletic success leads to arrogance and a parochial view of Belmont Hill limited only to their sport. Some of my best friends are on the crew team, but there’s probably an issue when even team members start calling themselves the “Vortex” because they have a quasi-magnetic attraction towards each other in social situations. An athletics-centered culture leads to social difficulties for students that aren’t “athletes”: many struggle to make friends.

75% of upper school students think that the school relaxes its admissions standards for kids with notable athletic talend, and 63% of survey respondents don’t take issue with this policy.

As one student commented, “I sometimes worry that those who aren’t athletically inclined or have interests elsewhere my find themselves a little lost in such an athletic environment.”

Above all else, the prominent role athletics plays in our school reflects how we choose to define ourselves as a school and as a stu-

dent body. By promoting the strength of its athletic programs, Belmont Hill’s administration has made a conscious choice to attract a specific kind of student, one who relishes the challenge, camaraderie, and fun of competitive athletics both on and off the field– students like me. We approach our academics with the same attitude as we approach athletic competition: we transfer the traits we develop on the ice, court, or field–hard work, hustle, competition, and a will to win– into the classroom. We call big tests “academic game days” because they are a game day of sorts.

Belmont Hill does not attract many budding young actors or musicians because we do not actively seek them, and they do not actively seek us. We as a school chose to define ourselves athletically above all else a long time ago and continue to do so now (go look at the first picture on Belmont Hill’s website).

That culture perpetuates itself because students who desire athletics or an athletic mentality are attracted to Belmont Hill and instill those values in the next generation of Belmont Hill students once they become upperclassmen.

I have considered the concerns about Belmont Hill’s athletic culture and decided that we don’t need to change our attitude towards sports. I was fully aware of this culture when I chose to attend Belmont Hill, and sports above all else made me leave behind BB&N, a community where I was comfortable, to come here.

Athletics provide such invaluable benefits to our community and are so deeply ingrained in the ethos of our school that we would be lost without them, and it would be a shame to lose such a deep part of our heritage. ☐

Do you think Belmont Hill relaxes its Do you object to lower academic admis- Should athletic talent be prioritized over How do you feel about the role of athletacademic admissions standards for ap- sions standards for talented athletes, other extracurricular talents (i.e. music, ics in the lives of Belmont Hill students? plicants with notable athletic talent? whether or not the school does so? acting, art) for applicants to Belmont Hill?

54%

No 25% Yes 75%

Yes 33%

31%

No 67%

Yes 53%

No 47%

11% 1% 1 Too Little

4% 2

3 Just Right

4

5 Too Much

Belmont Hill Students Sound Off “Even though I’m not an ‘athlete’ by Belmont Hill standards, the athletic requirements of the school, especially weight training, allowed me to keep my sanity during some of the hardest stretches of junior year and the start of this year. I believe that “sound mind, sound body” is incredibly important in the balance of a high schooler’s life, and Belmont Hill does a great job in that regard.”

“Athletics dominate the culture and social atmosphere at Belmont Hill, and it has gone too far. For there never to have been a student to admit to be gay while still at Belmont Hill confirms that the athletically driven and testosterone-filled environment is not a safe place. As a result, our arts and music programs have suffered and direction our school is heading with this matter is nothing short of embarrassing.”

“There is a massive discrepancy in the amounts of funding given to the athletic department “Prioritizing athletes in admissions to Belmont Hill is something that should be done in comparison to music/art/drama departments. The fact that so much more funding is in moderation. I say this because while we do not want to deny applicants who are not spent on the sports programs makes it look like the school only cares about sports and not athletically gifted, we also need to compete with the rest of the ISL and prep schools other extracurricular activities, and the student body’s attitudes reflect that notion.” around New England, as I would be shocked if one school did not prioritize athletes over others in this process.”

“If Belmont Hill wants to remain competitive and known as a great sports school in the ISL coaches need to do more “scouting” of potential Belmont Hill students. We are past the era of athletes only seeking Belmont Hill because other schools in the ISL have really “I don’t think we should be required to do three seasons of athletics on campus. caught up. Obviously there cannot be illegal recruiting like Lawrence Academy did, but I Requiring two sports is fine, but if someone wants to go off campus, whether it’s to play another sport or work out, they should be able to.” support stuff within the parameters to keep us competitive.”

“There is no doubt in my mind that much of Belmont Hill’s atmosphere is centered around athletics. I’m not sure if it’s good or bad, but it’s a fact.”

“Anyone who denies that Belmont Hill relaxes its academic admission standards for athletes either knows little about the school or is lying. While admitting academically weak athletes makes for better sports teams, it also undermines what should be the school’s primary purpose– to provide the best education possible for its students. For every academically weak athlete admitted, an academically strong applicant is denied.”

“Sports are Belmont Hill, and Belmont Hill is sports. Whether for better or worse, athletics are the most central part of school life. It unites the school together, keeps us in shape, gives us entertainment, and is our passion. I sometimes worry that those who are not athletically inclined or have interests elsewhere may find themselves a little lost in such an athletic environment, but I ultimately think sports play a crucial and irreplaceable role in making Belmont Hill as great as it is.”

“If you want an education that focuses on arts, you probably shouldn’t be going to Belmont Hill.”

“Seniority is a disease in this school. It is seen everywhere and has constricted the school with a death-grip. It is sickening to look at, and many people are blind to it because they have experienced it for too long to know the difference.”

“The athletics at Belmont Hill create strong ‘cliques,’ which I love because I personally am in one, but certain people are left out. Those who don’t fit into a team definitely get the short straw with the social scene at Belmont Hill. If you are a strong athlete you will love Belmont Hill, you’ll find your place on a team and carry your friendships to the classroom. For those who aren’t it can be difficult to enjoy the Belmont Hill experience, some may feel out of place.”

“Theater and the arts are swept under the rug while sports are elevated to such a level that they become the only thing that some students focus on. More of emphasis should be placed on the arts. The arts, including theater, are undervalued.”

“Sports are an integral part of school life. Belmont Hill does an amazing job at separating the school day from the athletic part of the day, and thus it is able to create amazing student-athletes.”

C omedy

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#1 ‘stache

Movember 2013

Grimiest ‘stache

#1 Faculty ‘stache