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Volu m e 6 4 , Issu e 5
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A Student Publication of the Belmont Hill School
30-Year Death Row Survivor Addresses Belmont Hill Chapel By Jason Fischman Panel Staff After reading Just Mercy by Bryan Stevenson over the summer and learning more about Stevenson’s work in running the Equal Justice Initiative and the death penalty in general, the Belmont Hill community was incredibly lucky to hear from two people close to Stevenson: Sia Sanneh, a lawyer at the EJI, and Anthony Ray Hinton, a man who was wrongfully sentenced to death row for 30 years for the murder of two men in Alabama and new works at the EJI as a community educator. Ms. Sanneh started the chapel by briefly discussing her pathway to the EJI and introducing Mr. Hinton with a clip of him on ABC’s Dateline, which showed Hinton’s incredibly emotional release from jail and reunion with his friends and family. Next, Hinton stepped up to the podium and launched into one of the most powerful and thought-provoking chapels in recent memory. He started from the beginning, detailing the hot summer day in Alabama when he was arrested while cutting his mother’s lawn before heading to church. Two detectives arrived with a warrant for his arrest without actually telling him the reason, and, before he knew it, Mr.
Hinton was wrongfully detained for a crime of which he knew nothing. Quickly, the racial bias and disregard for due process in the story appeared in his conversation with the detective:
“I said, ‘You got the wrong person.’ He looked at me and said, ‘I don’t care if you did it or didn’t do it, but you will be found guilty’. I said ‘For something that I didn’t do?’ He said ‘You must have a
“I wish I could look at each of you in the eye and tell you that race played no part in me going to death row; I wish I could tell you that being born black and poor had no reason for me going to death row, but if I told you anything other than that, I’d be telling you a lie. Race played every part of me going to death row.” -Anthony Ray Hinton
L to R: Mr. Collins, Ms. Sanneh, Mr. Hinton, and Dr. Melvoin.
Bill Mahoney
hearing problem, I just told you I don’t care whether you did or didn’t do it.’ ” Mr. Hinton then explained the pitfalls of the trial and how the deck was stacked against him. He was given a public defender who complained about his mandatory pro bono work, the ballistic expert hired by his attorney was blind in one eye, and he was convicted solely due to the prosecutor’s ballistic expert’s testimony that the bullets at the scene matched those in his mother’s gun at home. However, Mr. Hinton knew the real reason he was convicted. As the police officer who arrested him explained: “Number one, you’re black. Number two, a white man is going to say you shot him, whether you shot him or not, I really don’t care. Number three, you’re gonna have a white prosecutor. Number four, you’re gonna have a white jury. Do you know what that spells? Conviction.” Mr. Hinton then described the depressing conditions of his thirty years living on death row; he lived in a 5 feet by 7 feet cell with only a bed and a toilet. For the first three years, Hinton was unable to speak, and he only began speaking to console his crying cell mate. However, he soon began adapting to life in prison, using his mind to travel anywhere besides death row. Continued on page 4
The Catcher in the Rye Stirs Controversy Progressive Winsor Students Rally By Isabel Isselbacher Panel Staff
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By Haley Kwoun Contributing Writer Regardless of your personal opinions on the novel, crossing paths with Holden Caulfield, our protagonist from J.D. Salinger’s The Catcher in the Rye, at some point in your high school career is inevitable. The story is set Hope for the Chilin New dren of Haiti York in the 1950s and pg 2 follows 16-yearDonald Trump: Acold Holden tions Speak Louder through his Than Words n a r r at i o n pg 8 of some “m a d m a n stuff ” that Editorials went down pg 10-11 in the days of his winWinsor’s PE Require- ter break ment and, supp o s e d l y, pg 13 landed him The BH Coffeehouse in a mental institupg 19 tion. Holden recalls
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his experiences as he learns to face loss, romance, school, sex, adults, grief, and phonies, a recollection that provides the reader with insight into some of the dos and don’ts of adolescence and young adulthood. In 1951, by its second week of publication, the book had climbed to the top of the New York Times Best-seller list. The novel is surrounded by a mass of controversy, considered both a classic for its timeless themes and bowdlerized in many schools for its profanity and darkness. Here at Winsor and Belmont Hill, students read Salinger’s novel in 9th grade, arguably the most appropriate age to understand and relate to the novel, as Holden reveals his, admittedly poor, solutions to the typical issues of the common teenager. Is this really a novel about a boy coming of age in the 1950s, or does it pay homage to the follies that teens endure and their various strategies to maneuver through their adolescence and into young adulthood? There have been various debates as to whether the book truly fits the requisite for “Great American Literature”; among those is the question of whether Catcher should be a classic. A classic, according to Mark Twain, is “something that everybody wants to have read and nobody wants to read.” While the story is chock-full of symbolism, themes, motifs, and possible essay topics, opinions regarding whether this book should be considered a classic vary greatly within our own community. Continued on page 3
At three o’clock on a Friday afternoon, 20 Winsor girls with posters tucked under their arms crowded onto the T. It was November 11th, the Friday after the presidential election, and the group was on its way to a peace rally on the Boston Common. Students first heard about the organized gathering via Facebook, and word later spread to the junior and sophomore classes. Several girls had spent their time after school on Thursday working on posters, and by the 8:00 a.m. the following morning, the Junior homeroom was dec-
Juliet Isselbacher
Winsor students’ signs for the rally
orated with colorful slogans such as: “Coexist,” “Nasty Women <3,” “My Body, My Choice,” “Stronger Together,” “All Rights Are Human Rights,” “LGBTQ+ Rights Are Human Rights,” “We Stand with Standing Rock,” “#Stillwithher,” “Love Trumps Hate,” “America Is a Nation Based on Immigrants,” “We Are One,” “We Are All Equal,” and an excerpt from Maya Angelou’s “Still I Rise.” The organizers used the word “rally” rather than “protest” to describe the event because the latter did not accurately reflect its purpose. Most of the Winsor students who attended did not go to contest the results of the election; on the contrary, they recognized that this was the truth of democracy, however painful, and that America must accept the ultimate outcome. But all of the students still wanted to make their voices heard in matters important to them – like equality, inclusiveness, and climate change. Claire Ganiban ’18 corroborated this sentiment, explaining, “I think it’s important to understand that this was not a rally that protested the election result, but instead it was to protest the ideas that were circulating after the election. Hate will not be tolerated in this country, no matter who the President is, and, although it may be difficult, we need to be united and supportive of everyone. That was the message the rally was sending.” While protests were cropping up throughout the United States in the week following the election, this gathering was designed to promote the idea that Americans need to unite as one, because we really are stronger together. Continued on page 8