February 2013 (61, 5)

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Winsor Takes On Next Four Years Students At Inauguration Answer Call For Youth Involvement

By Lilla Gabrieli & Bibi Lichauco Panel Staff President Obama could not help smiling when he saw and heard the crowd of 1.48 million cheering his name over and over as he made his way down to the Capitol’s western front overlooking the National Mall. January 21, 2013, which also celebrated Dr. Martin Luther King Jr.’s 74th

Look Inside Investigation on School Security pg 6 & 7 Analysis of the College Process pgs 8 & 9 Analysis of Mental Health Issues pgs 10 & 11 Valentine’s Day Recipies pgs 12 & 13 Musicians Honored at State Level pg 14 Zumba: Dancing with a Latin Beat pg 16 Outstanding Hockey Team pg 19

Check out our website at: http://bhspanel.org

Febr u ar y 15, 2013

A Student Publication of the Belmont Hill and Winsor Schools

birthday, marked the 57th presidential inauguration; on this day, Chief Justice John Roberts swore President Barack Obama into his second term.

Following the traditional oath, President Obama addressed the nation with a very well executed inaugural speech that paid homage to Dr. King.

He opened by echoing the Declaration of Independence, promoting the fact that “what makes us exceptional, what makes us America is our allegiance to... continued on page 6

Opinion: How Can We Make Belmont Hill A Safer Place?

school -- allegiance to education and a commitment to a culture in which boys grow into men The massacre at Sandy of honor, integrity, and virtue.

Hook Elementary School Without sacrificing those in December has standards, then, what can we do? raised anew the isFirst, there are quessue of violence tions to be answered. in American What kind of schools, and school do we want while the prosBelmont Hill to pect of such be? Do we want mayhem at Belto adopt the sugmont Hill School gestion of the Nais remote, the questional Rifle Association is raised among tion and assign armed teachers, parents and guards to defend each students – how can Belof our 17 buildings?

Gates Dupont mont Hill better preDo we require visitors pare for such a catastrophe? to sign in and to wear badges? Do It is an important question, we lock classroom doors? Do we for once an attack has occurred, want students to secure their backit is too late to make plans. It is packs in lockers? Or do we keep crucial now for the Belmont Hill our campus as open and as free as administration to recognize the it has been, a community built on risks and realities of 21st century trust and transparency? These are America, and to be diligent in difficult questions the administrapreparing for the worst by fine- tion needs to address in devising tuning those safety procedures al- a plan to keep our campus safe. ready in place. At the same time, To his credit, the head these changes must be instituted of school, Mr. Melvoin, does without sacrificing the standards not want to turn Belmont Hill that make Belmont Hill a great continued on page 7

By J. P. Thomas Panel Staff

Howe Building Symbolizes the School’s Past

By Cole Durbin Panel Staff In early September, as a new school year begins, Middle School students file up the worn concrete steps into a building that holds a long and storied history on our campus. As the heart and soul of the Middle School and the Classics Department, the weathered brick building represents a significant part of the daily heartbeat of Belmont Hill. Yet with plans underway to construct a new building for use by the Middle School in the coming years, it is fitting to delve into the history of this relic, and find both what makes it unique and the main reasons that plans for a new building have begun.

Belmont Hill Archives

The original plan, made in 1957, for Howe

First proposed by the Executive Committee (the past equivalent to the Board of Trustees) in 1955, the building was intended to house modern facilities for science, along with faculty offices, undesignated classrooms, and a large study hall for Forms V and VI. Henry Kennedy, the architect, proposed plans for a $90,000 building. Adjusted for inflation, the cost would be about $750,000 today. Built by contractor Edson Stowell, Howe was constructed “on the cheap,” as the relatively young school was short on capital and lacked donors of large gifts. Over fifty years later, this factor indeed shows through; interior construction of light wood framing, for example, contributes to poor sound separation between rooms. continued on page 4

Exploring Mental Health Issues and Related Discussion at Winsor

By Nell Birch & Georgia Williams Panel Staff What should Winsor’s role be in the mental health of its students? This month the Panel investigated mental health at Winsor, discussing the health curriculum, the various resources at Winsor, and students’ feelings about the mental health environment at school.

The most common issues that Ms. Baumann, Winsor’s counselor, says bring girls to

her office are “being a teenager stuff,” such as problems with family, friends, relationships, and homework stress, anxiety and identity issues, depression, and eating issues.

According to Ms. Grant, head of the Upper School, the ideal role that the school would play in the management of mental health issues at Winsor would be to “support students who might need some support, find them and their family resources, [and] let them know that the most important thing

BH Student Dominates at the Next Level

By Liam Cleary Panel Staff Over the last several years, the Belmont Hill hockey program has had multiple highly talented players among its ranks. A few have gone on to the next level of collegiate hockey, and others

have even represented the United States in world tournaments. Jimmy Vesey is one player who, after leaving Belmont Hill, has accomplished this much and more.

This summer, after finishing his senior year of high school, Jimmy got his first taste of the National

is their health and that their school work can wait.” Although most teachers and administrators are not specifically trained in mental health management, they do participate in discussions and presentations about teen mental health, for example, a presentation regarding substance abuse. However, as Ms. Grant said, “We’re very clear that teachers and administrators are not experts, so we’re lucky to have clinicians available.” continued on page 11

Hockey League when he attended the 2012 NHL Entry Draft. Early in the third round, Jimmy was selected by the Nashville Predators as the sixty-sixth overall pick. “The draft was an awesome experience; to get to be there with my continued on page 18 Jimmy Vesey represents the United StatesLiam Cleary

Winsor News

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Th e Pan el

Looking Back: CITYterm

By Veronica Yang Contributing Writer “We don’t grow into creativity, we grow out of it. Or rather, we get educated out of it”. According to Sir Ken Robinson, British author and speaker on the future of education, the current school system trains us to be good workers but suppresses creative and original impulses.

Known for his enormously popular 2006 TED talk, Robinson strongly believes that we all have the potential to come up with original ideas but the fear of being wrong, or in familiar terms, receiving a lower test score, prevents us from unleashing our potential for creativity. This lack of freedom in the traditional high-school system is the basis of CITYterm’s philosophy.

CITYterm, a semester-away program based in New York, is a dense concentration of new people, places, ideas, and discoveries in the span of 16 short weeks. Housed at the Master’s School in Westchester, NY, CITYterm offers countless opportunities to explore New York City and to connect classroom learning with exciting personal experiences. While students from traditional high schools all over the country spend another four months scribbling notes and memorizing dates, CITYtermers stroll the streets of Manhattan, hang out with homeless people at midnight, and participate in unconventional performances such as Fuerzabruta and Sleep No More.

Representing cities all across the country from Cleveland to San Francisco to Honolulu, every individual at CITYterm

has his or her own world to share with the group. Much like the college experience, this incredibly diverse range of personalities and regional quirks enriches life in the dorm as well as in the classroom or in the streets of the city. Additionally, engaging projects involving immigration, sustainable food, and public space design allow students to ponder issues that have never crossed their minds before. How high should park benches be in order to attract more visitors?

What makes one street safer than another?

Observing and analyzing small urban details that millions of people walk right by or take for granted is one of CITYterm’s emphases. By using New York City as our stimulating classroom and relating our textbook readings to personal experiences, we could internalize these new concepts instead of having them slip from one ear out the other.

However, CITYterm is not about New York City, it is about the students.

The open-minded nature of CITYterm’s academic curriculum and faculty prioritize what we, as individuals, want to do as opposed to what we are supposed to do.

Personally, as a student who had always striven to work to the standards of someone else, I learned how to listen to my own needs, work with my own abilities, and follow my own passions. With CITYterm’s philosophy of commenting on and discussing one’s work instead of assigning grades and numbers, students become much more engaged in their own ideas and aim to improve themselves, not to please a teacher.

It is also important to note that CITYterm actively fosters an environment of intellectuals, not intelligence. An

Semester Away Reflections

Everything you want to know about CITYterm and Mountain School

Olivia at Mountain School

intelligent person can think clearly, act quickly, and get good grades in the classroom. On the other hand, an intellectual possesses a passion for learning, a desire to dig deeper, and a tendency to question authority. Thinking outside the box, experience-based learning, and being yourself were no longer jaded clichés but an integral part of everyday life. Somehow by the end of the semester, CITYterm had successfully cultivated this sense of curiosity, exploration, and self-motivation in all of us, creating 29 unique intellectuals.

And now you, too, can experience this paradigm shift. The application to CITYterm is simple: a short personal essay, a couple of short answers, an already-graded essay, two teacher recommendations, and

Executive Editors Eva Epker Abigail Gabrieli Ian Meyer

Abigail Tisch

“Something I wish I had known before I went is that having no cell phone service is not a curse, it’s a blessing.”

Arts Editors Kevin Chen Anushree Gupta

Claudia at Mountain School

Olivia Moscicki

“The community is a huge part of the experience. Don’t apply to the Mountain School just because you want to live on a farm, apply because you want to meet amazing people and be part of a fantastic community.”

Megan Rooney Veronica at CITYterm “What I wish I had known before I went: I wish I had known how different CITYterm would be from the life I had known. Boarding, for one, was weird since I was surrounded by my friends 24/7 and constantly found myself in our communal kitchen. Also just meeting the types of people that I never knew existed and seeing everything from a completely different perspective was a little overwhelming at first.”

Sonia at Mountain School

Megan Bowen

CITYterm explores New York

Sports Editors Jon Goodman Lindsey Ruggles Photo Editors Alex Haigh Georgia Williams

a school transcript. This may appear overwhelming, but don’t be intimidated! There is no ‘model’ applicant, no ‘typical’ CITYtermer, and certainly no grade requirement. The CITYterm faculty mainly looks for students with an enthusiasm for being there and an openness to new ideas. I don’t remember why I applied, or if I even really wanted to spend my Junior fall at another school, but I soon realized that CITYterm was exactly what I needed. I had not known that my perspective could broaden to the extent that it did, and now I cannot even imagine what I would have been like had I not attended CITYterm. I think I can speak for all 29 students of the Fall 2012 semester when I say that those four months were the most life-altering months of our lives. ☐

Editors-in-Chief Elizabeth Hiss Joshua Lee J.P. Thomas Design Editor Robert Sayegh Online Editors Nell Birch Kyle Laracey Editor-at-Large Abigail Parker Assistant Editors Arman Ashrafi Kelly Chen Sean Fahey Claudia Forrester Susannah Howe Louisa Kania Caroline MacGillivray Shea Necheles Michael O’Neill Henry Ogilby Bernardo Pacini Matt Ryan Colin Sargis

Copy Editors Nell Birch Kelly Chen Matt Czarnecki Andrea Zhu News Editors Cole Durbin Kate Elfers Opinion Editors Holly Breuer George Holderness Back Page Editors Jack Kinlan Faculty Advisors Katherine Hamblet David Hegarty Stephen Murdock Tom Wensink Juliette Zener

Mary Whelan

“My favorite memory was probably coming back from breaks (like Thanksgiving, etc.) and just being back home at the Mountain School and seeing and hugging everyone. It was especially nice to be reunited with my dorm!” ☐

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 2012 The Panel. All rights reserved. No part of this publication may be reproduced in any form without prior written permission of the Editors-in-Chief. Published by the Belmont Printing Co., Belmont, MA 02478.

Winsor News

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Fidalgo Stands Among 500,000 at Pro-Life March

By Kate Elfers Panel Staff From January 24-26, 500,000 people filled Washington D.C. 40 years after the Supreme Court decision Roe v. Wade, protesters wanted to show that this conversation about abortion was not over. Ranging from nuns to soccer team members, many individuals united behind their pro-life belief to ask the Supreme Court to reevaluate Roe v. Wade. As Class VI learns in US History, Roe v. Wade legalized abortion for women in 1973. After debating the issue in history class, Janice Fidalgo ’14 traveled with

her parish to stand up for her pro-life belief.

The march extended from the National Mall in D.C. to the Supreme Court buildings. It included speakers and musicians at each end, with signs, chants, songs, drums, information booths, and more along the way. Fidalgo explained that she was surprised that “religious groups were not the only ones present: there was such a range of representation from college groups to families from the D.C. neighborhood. There were nuns praying the rosary but there were also teen groups playing the drums. Moms were pushing their children along and soccer teams were chanting their hearts out.” So

Over 500,000 protestors on their way to the Supreme Court building

Janice Fidalgo

how did Fidalgo find herself in this diverse group all the way in D.C.? “It was important for me to figure out why I was strongly pro-life. I knew I loved babies, I pretty much like anything that is small, but I needed a stronger argument and going on the walk gave me 500,000 answers,” she explained.

Taking part in such a huge event left lasting impressions on Fidalgo. When asked to describe her experience in three words Fidalgo elaborated as follows: “1. Devastating. I learned that over 56 million babies have been clinically aborted since Roe V. Wade. I learned that abortions are most commonly sought by minority teenagers, desperate and uneducated about the decision they are about to make. How many people actually know the procedure of an abortion?

“2. Eye-opening. In an environment such as Winsor, allowing the right to “choose” is considered a popular perspective.

There are very few people here who see this the way I do, and going to this march made me realize the amount of support I had.

“3. Motivating. I came back with a purpose! Protestors gave a pamphlet out that has all you need to know about the pro life message, including how to answer tough questions around abortion. I want to answer questions and spread facts so that more people know about abortion. Before you decide which side you are on, it is always important to know the facts. Abortion facts are so hidden and rarely talked about because they are quite shocking. Once you have your facts, then you can make an informed decision.”

It is not every day that a Winsor girl

Pro-life messages line the streets

Janice Fidalgo

takes part in a 500,000-people protest for her beliefs. Fidalgo returned to school with a new attitude of openness and excitement to share her experience and beliefs with others. She concluded, “I love having conversations about my experience with anyone interested, especially those of you who disagree with my position. We do not talk about abortion enough, which is problematic considering that, as teenage girls living in America, we are most affected by it.” Perhaps Janice’s experience will cause Winsor to hear more open conversations about such an important topic in the future and inspire other Winsor girls to represent their beliefs in their communities as well. ☐

Peering into a Collect Lunch

By Holly Breuer Panel Staff Each Tuesday and Friday at lunch, while you sit with your friends in the cafeteria or venture off-campus to Bruegger’s or finish your math homework, 11 students sequester themselves, lunch trays in hand, in Room 206. Welcome to Collect, Winsor’s Upper School community government, where debate and decisionmaking about school policies, community programs, and student daily life abound.

In the words of Regina Noonan ’13, Collect’s president and fearless leader, the “enthusiastic response” to December’s Forum “excited and energized” Collect members. Noonan noted that, based on student feedback given through the Forum, “[Collect is] currently working on a document to define student privileges and establish a protocol for communication between students and the administration. Additionally, we are working on the establishment of a Sibling Squad competition, temporar-

Collect responds to the December Forum

ily called the Squad Cup.” Students at the Forum seemed most concerned with a lack of communication and transparency between the administration and the student body. A document, touted as a “Student Bill of Rights” though it will be renamed to reflect the reality that the Winsor experience is a privilege not a right, was suggested as a means of addressing this issue and preserving traditions some students feel are in danger of becoming extinct. The Squad Cup, meant to strengthen and promote bonding between Squad members, will be a yearlong competition between Sibling Squads in which students earn points for their teams by being involved in the Winsor community—attending sports games and plays, Collect Board in the cafeteria hallway Kate Elfers trying new activities, and participating in school spirit projects, to name just a few.

As the spring semester commences, Noonan, on behalf of all of Collect, Collect to address this issue. In response,

By Lilla Gabrieli urges all members of the Winsor comCollect has begun developing a document Contributing Writer munity to “stay tuned for details” about that would seek to identify and define stuCollect’s current projects and to stop by From Ring Day and the senior prank dent privileges and establish a clear profor a visit in Room 206 at Upper School to the freshman-senior banquet, and even cess for communication between students lunch on Tuesdays and Fridays! ☐ to Cookie Day, Winsor students have long and the administration. Acknowledging enjoyed the numerous traditions which that a student’s experience in the Winsor the school has community is a maintained over privilege and not the years. While a right, this docuno one seems ment will establish quite able to pina clear way for the point what makes administration to these traditions inform students of so special and any changes that significant, they are being deliberhave long defined ated concerning and shaped the these traditions.

Winsor experiBy informing the Kate Elfers ence. But with Two students debate the bill students before dechanges in recent years that have resulted cisions regarding traditions are made, in the suspension of traditions such as the Collect hopes to increase the transparjunior walk-in at Under the Lights, many ency between the administration and now seem worried that these traditions will students. Consequently, this document not be preserved for future students. Voic- could play a pivotal role in the preservaing concern in a Collect Forum earlier this tion of Winsor’s most important traditions Kate Elfers year, a unified student body appealed to and the experiences of future students. ☐

Update on Collect’s New Bill

Belmont Hill News

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Th e Pan el

Looking Back onto Howe’s History before Renovation

Courtesy of Alumni House

Courtesy of Alumni House

Pictures of the Howe Building from an old yearbook continued from page 1 Retired faculty member Mr. Prenatt writes, “Ever take a test in Mr. Fleming’s old room when Mr. Gallagher was holding forth to his Alpha students next door?” Yet even with its decently poor construction, Howe has lived through many years of Timberland boots on its floors and First Former-directed rants within its halls.

Simply because the building was built frugally does not mean it failed to serve the school well—on the contrary, the building served as an exceptional headquarters for the upper grades in its early years, and for a plethora of other purposes. H-1, Mr. Martin’s room, was a recitation room for physics and chemistry classes. The Form I study hall and Mr. Zadig’s room were science labs. H-4, Mr. Wood’s

room, was a cloakroom. Mr. Gallagher’s room was the Upper School office, and Mr. Fleming’s old room was, fittingly, a math classroom. The upstairs level of Howe actually remains purposed almost identically to how it was when the building was opened.

The Howe Building holds many memories and much history; indeed, upon entering it is evident that it is a special space. Since moving from his original classroom in the Morse Building, Mr. Richards, chair of the Classics Department, has been teaching in the Howe Building for twenty years.

“The Jenney classroom is fantastic,” he says. “I love it…I kind of wish that in the new building they would just take my classroom and move it in. Keep it just as is.” Mr. Richards

goes on to describe what, for him, makes a classroom so special: the aura that it retains. “From my perspective, we’re looking for not just a building, but specific classrooms that have an aura to them. What I like about my classroom is that you walk in, and, I think, that you feel the Latin…you feel what it is we’re doing in there.”

Having served the school well since its construction, the Howe building is now becoming obsolete in regards to our needs on campus.

The building was not intended for the foot traffic that it receives daily, with crowds of Middle School students squeezing up and down the one staircase. Classroom space is also becoming an issue, and the new building will likely contain double the square

footage of the existing Howe building, including ten to twelve classrooms instead of the existing six. Head of School Mr. Melvoin writes, “The Second and Third Form study hall is cavernous, and, while functional, is not a very pleasant place to be—plus, it provides no chance for the Second and Third Forms to develop separate Form meetings or cultures.” In addition, the lack of air conditioning in the building limits its use in summer. The proposed building will look to provide new administrative offices and new gathering spaces for Upper School students. As the project moves into its next phases, all of us on campus look forward to this addition to the school, and to the functionality, aura, and atmosphere that it will bring to the community.☐

Kliptown Youth Program Visitors Shake up Hamilton Chapel

By Alexander Richards Panel Staff The four-hundred and fifty boys sat speechless, not because it was early on a Monday morning, but because of the sight on the Chapel stage. Thulani Madondo and students from his Kliptown Youth Program (KYP) traveled all the way from South Africa to share their love of music and learning with schools in the Boston area. Thulani was awarded the prestigious honor of one of CNN’s Ten Heroes of 2012, and it is

clear why. With a group of present and past KYP and Mr. Kolovos gave wonderful introductions, students, Thulani brought an unexpected en- but no introduction could properly prepare the ergy and zeal with him to the stage, performing school for the energy and liveliness that the ten numerous dances performers brought and songs from the with them to the In a region of so much darkness and stage; it was truly one Kliptown area with the same alacrity despair, Kliptown Youth Program shines of the highlights of which he brings to the year. The dances, as a beacon of hope. educating the youth although elaborate, of South Africa. were simple enough Fourth Former Chad Larkin, who visited for three students to learn, fifth former Kyle KYP in his South Africa travels last summer, Washburn, fourth former Jonathan Innocent,

and third former Brendan Pulsifer. The chapel was a chance for the students of Belmont Hill not just to catch a short glimpse of a very different culture, but also to recognize and appreciate the quality of their facilities in comparison to those of KYP, and more broadly, the rest of the world. The children of Kliptown are cursed with immense poverty, little access to education, an astonishing unemployment rate of 70% and a high HIV/ AIDS level of infection too. Nonetheless, in a region of so much darkness and despair, Kliptown Youth Program shines as a beacon of hope.☐

Bill Mahoney

Kliptown youth dancing for Belmont Hill students in Chapel

Bill Mahoney

Kliptown youth with Mr. Kolovos and Chad Larkin

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Belmont Hill News

ASR Program Thriving in its Second Year

Advanced Science Research an increasingly popular choice among students

By Arman Ashrafi Panel Staff In its second year, the Advanced Science Research (ASR) course has flourished and gained much enthusiasm from the student body. With much reported success from past and current students, ASR has a bright future as a key part of Belmont Hill’s science curriculum.

Three years ago, Mr. Courtney, then in

What’s special about this course is the opportunity it provides to all students involved, each gaining valuable experiences and knowledge from leading researchers. his first year, introduced the idea of this course, which he modeled off a similar one he created at the Berkshire School.

During the past few months, every time a tour passes through the upstairs hallway, the Admissions guide always stops in front of the ASR Posters, the final

Belmont Hill students in ASR

project culminating the year’s work in the lab.

Currently, there are twelve boys, eight seniors and four juniors, in this program. These students have been matched with mentors in labs at medical institutes ranging from MGH to McLean Hospital to MIT and Harvard. Most of these boys are conducting research in “wet labs,” with pipettes, test tubes, PCRs, and other common lab instruments; others, interested more in biomedical engineering, have focused on computer programming and learning different coding language like Python.

One mentor observed that his two Belmont Hill students “are doing better and more impressive work than Harvard undergrads who Christine Kwon have worked in this lab.” Kevin Chen working on his ASR project What’s special about this course is the opportunity it provides second semester, two big assignments to all students involved, each gain- are due: a mock-NIH grant proposal and ing valuable experiences and a final poster, as mentioned before. Furknowledge from lead- thermore, current juniors participating ing researchers. For the in ASR also have the option of entering seniors, built into the the INTEL Science Talent Search (STS) curriculum are three next fall and competing against other large projects. At the high school students nationwide. With end of the first semester, such an auspicious start and high interest each senior must write a among students, ASR has many successtwenty-page review ar- ful years to come. Any current students ticle about his topic of who are interested in this course or have study. At the end of the questions should contact Mr. Courtney.☐

Mr. Sherman and Mr. Sweeney Switch Places

By John Curtin Panel Staff Several students at Belmont Hill now have a new math teacher for the second semester. Recently, Mr. Sweeney has earned a sabbatical and Mr. Sherman, who has returned from his semester-long sabbatical, has filled in and now teaches some of Mr. Sweeney’s math classes, such as Pre-Calculus. Most people would think that the transition from one teacher to another one in the middle of the year would

be very challenging, but this has not been the case. Students have quickly settled in and learned their new math teacher’s expectations and methods, all without missing a beat.

Pre-Calculus students would agree that Mr. Sherman’s relaxed and comfortable classroom atmosphere is certainly a change of pace from that of Mr. Sweeney’s math class, but the standard of work expected and difficulty remain the same. When asked about the two different teaching styles, fifth former Joey LaLiberte, who is commonly known in class as a “jokester,” felt that each teacher runs his class in different, but equally effective ways. He says, “Both are great teachers. They both make jokes and incorporate them with the material very well. I would say the only major difference is that Mr. Sherman allows students to go to the board a little more often, which I personally like. Having said that, Mr. Sweeney may not use as much student-board time, but he incorporates students into the class equally as well as Mr. Sherman does.”

No one would argue about the ability of each teacher to teach each concept thoroughly and successfully to the students; however, some students

have noticed a difference in the expected work methods. Fifth-former and Pre-Calculus student Charlie Hill had this to say about the transition of math teachers, “I would say the only big adjustment for me has been shifting my work style to what Mr. Sherman wants. The way we are told to write out our problems and find our answers are slightly different, and that seems to be the only significant change between the two classes. The two are both great teachers and we are quite lucky to have them.”☐

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John Sutherland Reflects on CITYterm Experience in New York City

By John Sutherland Panel Staff Over the past year, I have had the good fortune to attend not one, but two very different, very demanding, and very rewarding schools. I spent four months this fall at CITYterm at the Masters School, a semester program centered in New York City. Attending Belmont Hill for three years gave me a strong, traditional academic foundation while CITYterm taught me to think and learn in untraditional ways.

CITYterm describes much of their curriculum as “experiencebased” and they encouraged us every day to “think outside the box” and to learn and grow by doing so. We were given the opportunity to explore the streets of New York City four days a week and experience the city and its

The experience of being uprooted from your life here at Belmont Hill and placed in a completely new environment is extremely rewarding. history and literature firsthand. On the other three days each week, we were taught how to apply these experiences to a structured classroom environment. One of the things that I liked most was the emphasis they placed on group work. One of the most important projects at CITYterm is the Neighborhood Study, a weeklong group assignment that forces the students to get completely immersed in a community. Then they must, in a week, put together a whole presentation to be given in front of students, teachers, parents and alumni. This project is a good example of what academics are like at CITYterm. They throw a lot at you, and as a result you discover a lot about yourself and form deep bonds with other students.

CITYterm is not all work though, and we were given an exceptionally large amount of freedom. During our free time in the greatest city in the world, we were able to go almost anywhere and do almost anything, within reason, that we wanted. This freedom to explore and grow is something that I had never experienced before and is one thing that I will never forget about my special time there.

I encourage everyone to consider participating in a semester program, if not CITYterm is not right, then consider applying for another program. The experience of being uprooted from your life here at Belmont Hill and placed in a completely new environment is extremely rewarding. For three years, I had lived the relatively comfortable and structured life of a typical Belmont Hill boy. I was challenged, of course, by the rigorous course load and I enjoyed the fun and excitement that the school provides. However, by midway through my sophomore year, I was ready to branch out and explore a different academic structure, and I am glad that I had the opportunity to spend that semester away.☐

Opinion

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Th e Pan el

In Wake of Newtown, Should We Reevaluate Gun Policy?

By Eva Epker & Abigail Gabrieli Panel Staff

As the two of us head to lunch at about 12:45 on an ordinary school day, we casually sling our backpacks onto the wooden shelves lining the hallway and join the lunchtime rush. Our concerns are simple; we mostly talk about trying to figure out what is for lunch, or what clubs we have, or when the next class starts. We may even be stressing about a quiz we took earlier that day. We are not worried, however, about the safety of our backpacks, even though our cell phones, laptop, iPads, house keys, and wallets may still be inside.

At Winsor, we do not have to worry about the safety of our possessions, much less our lives. The same cannot be said for every school, unfortunately. In fact, some schools not only mandate that students lock up their belongings but also use metal detectors to scan students upon entrance to the building. The tragic shooting at

Sandy Hook Elementary School, however, has all of us across America questioning just how safe our schools really are and how to prevent future tragedies.

All gun control debates start at the Second Amendment, which proclaims that “a well regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed.”

The interpretation of this amendment has been debated hotly during the past century because the availability and power of common firearms have increased and mass shootings have become more commonplace. Can the government place reasonable limits on the arms an individual can bear, or is the amendment absolute? Does the amendment grant individual rights, or is it more general? Such questions have been frequently discussed in the media, the Supreme Court, the everyday conversations of Americans, and the halls of our political institutions. In the past year, after numerous gun-related tragedies, such as the shootings

at a movie theater in Aurora, Colorado, in July and the Sandy Hook Elementary School in midDecember, the long-running gun control debate has come back into the national spotlight.

A little more than a month after the Sandy Hook massacre, President Obama evaluated America’s gun control laws and proposed changes, which included a more in-depth background check on firearm buyers (including those purchasing from private buyers), a federal ban on both the manufacturing and sale of assault weapons, and a 10-round limit for ammunition magazines. These latter two provisions resemble the restrictions of the Assault Weapons Ban of 1994, which was allowed to expire in 2004. A recent survey by the Pew Research Center for People and the Press found that 85% of voters support background checks and 55% and 54% agree to bans placed on assault weapons and bans on high-capacity magazines, respectively.

The National Rifle Association, in turn, argues that in-

dividuals should be able to own firearms for self-defense and that the group of citizens who abide by this mindset should not punished because of the actions of other armed individuals. In order to protect an individual’s Second Amendment rights and the safety of schools worldwide, they are suggesting that armed guards be present at all schools in order to protect students while maintaining individuals’ Second Amendment rights.

However, this view of the NRA seems irrational. The presence of weapons at school is no guarantee of safety; for example, an armed guard was present at Columbine on the day of the terrible school shooting that took place there in 1999. Additionally, stationing armed guards at schools and increasing the visibility of other safety features may have unintended negative effects. A spokesman for the National Association of School Psychologists, as paraphrased by the Washington Post, stated, “Studies have shown that highly visible efforts to increase school

safety, such as cameras and armed guards, decrease students’ feelings of security” and thus decrease their ability to learn.

“So statistically, the psychological costs outweigh any potential benefit,” he added. Over a hundred school violence prevention experts and other school specialists across the country jointly released a statement saying, “Inclinations to intensify security in schools should be reconsidered. We cannot and should not turn our schools into fortresses.”

As a result, federal actions, such as background checks on firearm buyers and bans, are more reasonable in stopping gun violence than the presence of armed guards in schools is.

These federal measures will increase security without affecting the atmosphere of schools like Winsor. Thus, students across the country can head to lunch each day seeing their friends and worrying about a test rather than seeing guards and worrying about the safety of their backpacks, other valuable possessions, or even their own lives.☐

Students at Inauguration Answer Call for Involvement continued from page 1 life, liberty, and the pursuit of happiness” and that as Americans we are on a “never-ending journey to bridge the meaning of those words to the realities of our time.” Shedding light on pressing issues of our time, including environmental change, foreign relations, and immigration, the president stated that “we are made for this moment, and we will seize it, so long as we seize it together.”

In the words of Dr. King, Obama re-

minded us that “we cannot walk alone...

Our individual freedom is inexplicably bound by the freedom of every soul on earth.” Amidst the president’s words of equality, he reminded the nation that “our journey is not complete... that [it] is our generation’s task to make...life, liberty, and the pursuit of happiness real for every American.” Obama concluded his speech by saying, “With common effort, common purpose, with passion and dedication, let us answer the call

of history and carry into an uncertain future that precious light of freedom.”

How are we, women of the younger generation, touched by the president’s speech? As reflected in the words of President Obama, we, the future generation of women in America, must recognize our duty and obligation to address the “realities of our time.” However, the complexity and immensity of these issues cannot be undertaken by a single individual. Rather, we must act as a unified power joined

by our hopes and aspirations for the future of our country and universal nation.

From Amnesty International to Single Parent Family Outreach to even our most recent coat drive for Big Brother Big Sister Foundation, Winsor students and alumnae have long since worked to be the change they wish to see not only in their community, but also around the world.

Let us continue our good works and stand by our president’s words, remembering that “we are made for this moment.” ☐

Anonymous Student Quotations on Gun Control and Safety at Belmont Hill “It is sad that people can’t put aside political differences to try to solve the crisis.”

“People should be allowed to have guns, but only ball and musket”

“We should have a lockdown drill.”

“It’s not gun control that needs fixing, its realizing that there are messed up people out there and fixing them.”

“Americans need to be able to arm themselves. I have my F.I.D. (Firearms identification), own 2 shotguns, and am very careful with my guns. Gun control is not the problem, education is.”

y?”

fet “Sa

I feel very

“Many public schools have safety officers in each school, which could be a good idea.”

s

af ea t Belmo Hill nt

“A lockdown test more often, I do not remember having one all of last year so many people, including myself do not know what to do during lockdowns.”

“More info for students on lockdowns. Almost none of my friends said that they know what to do in a lock down.”

“Massachusetts has the most stringent gun control out of the fifty states.”

“I think this issue is getting too politicalized.”

opinion

Febr u ar y 15, 2 0 1 3

Pa g e 7

How Safe and Secure is Belmont Hill’s Open Campus?

By Matt Czarnecki Panel Staff In the wake of the recent tragedy in Newtown, Connecticut, Belmont Hill has chosen to take a fresh look at its measures of safety and security while also aiming to uphold the atmosphere of comfort on campus that makes this school special. In the past few weeks alone, questions of preparedness for a potential threat have been addressed at meetings of the Parents’ Council, the Administrative Staff, the Crisis Response and Communications Team, and the Board of Trustees. Dating back to the massacre at Columbine in 1999, institutions across the country have taken actions to strive to keep their students out of harm’s way. Since that time, Belmont Hill has tried to make its environment safe. The location of the school, the close-knit community, and the security procedures in place are crucial in preserving this milieu of safety on the Hill. While no school campus can provide a guarantee for absolute protection, Belmont Hill has undertaken and will continue to undertake comprehensive measures that will safeguard this secure environment.

On a rudimentary level, the location of the school in Belmont, where the crime index is about one-third of the Massachusetts average (according to usa.com), provides the school with a sense of safety. Moreover, the school has collaborated extensively with the Belmont Police force. In an interview with The Panel, Headmaster Dr. Melvoin described how, “Plans continue to evolve as police think about what’s the safest way to take care of students. We’ve cooperated over the years with the Belmont Police; they know our campus well so that if we needed to call them, they know not just where Belmont Hill is but the layout of each of the buildings, so they would be able to move more quickly.” In

addition to communication with the police, the school has an evening security guard on duty from 6pm-11pm every night, and it has considered the possibility of keeping a security guard on campus during the day. “We have thought about it in the past, and we may think about it again.”

Dr. Melvoin further illustrated how Belmont Hill, like every school, has a unique set of circumstances based on its location. “At Winsor, while the building extends into a number of different wings, there are limited numbers of

points of access. By contrast, Belmont Hill has seventeen buildings.” To tackle this potential issue, Belmont Hill installed a system for all of its external doors two years ago that could lock down the school immediately if there were an extreme threat. However, the Headmaster aptly commented that, “statistically the odds are very small that that would ever happen, and we pray that it doesn’t.”

The school’s administration must be ready to answer the question, “If something happens, how do we respond?” Dr. Melvoin related a story from a few years ago, in which an individual dropped a thermometer and spilled mercury during a summer school session. In response to this situation, a prompt, successful evacuation ensued, and a Hazmat team came to clean up the spillage.

The cohesive environment at Belmont Hill underscores an aura of safety each and every day as a precious level of trust exists between the faculty and students, and among the students themselves. Dr. Melvoin noted, “Teachers reinforce [this environment] because it is what we believe in; it’s what we want our school to be. But if students didn’t maintain trust and respect for other people’s property, then it wouldn’t work.” For instance, the boys feel comfortable leaving their bags in the hallways without fear of theft, and they certainly would have the confidence to approach a teacher if they noticed something wrong or out of place.

As a concluding message, Dr. Melvoin remarked, “This school has been fortunate for a long time by its location, but also by its culture and values as an open and comfortable campus. My hope is that we will continue to be that for a long time to come. The responsibility that we adults have is to support that to the degree we can, but also to make sure that we have measures in place so that if anything happens, we are able to respond quickly and appropriately.” ☐

How Can Belmont Hill Create a More Protected Campus? continued from page 1

“This is a school that has been open and free flowing,” he says, “and I think that is one of its virtues. That is why students and teachers want to come here.”

In terms of safety and security, however, with an open campus and 17 buildings on 38 acres, Belmont Hill is certainly a challenge. So far, the administration has done an excellent job. In a school-wide survey, 97 percent of respondents say they feel safe at Belmont Hill, and 78 percent do not think security needs to be tightened.

That means, however, that 22 percent think more ought be done, and the good news is that whatever is needed, Belmont Hill has the funds.

“Schools like Belmont Hill have more financial resources to put into security than public schools,” said James MacIsaac, assistant chief of the Belmont Police Department.

Even before Sandy Hook, Belmont Hill used those ample resources to hire consultants to keep the school safe and to develop systems, such as doors installed in 2011 that can be locked down immediately and wirelessly. As tensions at schools across the country increase, however, Belmont Hill faces fresh challenges.

“I think Belmont Hill and all schools can always do more to make sure that faculty and staff, as well as students, can be as well protected and as prepared as they can be,” said Mr. Melvoin.

In the weeks since Sandy Hook, politicians, educators, parents and the media have wrestled with the challenge to make schools safer. The NRA has called for armed guards at every school. In our survey, however, eight of every ten students said that was a bad idea, and so does Mr. Melvoin.

“For me, at this stage,” he said, “I would have a very difficult time having armed security on campus. I think it would change our culture and add a level of fear and potential violence that are not appropriate.”

He makes a good point. It is difficult to find a single example in which armed guards have prevented an attack. At Columbine and at Virginia Tech, armed guards were on

duty at the time of the deadly assaults, but unable to prevent the violence. Given the spread out configuration of Belmont Hill’s 17 buildings, it is difficult to imagine armed guards as effective against an attack, unless 20 or more were stationed across campus.

Today, visitors have access to the Belmont Hill campus without signing in, but among proposals the administration has discussed with the Parents’ Council and with the Board of Trustees is the viability of having visitors sign in at a central location, as does Newton Country Day School.

“We do not really have a central location,” said Mr. Melvoin. “If you go to other campuses, lots of schools have one

students say they would feel unprepared and would not know what to do, or they would know only vaguely. Seniors who have been at Belmont Hill for six or seven years have been through only one lockdown drill, and many underclassmen have never been shown what to do in case of lockdown.

Among responses in our anonymous survey: * “From my knowledge, we have only had one lockdown in the past four years, which should definitely be changed. I feel that we should have three or more lockdown drills a year.” * “We should have a lockdown drill.” * “We need a lockdown test more of-

Do you think Belmont Hill needs to heighten security on campus?

Yes

No

22%

78%

Do you think Belmont Hill should have an armed security guard on campus?

Yes

No

20%

80%

entrance. They have one office, which you go past to get into the school. We don’t have that . . . Part of the challenge of having people sign in is that they wouldn’t even know where to go. . . Is the value of having them sign in worth all the changes in what we are and what we want to be? No one thinks that a sign-in will specifically help security, because if someone wants to come in and do something bad, they are not going to sign in. They are just going to come in.”

So, if armed security guards and a sign-in system are not feasible for Belmont Hill, what are our options?

The answer -- preparation, education, and an emphasis on mental health.

If a lockdown and emergency occurred today, 78 percent of Belmont Hill

ten; I do not remember having one all of last year. So many people, including myself, do not know what to do during lockdowns.” * “More info for students on lockdowns. Almost none of my friends said they know what to do in a lock down.” * “I don’t know about lockdowns, and all students definitely should. Maybe there should be an educational class on lockdowns.” * “We have practiced the lockdown procedure once at my time at BH, and that was when I was in seventh grade, and even then, it wasn’t very realistic at all...I’m a sophomore now and have not gone through another lockdown procedure since.”

These concerns suggest, first, that Belmont Hill has some work to do in preparing its students

for

the possibility of a lockdown.

Secondly, Belmont Hill must educate students about the gravity of campus security.

The administration should educate students through meetings by form and advisor homerooms, where students have an opportunity to pose questions -- What does a suspicious person on campus look like? What should a student do when he sees a suspicious person?

What should students do in case of a lockdown, when they are alone, in an open area, and without the supervision of a teacher?

It’s a problem under consideration by Mr. Melvoin.

“More of our efforts,” he said, “ may be more appropriately spent with faculty and staff, rather than students.

He’s right, of course. In an emergency, students will do what teachers say, and they will go where they are led.

It is imperative, therefore, that teachers be educated themselves, and up to date of procedures in an emergency.

There are times, however, when students are not in the company of teachers. During a free period, for example, it is crucial that students, too, be educated on what to do in an emergency.

As we learned from Columbine and Virginia Tech, threats do not always come from the outside, and so we must look within ourselves. Our school has a commendable history of having prestigious psychologists available to help students through difficult times.

“It seems that the overwhelming number of dangerous events come from people who are struggling with mental health issues,” said Mr. Melvoin. So, it is important for the school to keep an open environment, where students know whom to go to if they need help, and friends know whom to tell if their friend needs help.

Asked for the best strategy for schools, Mr. MacIsaac, assistant chief of the Belmont Police Department, summed it up by saying: “The best way to keep a school safe is to have a good security plan, to practice the plan, and to communicate with the student body the best way to keep them safe.”

That, for Belmont Hill School, is the challenge. ☐

Winsor Opinion

Pa g e 8

Th e Pan el

Winsor Students Discuss the College Process

Holly Breuer and Rebecca Forrester

All of these will claim to look like Hogwarts

Sophomores’ Anticipation

By Maddy Batt & Bibi Lichauco Panel Staff College. All the stress of piles of homework, sleep deprivation, looming tests, and paper deadlines is worth the trouble because it will get us into a “good” college. But are we starting to worry about our academic futures too soon? When should Winsor students really start to think about college?

There is no definitive answer to these questions. Many would say yes, sophomores are too young to be troubling themselves over college, which is too far away.

But, in reality, we are constantly surrounded by reminders of what is coming next in our academic lives. Sophomores are already taking standardized tests, thinking about what would “look good” on our resumes, and watching older friends move on to great schools nationwide. Especially in the intellectually competitive city of Boston with colleges like Harvard and MIT around the corner, thinking about college is difficult to avoid. In an intense environment like Winsor, students discuss and consider college frequently. Recently, a student came into our homeroom upset about the grades she was receiving in one of her classes. “There are so many smart kids,” she complained. “How am I supposed to get into a good college if I’m not perfect?” This way of thinking is unreasonable. College counselor Mr. Clarke remarks that younger students should approach college with an “inquisitive” mindset and “be willing to be... more thoughtful and more deliberate rather than deferring automatically [to popular opinion].” He also encourages us to keep in mind that “worrying about it [and] stressing about it does nothing but potentially hamper your performance.”

Colleges are not looking for perfection, and one grade in your sophomore geometry class will not determine your application’s success or failure.

Moreover, for some students, focusing too much on college has a nega-

tive effect on schoolwork; as Surya Pandit ’15 said, “Sometimes it motivates us to work hard and other times it stresses us out and stops us from doing our best.”

But does college’s influence extend past our stressing over grades? How does the aspect of applying and being accepted into college affect the choices freshmen and sophomores make during their Winsor careers? For many Winsor girls, the extracurricular activities like clubs or sports they join are determined by what looks best on their resume. In our freshman year, many girls admittedly tried out for Model UN to “get into college,” although many have remained in the club because they found they actually enjoyed it. However, it is important to remember as an underclassman that school is a place to enjoy learning, not just a stepping-stone to higher education. Hailey Yetman ’16 reminded us that “sometimes when you’re stressing, you have to step back and realize what’s really important... [is] doing your best!” At the moment, we should be working hard for our current classes, not our future ones, and enjoying ourselves now. Ms. Ryan, dean of the class of 2014, reiterated this thought: “[This is] a time to grow as a person and a student, and you will be better able, when the appropriate time comes, to articulate to colleges who you are and what you care most about!”

We should not obsess over college.

Maybe now is too soon to bother thinking about going to college, or maybe planning ahead so as to be accepted into a “good” school is a useful, motivational long term goal. It is true that Winsor is known for its impressive matriculation, and students feel pressured to uphold that intimidating reputation. Knowing this truth, however, we should feel empowered, not heavy with stress. While we may be influenced by parents, friends, and teachers, the only ones who set our expectations and limitations is ourselves. As long as we try our best at what we do and are honest with ourselves and our work, we will ultimately end up at the college best for us.☐

This one actually can claim to be Hogwarts—Harry Potter was filmed here

Rebecca Forrester

A Senior’s Reflection

By Andrea Zhu Panel Staff I have written this article with the prompt “what you wish you knew about college going into senior fall.” I was also told to be honest. So here is the college process, from a bitter but relieved senior who has emerged from it all relatively unscathed.

The bad news first: 1. Senior fall will be really, really hard.

I have gone through every classic Winsor challenge there is — the weekly freshman biology quizzes, the confusion of sophomore chemistry, and the heavy workload that comes with the junior non-Western. I have done it all, and I can say this definitively: in senior fall you will have more work than you have ever had before. You will have more essays to write at a time and more reasons not to hang out with your friends. You might not even get a properly relaxing winter “break.”

2. As a result, you and your classmates will cry a lot. Your classmates might lash out or say something they do not actually mean, and you will have to forgive them. You will have to understand that everyone is under extreme stress, just like you are. You will cry at the usual rational things. You will also cry at irrational things.

You will cry when you are convinced you are not going to get into your top choice school, and then you will stop when you change your mind for the millionth time.

And you will cry when you finally get your decision, even if it is an acceptance.

Now for the kind-of-okay news: 3. Everything is somewhat random. Do not take it all personally.

There is an element of arbitrary selection in every college’s decisions, including the good ones. This is not a lie to prepare you for rejection. This is the truth.

4. Things will change. Maybe your early decision will not go as planned, and you will have to radically alter your plans. Maybe you will suddenly realize you want to be at a research university, not a small college. Maybe you will think a school is your first choice by their website and then do an overnight visit and find it is not for you.

Without a doubt, you will be a different person as a senior towards the end of the process than you were as a junior entering it. What you are looking for and what you want in your college experience could also be very different, so do not cling to any sort of “plan” you set out for yourself at the beginning. Visit as many schools as you can, get to know them fully, and understand definitively what it is you like about each of them. Be open to change, and be honest with yourself.

5. A perfect transcript is not the Holy Grail, so do not treat it as such. Yes, grades obviously play a huge part in college admissions. However, straight A’s are not going to guarantee your admission to any college, and they are not admissions officers’ sole criterion. Plus, no matter if you are a freshman or a junior, you do not want to waste your time in Upper School stressing over every single grade that comes your way. Focus on what you want, not what your teachers want: pursue what you are interested in, and enjoy yourself.

6. The stuff you care about matters.

Okay, I am not going to pretend that the looming prospect of COLLEGE was never a factor in my decisions in high school. I definitely did my fair share of doing things “just to get into college.” But I also know that stuff is definitely not what makes me an interesting person (quite the opposite) or, even, an interesting applicant.

The college process will give you the opportunity — or the challenge — to reflect on what you have experienced in life so far, what you want in life at least for the next four years, and what makes you who you are. You will find that the answers to these questions will not lie in the club you joined to put on your resume. Essays will be easier to write, and also to write well, when you write about experiences you did not expect to have or about things you did just because you wanted to do them. Interviewers will be engaged when you talk about French cuisine or dinosaur anatomy or whatever it is you love, not about the laundry list of awards you have won.

When it comes time to write that essay, you will not want to look back and find that the last four years of your life were dictated by somebody else’s idea of what you “should” do instead of your own. You do not have to and should not try to be the person you think colleges want to see in order to impress them.

7. Your classmates will be your allies, not your enemies. You might expect some antagonism within your class during senior fall. After all, many of you will be applying to the same schools, and, inevitably, some of you will get in and some will not.

Sure, there will be some weird, anxiety-inducing tension, maybe some catty or judgmental remarks about why so-and-so picked this school or about whether soand-so will get into that other school. But support and understanding will prevail. You will have people to console you and understand you when you feel like you are drowning in anxiety and application supplements.

You will have people to be excited for you when you get in and properly sympathetic when you do not. At least, this has been my experience with the Class of 2013, and, throughout the insanity of this semester, I could not be more grateful that I had them.☐

Belmont Hill Opinion

Febr u ar y 15, 2 0 1 3

“We know boys,” Ms. Tift began to a group of Fifth Form parents last spring, “and we know how to work with them.” These words launch what is the source of much excitement, angst, and uncertainty for Junior and Senior families; what is seldom spoken, written, or thought of without prodigious quotation marks: the “college process.”

Ms. Tift’s introduction seems to highlight one of the strengths of Belmont Hill’s college counseling team: over the years Ms. Tift, Mrs. Melvoin, and Dr. Stearns have learned how boys operate and have thus tailored the Belmont Hill process to fit their needs. Juniors quickly dismiss their procrastinating tendencies and adapt to short-term deadlines known as “non-negotiables,” which represent one way a long arduous process is broken-down into manageable, student-friendly steps.

In this way, Belmont Hill’s process is distinguished from others. Students at other schools are often left to plan their time alone, while the segmented and simplified process Belmont Hill offers proves quite conducive to the busy academic and extracurricular lives of fifthand sixth-form students. The so-called “college process” Overall satisfaction with college process

begins in the spring of Junior year when boys are asked to fill out a preliminary questionnaire and résumé to get them thinking about college choices and their applications. Before the end of Junior year, every student has met with his college counselor twice and made a preliminary list of institutions to consider over the summer. By the first day of senior year, they have completed the Common Application form and have begun drafting their essays.

Subsequent deadlines carry students through sending in their applications, applying for financial aid, navigating deferrals and wait-lists, and finally sending in a college decision. Boys are encouraged to look early, work early, and most do end up applying early so that many have “completed the process” by Winter Break. Boys are buoyed throughout the whole process with deadlines, check-ins, and support from the college counseling team.

That is not to say, however, that “the college process” is not student driven. While parents are included and informed, formulating the college list, writing the applications, and ultimately deciding where to go is entirely up to the students. Indeed, when the Satisfaction with college counselors

Pa g e 9

door to one of the counselor’s rooms closes, conversations are kept entirely between a student and his counselor, who emphasizes her role as one of a “sounding board,” not a source of opinions or personal decisions.

The college process can be full of stress, reward, and disappointment. It is no surprise, then, that many juniors and seniors lament the weight of so much soulsearching, test-taking, and typing squeezed into less than a year. With some schools starting the college conversation as early as the beginning of sophomore year, many Belmont Hill students chomp at the bit to start looking at colleges or wish that they had seen the infamous scattergrams (graphs showing past Belmont Hill applicants as anonymous dots plotted by GPA and test scores) earlier on in their high school careers. On the other hand, many students are grateful that the “college process” does not weigh down on earlier years in high school.

The Belmont Hill college counseling team, with its specialized approach to procrastination, student-focus, and level-headed approach helps students navigate both the turbulent straits and calm waters of the “process.”☐ Satisfaction with final college choice

Seniors were asked in an anonymous poll to rate their satisfaction with various aspects of the college process on a scale of 1 to 5. Of the students polled, there were no ratings of 1 or 2.

College Counseling: An Ever-Evolving Process

By George Holderness Panel Staff

With its “non-negotiable” deadlines, mandatory meetings, and unavoidable paperwork, the college admissions process at Belmont Hill seems set in stone. In reality, it’s a fluid and evolving process. Today, students begin the process in the second half of Form V by getting to know their college counselors, taking the SAT, and finding teachers to write recommendations.

The pace picks up during the summer and fall, when boys complete the Common Application and supplements for individual colleges and then apply to schools. College guidance at Belmont Hill hasn’t always been the same as it is now, though, nor does it necessarily need to be. The college counselors have made changes to the process in the past few years, and they are always searching for ways to make college admissions as fair and understandable as possible.

One problem with college admissions, Ms. Tift points out, is that “some boys are disillusioned as they go through the process” because admission is based on more than academic merit alone. As one senior mentions, “I didn’t realize when I began applying that the 10% admission rate of top schools doesn’t correspond to the top 90% on the SAT.” To this end, the college counselors have tried to be more transparent and frank with the community about what they as counselors can and cannot do. They’ve also worked to make the process more straightforward (and to combat procrastination) by introducing several non-negotiable deadlines for students and requiring them to fill out the Common Application over the summer. Finally, Ms. Tift has tried to “light-

en things up a little” by creating a guide to the process with a Where the Wild Things Are theme. She hopes boys won’t treat college admissions as “the end of the world” or “winning the big game,” but rather as a “great time for a young person to take stock of himself ” and find the college that will fit him best.

While the college counselors frequently brainstorm for improvements, they don’t have any major changes planned for the near future. One issue that they would like to address is the difficulty, for some students, of coming to terms with where they stand academically in the class. The college counselors began telling boys their GPA and class standing during Form V only a few years ago, and Ms. Tift admits that, while it’s an important part of the process, “it can be a little painful” for some boys to learn these figures.

The college counselors welcome suggestions of improvements from boys, although students don’t typically give them much feedback. In our survey, while the senior respondents agreed that the college counselors “do a great job overall” and that we “have one of the best college counseling systems in the country,” they offered ideas for improvement. One senior wanted more requirements, such as a “more in-depth analysis of each student’s college list.” Another would have liked information earlier; he wished he were “shown the graphs (of admission chances at various colleges) during freshman year” so he knew what awaited him.

College admissions is an important part of Belmont Hill, and it’s fitting that the counselors are willing to modify it to benefit everyone involved. Student input can set the wheels of change in motion, and by offering suggestions and feedback, boys today can help ensure the best possible college admissions experience for classes to come.☐ Ms. Tift addresses the Fifth Form in a kick-off college counseling meeting.

Matt Ryan

mental heALTH

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Th e Pan el

Mental Health at Belm

By Joshua Lee Panel Staff About a year ago, I sent a one-sentence email to Ms. June Schmunk, Belmont Hill’s school counselor, that proceeded to shape my entire high school experience and, without sounding overly dramatic, my entire life. At the time, I thought I was struggling with procrastination and AP US History (sound familiar?); Ms. Schmunk told me I was struggling with slight cases of depression and anxiety.

I proceeded to meet with Ms. Schmunk regularly over the next few months and built a relationship with her that has been invaluable as I have traversed the ups and downs of the past two years. But this is not my sob story, nor is this a unique story; rather, this is a widely untold story that dozens of Belmont Hill students can relate to.

While counseling is not something that students bring up in casual conversation, it is still a prevalent part of Belmont Hill. Last year, a total of 47 students visited with Ms. Schmunk, a number that was down from the 55 students that had gone the year before. Ms. Schmunk said that, over the course of an average academic year, she will see about one-third of the Belmont Hill sixth form. Dr. Thompson, the supervising psychologist for Belmont Hill, added, “Because we have created a place where boys can come talk, it means that by graduation we’ve seen probably 40% of a class on average.”

So if going to counseling is more common at Belmont Hill than, say, being in a theater production, why is treated like a secret, underground aspect of our

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supposedly open community? Dr. Thompson said, “Boys fight mental health services because they think it’s going to expose them and make them look weak and less than masculine. But it often leads boys not knowing what to do with their psychological pain.”

Yet, while an all-boys school, to some extent, carries with it a macho mentality in its student body, the “tough-it-out” “hard work can cure all your problems” culture of Belmont Hill, seems to exacerbate the unwillingness to be open about needing help. Ms. Schmunk agreed.

“I definitely think that it’s harder for a kid to send that first email to me or stop by my room for the first time at Belmont Hill than it is even at another all-boys school,” she said. “There has been, and still is, a general belief that you work out your issues on the field and then you’re all right.”

While there is definitely value in the Belmont Hill “tough-it-out” mentality, when the desire to seem tough starts to impede students’ ability to seek help when necessary, something needs to be done. The first step to this is to clear up misconceptions about what going to counseling means at Belmont Hill and who should go.

When I was in the Middle School, I would sit in Dr. Thompson’s chapel talks and think: I would never go to counseling. I’m a normal kid and counseling is only for crazy people, right? My misconceptions were obviously naive, yet, to some extent, I think that even some older Belmont Hill students fail to recognize how “normal” it can be to stop in and chat with Ms. Schmunk during a free period. While she

definitely deals with some truly heavy issues throughout the year, such as depression, family issues, or loss, Ms. Schmunk will also see a boy after his girlfriend just broke up with him or he lost his last football game.

In order to create the healthiest community possible, Belmont Hill needs to keep working on trying to eliminate some of the stigmas that go along with counseling. Dr. Melvoin, the headmaster of Belmont Hill, said, “I think we have to normalize it [going to counseling]. Mental health issues are health issues. I find it a sign of strength if someone is able to ask for help.”

But ultimately, no matter how many chapel talks are given or how many Panel articles are written, it will never be easy taking that first step. Yet, once the initiative is taken, everyone agrees that it was the right thing to do. A 2012 Belmont Hill graduate said, “Initiating my meeting with Ms. Schmunk was the hardest part... I remember walking up to her door and being really nervous, not sure what to expect. But, in the end, Ms. Schmunk and the counseling program turned my life around. I don’t know a kid that doesn’t like her or thought the experience was a waste of time.”

Sharif Campbell, a current Belmont Hill fifth former who is part of the Family Group, agreed that, while it was hard meeting at first, talking to a counselor has been invaluable.

“I’ve grown a lot since joining the group because I have a chance to dig deep into questions that I usually run away from,” he said. “Dr. Thompson and Ms. Schmunk are great people and they help and listen to you. Don’t be afraid to go and seek help and you always feel a lot better when you leave.” ☐

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THE # OF BH BOYS WHO SAW MS. SCHMUNK IN ‘10

THE # OF OFFICIAL COUNSELORS BH HAD 20 YEARS AGO

THE % OF A BH GRADUAT-

THE # OF BOOKS DR. THOMPSON HAS PUBLISHED

THE % OF A SENIOR CLASS MS. SCHMUNK WILL SEE ON AVG.

ING

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COUNSELING ON AVG

A Look Back at the History of Mental Health at Belmont Hill

NUMBER OF STUDENTS IN COUNSELING AT BH

By Joshua Lee Panel Staff Over the past two decades, Belmont Hill has made great strides in the field of mental health, going from virtually nonexistent counseling to a thriving program that assists over 15% of students and numerous faculty members and parents annually. Twenty years ago, there was only Mr. Bassett, a legendary crew coach with a Masters in counseling, who regularly spoke with boys on the side. Then, in 1993, Dr. Melvoin was introduced to Dr. Michael Thompson. A few months after their initial conversation, Dr. Thompson was brought on to help start what would eventually become Belmont Hill’s mental health program.

“I’m not sure everyone appreciates how fortunate we are to have Dr. Thompson,” Dr. Melvoin said. “He came as our consulting psy50 chologist. Since then he has published 8 books 40 and speaks literally all around

the world, yet we still see him weekly, now as our supervising psychologist, working with students, parents, faculty and staff.”

Yet even though bringing in Dr. Thompson was a great first step, he was not immediately embraced by the school. Dr. Thompson said, “Belmont Hill had never had a psychologist, and there were some people that thought that I was going to undermine the advisor system. The school relied on coaches, advisors, and effort, because that was, and still is to some extent, Belmont Hill.” But even so, Dr. Thompson quickly became integrated into the Belmont Hill community and was the leader of what would eventually become our counseling program.

After bringing in Dr. Thompson, the school showed its further commitment to the mental health of its students by bringing in Dr. Bepi Raviola and Ms. June Schmunk.

Dr. Raviola is a Belmont Hill graduate and psychiatrist that has worked at the Children’s Hospital and with Partners in Health. He comes MIDDLE SCHOOL

in once a week to meet with the health team.

Ms. Schmunk has served as the school counselor for the past eight years.

Even though she came in only eight years ago, there was still some uncertainty as to how many boys would be willing to go to see her at first. Ms. Schmunk recalled, “I remember when I was hired, Mr. Goodband said, ‘You are going to have the easiest job. Nobody is going to come talk to you. You’re going to kick your feet up and read magazines all day.’ He really didn’t believe that kids would ever come to a counselor.” This attitude, which not only pervaded Belmont Hill at the time but also society in general, has changed dramatically over the past ten years for the better. Recently, Ms. Schmunk upped her time from two days to three days a week, and kids are constantly seen filing in and out of her room.

“I think it’s great that more people are seeking help,” she said. “We all can grow and improve and I feel privileged to be a part of that process with students.” ☐

UPPER SCHOOL

A Stress Map of or Winsor Stu

BELMONT HILL

The Stigma Around Counseling at BH

Students S

“Dr. Thompson and Ms. Schmunk and listen to you. Don’t be afraid feel a lot better when you leave.”

“Getting help is absolutely worth i and made me who I am today.”

“Counseling is very much a hidde of my fellow classmates preferred ily Group” - Chris Thomson (Cla

“Boys fight mental health services expose them and make them look But if often leads to boys not know logical pain.” - Dr. Thompson

“I think that we are all unaware as to ho mental illness. A friend of mine recently and I felt horrible when I almost said, ‘U not have OCD. I think that saying these in our community, but it should be discu

“It would be really helpful to have an as these problems can hear others who hav perhaps feel comfortable reaching out to

“I have anxiety and panic disorder, and tion about it at Winsor. I don’t really fee but that’s part of the anxiety.”

“Ms. Baumann is fantastic, and the scho students’ mental health issues fairly well

30

“We learn all about drugs, sex, STDs, su ships starting in eighth or ninth grade, b until junior year…I’m glad that Winsor they do, since a lot of what we’ve learned that the priorities are out of whack if he us…about heroin than teaching us abou

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Mental health

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elmont Hill and Winsor

ap of a Belmont Hill or Student’s Brain

WINSOR Gates Dupont

ents Sound Off

An Inquiry Into Mental Health Issues continued from page 1

One of these clinicians is Ms. Baumann, Winsor’s school counselor. Winsor also retains a consulting psychologist, the head psychologist at Children’s Hospital, who oversees much of Ms. Baumann’s work.

Teachers are usually encouraged to consult Ms. Baumann if a student comes to them with a serious mental health concern, although there is “not one set protocol” for dealing with mental health issues, according to Ms. Grant. Teachers, administrators, Ms. Baumann, and Ms. Renneburg are encouraged to consult with each other when a student’s needs require such collaboration.

Winsor “really tries to respect student privacy first and foremost,” says Ms. Grant, and information about students’ mental health conditions is shared on a need-to-know basis with the minimum number of people necessary to ensure the students’ safety.

In reaction to some students’ dissatisfaction with the mental health environment at Winsor, Ms. Grant said that “we do a better job than we used to, but there’s still room

for improvement. Inevitably there’s going to be some kid struggling that we don’t know about, and I wish we could get help to everyone who needs it.” She added, “I do think that with individual students that have mental health concerns there is a lot of work that is not visible by students or faculty.”

Because Winsor students are often “high achieving, highly motivated, and sometimes highly stressed,” according to Ms. Grant, most efforts to improve the mental health environment at Winsor have been centered around reducing workload and homework, common factors in the “teenager stuff ” stress that Ms. Baumann often hears about. Over the years, Winsor has conducted surveys detailing the number of hours students spend on homework each night and adjusted assignments accordingly. However, the challenges that accompany anonymous surveys, including lack of participation and inaccurate information gathering, mean that painting a true picture of the Winsor workload, and stress can be difficult. In order to help students learn to

How much information have you learned at WInsor about mental health?

s. Schmunk are great people and they help be afraid to go and seek help; you always ou leave.” - Sharif Campbell (V)

handle stress in healthier ways, Winsor also tries to provide support for students during stressful times. The efforts have included yoga and meditation during exam week, open peer-tutoring sessions to prepare for exams, and always-available sessions with Ms. Vantine and Ms. Baumann, among others.

Ms Baumann notes that “the class of schools that I would compare us to is really the north-eastern, high-intensity college prep schools,” but “I don’t think we have many more incidences of [mental illness]” at Winsor than at most other schools in the country. She notes that a fair number of students who come into her office do not fit the established criteria for a mental illness or disorder. In the spring semester of 2012 she was seeing about 34% of the students in the Upper School on a regular basis, but she does say that that number has increased this fall.

Ms Baumann notes that she is “seeing more juniors than ever before,” which she believes has a lot to do with students having more access to education on mental health due to the new junior year health curriculum. ☐

Do you think information about mental health issues should be taught at Winsor?

ely worth it. It completely changed my life today.” - Anonymous (Class of ’12)

ch a hidden part of the community... Most preferred not to say they were part of Fammson (Class of ’11)

th services because they think it’s going to them look weak and less than masculine. s not knowing what to do with their psycompson

are as to how many jokes are played off of serious ne recently shared that she struggled with OCD. most said, ‘Ugh, I am too OCD,’ when I really do aying these things shouldn’t be a source of anxiety uld be discussed seriously and continuously.”

have an assembly on these issues so people facing rs who have gone through the same thing and hing out to them.”

order, and I believe there isn’t enough conversa’t really feel comfortable talking to peers about it,

nd the school seems to be able to deal with specific s fairly well once they come up.”

x, STDs, substance abuse, and abusive relationth grade, but we don’t address mental health at all hat Winsor health classes teach us about the things e’ve learned is really important, but I also think whack if health class is more focused on telling ng us about mental health issues.”

New Focus for VII’s Program Curriculum:

By Sophie Cyker Panel Staff The Class VII health curriculum has undergone a major change this year.

Instead of the council-based course previously taught in the junior year, Class VII students are taking a new class centered around teen health issues such as depression and addiction. About half of the semester-long course is focused around mental health, and students learn about depression, anxiety, and other mental health issues from a medical perspective and discuss Winsor’s role in a student’s mental

health with Ms. Baumann. Students watch documentaries produced by PBS and other news organizations. Since the class is new, the pace of each section could be adjusted to make sure students had time the absorb the material they were presented with. The unit concludes with Ms. Baumann’s attending a class question session where she answers anonymous questions submitted by members of the class. In an interview with Ms. Baumann this winter, she said that after addressing the concerns of students regarding the counseling program, six juniors that she had previously not worked with came to speak with her. ☐

Discussing Mental Health at Winsor

Class I: Building community; healthy nutrition; positive friendships; physical and oral hygiene; intro to puberty; self esteem development; self advocacy skills Class II: Healthy communication; human emotions and mental wellness; positive body image; puberty; social skills development; REACH; relaxation and stress reduction Class III: Healthy friendships; building self esteem; understanding/appreciating multiple intelligences; relaxation and meditation; stress reduction; positive uses of social media; relational aggression/bullying prevention; puberty Class IV: Identities & values; sexuality; adolescent development; social media & social marketing; positive body image; adolescent mental health and mental health advocacy; stress reduction; transition to Upper School Class V: Sexual health; personal values; healthy decision-making Class VI: Healthy relationships; healthy communication; teen dating and domestic violence prevention; media literacy Class VII: Women’s mental health and mental illness (specifically mood disorders, addictions); substance abuse and prevention; public health and social marketing Class VIII: Life skills for a co-ed world; financial literacy; conflict resolution; meaningful career development; mental health and healthcare in college; substance abuse prevention; transitions and goodbyes. ☐

Winsor Arts

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Th e Pan el

St. Valentine’s Day Blues

By Holly Breuer & Caroline MacGillivray Panel Staff

Liza Voll

Nutcracker + Winsor = ?

By Kate Elfers Panel Staff People used to tell me I would be really good at time management when I got older. As a young dancer, I spent most of the hours I was not in school in Boston Ballet’s studios. Ballet is a year-round activity: the “season” never ends, and there is always a production to prepare for. But one break in this monotonous, year-round “season” is when Nutcracker auditions begin. For many, The Nutcracker is a favorite tradition that is a big part of the holiday season. All the publicity about Boston Ballet’s new costumes and choreography for The Nutcracker this season made me reflect on my time in the holiday production and in ballet overall.

The Nutcracker was one of my favorite ballets to dance in. It includes dances that range from the Sugar Plum Fairy’s variation to the Party scene. The Nutcracker is a unique ballet because dancers of all ages and skill levels participate, and it is one event that unites the dance community. Sarah Goodman ’14 explained that one of her favorite parts of being in The Nutcracker was “being backstage and getting a taste of company life.” Even in my first year as the role of the Marzipan doll, the smallest and perhaps most insignificant role, I felt like I was part of something much bigger, and it was really cool to be around, and work with, professional dancers.

But now that the holiday season is over, there is time to reflect on not just The Nutcracker, but ballet as a whole. What is it like to go to Winsor and do ballet? First of all, ballet helped me improve my time management skills. But it also did much more. Much like sports at Winsor, rehearsing and performing provided an outlet from the stress of school and homework. Elizabeth Hiss ’13 summarized ballet in three words as “elegant,

disciplined, and graceful.” To embody such grace and elegance, every rehearsal required extreme concentration that did not let my mind stray to school or anything but the ballet. And after such hard work, every performance was something to look forward to.

I both loved and hated that participating in ballet was something so distant from the Winsor community. On one hand, I had much later nights than many of my friends who would arrive home around 6 pm, while I was in the studio until several hours later. Not many at school really understood the extent of the hard work that it took to be part of such big productions. As Veronica Yang ’14 said, “When my ‘work’ day ended at 10pm, I still had a ton of homework to do. The enormous time commitment to ballet did not coincide well with the high expectations of Winsor.” On the other hand, ballet allowed me to be a citizen of a larger community, not just the Winsor one. While performing in ballets such as The Nutcracker, I could connect to the thousands of viewers who would bring friends and families to see us dance. Perhaps providing enjoyment by sharing what I loved to do, and enhancing the Boston community, was my own way of becoming a better “global citizen.”

But as girls progress through Winsor, it is clear that fewer and fewer continue with a rigorous dance schedule. How can I continue to do my best at school and pursue something I love? My eighth grade self had to make the decision between attending Winsor and pursuing a path that would lead to a professional dance career. Frankly, Winsor is not an environment that is compatible with such a path. This year I tried to combine the competing worlds of ballet and Winsor. I recently started taking some adult open classes at the Boston Ballet studios. Although I will never reach the place I was before quitting after Class IV, I have successfully found a way to return to a former passion. ☐

Come See the Winter Plays!

By Susannah Howe & Leila Vicinelli Panel Staff Are you a seasoned Winsor theatergoer? Never seen a play outside of assembly period? Whatever your experience with drama, this winter is the perfect opportunity to see a Winsor play.

This year’s ninth and tenth grade play, The Importance of Being Earnest by Oscar Wilde, promises to be a fun one, full of romance, mistaken identities, and even one cast member dressing in drag. The play, a Belmont Hill-Winsor production directed

by Ms. Davis and Mr. Diresta, centers on two friends, Jack and Algernon, who both pretend to be named Ernest to woo the women they love, Gwendolen and Cecily. It is a recipe for mayhem - and, for audiences, lots of laughs. Said cast member Becca Koppel ’16, “People should definitely come see it because it has to be one of the funniest shows I’ve ever been in, and it’s an entertaining spin on the classic love story that everyone knows and loves.” The cast is excited to make the most of a very funny script and hopes that the audience will enjoy watching the play as much as they are

enjoying rehearsing it. Come see the show at Belmont Hill, February 21, 22, and 23.

Mourning Becomes Electra, the Winsor Upper School Winter play, will take to the stage on February 22 and 23 in the Winsor Assembly Hall. Directed by Mr. Tupper, the play is written by the great American playwright Eugene O’Neill and focuses on the trials and tribulations of the prestigious Mannon family after the Civil War. The play proves that all is not always as it may seem, and as the skeletons are pulled from the Mannons’ closet, dark truths are uncovered that will leave the audience in both shock and awe. Brion Morrissey-Bickerton ’13 describes Mourning as “a great play that encompasses all aspects of theater.” Despite the comical moments scattered throughout the plot, Mark Thurner ’13 admits that “the show is also very intense. Acting [in it] requires you to go deep down the rabbit hole to experience the deep emotions that the show requires.” The audience is sure to be in for a treat, as Olivia Moscicki ’14 says “they’ll be captivated by the drama and scandal.”

From comedy to drama, this winter’s plays offer something for everyone. Audiences will be sure to enjoy! ☐

Every other day of the year, Winsor is an Amazonian jungle, filled with opportunities as abundant as the innumerable trees and personalities as diverse as the exotic wildlife. We can focus on the academic and athletic aspects of our life, but on Valentine’s Day, it is impossible to avoid the social and romantic parts of our lives. Then, Winsor feels more like a desert, tumbleweeds and all.

Some have found water in the long walk through this desert. Ann Davies was a sophomore at the allgirls Kingswood School in Bloomfield Hills, Michigan, when she met the governor’s handsome son at a school dance.

Ann married him during her sophomore year in college, and they are still happily in love forty-four years later. You may recognize Ann’s husband as former Massachusetts governor, 2012 Republican presidential nominee, and Bain Capital founder Mitt Romney. He may have lost the election, but snagging an intelligent, successful, and loving man was definitely a victory for Ann. Let us ask you honestly: have you met anyone at a dance lately that you think you would want to marry?

But a girl cannot win all the time.

Spending Valentine’s Day alone seemed like the posh thing to do after the Duchess of Cambridge spent the holiday alone last year while Prince William was away with the armed services. She went to an all-girls school, as did former First Ladies Jacqueline Kennedy and Barbara Bush.

Regardless, we suspect you all are more interested in snagging a cute prom date than bagging a suitable husband. Though this is not the case for all; according to one student, “Being bisexual at an all-girls school does have its benefits, especially when you’re trying to find a prom date.”

Back in the day, most private schools were single-sex, and that fact was actually beneficial for most girls on the dating scene.

Boys of the “Holy Trinity” (Harvard, Princeton, and Yale) found their way to Wellesley every Friday night. Diane Sawyer attended Wellesley, but at that time she was most famous for winning first prize in the “America’s Junior Miss” pageant. In fact, Jacqueline Kennedy, who began her college education at Vassar, transferred to Smith to become part of the Ivy League and Seven Sisters’ social loop. Famed feminist Gloria Steinem has many a tale of Barnard girls sneaking into the Columbia boys’ dorms through the windows.

While you might be tempted to take a similar path of entry into Belmont Hill, we suspect the only boys you will encounter will be those who work for campus security.

Granted, there are benefits to the boy drought: not having to worry if your pants match your shirt (although we advise a bit of sartorial coordination), not having to deal with sexual innuendos in class (oh wait...), not having to introduce a new “friend” to your adorably, albeit irritatingly, overprotective parents. There are also costs. We were serious about trying to secure a prom date. Winsor girls: taking on the annual game of spring “manhunt” since 1886! ☐

“Who Needs a Boyfriend When You Have These?” Double Chocolate Cookies

By Susannah Howe Panel Staff

ture and beat until combined, then add flour mixture and beat until combined. Mix in chocolate chips or chopped chocolate.

Makes approximately 2 dozen cookies Drop tablespoonfuls of dough onto ungreased cookie sheets; you should have Ingredients: about 24 cookies. Bake in preheated oven for 1½ cup all-purpose flour 8-10 minutes, until edges are set but cook¾ cup unsweetened cocoa powder ies still feel underdone in the middle (they ½ teaspoon baking soda will firm up as they cool) - do not overbake! ¾ teaspoon salt Cool on cookie sheets for 5 min½ cup corn syrup (preferably dark, utes, then transfer to wire racks. though regular corn syrup works fine too) Serving suggestion: These cookies are 1 egg yolk best when they are warm and the chocolate 1 teaspoon vanilla extract chips are a little melty, so try microwav¾ cup (1½ sticks) unsalted butter, ing them for about 15 seconds before eatmelted ing (or eat them straight out of the oven!). ¾ cup packed dark brown sugar They pair well with a cold glass of milk. ☐ 6 oz bittersweet chocolate chips or chopped bittersweet chocolate (I like Ghirardelli 60% cacao chocolate chips) Preheat oven to 375 degrees.

Whisk together flour, cocoa powder, baking soda, and salt in a medium bowl. Whisk together corn syrup, egg yolk, and vanilla extract in a small bowl.

Using an electric mixer, beat together melted butter and brown sugar. With mixer at low speed, add corn syrup mix- Yummy!

Susannah Howe

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Winsor Arts

Exclusive:

By Anushree Gupta & Kelly Chen Panel Staff We were able to see a special screening of the upcoming film Beautiful Creatures, thanks to the generosity of the good people at Warner Brothers. While the trailer seemed a little haphazard and unfocused, we were intrigued by the possibility of finding a fantasy series (this one is the first of four), other than Twilight, into which we could sink our teeth. Emma Thompson, Viola Davis, Emmy Rossum, and Jeremy Irons also added some major star power to the film.

Based on the bestselling young adult novel of the same title by Kami Garcia and Margaret Stohl, the film is set in the fictional town of Gatlin, South Carolina and told from the perspective of the male protagonist Ethan Wate. When new student, Lena Duchanne, arrives at school, drama erupts from rumors about her past. Many students shun and criticize her, especially because they suspect that Lena’s family, the Ravenwoods, are actually Satan worshipers. The movie’s

romantic plot is similar to Twilight’s but with the gender roles reversed: Ethan is intrigued

by Lena and, despite her attempts to brush him off, he persists in developing a friendship with her. Lena’s uncle strongly discourages the relationship because Lena is a witch, or as the film calls her “caster.”

On Lena’s sixteenth birthday, her powers will be claimed either by the Light or the Dark. Lena is Posters from the movie also subject to a curse that forbids her from falling in love with a mortal; the only way to break the curse is if someone she loves dies. Ethan is determined to help Lena find a way to avoid these trials and plays the role of loyal and committed boyfriend. We will not reveal the entire ending to entice you

to see the movie or read the book, which has nudged Twilight off our nightstands, as we eagerly learn what happens next.

However, our main complaint was the lack of background information at the beginning of the fim. We were left to turn to each other, questioning why a certain actor had pulled a certain face or engaged in a verbal joust. The interactions beAnushree Gupta tween Alden Ehrenreich (Ethan) and Alice Englert (Lena) were sometimes stilted and awkward. The relationship between Lena and Ethan did grow on us, and after a while, we found their puppy-like love cute. Unlike in other films or TV shows where twenty-year-olds are cast as high schoolers, these characters

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Kelly Chen

actually looked and acted the part. We also needed some time to adjust to the exaggerated southern accents in the film - very different from the ones we hear on a daily basis. Beautiful costumes and convincingly mystical scenery got two thumbs up.

Despite our initially low expectations, we both found Beautiful Creatures to be a surprisingly sweet film. Even without having read the book, for the most part, we were able to follow along. Watching two new faces fill the screen was refreshing, and the stellar supporting cast was certainly a plus. If you are looking for a change from Twilight or Vampire Diaries, look no further, Beautiful Creatures may just be that. There was typical high school drama, teenage cominginto-one’s-own angst — in a bildungsroman fashion — and a very anguished romance. As with any film, there were highs and lows, but, overall, we would definitely recommend the movie. Look out for it on February 14 — Valentine’s date anyone? ☐

Panel Picks for the Oscars Red Velvet Valentine Cupcakes Lewis is outstanding as Abraham Lincoln struggling to balance winning the war and freeing the slaves. He keeps the audience on the edge of their seats throughout the It is that time of year again: maga- film as he commands the role of the powzines are buzzing, actresses are sporting erful and subtly tormented president durdesigner dresses (for better or worse), and ing this turbulent time in American history.

Leonardo DiCaprio and all of his fans are Best Actress feeling snubbed. The Oscars are closing in Jennifer Lawrence, on us! Here are our predictions of who Silver Linings Playbook will win big at this Academy Awards: — Lawrence stars as a young widow whose Best Picture husband’s death has Biggest Contenders: made her as neurotic as Lincoln — This dramatic and her bipolar love interest. emotionally charged Spielberg She skillfully maintains film is centered around Abraham a likeable yet flawed Lincoln and the Republicans’ character with whom struggle to pass the Thirteenth the audience canAmendment that declares slavnot help falling in love. ery illegal. Everything about this production — the acting, writing, **Who we hope cinematography, music — is reflecwill win: Quvenzhané (kwetive of Spielberg’s immense capacity VON-ja-nay) Wallis for Beasts to deliver quality films that win both of the Southern Wild. At age audiences and the Academy over. nine, she is the youngest Best **We really hope Lincoln wins, Actress nominee ever and not only because it is entirely relis an enormously powerevant to what we have been learnful and mature actress despite ing in US History but also because her young age. However, her inDay-Lewis delivers an incredible experience means the odds are performance that touches audiencagainst her taking home an award. es of all ages and leaves a message about equality applicable to all times.

Best Supporting Actor Argo — This fast-paced, engrossTommy Lee Jones, Lincoln — ing film is the true story of U.S. governWatch out Daniel Day-Lewis, Jones ment agent Tony Mendez’s plan to resalmost steals the spotlight in cue six Americans from Tehran Lincoln with his powerful perduring the 1979 hostage crisis formance as Radical Republiby creating a fake film compacan Thaddeus Stevens. We were ny and pretending to scout loespecially blown away by his cations in Iran for a movie. tenacity and strength during his dramatic arguments Argo and director Ben Afwith fellow congressmen. fleck have recently been decorated with awards for the film’s Jillian Lu Best Supporting Actress masterful blend of history, thrill, comAnne Hathaway, Les Misérables — edy, and action. Judging by this trend, we are confident that it will take home the Oscar. There is absolutely no doubt that Hathaway Silver Linings Playbook — This quirky will be taking the Oscar this year. Since the romantic dramedy is about Pat Solitano’s film’s release, people and critics have raved mission to rebuild his life after mental health about her beautiful, heart-wrenching rendihospitalization and his growing relationship tion of “I Dreamed A Dream” and extreme with a new friend, Tiffany. The movie has dedication to her character, Fantine (she cut generated lots of hype for the lead actors’ off her real hair during one of the scenes!). on-screen chemistry as well as their impresWhat are your predictions? Make sure sive performances that relate to the audience the effect of mental illness in families. you see as many of these movies as possible before the telecast which airs on February 24 at 8pm on ABC and is hosted by Family Guy Best Actor Daniel Day-Lewis, Lincoln — Day- creator, writer, and actor Seth MacFarlane! ☐

By Maddy Batt, Bibi Lichauco & SeaJay Van der Ploeg Staff Writers

By Susannah Howe Staff Writer

½ teaspoon salt 1 cup buttermilk 1 tablespoon white vinegar 1 teaspoon baking soda

Frosting: 8 ounces cream cheese, softened ¼ cup (½ stick) butter, softened 1 cup confectioner’s sugar ½ teaspoon vanilla extract Red food coloring Suggested decorations: Red or pink sprinkles Candy hearts Strawberries or raspberries Red, pink, or white decorating ic ing Instructions: Preheat oven to 350 degrees.

Susannah Howe Red Velvet Lovin’ Beat butter with an electric mixer at meCupcakes: dium speed until fluffy. Add sugar and 3/4 cup (1½ sticks) unsalted butter, beat well. Add eggs one at a time, beatsoftened ing after each addition. Add vanilla and 1½ cups sugar food coloring and beat until combined.

3 large eggs In a separate bowl, combine flour, 1 (1-oz.) bottle red liquid food color- cocoa powder, and salt. In another bowl, ing stir together buttermilk, vinegar, and bak1 teaspoon vanilla extract ing soda. Alternate between adding small 2½ cups all-purpose flour amounts of flour mixture and buttermilk 3 tablespoons unsweetened cocoa Place paper cupcake liners in cups of two powder muffin tins (for 24 total cupcakes). ☐

Belmont Hill Arts

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Two BH Musicians Perform For Prestigious Orchestra

By John Driscoll Panel Staff

Last November, sixth former Konrad Hedderick, along with third former Spencer Kim, auditioned for the Northeastern District Senior Music Festival.

Both musicians came away from the auditions with prestigious honors. Konrad was not only selected to perform in the orchestra, but he was selected to play first viola; quite an accomplishment for someone who started playing the instrument only three years earlier. Spencer auditioned along with dozens of other cellists for a spot in the performance, and he was awarded the position of 2nd chair out of 16th. At the music festival, Konrad and Spencer both performed movements from Peer Gynt Suite, written by Edvard Grieg, a famous Norwegian composer.

Konrad had played violin for eight years when he attended an audition for

an orchestra outside of school, and they recommended a change to a similar instrument, the viola. “When I changed instruments, I changed teachers as well.

These changes made me truly appreciate music in a way I never had before and also made me practice more. Trying to adjust to a new instrument was tough but I would not have the knowledge of music that I have today if I had not made that switch.” Konrad’s performance at the Northeastern District Senior Music Festival was his second, as he was also selected to perform a year earlier.

Aside from playing for the Belmont Hill Orchestra, Konrad plays in the Boston Youth Symphony Orchestra with several other Belmont Hill students. When Konrad heads to college next year, he plans on continuing his musical career by playing in the collegiate orchestra.

Spencer’s musical career began with the piano when he was just a few

Konrad Hedderick and Spencer Kim stand next to each other in first seats

years old, but during elementary school, he picked up cello as well. When he transitioned to middle school, he was unable to continue to play both instruments. He chose the cello, his favorite of the two.

When Spencer came to Belmont Hill, he joined the orchestra, which he says has greatly improved his cello prowess. In addition to playing in the Belmont Hill and Northeastern District Senior Music Festival orchestras, Spencer also plays for the New England Conservatory Prep School on the weekends. With so many practices and performances, one might think that cello would be a burden to Spencer, but he does not feel

Courtesy of District Orchestra

that way at all. “Some kids express themselves through dance. Some poetry. Others love writing, but music is my passion.

I choose to express myself through cello.”

Both Konrad and Spencer have bright musical futures ahead of them, and Belmont Hill should be honored to have these skilled musicians participating actively both on and off campus.☐

Konrad and Spencer pose with instruments

Bill Mahoney

Senior A Cappella Sparks Friendly BH and Winsor Cast Competition On The Hill’s Campus Prepares Winter Play

By Kevin Chen Panel Staff Since the beginning of this school year, Nick Favaloro and Keelan Smithers have rekindled the spirit of song in the senior body with the help of supportive, fellow classmates. What began as a select group of those seniors who have had past experiences on stage quickly expanded to include many inspiring vocalists. Senior Mudit Tandon shares his passion for this club, “I think that [Senior A Cappella] is a great way for people in our grade to express themselves in a way that they never have before.”

The senior A Cappella has also sparked similar zeal in other grades, resulting in sophomore and freshmen groups, not to mention the R&B club started by sophomores Jonathan Innocent and Nate Trznadel. To say the least, Brother Patterson is certainly glad to see this kind of musical movement on campus, as should the rest of the school community.

Belmont Hill first witnessed the seniors in action

at the annual fall coffeehouse. After a quick Mariah Carey and Marvin Gaye infused dance session in the music building to shake out nerves, the group made its way to Robsham and spread out in a line, covering the entire stage with its uniform flannel shirt style. As the crowd sat on the edge of its seat, technological-savvy Favaloro gave out pitches with his iPhone app. Then, Pat Westwater jumped out and poured out his soul into the song “Burn” by Usher. First tenors (Mudit Tandon, JP Cannistraro, Keelan Smithers, Danny Fischer), second tenors (Nick Harrington, Kevin Chen, Mark Thurner, Carl Reid), baritones (Aaron Reid, Angus MacKinnon, Nick Favoloro), and basses (JP Miller, Jacob Kotlier) came together to create a beautiful sound.

From that point on, the group only grew, vocally and physically, welcoming new members seemingly every week. After performing for a Dana Hall homeroom, the group has requests from NCDS, which also wants a piece of the melodic men, to perform, something that will happen in the upcoming weeks. For now, the Senior A Cappella continues to practice hard every week, learning new songs for the various concerts ahead.☐

The Senior A Cappella perform “Burn” by Usher at the Fall Coffeehouse

Bill Mahoney

By Mihir Gulati Panel Staff After weeks of preparation, a cast of Belmont Hill Upper School students will be performing Mourning Becomes Electra on Friday and Saturday, February 22 and 23. In the cast are three Belmont Hill boys, Dj Demetri, Mark Thurner, and Matt Hayes. Written by Eugene O’Neill, the story takes place in Boston, Massachusetts in the years surrounding the Civil War. The play is centered around the well-respected and affluent Manon family, composed of Ezra (father), Christine (mother), and their children, Lavinia (Vinnie as most people call her) and Orin. The father, Ezra, is a war hero and the former mayor of the town where they live. Both Vinnie and Orin seem very keen on marrying their childhood friends, who also happen to be brother and sister, Peter and Hazel Niles.

However, the Manon family turns out to be more dysfunctional than one may think.

The parents do not get along well, and Orin often does not act like a grown man. As the play opens and Orin and Ezra are fighting in the Civil War for

the North, Vinnie happens to fall in love with a captain by the name of Adam Brant. The story takes an unexpected twist when Vinnie learns that Adam is having an affair with her mother, Christine. Each family member becomes more and more separated as the drama unfolds, and each member seems to have different priorities in mind. This lack of cohesiveness makes all of the characters in the household eventually lose their peace and their sanity. Mark Thurner, one of the actors in the play, says, “the play is very dark and intense, and it has been fun to get into these very complicated and disturbing roles.” The entire cast meets every Monday and Wednesday, and their director, Mr. Tupper from the Winsor school, has really helped the actors take on these challenging roles. Lately, the cast has not been able to get too many rehearsals in, but in the next few weeks, they hope to work together to create a great show.

Many teachers and students will be attending this play at Winsor, and the play begins at 7:30pm on Friday and Saturday night.

Tickets are free for Belmont Hill students, and it should be a fantastic performance.☐

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Belmont Hill Theater Wishes Mark Thurner Well In His Journey

By Robert Sayegh Panel Staff “All the world’s a stage,” said William Shakespeare in As You Like It, and according to Mark Thurner, currently a sixth former, it truly is. Mark has been a central figure in the performing arts since his arrival at Belmont Hill in the First Form, six years ago, starring in every play available to him since that time. But his acting career started long before the First Form in the third grade at Wellington Elementary School in Belmont, where he performed in a Martin Luther King Jr. skit as Dr. King himself.

From that moment on, Mark fell in love with acting and has been pursuing his dream to become a professional actor

My soul sings when I perform.

It makes me happiest… I have a massive love affair with performing; it drives me through the day every day in some way. ever since. “My soul sings when I perform. It makes me happiest… I have a massive love affair with performing; it drives me through the day every day in some way.” The theater has also been a place where some of Mark’s best friends have been made. “Theater is all about relationships, and everyone that works on a show tends to come together and form a tight bond, a bond forged in both the good times and the bad ones, a bond that is very hard to break.” Unfortunately, Belmont Hill is a very busy place, and not everyone has the time to give theater a try, focusing on other aspects of their Belmont Hill experience, such as academics and sports, two aspects of the school that are well known across the nation. “Acting has made me who I am. It defines me as

Top Left: Mark Leads in “After Juliet.” Top Right: A serious Mark in the “Odd Couple.”

Bottom Right: Mark and Matt Hayes converse in “Our Town.”

Bill Mahoney a person as it is what I love… It is my ultimate destiny. I don’t know where it will take me, but I trust in my passion that it will make me happiest.” Though Mark’s acting career at Belmont Hill is coming to a close this spring with The Wiz, a combined production with Dana Hall, he is far from finished acting. He plans to attend Skidmore College, renowned for its performing arts program, where he will devote much of his time honing his craft. The world is Mark’s stage and he will make his entrances and exits as he sees fit, whether it be in Hollywood, on Broadway, in a recording studio, or even on YouTube. A passion is a powerful thing, and Mark has found his. Where it will take him, he does not know, but he plans to enjoy the ride.☐

Students Fill Landau Gallery With First Semester Projects

By Colin Sargis Panel Staff Following the remarkable displays of art of our own Mr. Zamore, Belmont Hill students recently showed off their talents as well, filling the Landau Gallery with their best art of the fall semester. The Gallery contains final products from all different fields, from photography to ceramics to woodwork-

“Father And Daughter”

ing. Ms. Gettings’s Photography class has several rolls of 35 millimeter black and white darkroom processed films on display. In addition, Upper Schoolers Colin Sargis and Matt Ryan have featured photos from their respective independent studies. Many third formers in Mrs. Kaplan’s ceramics class have their final project pots in the Landau Gallery sitting beside the photographs and professionally carved boxes, made with the help

Christian Dolan

of woodworking guru Mr. Kaplan. The work in the first semester was truly magnificent.

In addition, several students were praised for their work by the Boston Globe Scholastic Art Awards. Alexander Haigh won the highest honor with a gold key for his photograph depicting the hands of a Thai woman, battered by a life of hard labor. Matt Glynn and Ryder Gordon won Silver Keys in sculpture and ceramics, respectively. Mean-

Student projects from the first semester pottery class

while, Christian Dolan, William Galligan, Ben Lebowitz, and Didier Lucceus all won Honorable Mention for their photographs.

Other highlights include drawings from standout artist Gates DuPont and versatile artist Matt Ryan, who not only displayed his photographs, but also a stunning hardwood table created in Advanced Woodworking. Other works feature the drawing classes, introduction to photography, and ceramics. None of these accomplishments, however, would have been made possible without Ms. Gettings, Mr. Zamore, and Mr. and Mrs. Kaplan, and all of their hard work. Although the works have been taken down, stop by the art building to check out upcoming works of students in senior projects, spring classes, and panel Bill Mahoney c a r v i n g . ☐

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Winsor Winter Sports B A S K E T B A L L

“The talent and team bonding this season have been great, and I am looking forward to finishing out our season strong and getting to spend as much time with this awesome team as possible! Our outof-league game against Lawrence showed our ability to rise to the level of our competitors and be very aggressive.”

–Regina Noonan ’13

Wins: 5 Losses: 10

S W I M M I N G

“We are ramping up the training schedule in order to get ready for the EIL and New England championships. We had a really great meet against Dana Hall in which a lot of swimmers broke their personal records. Though we’re sad that swim is ending, we’re very excited about our last few meets.”

-Nell Birch ’13

Wins: 5 Losses: 3

I C E H O C K E Y

“Winsor hockey has been determined and hardworking. We had two great, hardfought games against Portsmouth Abbey and NCDS. We are really looking forward to our last game against Dana Hall and the EIL tournament.”

-Rachel Scholz-Bright ’14

Wins: 4 Losses: 8

S Q U A S H

“This season we were a bigger and I think much stronger team than last year.”

-Jennifer Walsh ’13 “We have had our strongest season yet, having qualified for Division I at nationals for the first time, and we were sad to see our opportunity to shine in the national spotlight curtailed (or postponed, hopefully) by the blizzard.”

-Abigail Gabrieli ’13

Wins: 12 Losses: 0

Gus Freedman

Hockey Season

The Full-Body Check-List

By Giovanna De Vito & Ann McDonald Contributing Writers - Pretend that you have a life outside of watching NHL replays or ESPN - Go ahead, yell at the TV. We all know that you do anyway; you are not fooling anyone - Remind yourself that you have clothes other than jerseys - Try not to check the NHL app for updates every second - Convince yourself that you do not stalk the players... or at least not all of them - Assure yourself (constantly) that the age difference between you and 21-year-old Tyler Seguin is really not that big - Do not say out loud that watching hockey is way more exciting than watching the Super Bowl

Winsor students participate in Zumba, the newest exercise trend

Spicing up the Gym Requirement: Zumba!

Dancing your way to graduation, one salsa at a time

By Natalie Sayegh & Sea-Jay Van der Ploeg Contributing Writers

“C’mon ladies!” exclaimed Zumba instructor Webly Alfred as she turned up the music. Soon, the small room behind the gym was filled with the lively, energetic rhythms of Latin-inspired music. “Are you ready?” Self-conscious and unsure, - Accept that your life goal probably should we nervously made eye contact with each not be to appear on the Jumbotron other: what had we gotten ourselves into?

Under Alfred’s continual direction - Celebrate! You can stop having and encouragement, we soon let go of our nightmares about the season being initial stiffness as we bobbed our heads, cancelled now! Lockout is over!☐ clapped our hands, and moved back and forth in time to the music. We progressed from a simple left-to-right step to a more complicated array of hip-shaking, shuf- Pretend that you would rather hang out with friends than stay home and watch the game alone (even though you know it is not true)

Elizabeth Roe

fling, stomping, and turning in circles. Although we began with fairly slow songs, the tempo quickly escalated, and we found ourselves jumping and twisting our bodies every which way in rapid succession.

Within ten minutes we were sweating; any former skepticism about the validity of Zumba as a form of exercise had disappeared. Before we knew it, we were on our cooldown song. An hour had zoomed by! By the end of class, we had come to agree with Eva Fine ’15 that Zumba is “a fun and effective way to get in shape.”

Intrigued by our Zumba experience, we decided to talk with Ms. Young, who is taking a break from her role as Winsor’s primary Zumba instructor as she prepares for maternity leave. Ms. Young explained that Zumba came into being in the 1990s when Colombian fitness in-

structor Alberto Perez, having forgotten his usual aerobics music, improvised using his handy salsa and merengue CDs. Since then, Zumba fitness has spread across the globe and has become the choice form of exercise for thousands of people.

For Ms. Young, Zumba is a way to pursue her passion for dancing. Having danced throughout her childhood with local Boston groups, Ms. Young says that Zumba is a great alternative to a monotonous machine workout. After experiencing “love at first sweat” at a class taught by a friend, Ms. Young proceeded to become a certified Zumba instructor and introduced Zumba to Winsor this year as a way for students to fulfill their athletic requirements.

Come join us in the next Zumba session on Monday from 3:454:45! We hope to see you there!☐

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Only Varsity? Only 25 Dollars? It makes Cents.

Explaining Winsor’s apparel limits and the reasons behind them

By Holly Breuer & Delancey King Contributing Writers Open one of your dresser drawers. Odds are it is filled with a variety of Winsor apparel—Under the Lights t-shirts, Lower School P.E. gear, and, if you play a varsity sport, various articles of team-purchased clothing.

Winsor’s policy on athletic apparel is fairly straightforward. As has been the case for a number of years, student-athletes are responsible for any school-issued uniform items and must return them at the end of the sports season. Apparel that teams purchase is separate from uniform items; only varsity teams may purchase team apparel, the cost of which will, per the policy outlined in Winsor’s Family Handbook, not exceed 25 dollars per student. All final designs and costs must be approved

by Director of Athletics Ms. Geromini.

While some students object to the cost limits outlined in the Handbook, others take issue with the “varsity-only” policy. Georgia Williams ’14 admitted she “[thinks] JV and middle school teams have just as much of a right to apparel as varsity [teams] because they work just as hard for

their teams and for Winsor.” Taking an opposite position, a classmate, Grace Carroll ’14, supported the limited apparel policy because she “[thinks] that it’s nice how [apparel] is only for varsity because it gives the player, new players especially, a sense of belonging and pride in something that they have worked incredibly hard for.”

Williams’s and Carroll’s opinions represent two common opposing perspec-

a significant number—for years that the ‘hidden costs’ of attending Winsor can be pretty rough financially. Books, transportation costs, rings, trips, yearbooks, and, what’s most often mentioned, clothing.”

A survey of seniors conducted a few years before the current apparel policy was put in place found that, between “four years of UTL shirts, class apparel for junior and senior year, items from banner ceremonies

The “hidden costs” of attending Winsor can be pretty rough financially.

Books, transportation costs, rings, trips, yearbooks, and, what’s most often mentioned, clothing. tives on this issue. While some students feel the “varsity-only” system makes apparel a special privilege for those who make the cut, others worry about the inequity the policy creates for students that choose not to or are unable to join a varsity team. With a number of seniors playing on JV rather than varsity teams even after years as Winsor sports participants, students have called the policy into question again and again.

When it comes down to it, the apparel policy is about money. Head of Upper School Ms. Grant noted that “[Winsor has] heard from parents—not all, but

and banquets, Jamnesty shirts, and, for athletes, around ten separate team items (not including items from the cage),” students ended up with close to 20 articles of Winsor clothing by graduation. Do the math: if you play three sports every year for four years in Upper School, at $25 per piece of team apparel, you will spend $300 just on team apparel during your high school career. For many families, the cost of all this team apparel can be a burden.

In the words of Ms. Geromini, director of athletics, the apparel policy is a means of “taking a stance on being more fiscally re-

sponsible on where our families are spending money.” While Ms. Grant acknowledged that “showing school spirit and bonding as a team are important and clothing can play a role in that,” Winsor teams have, according to Ms. Geromini, come up with other creative ways to commemorate their seasons: posters, pictures, and slideshows, to name just a few. As to the possibility of amending the apparel policy, Ms. Grant remarked that she “would like to explore some creative solutions, [perhaps] a standard item for each team that didn’t change every single year,” like a sweatshirt, fleece, or jacket as a kind of equivalent to a letter jacket for all teams. Team members could purchase the item for their first season and “wouldn’t need a new one every year. After a few years, teams could redesign their apparel.”

All in all, Winsor sports are not and should not be about amassing an enviable collection of Winsor-branded team apparel. The policy is put into place not to limit our athletic wardrobes but to be conscious and respectful of the financial burden that a slew of apparel purchases can cause for students and their families. Being on a sports team is about the season you are privileged to spend with your teammates, not a sweatshirt you can wear afterwards.☐

Lindsey Ruggles

A collection of Winsor apparel that students may have collected over the years

Bell ’14 Squashes her Competition

By Delancey King Contributing Writer She made varsity in seventh grade.

She has been recognized as an EIL allstar since her freshman year. She is ranked in the top 20 in the country for her age group. Impressed? You should be.

Sarah Bell ’14 has made a name for herself in the squash community. Her success is the direct product of hard work and long hours. She trains every day for two hours, working on her strength and conditioning, doing drills, and playing practice matches until her footwork and finesse are on par with the best.

When Bell is not at practice, she is traveling to national tournaments on weekends, proving her dominance against the best high-school girls across the nation. She has been to New Hampshire, Pennsylvania, Maryland, Con-

Sarah Bell ’14 playing squash

necticut, New York, Ohio, Virginia, and even California to test her skills.

When she gets nervous, a rare occurance, Bell simply reminds herself that she “[is] playing squash because it is truly what makes [her] happy.” Her passion for the game helps her thrive in these high-pressure environments.

Playing squash at Winsor has given Bell the opportunity to see a different side of the sport. After a long year of individual competition, the transition to a more team-focused environment makes the winter squash season one of her favorite times of the year. As Bell said, “Winsor Giles Birch A Patriots fan is very disappointed with the team’s recent season squash competes as a team. We cheer for each other and coach each other throughout the matches… No one is ever truly alone on the court.” Looking ahead, Bell

By Nell Birch hopes to continue playing as part of a team Panel Staff in college. With her dedication and ability, she has a bright future ahead of her, and we cannot wait to see what she does next.☐ To my dear, dear Patriots, I would like to start off by saying that I have been loyal. I have stuck by you through the bad haircuts, the Men’s Ugg campaign, and two heartbreaking Super Bowl losses to the lesser Manning. I have watched your embarrassing loss to a team I barely knew existed (hello, Arizona Cardinals?) and your rough start to a season that was supposed to be an easy march to the Superbowl.

Now, you have made up for a lot since then. Wes, honey, I could never be disappointed in you or your velcro hands. And Rob, my favorite Gronkowski brother, while breaking your arm twice was not the smartest move, you have been my salvation this season.

I say this to you now, looking out over the long months of our upcoming separation, to try to come to terms with our seasonal breakup. You have made me who I am today, my Patriots. Over the past 18 years, you have given me strange superstitions, a healthy disdain for the Texans, and an entirely overinflated set of expectations for a football season.

While I sit here, with a Ravens-stomped-upon heart, it is hard for me to remember the joys of our relationship, but I know that my heart—and your concussions and broken bones—will soon heal. Maybe this break will be good for us; we both need time to grow. My hopes for you may spring eternal, but, for now, I am just waiting for next year. ’Til next year with love, Gus Freedman A fan ☐

For the Love of Football

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Belmont Hill Varsity Scoreboard Team

Record

Hockey

19-2-2

Basketball 5-13-0 Wrestling 14-1-0 Alpine Ski N/A Nordic Ski N/A Squash 10-1-0

MVPs

Notable Results W 4-1 VS. St. Sebastian’s School W 58-54 VS. Milton W 45-44 VS. BB&N W 46-18 St. Paul’s School W 45-17 Roxbury Latin School 1st @ ISL Race 1/9/2013 2nd @ ISL Race 1/30/2013 1st @ Weston Ski Track 3rd @ Lakes Region Races W 6-1 Vs. St. George’s School

Danny K. Deven F-P. Nate T. Sean R. David L. & RJ G. Sabri E. Dan R. John P. Paul M. N/A N/A

Records as of 2/10/2013

Captain’s Log Hockey

Basketball

Wrestling

“We’ve had a great season so far. Now we

“Right now we are 5-13, not the way we

are turning our focus to the ISL cham-

“The team is 14-1...we are undefeated in the ISL. Every

wanted the season to go but we are still a

poinships and New Englands. While we

year, we have three major goals: 1. Win the league dual

young team. Everybody is working hard

have made it through the majority of the

meet title. 2. Win the Graves-Kelsey Tournament (and 3.

and we are getting better every day. We

season with one of the strongest records

win New Englands. Now that weve won the league dual

have shown signs of being a great team

in school history, it won’t mean anything if

meet title and the Graves-Kelsey Tournament, I could not

beating Milton Academy 58-54 and beat-

we don’t finish strong.” -Carl Hesler

be more happy with how the team is doing and the way

ing BBN 45-44.” -Harrison Roberson

the team is working together to succeed.” -Nick Favaloro

Alpine Ski

Nordic Ski

Squash

“The ski season has been pretty good so far.

“This has so far been the best sea-

“The squash team has had an outstanding sea-

We have a talented team and we’ve been

son in my six years on the Nordic

son so far. The team is currently undefeated but

trailing well. Nevertheless, we were plagued

ski team. We’re most likely seeded as

for an extra-league match loss to Brunswick, in

by some injuries which has made it a chal-

the third team going into next week’s

which Belmont Hill was short-manned...We

lenge. We need to stay on our feet for the

NEPSAC championships and the fol-

will conclude our season with matches against

races coming up if we want a shot at a co-

lowing week’s Lakes Region Champi-

St. Paul’s and Milton, followed by the New Eng-

championship for the ISL.” -Sabri Eyuboglu

onship.” -Ian Meyer

land Championships.” -Edward Columbia

BH Player Excels at Next Level continued from pg. 1 family was a special moment. It was a dream come true and something I’ll remember.”

After the draft, Jimmy got a chance to play with other players in the Predators’ system.

“Over the summer, I also went to Nashville’s rookie camp, which was a great experience for me as well. It was very fast paced and I learned a lot from seeing players that had already played full seasons in the AHL.” After the summer, Jimmy went to school at Harvard to play his first year of college hockey.

His first season at the collegiate level has been one cut short, however, as Jimmy spent several weeks of the season with the U.S. Junior team in the World Juniors tournament. “Later in the summer, I went to World Juniors tryouts in Lake Placid. This was also a good event for my development as a player. I was there with some great company and I think the fast pace and high skill level has helped me transition into college hockey. Making the World Juniors team was another dream come true. I didn’t think I had much of a chance after going to the tryouts, but I was thrilled to find out I made the team. To represent the USA is something I may never get to do again, and

to win a gold medal made the experience that much better.”

Jimmy, a freshman, is currently playing for the Harvard Crimson Varsity, and, despite his time off with the junior team, he is the team’s leader in both goals (10) and overall points (14) [as of February 10]. To Jimmy, his freshman season has been important to his development as a player. “I have played against players much older than me which has forced me to be a better overall player and showed me how strong and fast one must be to be an elite player.” True to his word, Jimmy has been performing well this season, ranking high among rookies in goals per game and points per game.

He has been named as a semifinalist for the Walter Brown Award, an award given annually to the best United States-born college hockey player in New England.

The past year for Jimmy has been important to his development as a player and as a key part of Harvard’s team. Despite the team’s struggles, he has hopes for both himself and the team as a whole over the next few years. “We have a lot of young talent and our future is promising.”☐

UA Athlete of the Issue In recent hockey games, younger fans and people in general have been mystified by the Loop’s pervasive “R-Y-A-N, DAVE, DAVE, DAVE” chant. We direct this chant towards our concrete wall in the net, also known as Ryan McConnell – affectionately considered the reincarnation/son of our former ace Dave Cunningham. McConnell has been a force for Belmont Hill, and in a recent Boston Globe article, Coach McCarthy said “McConnell has been very consistent; he has an outstanding work ethic.” Ryan has been one of the keys to our success so far this year, and we hope for more to come.☐

Belmont Hill Sp orts

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Belmont Hill Hockey Having a Tremendous Season

By Charlie Blank & Alexander Santangelo Panel Staff In response to a question about the strengths of this year’s varsity hockey team, Coach McCarthy observed, “True success occurs and true character is revealed when the team comes first for every team member.”

Belmont Hill hockey teams sits at 19-2-2—an unparalleled record in the ISL and good enough to sit at #2 in New England. To jump start the season, the hockey team captured the Lawrenceville Tournament title, which Coach McCarthy described as “a special performance and experience.” Winning seven of their first eight games, the team outscored its opponents— including talented teams like Nobles, Governors and Lawrence—36 to 16. Then, coming off of a disappointing performance in the Nichols-Belmont Hill tournament in Buffalo, the team went on to win an incredible 10 of their next 11 games including their last 9 in a row. During this streak, big victories included a 8-4 thrashing down in Needham over St. Sebastian’s, but as Captain Carl Hesler put it “The biggest win of the season was Cushing, who was ranked right behind us in the standings, where we came out and played our best game of the season and smoked them 8 to 2 in front of one of the biggest Loops in school history.” Since then, the team has continued its winning streak, defeating tough opponent Lawrence Academy and then again perennial rival St. Sebastian’s 4-1.

When asked what factors account for the team’s tremendous success, Coach McCarthy responded, “We work very hard to practice like we play and to prepare ourselves for every game. Every day, we want there to be purpose to our actions, to become the best team we can be.” The team’s incredible depth and veteran leadership reinforce this work ethic, which has produced the 19-2-2 record and put Belmont Hill in a very good position for a possible high playoff seeding.

Approaching the season’s homestretch, the team only has six games left. According to Carl Hes-

ler, “The key going into the remainder of the season is playing at our highest potential consistently and holding a top 4 spot out of the 8 spots in New England [to gain a home playoff game in the quarterfinals for the New England Championship].” There

is still a lot of hockey to be played and the team will take it one game at a time; but at this point in the year, Coach McCarthy’s most important stat is not the leading scorer but the team’s record 19-22. “The team’s success is exactly that, the team’s.”☐

Belmont Hill hockey team celebrates after beating St. Sebastian’s

Bill Mahoney

Athlete Feature: Fifth Form Snowboarder Kyle Washburn

By Bernardo Pacini Panel Staff Kyle Washburn (Form V) did not start as a snowboarder. He was a skier at first and transitioned to snowboarding after he broke his arm in the 1st grade.

Now, ten years later, he is a snowboarding master. Kyle started competing during his 4th grade year while living in Minnesota. Since then, he has won over twenty medals.

Kyle qualified for the Snowboarding National Championships in 6th grade and re-qualified in 7th grade. After that, he qualified for the 2011 National Snowboard Championship at Copper Mountain, Colorado. “It was a great experience, and one I will never forget.” Kyle excelled, competing in Boardercross, Gi-

Kyle in Keystone, Colorado

ant Slalom, and Slalom, and finishing 9th, 10th, and 18th, respectively.

After this success, Kyle decided that he was finished with competitions. “After I finished in 9th place at Nationals my freshman year, I decided that 9th place was pretty good and that it was time to stop competing and focus on school.” Part of this decision was based on the fact that he struggled to find time to snowboard. “The progression level of the sport is too fast for me to be able to keep up, while staying at Belmont Hill…most top kids go to school where they snowboard half of the day.”

Now Kyle snowboards recreationally, pursuing park boarding. “I prefer doing tricks because racing is too boring for me…I love freestyle because it is really cool learning how to do tricks and how to put your

Courtesy photo

Kyle performing a trick on Mount Sunapee

own style into each trick you do.” His favorite trick is simply doing a 360 off of a really big jump, “it feels really cool going through the air like that.” But he has also done many intrepid tricks such as a back-flip 540 and a 900.

While previously a competitor, today, Kyle is just looking to snowboard for enjoyment. “My favorite thing about snowboarding is being with my friends. It’s one of the only sports that you can just relax and have a great time with your friends because there is no pressure to win or do well…it is all about having a good time.” Over winter break, Kyle traveled out to Keystone, Colorado with his family. He used this time to have fun on the slopes, improve his style, and simply relax. “I am just looking to have fun with my friends, learn new tricks, and stay healthy and safe!”☐

Matt Ryan

Pa g e 2 0

L ast L o ok

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