February 2014 (62, 6)

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Volu m e 6 2 , Issu e 6

Febr u ar y 7, 2014

A Student Publication of the Belmont Hill and Winsor Schools

What is the foundation of a Belmont Hill or Winsor Education?

Penny Race Results p. 3

p. 11-12

Finding Unity in Diversity at Annual MAP/SAFE Breakfast

By Jacob Pagano Panel Staff Dreary-eyed students shuffled into Wadsworth on an early Thursday morning in January, fatigued after a week of homework and assessments and scanning Facebook. But when they got to the Annual MAP/SAFE Diversity breakfast and saw the incisive, ever-ebullient Emeka Ekwelum, and the cool, collected Caleb Collins, and were greeted by other students and alumni who wanted not to engage in genteel, cocktail-style chatter, but yearned to talk straight about diversity and race and equality, the sleepy dust fell from their eyes and their mental fires were lit.

There was no agenda for the morning, no intended result. The students, faculty

and alumni gathered simply to have open, honest conversation, and to contemplate issues surrounding race and diversity and class at Belmont Hill. A guiding compass for the morning was the pressing question of inclusiveness: how could we, in the words of Mr. Ekwelum, make Belmont Hill a “more inclusive community for us all”?

This was the first Diversity event I attended while at Belmont Hill. In the past, I didn’t attend because I felt such meetings were irrelevant to me, a white student. “This isn’t my niche,” I facilely reasoned with myself. It’d be awkward, uncomfortable, and I’d feel misplaced.

I was wrong. Faculty and students and trustees of various races and cultural backgrounds were in attendance—and though we each had our own reasons

for being there, we were all united by a common desire to engage in thoughtful, respectful conversation. No notes, no preparation, no assignment—just come in and chat.

The breakfast created an environment where participants could speak frankly about their own experiences dealing with race, injustice and marginalization. The exercise we performed was pitched as something of a speed-dating event: we were each paired off for three minute intervals, during which we discussed questions such as “What is one aspect of your identity that you’re most

Bill Mahoney

proud of?” and “I wish that my peers at Belmont Hill better understood…” continued on page 5

Welcome A Response: Affirmative Action in Admissions Back, Ms. A Winsor student shares her thoughts on “Benign Intention, Unjust Execution” Stettler!

By Summer Payton Contributing Writer

winsor.edu

Winsor director Ms. Stettler

By Faith Danglo Contributing Writer While the hallways of Winsor are filled with smiling faces, one fewer smiling face has been there to greet students this fall: our director, Ms. Stettler, who was on sabbatical in Europe this semester. Along with many outdoor activities, including cycling with her husband from the Czech Republic to Austria and hiking in Italy, Ms. Stettler also became a student. But what, we ask, could Ms. Stettler (or any faculty members) have left to learn?

She told the Panel that she “immersed [herself] in cello studies in Florence, learned some Italian, and relished being a beginning ceramics student at an extended workshop at an arts center in the countryside.” continued on page 2

Before I craft my response to last issue’s article “Affirmative Action: Benign Intention, Unjust Execution,” I should define affirmative action. Affirmative action is the practice of favoring those who tend to suffer from discrimination, namely historically excluded groups like women and racial minorities. Often affirmative action is used in the context of both employment and education, but for the purposes of this piece I will focus on its role in education, specifically the college application process.

Race-based affirmative action does not operate, as this previous article suggests, on the assumption that “race is a determinant of one’s socioeconomic status.” The practice operates on the understanding that certain groups have been disadvantaged based on race, which has consequently encouraged the creation of experiences and cultures differ-

ent from those of the dominant, white race.

As a student of color in a predominantly white environment, I witness culturedriven differences on a day-to-day basis.

Perhaps the article’s biggest flaw is its reliance upon the perceived relationship between race and socioeconomic status in the college process. SocioecoCartoon discussed in the Politics of Identity class nomic status does not hide behind race, as the author and socioeconomic class are often suggests, but is communicated connected, but should we should through the FAFSA (Free Appli- then abandon race-based affirmacation for Federal Student Aid) tive action in favor of a class-based and similar forms. Race is not a alternative altogether? Absolutely mirror of socioeconomic status not. The two identifiers are inand, therefore, is not a more “di- terconnected, not interchangerect and accurate” way to identify able. To abandon the race-based disadvantaged students —race is method is to fall victim to the ficmerely an identifier that caters tion that we do not live in a pigmore to a historical disadvan- mentocracy. In reality, skin color tage than to an economic one. can speak louder than the car one Indeed, I agree that race drives, the sport one plays, and

Washington Post

the way one forms one’s sentences. The treatment of individuals of color in America’s past has left an indelible mark on the interactions among Americans today.

“We would like to believe that racial differences do not still separate us,” said Channing Frick ’14, “but the fact is there is still a fair amount of segregation. Affirmative action improves integration while creating a more diverse continued on page 6

Lone Survivor: The Man in the Uniform

By Jay O’Brien Panel Staff On January 27th, Belmont Hill students filled the Hamilton Chapel on a Monday morning to begin the first full week of classes since vacation. Mr. George, a math teacher at the school, stood atop the podium to tell the story of his brother-in-law, Major Stephen Reich. Reich’s story as a member of the Special Operations Aviation Regiment has resurfaced due to

the film Lone Survivor, which was released last December.

Lone Survivor, based on the book of the same name, tells the true story of four Navy SEALs who were attacked during a mission named Operation Red Wings, and in a tragic turn of events, just one SEAL was able to survive. Along with three Navy Seals, 16 other soldiers were killed in an attempted rescue by helicopter, and one of the soldiers on board was Major Stephen Reich.

Although the helicopter’s at-

tempted rescue is mentioned in both the movie and the book, neither one truly illustrates the lives of the soldiers who were killed in the attempted rescue as genuine people with interesting backstories and families awaiting their return home.

Mr. George provided a detailed description of his brother-in-law’s life before and during Stephen’s time in the army, as well as the farreaching impact of Stephen’s death on his community. continued on page 4

courtesy photo

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Winsor News

Th e Pan el

and her host family are situated Winsor Welcomes Ms. Stettler’s Return La Dolce School Year school outside of Rome. Jacqui takes her Latin,

States’ chapter of the same organization.

By Juliana Castro During her “fascinating visit,” she found Contributing Writer that “not surprisingly, the challenges they face, the topics of interest to them and direction of their schools are remarkably like Winsor’s.” Despite her amazing experiences overseas, Ms. Stettler still missed the Winsor environment. She looks forward to “hearing about the fall from the point of view of students and faculty, arts, sports, plays, and activities, seeing the campus again, and the progress of the Center for Performing Arts and Wellness.” Ms. Stettler has a full agenda this spring, including “significant progress on important academic initiatives, like a new schedule and revised upper school homework policy,” overseeing campus development, accepting new students “who will thrive here” for the 2014-2015 school year, Courtesy of Ms. Stettler Ms. Stettler hiking and helping the Class of 2014 enjoy their last Jacqui Dumornay semester as Winsor students. Winsor is hap- The roads of Venice continued from front page Ms. Stettler admitted that learning a new py to welcome Ms. Stettler back to school! ☐ Have you ever wondered what it language “was truly a challenge. I so admire would be like to go to a school in a different my colleagues in the World Languages decountry for a year? What would the expepartment and the many Winsor students rience be like, and how would it affect you who all learn new languages with apparas a student or person? Last year, for the ent ease.” She hopes to make some of her first time, the members of the Class of 2015 learning experiences applicable to the Winwere offered the choice to travel to Spain, sor environment; besides new cello music, France, Italy, or China for a year, to live Italian grammar and pottery, “some uninwith a host family, and to go to school there. tended lessons were the frequent remindBefore last year, sophomores were only ofers of what it felt like to be a student, and fered the choice to go to CityTerm, the finding myself attuned to the approaches Mountain School, or SEGL for a semester. in the classroom that were most effective.”

Jacqui Dumornay ’15 and Anika Although Ms. Stettler was enjoying Huq ’15 both decided to participate in the some well-deserved some time off, it was School Year Abroad Program. Jacqui is in not completely work-free. She attended the Italy this year and said, “It has been a onceBritish Girls School association conference in-a-lifetime experience.” She has made Courtesy of Ms. Stettler great friends and relationships in Italy that in Newcastle-on-Tyne, a city in Northeastern England as a representative of the United Ms. Stettler playing the cello she “hopes will stand the test of time.” The

math, English, and archaeology classes in English, but her Italian course requires complete immersion. She has become almost fluent in Italian since arriving and has had the chance to take cooking classes and a cappuccino-making workshop.

Anika Huq traveled to China and said, “It’s an experience that I wouldn’t pass up for anything.” She is “learning so much about China and Chinese culture, but [she is] also discovering parts of [herself] as well.” The program is situated in Beijing, China. She states that the program is different from Winsor because of the “choices, options, and freedom the School Year Abroad gives you.” Anika takes a Chinese literature and history course, Chinese as a language, English, and math. She takes Chinese-instrument music lessons. Chinese watercolor and calligraphy classes are also offered in the program. She reports that the coolest part is being able to “visit a new place every weekend, like the Great Wall of China.”

Any sophomore is eligible to apply to participate in the program during junior year. Applications occur in January, and the school year abroad is usually from September to May. Although it may seem scary to take the leap, as long as you have an “interest that will drive and motivate you to take the next step,” says Anika, the experience is a worthwhile one.☐

winsor.edu

Congratulations to Jessica Yamada ’14, an Intel® Science Talent Search semifinalist! winsor.edu

CPAW Update: February 2014 Edition

By Sea-Jay van der Ploeg Panel Staff While glancing out the window during class, you may have noticed the tall steel prongs growing out of the construction site.

Yes, the construction project is well under way. Here is a quick by-the-numbers update of what has happened in the past month: The project passed the Boston Redevelopment Authority (Boston’s housing and commercial development agency) approval process. In order to achieve this step, the construction/design team created miniature mockups of the building’s exterior design with features down to the last detail.

The crew strengthened the building’s foundation by pouring in 220 cubic yards of concrete foundation walls, an amount capable of filling 22 concrete trucks. This concrete was placed into the foundation of the new building and into the connection area between the old building and new facilities. Finally, the walls were waterproofed.

The crew also placed one giant water tank in the basement. The large tank, which filled the entire trailer of a loading truck, was lifted carefully over the structure and into the basement area. The tank will be used to

collect rainwater, which will be either irrigated (used to nourish the soil) or reused to balance the water table (ground water) level.

So far, the crew has used 600 pieces of steel to create the building’s new beams, posts, and decking; 40,000 square feet of decking is necessary to hold the steel structure in place. To put this in perspective, 40,000 square feet of decking is equivalent to about 110 average Winsor classrooms.

Despite its current towering height, the building still has about two floors to go! The truss (zig zag piece of steel) of the current structure is almost the full height of the gym, which completes the third story of the building’s eventual five stories. The entire structure should be completed before the end of February; upon completion, it will be wrapped in plastic in order to heat the interior and to prepare for the next construction steps.

During the week of February 10, there will be a beam-signing event for the Winsor community. Before the final beam is put in place, it will be painted white for students to sign their names.

The building’s growth has already progressed rapidly, and Winsor looks forward to watching further developments as the rest of the building goes up! ☐

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

Backpage Editor Charlie Hill

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

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

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

The Panel, founded in 1953, is the official school newspaper of the Belmont Hill and Winsor schools. The Panel is the voice of the student body. We publish articles that are of consequence to the students, as well as the school communities. The views expressed in The Panel belong solely to the authors and editors and do not necessarily represent the student body, faculty or administration of either school. Any comment about the content should be addressed directly to the editors. The Panel encourages responsible opinion in the form of Letters to the Editor. We reserve the right to edit all submissions for length and content. Copyright 2014 The Panel. All rights reserved. No part of this publication may be reproduced in any form without prior written permission of the Editor-in-Chief. Published by the Harvard Crimson, Cambridge, MA 02138.

Febr u ar y 7, 2014

Winsor News

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Juniors Enjoy Semester Away from Usual Routine

By Claudia Forrester Panel Staff Every sophomore year, Winsor students are offered the opportunity to apply to any of three different semester programs: CITYterm, the Mountain School, and the School for Ethics and Global Leadership.

Located in New York City, rural Vermont, and Washington D.C., respectively, each program offers students a unique learning experience. This past fall four juniors were away in these programs, and each has commented on her favorite memory and what she wished she had known before she went.

Julia Neumann (Mountain School): “My favorite memory from Mountain School would have to be stargazing in the fields late at night with my friends. One

thing I wish I knew before I went is how fast the time would go by, because I might have done a few things differently if I had known how little time I had there.”

Chaia Mascall (CITYterm): “I cherish every moment I spent at CITYterm, so it’s very difficult to choose a memory that I can classify as my favorite. But one of the moments that is the most special to me was my last walk over the Brooklyn Bridge on our last night in the city. It was such a bittersweet moment: I knew that it was the last time I would be walking over that bridge for a while, but yet it was still so beautiful to see the city I now know so well lit up in front of and behind me while I crossed the bridge with 27 of my favorite people.

One thing I wish I knew before I went to

Courtesy of Julia Neumann

Julia Neumann ’15 and friends at Mountain School

Bibi Lichauco’s SEGL group

Courtesy of Bibi Lichauco

Social Issues Intervene in ’14 Olympics

By Lilla Gabrieli Panel Staff Discussion of the Winter Olympics in Sochi should be focused on the 2,500 athletes who have been training for the Olympics their entire lives, or the record high 1,300 metals that will be awarded, or even the twelve new sporting events that will be making their Olympic debut. Instead, most people have been busy talking about Russia’s new anti-gay law, the $51 billion dollar price tag on the Olympics, and the pressing security threat facing Russia. So, with the 22nd Winter Olympics only a few days away, it seems only appropriate to raise the question: what are the Olympics truly about?

For the ancient Greeks, the Olympics were of both athletic and religious importance. Held every four years at the sanctuary of Zeus in Olympia, the festival celebrated both athletic talent and the ancient Greek Gods. However, the Olympics gradually lost its importance as the Greeks lost their power and influence to the Romans. In fact, the Olympics would not revive until 1896, when Athens hosted 14 nations and 241 athletes during the first ever summer Olympic Games. However, the revival of the Olympics brought many changes to this time-honored tradition.

For host countries, the Olympics became a chance to showcase their nation to the watching world, to boost national pride within the country, and to maybe even monetarily profit through increased tourism. The Olympics have also served as part of a political agenda for some nations. Take the Netherlands, Spain, and Switzerland, who boycotted the 1956 Melbourne Olympics because of the suppression of the Hungarian uprising, or when the opponents of the Cold War boycotted each other’s Games in 1980 and 1984.

It may be surprising to learn that only four countries —Australia, France, Great Britain, and Switzerland—have been represented at every single Olympic Games since 1896. For companies, the Olympics offer a platform off of which they might gain exposure or market their brand. Sirena Khana ’16, who mainly watches the Summer Olympic Games, says that the companies have “made it a commercial business rather than about sports.” The Olympics have also become a way for political or religious groups to make a statement or send a message to the international community.

We can even see this at the Sochi Olympics, where members of the LGBTQ community have begun to publicly protest the games in an effort to send the message that they will not stand for intolerance. While their protests have mainly remained peaceful, that is simply not true of other groups.

Take the 1972 Games, when a terrorist group, Black September, took eleven athletes on the Israeli Olympic team hostage and eventually killed two of them.

So what are the Olympics truly about? At its core, the Olympics are simply a celebration of our athletic talents, but do all these other interests of countries and companies alike detract from the main point? Still, some students remain hopeful that despite the other interests at play, the Sochi Olympics will be remain focused on athletics. Abigail Simon ’16 says “Even though I’ve definitely heard about these other issues going on at the Sochi Olympics, I’m still excited to watch the athletes compete!” While others remain less hopeful than Simon, it seems that only time will make clear what the Sochi Olympics are actually about.☐

CITYterm is that summer in New York City is hot and you most definitely need a fan.”

Bibi Lichauco (SEGL): “I never thought that twenty-three strangers from across the country would so quickly become both my friends and my role models. Even though it may seem like a long time, four months in Washington, DC, was not enough. Between talking with the last American to stay behind during the Rwandan genocide, trickor-treating down Embassy Row, and carrying on dinner conversations about ethics, this invigorating 24/7 experience not only introduced me to a better version of myself Courtesy of Chaia Mascall but also made me extremely hopeful and exMascall ’15 and Pandit ’15 at CITYterm cited for our future impact in the world.”☐

Collect-Peer Support Penny Race Results

By Holly Breuer Panel Staff

After weeks of lugging almost-full Penny Race jars around the school and counting out thousands of pennies by hand, the results of the Collect-Peer Support Penny Race are here! The Penny Race, between each set of Buddy Advisory grades and the Faculty and Staff, raised a remarkable $1,015.64. Due to the complicated rules governing a Penny Race, the seniors and Class IV managed to pull ahead to win the competition, but Class I and Class II win the spirit award for their enthusiasm and showing of class pride. Together, Class I/Class V and Class II/Class VI raised over 78% of the total Penny Race proceeds. Later this month, the senior class will vote on a deserving charity to which all of the money raised from the Winsor community’s friendly competition will be donated. Thank you to everyone involved for your support!☐

Class I/Class V (Most money raised)

+ 3,237 points

Class II/Class VI (Most pennies)

+ 11,127 points

Class III/Class VII

(Closest to exactly 1,000 pennies)

Class IV/Class VIII (Highest overall score)

+ 999 points

Faculty & Staff

(Closest to exactly 5,000 points)

Belmont Hill News

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Alex Haigh ‘14 Named Intel Science Talent Search Semifinalist

By Sreehaas Digumarthi Staff Writer For the last several years, Mr. Courtney has been running a program at Belmont Hill called Advanced Science Research (ASR) which gives juniors and seniors the unique opportunity to gain real life experience in nearby labs and hospitals. Currently, students in ASR are involved in research that ranges from observing the effects of metals on the development of various diseases to studying the use of programming to help diagnose various brain diseases. Four students are involved in the program for both their junior and senior years. These four students spend the fall of junior year getting familiar with their lab, and then spend their spring and summer conducting independent research to submit to the Intel Science Talent Search. This year, the Intel competition recognized senior Alex Haigh’s work in ASR when they named him a national semifinalist.

For the past year and a half, Alex Haigh has been studying V(D)J Recombination under the guidance of Dr. Oettinger at Mass General Hospital and Harvard Medical School, visiting her lab for several hours each week during the school year. Alex describes V(D)J Recombination as a process “in which enzymes combine different gene segments to create a

functional antibody gene.” This molecular process is vital to the overall function of our immune systems because it provides the genetic basis for pathogen recognition and the adaptive immune response.

Over the summer, like the other two-year ASR students, Haigh continued his research at the lab, working for several hundred hours over a span of several weeks to conduct his own individual project. His extensive research culminated this fall with his application into the Intel Science Talent Search. This is no small task considering Intel requires all of their applicants to submit several essays and recommendations in addition to a 20page report summarizing their research.

Alex’s report and final project was titled “Investigating the Role of Chromatin in Regulating V(D)J Recombination: Designing a Model to Study the RAG Protein’s Preference for Nucleosome Position and Histone Modification.” Alex recalled that when he first began work at the lab, he had very little prior knowledge about the research they were conducting. As he explains, “I had to learn an immense amount of material before I could even start working on a project, but it was rewarding for me to be able to apply these intricate concepts to develop a project of my own.”

This year, almost 2000 students from across the country applied for the Intel Science Talent Search. Alex was

among the 300 entries who were named semifinalists. Alex stated, “It was great to be named an Intel Semifinalist because it meantthat all the hours that I put in at the lab were worth something. Sometimes over the summer and fall, I got a little disillusioned with the intensity of the lab work, but seeing my work recognized like that made it all worthwhile.” In addition to being recognized as one of the top 300 applicants for the contest, Alex was also awarded one thousand dollars from Intel

for his impressive work. He was also very thankful for the opportunities that his lab afforded him, remarking, “I can’t thank my lab enough for the opportunity to work there. They gave me the individual support and mentorship that a high school student really needs to function in a lab setting.” This is truly an amazing accomplishment for Alex, as it is very rare for a high school student to conduct research as advanced as his and receive recognition on a national level for his work. ☐

Alex with ASR faculty supervisor, Mr. Courtney

Bill Mahoney

Reich Remembered for His Humanity, Service in Special School Meeting

The student-signed beam is prepped for installation

Bill Mahoney

New MAC Ceremoniously Topped Off

By Matt Reppucci Staff Writer On January 30th, at exactly 10:15 AM, the entire school gathered outside the construction site for the new Melvoin Academic Center. Donuts from Belmont’s Ohlin’s Bakery were laid out in front of the back door of the kitchen, graciously donated by Shawmut Design and Construction, the general contractor for this project.

After the mad dash for the donuts, which disappeared quickly, everyone anxiously awaited the “Topping Off ” ceremony that would mark the completion of the frame of the Melvoin Academic Center. Students of all grades and the whole faculty and staff were united as they gazed up into the bright blue sky (although the temperature was below freezing) and watched the daunting crane that towers over everything in the area slowly lift up the final beam.

Attached to the beam was a small evergreen tree, as is the custom when the last beam is placed on top of a new

building, an american flag, and a large maroon and white banner that read “Belmont Hill.” Perhaps most significantly, however, the beam was covered with the names of most of the with the names of most of the entire student body, faculty, and staff. From far below, that small detail was unnoticable during the ceremony, but as the beam was turned around a few times, then was finally fastened into place, everyone who had signed it knew that their legacies would live on as long as the Melvoin Academic Center is standing.

When the crane detached from the beam, cheers erupted from the massive crowd below. This last piece of the puzzle signified the attainment of a major milestone in the new building’s construction, and the cheers from students and faculty alike showed their appreciation for all of the hard work of the men and women involved in the project. Everyone dispersed with smiles on their faces, both thinking about how incredible the building will be when completed, and, let’s face it - still thinking about donuts. ☐

continued from page 1 Stephen Reich, raised in the small town of Washington, Connecticut, was just like any other high school student: he completed his daily homework assignments on time, formed strong friendships with people in his community, and had a passionate love for baseball. Coming out of high school, Stephen Reich looked for a school that demanded hard work, persistence, and dedication. For this reason, Stephen Reich decided to attend the United States Military Academy at West Point. Regarding his decision to attend West Point, Stephen said in an interview with an ESPN reporter that, “I wanted to see how I stacked up against the best kids. I wanted to see how far I could push myself. Before I came here, I had no idea of what my potential was. I had no idea who I was.”

Stephen Reich was a highly touted pitcher coming out of Washington, Connecticut, with a state championship from 1987 already on his baseball resume; consequently, Stephen Reich continued his dominance in baseball as a cadet at the West Point Academy, where he was a star pitcher for the team, and his 19 career wins ranks fifth all time. After graduation, Stephen Reich pitched for Team USA in the World University Games in 1993, the equivalent of the Olympics for college students, and he went on to pitch a shutout against Cuba. As a young-adult, Stephen Reich was conflicted regarding his future: on the one hand, Stephen could pursue a career in professional baseball, or continue on his path as a member of the United States military. Mr George said that Stephen was given the opportunity to play for the Baltimore Orioles’ minor league team following his training as a helicopter pilot, but after just two starts, the military asked him to return, ultimately ending his career in baseball.

When Mr. George was first introduced to Stephen, he was surprised by Stephen’s down-to-earth nature, contrary to the belief that most soldiers display little emotion away from the war.

The last time Mr. George saw his brother-in-law was on the night of Stephen’s wedding, before he would be deployed for one last time. Stephen later died on June 28, 2005 in the attempted rescue mission that is depicted in Mark Wahlberg’s new movie, Lone Survivor. The news of Stephen’s death not only impacted Mr. George and his family, but also those who had gotten to know Stephen through the army, baseball, or other situations. Mr. George explained during the chapel that meaningful stories can sometimes be simplified or overlooked when it comes to wartime films like Lone Survivor, which is why it was important for Mr. George to describe Stephen Reich as not just a soldier, but as a person, too.

Thus, it is essential for us to see fallen soldiers not merely as names, but as real individuals, ones with fascinating backgrounds and remarkable stories from their years away from combat. ☐

Mr. Reich in uniform

WestPoint.org

Febr u ar y 7, 2014

Belmont Hill News

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SAFE Breakfast Dissects Diversity

continued from page 1 Mr.Ekwelum explains the philosophy behind this dynamic: “The questions and statements from the breakfast were meant to provoke participants to think about their holistic identity across the many ways that people identify, from race to gender to orientation to religion to age.”

One of my first discussions that morning was with a Trustee and Belmont Hill alumnus who fervently advocated for increasing the school’s ethnic and cultural diversity. We agreed that Belmont Hill’s commitment to cultural and global understanding necessitates campus diversity. After all, we thought, can a homogeneous English class really tackle issues of racial tension and social stratification? And how can a language class comprehend Spanish custom and culture without a Spanish vibe in the classroom?

Indeed, if the lessons we learn in our classes are to be applicable to the world beyond Belmont Hill, then those classes must, in some sense, mimic the tensions and complexities of the real world. The classes must, therefore, be ethnically diverse: they must be full of students of different cultural backgrounds: full of students with different political leanings.

We must strive not to become a “city upon a hill,” a city that is insular and detached from the world beyond its walls. And what’s more, we must recognize that on our Hill, important tensions—surrounding race and sexual orientation and religion—still abound.

The gathering was also a reminder of the diverse backgrounds from which Belmont Hill students come. One student, Sultan Olusekun of Form V, spoke to me of his time attending his sister’s wedding in Nigeria, and explained how he felt at once estranged and comforted while staying in his ancestral country.

It is one of the most important gatherings that occur on Belmont Hill’s campus. Part of the school’s most valued mission is to endow its students with character, with the ability to navigate the world with integrity and dignity and strength.

At the core of character is the value of empathy. That is, learning to tap into other people’s feelings, other people’s emotions, other people’s impressions, other people’s fears. And empathy is what the breakfasts are all about: learning to empathize with other students’ senses of inequality and injustice and marginalization.

These types of gatherings cre-

ate environments that test, that assay that virtue we call empathy. Here’s what I mean: One student spoke to me of the difficulty and awkwardness that can come with being black at a predominately while school. I, wrapped in white skin and given the gift of white privilege, never had to grapple with the monumental difficulties and challenges this student faced every minute of his school day.

The breakfast forces you to try to empathize, to try to understand the difficulties that many members of our community—whether white or black or Latino or gay—experience daily.

If our community truly wants to become more inclusive, we must get better at empathizing, at understanding problems and challenges that aren’t necessarily our own.

I fear that many in the Belmont Hill community have become numb to the importance of diversity and equality and social justice, and, when hearing about events like the MAP/SAFE breakfast, quickly dismiss those gatherings as relevant only to a subset of Belmont Hill students.

There exists a deeply ingrained stigma that prevents more students— of different ethnicities, from different cultural backgrounds, with unique perspectives—from attending these events, and from striving to tackle the questions posed at them.

Yet the brutal truth is that all of us must decide—as individuals—how we want to face questions of diversity and equality. Not to think about your own identity—and how you want to treat others—is simply to delay the inevitable dilemma of having to define yourself.

As the gathering came to a close, it became clear that the conference had served the purpose of enkindling conversations and engendering relationships that would otherwise have not been made. The

breakfast provided a forum, a mecca for consideration, a haven for students to voice their opinions and genuinely be heard. The conversations from the breakfast sunk deeply into all of our minds, and we left that morning with revived consciousness and rejuvenated awareness.

This article is simply designed to catalyze further discussion. If you have anything to share on this subject—thoughts, stories, experiences, quotes—send the editor an email.

We’ll take a few of the particularly relevant email messages and place them in the next issue of the Panel as part of an ongoing dialogue. ☐

Sophomore Didier Lucceus listens intently at the SAFE breakfast

Bill Mahoney

Bill Mahoney

From left to right: Hartman Russell, ‘16; Mr. Lewis; Dr. Melvoin; and Mr. Colllins

Robert Lewis Relays MLK’s Message

By Michael O’Neill Panel Staff

Martin Luther King, Jr. Day is one of America’s most important and celebrated federal holidays. A true American, Dr. King was a champion of civil equality and peaceful protest, and deserves every bit of recognition he receives. Every January, Belmont Hill honors Dr. King’s memory by bringing in a speaker to chapel to reflect on King’s legacy and how he changed the world. This year, that speaker was Mr. Robert Lewis, Jr., who is the founder and president of The Base, which gives teenagers throughout the Boston area the opportunity to learn and play baseball at an elite level, helping many students obtain college scholarships due to their athletic abilities. The group’s team, the Boston Astros, won the national under-eighteen championship in 2010 and 2013, and has sent several players to the major leagues, including former Red Sox reliever Manny Delcarmen. While these athletic accomplishments are astounding, The Base’s most notable successes come in teaching young men valuable life skills and providing them with the chance to pursue secondary education from a number of schools.

Mr. Lewis’ connection to Belmont Hill comes through Hartman Russell, ‘16, who plays for the team currently and spoke at last year’s celebration of MLK Day. The school was honored to have him come and speak in chapel in celebration of Martin Luther King,

Jr. Day on January 21st. “Yesterday was Dr. King’s birthday,” he began, adding, “the easiest thing to do is to reflect on the life and values and ideals of Dr. King. But I might ask you to take the time to read, ask you to take the time to talk about those things. But I really want to bring it to you.” Mr. Lewis did just that, mirroring Dr. King’s spirit and relating stories about his life. “One of the things I always like to remind folks is that we’re more alike than unalike,” he explained. “I would bet that anyone who’s here, if we sat down and we talked about our values, I would guarantee most of us would be talking about the same values.” According to Mr. Lewis, though we are alike in many ways, we all have our differences, but not differences that can set us apart and make us unequal: “It doesn’t matter what race you are. It doesn’t matter what your socio-economic background is. It doesn’t matter which neighborhood you grew up in, it’s the power of the group of young people, like yourselves, who can change the world... if you you look at the history of this country, or the history of the world, you look at some of the greatest movements that have happened have been led by young people.” dr. Lewis noted that Dr. King accomplished everything he did in his life by the age of thirty-nine, at which point he was sadly assassinated. Mr. Lewis graced us all with his words of wisdom in remembrance of Dr. Martin Luther King, Jr., and a better perspective on Dr. King’s impact on our world. ☐

Student Arts Showcase Held in Gallery

By Myles Walsh Staff Writer

you went down to the Landau Art Gallery and admired the art that your classmates have made throughout the school year. ☐

In January, the Landau Art Gallery was the setting for student art work from various art classes from this past semester. There were pieces on display from this Ceramics, Woodworking, Digital Video, Photography, and Form I Art classes as well as some from the Art Club.

The students taking the woodworking classes spent this semester constructing intricate hand-crafted boxes, and, in ceramics, the students were working on selective pieces, varying from your standard cups and bowls to masterfully designed clocks. When asked about the art on display, Fifth Form student, Justin Grady said, “I didn’t know what to expect when I wandered into the Landau Gallery, but I was pleasantly surprised by what I saw. The art was amazing. I remember my woodworking class, and how much fun I had. Art is very important here at Belmont Hill, and I definitely recommend swinging by the Gallery to see some of the work that our peers have been working on this semester.”

Former ceramics student and current Fifth Former, Liam Foley, said, “I Bill Mahoney was shocked at how good the art was. I wasn’t the best ceramicist, but the work Works from several different art courses on display is very good.” So hopefully were on display in the Landau Gallery

Winsor Opinion

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Race, Socioeconomics, and the College Process

A Response to “Affirmative Action: Benign Intention, Unjust Execution” continued from front page learning environment.” Frick’s peers agree.

“As a white student from a privileged background I am obviously not a major candidate for affirmative action,” remarked senior Georgia Williams, “but I’m so lucky to have a place where I’m surrounded by people from all races and backgrounds.

[Racial diversity] has enriched my high school experience by adding voices that I never would have heard 50 years ago.”

50 years ago, Dr. Martin Luther King Jr. supported affirmative action efforts, especially those that accounted for the multifaceted reality of identity. In Dr. King’s novel Why We Can’t Wait, published in 1964, he wrote, “It is a simple matter of justice in America in dealing creatively with the task of raising the Negro from backwardness should also be rescuing a large stratum of the forgotten white poor.” Here “also” is crucial to what many envision as an affirmative action ideal: a balance between race-based and class-based efforts.

Abandoning one type of selection in favor of another does not promote a more diverse environment; it only changes the cross section of diversity in that environment. As Shea Necheles ’14 put it, “I want a classroom filled with racial and socioeconomic diversity as well as ideological and religious diversity.” Yet not all Winsor students hold all diversities to be of the same importance; some lean towards an emphasis on socioeconomic status like the article’s author does.

Caroline Ognibene ’14 believes affirmative action “would better serve its purpose if organized by financial class,” while Sophie Cyker ’14 noted that location is key. “I think my personal experience is probably a lot more similar to an African-American student who grew up in Wellesley than it is to a white student who grew up in Southie and attends a Boston Public School.”

While few would argue against the idea that one’s race is unchanging or “beyond an applicant’s control,” there are an increasing number of people who would argue that one’s socioeconomic class is beyond the individual’s control as well. Many of the students from Mr. Braxton’s first semester course “The Politics of Identity” agree: there is a major statistical challenge in assuming that class-based affirmative action gracefully coincides Shea Necheles with the ideal of meritocracy. We The Common App asks about ethnicity live in a country where a child raised in of class-based when one’s socioeconomthe bottom fifth has a mere 10 percent ic status is nearly as static as one’s race.

And what about other apparent adchance of rising to the top fifth in adulthood. The cycle of poverty is too preva- vantages? Shea Necheles ’14 noted that a lent in this country to assert that socio- legacy is a title “that you are born with economic status is any better a tool than and don’t necessarily earn, but gives adrace when it comes to affirmative efforts. vantages in the admissions process.” It We cannot argue that race-based affirma- seems the author, given his disapproval tive action should be disposed of in favor of race-focused affirmative action, would

also oppose preferences toward legacies in the college process, though they are ubiquitous given the independent schools we attend. Emily Stack ’14 shared, “[In a private school setting,] I am more likely to assume a student is here based on her parents’ financial generosity than I am to assume a student got in based on her being a racial minority.” So perhaps the idea that “many people assume underrepresented minorities have been accepted based on their race, not on their achievements” is a sentiment on the decline in our world of complex admissions competition.

Whether you oppose race-based affirmative action in favor of a class-based alternative, as the author does, or advocate for a balanced system involving both as I do, it is imperative to remember that we are complex individuals in the college process. “They are not taking you because of this one thing,” reminded Gabriella Cramer ’14. “You have to be able to do the work and be a good fit overall.” Sure, your ethnic makeup and family’s socioeconomic status can influence where you fall on an admissions list, but this influence is minimal and no single quality can admit an applicant.

There is no question why the Supreme Court is often split on cases regarding affirmative action; the practice is irrefutably imperfect. If implemented with both race and socioeconomic focuses in academic settings, however, I believe its flaws would be significantly minimized.

Looking Back: A Review of Changes to Winsor Exams

Exams vs. Final Projects?

By Caroline MacGillivray Panel Staff January follows a bit of a formula when I take five sit-down exams. For the first two weeks of January, I have to balance content from the beginning of the semester with the remaining new material. By the time Martin Luther King weekend rolls around, I am so physically anxious that I can only consume bread and water. After three days in a trance of writing, writing, and writing some more, I am so exhausted that I can barely remember the questions on the exams by the time I get them back the following Tuesday. My freshman finals were so scarring that I have retired the outfits that I wore to take those exams.

This semester marks my first

Examples of students’ final projects

experiences with final projects. Instead of having weeks of work compressed into two hours of messy handwriting and stress-related hives, all the exertion comes to fruition in a final project. You set your own timetable, and by the time the deadline arrives--less ceremoniously than you would imagine--a project can be exactly the way you want it to be. Some can be bothered by the time a final project can consume. As Maddy Batt ’15 said, “I spend much more time working on a final project than I would spend studying for an exam.” But studying for a sit-down final can feel like an open drain. You can never do enough; you are never finished. Final projects have a greater return on your investment of time, no hive cream required. ☐

Caroline MacGillivray, Summer Payton

Computer vs. Paper Exams?

By Holly Breuer Panel Staff Had you told me freshman year (or last year, for that matter) that I could type my two-hour, writing-intensive English and history exams on a laptop, I probably would have hugged you in the hallway.

Well, despite the lack of celebratory hugging in Winsor’s halls this January, several history and English sections received exactly that announcement prior to the commencement of first-semester exams.

As I have contemplated the new slew of computer-based exams at Winsor this year, I have come to accept two realities: typed exams are easier for teachers to read and, often, easier and quicker for students to write. Mrs. Skeele, an English teacher whose section of Class VI students, like all VIs, used laptops to type their exams this winter, remarked, “Perhaps the handwritten exam is a thing of the past.

When colleges go to 100% laptop written exams, I think we should too.” Yet, though Ms. Skeele went on to mention the benefit of remaining in “handwriting mode at least to some extent” and the value of pen-onpaper for poetry analysis and close-text work, I find myself--even after countless semi-traumatic handwritten in-class writes and exactly eight (I counted) handwritten Winsor English and history exams-almost wishing for the graphite smudge and table-shaking characteristic of my freshman and sophomore exam periods.

Laptops certainly have their benefit, but their place is not, in my opinion, in the exam room. Handwriting has become for many in our technological times a nuisance to be avoided at all cost, but the reality is that you will need to use a real pen every once in a while, like on the still-handwritten SAT essay section and when you forget your laptop at home by accident. Maybe it is just my senior nostalgia kicking in, but I worry about the issue of technological difficulties and the distraction of Claudia Forrester clicking on a keyboard, things the Class of 2014 never had to deal with because we were too busy panicking about the location of the nearest pencil sharpener. I worry, most of all, that our phones and computers will start to overtake our lives, and the thought of a computer in an exam room-exactly what I was wishing for all of my sophomore year--seems exactly that.

Exams will be conducted in whatever way Winsor’s teachers decide, but you can choose to leave the laptop in its sleeve every once in a while and write a note instead of an email or make a poster instead of a slideshow. But take my word for it: nothing builds character like the panic of back-to-back handwritten Winsor history and English essays. ☐

Febr u ar y 7, 2014

Winsor Opinion

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Taking a Stand on Food Deserts in Boston

By Claudia Forrester Panel staff Though these facts are not wellknown, the apples served in the cafeteria are locally grown, the eggs are cage-free, and the fish is usually caught the day before it is served. These are only a few examples of Mr. Downes’ continuous efforts to provide healthy food options that we Winsor girls all too often take for granted.

Though we may be craving French fries instead of the cafeteria’s quinoa and baked haddock, there are many areas of Boston where this easy access to healthy food is a rare commodity.

As a member of Mr. Braxton’s senior elective “The Politics of Identity: Race, Class and Gender in the 21st Century,” I participated in the Taking a Stand project. The objective was to identify an issue that you were passionate about, research it thoroughly, and then “take a stand.” The typical Winsor girl, I decided to focus on food--specifically on food deserts in the greater Boston area.

The U.S. Department of Agriculture defines a food desert as a “low-income area that has low levels of access to a grocery store or healthy, affordable food retail outlet.” Instead of supermarkets, these neighborhoods have only fast food restaurants or small corner stores, neither of which offers healthy food options like fresh milk, vegetables, and

fruits. Furthermore, the available food is often as much as 30% more expensive than in higher-income areas, because the businesses know that residents cannot afford to travel elsewhere for groceries. Residents are forced to choose between paying for transportation to a suburban supermarket and buying the less healthy available food options. Consequently, living in a food desert, like those that exist all over Boston, gives an individual a statistically higher chance of obesity, heart attack, and other nutrition-related conditions.

Some argue that the existence of food eatinghealthy. deserts is not an incom justice in itself; supermarkets aim to make money and therefore have the right to build stores only where they can make the highest profit. Others complain that “food desert” may be a bit of an extreme term, as food, even healthy food, is available but just inconvenient. But the “inconvenience” of food deserts brings light to the larger problems in our food system. We have allowed our food system to be manipulated by a capitalist system, leaving the U.S. as one of the only countries where the poorest citizens are either fighting hunger or fighting obesity. As Sutton Kiplinger, the Greater Boston Regional Director at the Food Project, noted in an interview I conducted, “The present food system benefits neither the eater, the worker, nor the land.

We need to build a sustainable, new system

Food deserts in the Boston area that offers accessible equitable healthy food”.

The Food Project, a Boston-based non-profit, aims to build such a system. By engaging youth and teenage volunteers in sustainable agriculture, the Food Project is one of many organizations tackling the issue of food access in Boston; others include the Fresh Truck, the Real Food Challenge, and Waltham Fields Community Farm. The produce grown at the Food Project’s farms is used to supply many hunger relief organiza-

USDA.gov

tions and to sell at affordable prices at farmers markets in Boston-area food deserts.

With a food desert only a mile away from Winsor itself, I would encourage everyone to take a stand on this issue. Whether that means just spreading the word or volunteering at, or donating to, the Food Project. What Mr Braxton’s course has taught me is that it doesn’t matter what the issue is, but if it matters to you, and you are willing to work for it, you have the power to make a difference.

The seniors suprised freshmen with encouraging comments like, “Keep calm and netflix on!” and “You’re a star and grades can’t change that”

Claudia Forrester

Changes to Sophomore and Freshman Exams Reduce Stress

By Caitlin Weldon Contributing writer Stress. It seems to happen to everybody. And during exam week at Winsor, stress levels are unusually high. Drearyeyed students trudge around school in pajamas, homeroom white boards are known to turn into detailed diagrams of photosynthesis, and nearly every student seems to have an unreasonably large stack of notecards attached to her at all times. In an effort to combat the inevitable stress of exam week, Winsor ran two pilot programs for the freshman and sophomore classes during this year’s winter exam period.

Freshmen, instead of taking the standard five exams, were only required to take two: math and language. For their other subjects, they submitted final projects.

Sophomores were spared the two-hour essay fest in favor of an English “in-class” split into one hour-long writing period in early December and another during exam week. But did these exams really save the freshmen and sophomores from stress, or did the new system perhaps set up the Winsor underclassmen for higher stress next time exams come around?

Abby Weyer ’17 relayed that taking two exams instead of five was “a lot easier, but I am scared for next semester that we will be unprepared.” However, she noted that the stress levels were “surprisingly low…and the projects were less stressful because we had more time to complete them.”

From observing the freshmen, who, instead of looking panicked every moment of exam week looked calm and prepared, one would conclude that the stress level was successfully lessened and that the goal of a more mellow exam week was accomplished. The Class V dean, Ms. Baker, expressed that she not only thought the freshmen exam

situation was able to lessen stress, but to prepare for, it’s just a normal in-class that she also “absolutely loved” its setup. write.” Many members of the sophomore class agree with the statement of an anony“The stress levels of the underclass- mous classmate who noted that “English really like other classes. Instead of men during this semester’s exam isn’t learning a set of information, you’re just week were not as high as they have improving a skill that you’ve been learning been in past years.” for years and years and years.” Although the format of each “hourly” was different, The sophomore situation, although a students accepted the idea of having two less dramatic change, was received well by in-class writes instead of one big exam with members of Class VI. Sam Plante ’16 ex- all-around enthusiasm. Even the Class VI plained that she “liked the exam situation a Dean, Ms. Graham, noted that the Englot. It was a lot less stressful because instead lish hourlies seemed much more “low key” of being a huge test that you aren’t sure how than exams in years past. Sophomore English classes were told that students need not spend more than an hour preparing for the hourly and were even allowed to bring a page of notes into the hourly, unlike in years past when Winsor English students were known to re-read entire novels and spend hours writing practice essays to prepare.t.

Although the stress levels of the underclassmen during this semester’s exam week were not as high as they have been in past years, the responsibility of further amendments to the conventional structure of exams lies Claudia Forrester in the hands of the Winsor faculty.

Underclassmen appreciate the new organization of exams

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Belmont Hill Opinion

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Does the Fishbowl Hold Water? Lord of the Flies in Coats and Ties As part of Belmont Hill’s quest to combat stress in students and to help them make intelligent decisions outside of school, upper school students have been introduced to a variety of programs including “Fishbowls” and meetings with Mr. Slotnick, a former alcoholic and drug addict whose insight on teenage substance abuse has proven to be invaluable to some and meaningless to others. These meetings are designed to promote active participation among students while providing a safe, open environment for students to ask questions and voice concerns they may be having outside of the classroom.

Though the programs are well designed and well run, students often complain that they don’t get much out of them.

Starting in 9th grade, students are introduced to the “fishbowl,” a program run by peer leaders that is designed to foster communication between students and parents. Upon entering the classroom, both the parents and boys write down questions that they have for the other group. Then, a peer leader will ask the parents the questions that the boys wrote down, and the parents will discuss in the presence of the students. Eventually, the group dynamic

own stories and experiences. Why, after all, would you feel the need to talk about a night where you drank too much, or a time when you had to drive a few drunk friends home? What is there to gain?

There are important exceptions: some parents (I have been lucky to know a few personally) have effectively created a sense of trust with their sons. One conversation from the fishbowl resonated with me; one mother spoke of how she has always told her kids and their friends that regardless of where they are--regardless of the time of night or the drunkenness of their state-she will come and drive them home. Indeed, this open perspective is one that students thoroughly appreciate and respect.

The other way in which Belmont Hill has tried to combat stress among students is through discussions with Will Slotnick, a former alcoholic (though he would object to the term, and explains how alcoholism is something one struggles with one’s entire life) who has provided insight into the specifics of teenage substance abuse. Slotnick himself grew up in a situation much like that of many students here on the Hill and uses his background to relate to the students.

Slotnick certainly has the experience

Perhaps the biggest impediment to effective, frank discourse is an indifference amongst the students to share their own stories and experiences. Why, after all, would you feel the need to talk about a night where you drank too much, or a time when you had to drive a few drunk friends home? What is there to gain? shifts and the students speak as the parents listen. While the program is effective and informative at times, students often feel that the questions asked can be insincere.

Moreover, they believe that the unwillingness of some students to talk detracts from the program’s value. Without active participation from everybody involved, the program conversations can quickly become trivial. When asked about the effectiveness of the fishbowls, one fifth former said, “The last fishbowl we had was really helpful and interesting. This year I was in a group where no one talked and no one got anything out of it.” The school has to realize that without forthright discussion from parents and students, the fishbowls will never achieve what they set out to do.

The success of the group depends largely upon the willingness of the students to participate and to speak freely.

Yet the conversation often feels forced: many students feel reluctant to speak openly and frankly. Indeed, there is a sense of estrangement between the students and the parents, a genuine lack of trust.

Perhaps the biggest impediment to effective, frank discourse is an indifference amongst the students to share their

Students engage in fishbowl conversation.

necessary to talk about the issues, but at times students feel that the true dangers of drugs and alcohol can be mitigated when he talks. One fifth former explained, “In 9th grade and even in the Junior year meeting Will Slotnick has been great with stress-relief, giving students valuable tools that they can use anywhere and any time.

The drug and alcohol part of the program was useful in the 9th grade but since then it has gotten very redundant, to the point where I feel that the consequences of using these things have actually been trivialized.”

Though certainly not the sentiment of all students, it is concerning that for some, the programs have actually deemphasized the dangers of drugs and alcohol. Instead of giving the same talk on drugs and alcohol time and time again, it might be more effective for the fifth form programs to focus solely on relieving the stresses that plague so many of our schools students.

The programs that Belmont Hill employs attempt to foster frank discussions about issues that students face outside of the classroom. They have, at times, been successful, but for a large number of students, the programs are something to dread and complain about. ☐

piercing rebuttals. Their power comes not from investing long hours in studying or preparing homework, but rather When we gather around the Hark- from their cultural literacy, from their ness table to discuss a book or debate a ability to chat about football games and historical proposition or to argue wheth- quote movies and reference rap music er affirmative action is a good policy, a and imitate Richard Sherman and Jerry fascinating dynamic quickly takes hold. Seinfeld and Eddie Murphy. They recogHere’s what I have observed: in a nize humorous situations; they can turn Belmont Hill classroom, there is always a dejected, cantankerous teacher into a “Lord of The Flies”-styled Jack, always a face full of jovial laughter; they say a dominant persona, always an Alpha things like “Hey guys, can we be quiet male. He is a figure that acts as the di- now,” and everyone shuts up: they mock, rector of the choir. He orchestrates, he they parody, they satirize. They tell jokes molds, he leads, he shapes. He is the one but always know when it is time to get to whom you look for approval, for ac- back to work. Sometimes they go too far, ceptance. Of course, sometimes there is but their wit and charismatic charm ala Jack and Ralph—that is, one character ways comes to the rescue. A class witheffectively leads, while another student out this legendary, comedic-type Jack is grasps, in vain, for hegemony and con- truly a class lacking a humorous soul. trol. Sometimes, there is no battle at all, And here’s a fourth type of Jack— and Jack stands strong without a fight. the dude who is, in every sense of the Now, each class has a unique vibe. word, experienced. He’s been around.

Sometimes the Jack is the quiet one—his He’s done things no other student in the mere tacit presence is enough. Indeed, class has. He’s the one who knows what how he sits, how he the proverb In vino carries himself, and veritas est is talking how people respect “What are we? Humans? Or animals? about. He’s the one Or savages?” him, lead to a sort who can read Alof silent reverence. dous Huxley’s “The Rarely does he speak—he doesn’t need Doors of Perception” and actually know to. He sits with reserved detachment. what is going on. For him, the hedonism Perhaps he is an honorable, sleek hockey and crazy lust of the Beat Generation are player whose composure and equanim- not just a subject for English class, but ity on campus, and whose fierce strength a reality he knows each weekend. For on the ice, give him an aura of sanc- him, Urban Dictionary is superfluoustity. He is strong, robust, a force that, -he already knows just about what all of though quiet, carries a potent presence. those words mean. This Jack flirts ebulSometimes the Jack is a talker, the liently; he electrifies a party. And everykid who is full of incisive points and one knows it, and respects him for it. brimming with academic prowess. This And then there is the student who Jack is the intellectual peacock. He is the sort of defies this whole framework. one whom the teacher will call on nine He is the one who is downright tough, times in a row and who always, without weathered, thick-skinned, stoic. Maybe fail, has a nice, neatly packaged answer he spends his evenings not scanning in his back-pocket. He always does the Facebook or posting on Instagram, but homework. He usually (but not always) working at a part-time job, trying to scores the highest on the tests. Out on earn some extra dough. He is the Alpha the island, when the leader is defined male who commands the most respect, not by intellectual power but by physical for he has done things that no other stucunning and mental acuity, this class- dent in the class has—he has toiled and room Jack is doomed. Out of class, in labored, and, in doing so, assumed adult the hallways, he is known as the effete, responsibilities and achieved an adult feckless creature who spends way too aura that carries tremendous weight. much time in the library and who should So there’s my brief picture of the spend less time in the books and more Alpha male dynamic at Belmont Hill. time tending to the acne on his face. Think about it the next time you sit But around the Harkness table, in an around the Harkness table—who is Jack? environment where academic strength And who, if your class were stranded reigns as one of our supreme virtues, on the island, would assume control? this fellow assumes the title of king. And, don’t forget this: the coats and Often times the best Jacks are the ties are nothing but a veneer, a façade funny ones. They are quick-witted, mas- of order and formality. Who are we unterful technicians of humor, connois- derneath the propriety. And who, outseurs of rhymes and brevity and acerbic, side of the classroom, would lead? ☐

By Jake Pagano Panel Staff

Jack stepping up to lead the group in “Lord of the Flies”

Courtesy photo

Belmont Hill Opinion

Febr u ar y 7, 2014

Pa g e 9

Diversity: Important for a School, But Second to Academics

by George Holderness Panel Staff Editor’s Note: This article takes the form of a dialogue in the spirit of the ancient philosophers.

The bell has rung, but the conversation goes on. None of the twelve independent school students wants to stop discussing Othello, the first work of the course. They are enraptured, entranced, entangled in a deep philosophical discourse.

Twelve universally inquisitive and intelligent minds combine their diverse interests, talents, backgrounds, and experiences to shed light on the Bard’s immortal work. Reluctantly, the teacher forces himself to intervene and truncate the discussion.

ENTER Cato, Leonard, and Sage, burdened by their backpacks, recently departed from the class discussion CATO: That class flew by! I don’t think I’ve ever been part of such a thoughtful discussion before.

LEONARD: And the best part was the students’ taking the lead. In most English classes, the teacher has to prod us along and steer us in the right direction.

CATO: Everyone participated, too. Usually there are a few hockey pucks who gaze at the clock and don’t contribute anything.

SAGE: What was different about this class? Why don’t class discussions like this happen more often?

CATO: I think it has to be the students, given that we steered the discussion today. I’ll admit Othello isn’t bad either, but we’ve studied good literature in previous English classes, and I can’t recall any conversations of this caliber.

SAGE: Definitely. The combination of minds in this class is pretty magical.

LEONARD: Can you imagine what our school would be like if all the students were as good as the ones in this class?

SAGE: I’d be fired up to come to school every day. That discussion, times five? Now that would be well worth forty thousand dollars a year.

can control anything in his life. No one can influence his race; it’s unfair to judge someone on circumstances out of his control.

CATO: There are millions of people who live within commuting distance of our school. Some of them have to be intelligent, academically strong kids, like the ones in English class. If our school found and admitted only that type of student, we’d have an amazing learning environment.

CATO: I still think considering diversity ahead of academic potential is a mistake. What if you end up with a student who has neat interests and a fascinating life story, but who isn’t driven enough to prepare for class properly or intelligent enough to follow the conversation’s nuances? He might have the potential to contribute, but that potential will not be realized.

LEONARD: That wouldn’t work. The conversation today hinged on the different life experiences of the students, not their test scores.

SAGE: I think Leonard has a point. Even if everyone in the class scored 2400 on the SAT, the discussion wouldn’t have happened without the students’ different opinions and experiences. A number of kids tied the subject matter of Othello to personal stories or experiences they’ve had pursuing their unique interests.

LEONARD: Exactly. The class is half minority students, and their interests and backgrounds are usually different than those of white students. Diversity—that’s what made the class.

CATO: So you’re saying race should be a significant factor in admissions to our school, because it would create amazing class discussions?

LEONARD: I think it would help, yes.

SAGE: Now that I think about it, the racial backgrounds of the students in our English class didn’t correlate with the uniqueness of their opinions or the depth of their insights. Assuming that students from a certain race have particular opinions or similar life stories—that strikes me as stereotyping.

LEONARD: Not a bad point, Sage. I guess it would be more effective to consider applicants’ talents and interests.

Maybe life experience to some extent. I suppose those are types of diversity, too.

SAGE: Applicants also have control over some of those qualities…at least to the extent that an elementary school kid

SAGE: I see what you mean, Cato. I’d also note that all of the students in our English class do pretty well academically.

CATO: Right. And we shouldn’t overlook disciplines like math and science. Diverse backgrounds or interests aren’t as important when you’re studying hyperbolas. Inquisitiveness and intelligence matter more than diversity in those subjects.

LEONARD: I concede that point to you, but I still affirm that a diverse student body is important for the study of the humanities and for a vibrant community.

SAGE: Guys, I think we’re actually in agreement here.

It seems that ideal students both possess intelligent, inquiring minds and have unique interests, talents, and backgrounds.

You need both pieces of the puzzle to form a thriving school.

At the end of the day, though, this is a place for academic instruction. So I submit that, although academic potential is a must in all admitted students, diversity of qualities like opinions and interests —and background to some extent— should be the second thing considered in admissions.

CATO: I now understand that the discussion wouldn’t have happened without that kind of diversity. Yes, a student body with varied talents, interests, and life stories is a boon to any school.

LEONARD: And I see how, without the academic strength of the students in the class, the conversation wouldn’t have happened either. After all, a school can’t abandon its central goal of academic instruction.

EXEUNT

Waive Classroom Art Requirement and Let Students Cultivate Own Interests

By Chris Champa Staff Writer

goal here is to foster an appreciation for the arts in every student, and I applaud the efforts of the administration for that ambition.

But is an inflexible graduation requirement the best way to go about the mission?

The problem is not the ideological goal, but rather the scheduling. If a student wants to take advanced classes throughout his Belmont Hill career, it becomes impossible for him to schedule a classroom art before senior spring.

With the current system, taking difficult classes actually makes it harder to fulfill graduation requirements. Does that make sense?

Worse, some of the seniors who end up taking an extra class senior spring are already experienced artists. For example, the Upper School Jazz Band and the B Flats both meet every day. A student who participates

If you make it to your last semester at Belmont Hill, you survived the Bio Project. You slogged through the Term Paper.

You stayed up until your clock resets from “PM” to “AM”. You submitted your college applications. You juggled academics, sports, extracurriculars, and a social life. You have invariably accomplished something.

The administration knows this. After years of running you at maximum RPM’s, of pushing you out of your comfort zone, of showing you your own potential, Belmont Hill congratulates you. Senior spring, the pressure comes off. Most students will drop traditionally rigorous classes in exchange for an inquiry and a senior project, and the latent energy and enthusiasm of the student body bursts to the surface.

But not everyone gets that chance. Students who took two AP’s sophomore year are reminded of their outstanding graduation requirement: the classroom art. The additional class can take away a senior project, a panel carving class, or, in extreme cases, even an inquiry. The point of the relaxed schedule of senior spring is to allow students to explore different interests. So why impose an arts course on already overloaded schedules?

Doubtless, arts are an integral part of any liberal arts education, and they should absolutely have a role in the Belmont Hill curriculum. Students are compelled to get involved in areas they might not have considered without the requirement, discovering hidden passions and latent talents. The Four year accomplished music student Chris Champa.

dents to understand the history and theory behind the arts in which they participate.”

And as Director of Instrumental Music Mr. Fiori put it, “learning how to appreciate different types of music is very different from learning to play jazz music in an ensemble setting.” True, but does that difference in curriculum justify cutting off committed artists from senior projects and inquiries?

One sixth former in this situation commented, “I think the arts administration is a tough spot… but they’re not handling it in a reasonable way. If you’re involved in the arts already, what’s the rationale? Honestly, I question whether there’s a genuine interest in fostering arts and arts appreciation at Belmont Hill, or whether the interest is simply giving that impression. Why not allow students to show their commitment to the arts and waive their requirement? Surely this will encourage ensemble sign ups among younger guys and overworked, aspiring artists.”

I have to question the logic behind the inflexibility. Belmont Hill wants students to appreciate art, and it also wants them to pursue independent interests before they head off to colleges across the nation. Both of these are admirable goals. But sometimes the students get caught in the middle, punished for pushing themselves in difficult classes. I get that Belmont Hill is trying to drive students into areas they wouldn’t have explored otherwise, but sometimes the priority seems to be enforcing the rule, not fostering art appreciation. I just don’t believe senior spring is the time for that.

After years being encouraged to push themselves, seniors want the chance to explore their own interests, not the school’s, especially when they have alBill Mahoney ready committed years to the arts. ☐

in one of these groups for all three of his upper school years will have committed around three hundred hours of classroom time alone to the arts. This, of course, does not take into account outside practice and performance. Yet participation in these groups does not satisfy the classroom art requirement. So Jazz Band players and B Flat singers could end up forced into another music class instead of doing a project senior spring.

Some students study music outside of school. Others create visual art in their free time. In the vast majority of cases, outside study of art also fails to satisfy the requirement. The rationale is that the classroom art courses offer different curricula than outside music or visual art. Says Head of the Arts Department Mr. Kaplan, “We want stu-

Scheduling

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Graduation Requirements: What It Takes to Graduate

Belmont Hill

While there may be an occasional gripe among the student body about the classroom art requirement or the mandatory two years of lab sciences in the upper school, Belmont Hill’s diploma requirements are both attainable and sensible. Aside from stipulations that oblige students to complete 18.5 units of credit (1 credit=1 full year course) in Forms III-VI, 4.5 of which credits must come from senior year, eight other requirements must be fulfilled. At either the standard or A level, students must complete both Geometry and Algebra 2. They must take an English class every semester— English 3, English 4, American Literature, two English electives, and an Inquiry course. Students must refine their modern language or classics proficiency through a level three course, as well as completing both US History in Form V and an elective history in the fall of Form VI. Students must complete two years of lab sciences, which include biology, chemistry, physics, geology, and astronomy.

One requirement is the classroom art requirement, in which students must pass a course in music appreciation, music composition, theory of jazz, or art history. A second “hands-on” art requirement must be fulfilled: this may be drawn from a wide variety of choices, including ceramics, drawing, woodworking, painting, acting, mechanical drawing, photography, music technology, and digital video.

However, in recent years, students who have demonstrated a significant dedication to the arts— for example, several years in the jazz band— have been able to fulfill this requirement in that manner. Lastly, all seniors must carve a panel under the watchful eye of the ever energetic, helpful, wise and rarely cantankerous Mr. Kaplan. ☐

Belmont Hill course plan

Winsor course plan

Th e Pan el

Example Belmont Hill Schedule 2013-2014

Winsor

Winsor--like every school of its kind--has course requirements that must be fulfilled before graduation. The four-year English requirement, three-year foreign language requirement, and, most notoriously, the seven-semester P.E. requirement are strictly enforced, while science and history requirements provide more flexibility to adapt to students’ interests. While most juniors choose a full year of physics, students may replace a second semester of physics with a second language or history class. Mathematically disinclined seniors looking to bypass calculus can take a science-based course like Astronomy to fulfill their Class VIII “quantitative” requirement.

Despite allowing students to delve deeply into particular subject areas, Winsor’s standard course program also provides for breadth of academic experience, with substantial requirements in each of the five major academic disciplines. The progression of required history, English, and science classes charts a course across disciplines and nations, providing an interdisciplinary education.

The Class VIII capstone project, the Independent Learning Experience (ILE), speaks to Winsor’s commitment to independent learning. In her ILE, each student develops a personal, independent project and spends her final month at Winsor engaging with that project. Winsor’s curricular philosophy iterates a belief “that a student who takes responsibility for structuring and assessing her own learning is likely to have a deeper understanding of what she has learned and...a life-long basis for independent thinking.” Accordingly, the ILE serves as the culmination of each student’s learning to work for herself--a skill valuable not only in college, but also in life.

The graduation requirements, a mix of required courses and electives, truly reflect the degree to which Winsor works in pursuit of its curricular goals: “connected curriculum, independent learning, and responsible participation in the global community.” ☐

What Defines a Belmont H Belmont Hill’s curriculum is unique. Beginning in seventh grade, most classes are mandatory. It is in the Third Form that students are able to elect their own classes—science and art, and it is then that these firstyear high school students enter the Upper School. Transitioning from the Middle School is not easy. Years ago, I remember now alumnus Richard Mummolo telling me “you never know what will happen academically from Middle School to Upper School.

It’s a totally different experience.”

In the Upper School, there many opportunities to select your own courses. Often, however, this is merely the ability to choose between AP, advanced, and regular classes.

This is where the Belmont Hill “rites of passage” courses appear to begin. In a recent poll, about 30% of the Class of 2014 indicated that AP Biology, the advanced science option offered to sophomores, was particularly vital to their experience on the Hill. One student explained, “AP Bio is such a big change from the typical Middle School class.

Its more material, more work, and higher stakes.” AP Biology, similar to AP Modern European History, exposes students to a level of academic intensity that is different from anything they have experienced before.

Other than Biology, students polled chose their “rite of passage” courses more for their intellectual intrigue than for their difficulty level. 60% of students surveyed from the Class of 2014 rated Non-Fiction Writing as one of their three favorite classes at Belmont Hill.

It is important to note that not all seniors have the opportunity to take the class, so this figure represents almost all the stu-

Belmont Hill

dents who took it. One student described the class by saying that it gave him an entirely new perspective on writing: “Everyone should learn how to write.

Taking Non Fiction with Mr. Zamore was eye-opening for me because it showed me that writing doesn›t have to be – and, in the real world, rarely is – the analytical five-paragraph essay that we›ve written our whole Belmont Hill careers. I was finally able to take the grammar that had been drilled into my head in ninth grade and the skills I developed in writing papers for other English classes, and apply them to ‘write for life.’”

“Rites of passage” also proved to be an integral English elective. One student explains that “[the] search for Faith class ought to be a requirement for all seniors. Whether religious or non-religious, spiritual or worldly, this class tests the dominion of everyone’s faith.”

In addition to the Senior Year English electives, 53% of seniors included their Senior Year Social Studies electives in the “three most informative classes at Belmont Hill” category. This raises the question if our learning should be geared more towards the present. Present day learning rarely appears until the final year on the Hill—should we try to begin earlier? There is no definite answer to this, but 47% of students suggest new courses and offerings that are more current, such as a business course and more hands-on lab work.

Many students advocate for a Computer Science class.

This past semester, various students involved in the Advanced Science Research class began learning to code. After obtaining adequate experience, the group opened up as an organi-

zation to the entire school. The club is limited to ten people.

Yet, over seventy applications were submitted, about 20% of the student body. One applicant explains: “I would not make it a requirement, but I believe that Computer Science is a very important topic today, and should be offered as a class.”

Finally, students reflected on the Latin requirement. One student emphatically responded that, “The work ethic and study skills boys learn in Middle School Latin classes form the foundation of a Belmont Hill education. In those classes, boys learn the importance of focus, proper memorization, and effective study techniques--you can›t fake your way through Latin.

Even if a student doesn›t continue on to the Upper Levels of the language, the rigor of Latin Alpha and Gamma will stick with him for the rest of his education.”

Belmont Hill’s curriculum, according to the Student Handbook, aims to “give its students a rigorous program of study that provides a firm grounding in vital content, skills and values while also including curricular and pedagogical innovation that will make its students well prepared to thrive in the complex, fast-changing world in which they live today and will work tomorrow.” ☐

Don’t Change 20%

Change 80%

Belmont Hill

Survey results reflect seniors who would like t

Scheduling

Febr u ar y 7, 2014

Example Winsor Schedule 2013-2014

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Schedules: Similarities and Differences

Winsor

Belmont Hill

A typical Winsor class occupies either a 40- or 60-minute block. An average Upper School class meets four times per week and has two 40-minute blocks and two 60-minute blocks.

Science classes are an exception--they typically meet five times per week and have two 40-minute blocks, two 60-minute blocks, and one 35-minute block. The longest class period at Winsor is a 100-minute lab period that is specific to AP Biology.

A typical Belmont Hill class fills a 40 minute period, every day of the week. There is, however, a precedent in the science department for “double periods,” which occupy both the class period and X block (the universal period after the fourth class block) once a week to conduct labs. The maximum length of a Belmont Hill class is 85 minutes (the five minute passing period is incorporated into the class).

Free time

Free time

When a Winsor girl reaches Upper School, she trades in her proctored silent study halls for unproctored free periods, or “frees.” Frees are blocks of unscheduled time scattered throughout the school day. Upper School students typically have between six and ten free periods per week.

Breaks between classes there is a five-minute “passing period” between each class in order to give students time to get from class to class on time. Whether a Winsor girl is in Class I or Class VIII, she also has recess as part of her daily schedule.

Recess is a 15-minute block of unscheduled time in each student’s day.

A lunch period is also incorporated into students’ daily schedules as either a 30-minute block or a 40-minute block depending upon the day. Although there are a few clubs that meet outside of school, most clubs meet on a weekly basis during a lunch period.

Presence at lunch is not required and some students opt to use this time to do homework or eat off-campus.

Every upper schooler has an unproctored free period during the school day. Some Upper Schoolers choose to cede their free period, opting to take an additional class or participate in the B-Flats or Jazz Band. In addition to this free period, all Upper Schoolers and Middle Schoolers alike share 40 minutes of free time at X block, during which many clubs meet. Additional end-of-day free periods throughout the week provide additional meeting times for clubs and activities restricted to either Middle or Upper Schoolers.

Breaks between classes Belmont Hill provides a five minute break between classes, allowing time to pack up and walk to the next class. A 10 minute “Cookies and Milk” period is also granted between the second and third class periods. Lunch is 40 minutes each day, and attendance at lunch is required every day except Wednesday. Failure to comply with the Lunch policy results in a day of waitering a table, a work hour, or a Saturday detention, depending on the number of prior offenses.

Class length

Hill or Winsor Education?

Winsor’s graduation requirements are not difficult to fulfill. The question is not whether students are able to fulfill the course requirements; instead, it is how students choose to fulfill them. Once junior year sets in, there are suddenly new options that deviate from the “standard” courses that each member of a given class takes in her first two years of Upper School. The Panel surveyed the Class of 2014 to determine both the classes that have contributed most to its members’ academic experiences and those its members have enjoyed most. This exploration lends a new understanding of how we as students perceive Winsor’s educational goals.

Though each student at Winsor is bound to have different favorite courses, the non-Western requirement, a pairing of history and literature classes from one of four non-Western regions-Africa, India, China, or the Middle East--is held in particularly high esteem by its participants. A relatively recent tradition at Winsor, the non-Western (and its accompanying 10- to 15-page final research paper) has become a rite of passage of junior year. One student who took Middle Eastern noted, in praise of this graduation requirement: “It provides us with a crucial insight into a part of the world that we often may otherwise overlook or misunderstand.” Another student, from the Indian non-Western, agreed, “It really promotes the idea of Winsor girls being ‘global citizens.’”

Many seniors elect to take additional history courses in their final year of high school. “The Politics of Identity:

Change 53%

Don’t Change 47%

Winsor

to change or keep graduation requirements

Winsor

Race, Class, and Gender in the 21st Century” clearly struck a chord with its 15 members this fall, ten of whom noted it in the Panel’s survey as one of their favorite courses. One student mentioned value in the way “Politics,” a largely reflective, discussion-based course illuminating the complicated nature of 21st century identity, “opens up and shapes ideas and opinions that are sometimes uncomfortable to talk about.” Though the content of the course is remarkably relevant, another noted, “the main lesson of [the course] is that it teaches you how to grapple with difficult issues and talk about those issues respectfully, both listening to another perspective and standing up for your own beliefs.” One student called “Politics” simply “life-changing.

Every senior should take this class.”

Other students grappled with genocide and crimes against humanity in “Genocide and the State,” a senior fall tradition that, in the words of one class member, has a “focus on personal connection to the material–through empathy and interaction with genocide survivors–[that] has made such difficult, and often painful, subject matter more accessible.” The class final project includes the opportunity to interview a genocide survivor for a final paper, perhaps a once-in-a-lifetime experience--a fact which may contribute to many seniors’ feelings that Winsor should enact a senior year humanities requirement and make mandatory one of three global-focus courses: “Genocide and the State,” “The Politics of Identity,” or “Human Rights, Human Culture,” another popular elective offered junior year that teaches students to look at other cultures with empathy and a true desire to understand difference.

While some students noted a more rigorous language requirement or the addition of a mandatory lab science as improvements Winsor might make to its diploma requirements, overall, seniors most often note junior and senior history classes as those

they believed should be part of Winsor’s graduation requirement and, accordingly, those most integral to their Winsor academic experience. Though varied in regional focus and scope of study, these courses are pursuant to Winsor’s goal of graduating girls prepared to enter the world as independent learners and global thinkers. Whether with a focus across the globe or as close to home as Boston, each aims to go beyond the content-based goals of Winsor’s other history offerings to teach you to think, critically and deeply, about what matters and who decides.

Winsor’s Philosophy of Curriculum notes as one of its core tenets “preparation for responsible participation in the global com- mu n i t y.”

The school’s goal of global citizenship, a major

component of its Principles of Diversity, is reflected particularly in its approach to history as a collection of stories from different perspectives rather than a single, authoritative narrative. The conclusion of many a Winsor history course is synonymous with the Principles’ goals: “a recognition of the fundamental interdependence of all people” and the development of a sense of personal, national, and international responsibility-both skills of global citizenship sure to serve Winsor girls well in college and beyond. If the courses that have defined the Class of 2014’s academic experience are any indication, Winsor has chosen well in its focus on girls going global. ☐

Class length

Comparison After comparing Winsor and Belmont Hill’s schedules, we have identified a few areas to which some minor modifications would be ideal. First, we have found that Winsor’s system of both 4 0 a n d

6 0 - m i n ute class periods provides a nice balance between class length for students while providing ample time for teachers to cover class material.

While a 60 minute class can sometimes feel a bit long and monotonous, we, representatives of both schools, agree that having these longer periods is crucial for reaching deeper levels of class discussion. In addition, we believe every lab science deserves an 80-minute period each week to ensure that students have time to complete required lab work during class. Also, Winsor

and Belmont Hill students both seem to prefer their free periods to be spread out throughout the day, since it gives us time to work ahead on homework or study for a test later that day depending on our class schedule. Ideally, Belmont Hill students would like to incorporate the Winsor club model (in which clubs can meet during Upper School lunch) into the schedule as well.

While sit down lunch has proven a standing tradition that we cannot eliminate, allowing “working lunches” would greatly enhance the extracurricular experience at Belmont by providing a universal meeting time, thus minimizing conflicts and missed meetings. 40 minute lunch periods for both schools--though Winsor only on certain days--allow for productive extracurricular and personal meeting time.

Winsor students would also like an alternative meeting time for clubs, much like Belmont Hill’s X Block, during which every student is free and can meet without fear of a conflicting class (other than a double period in a lab science). The universal free period would allow for students to join a wider array of clubs, some of which involving both Middle and Upper Schoolers, bridging the age gap that exists. ☐

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Winsor Arts

Th e Pan el

Facing Controversy, SNL Casts Black Woman Sasheer Zamata is first black woman in cast since 2007

By Sea-Jay van der Ploeg Panel Staff January 18 was a milestone episode for Saturday Night Live. That evening, the show debuted new cast member Sasheer Zamata, the first black woman to join the SNL cast since 2007. Zamata’s appearance not only marked a new stage in her career but also acted as an opportune response to recent controversy about the show’s lack of a black female comedian.

Zamata, 27, hails from Indiana and is a graduate of the University of Virginia.

Before joining SNL, she performed with Upright Citizens Brigade Theatre in New York.

This group also propelled the careers of notable SNL alumni such as Amy Poehler, Kate McKinnon, and Bobby Moynihan. Zamata also appears in various television and online comedy sketch programs from MTV’s “Hey Girl” to the webshow “Pursuit of Sexiness.”

So, she is black–why so much buzz?

Ever since Maya Rudolph, SNL’s last black female cast member, left the show six years ago, NBC producers have been facing increasingly harsh feedback about the lack of cast diversity. This fall, the criticism worsened because five out of the six new additions to the cast were white men. This lack of a black female member was obvious in multiple sketches. On multiple occasions, black male cast members, such as Kenan

Thompson, expressed frustration about having to dress in drag to portray female characters. When African-American actress Kerry Washington guest-starred in November, SNL writers satirized the situation by making Washington switch between black female icons Michelle Obama, Oprah, and Beyoncé in rapid succession, all in one scene. The scene ended with this statement rolling across the screen: “The producers of Saturday Night Live would like to apologize to Kerry Washington for the number of black women she will be asked to play tonight….SNL does not currently have a black woman in the cast...We agree that this is not an ideal situation and look forward to rectifying it in the near future...Unless, of course, we fall in love with another white guy first.”

On the night of her debut, Zamata portrayed an assortment of characters, including an aunt Sasheer Zamata in the opening credits of SNL at Drake’s bar mitzvah, a teenybopper at a “SNL has put so much unnecessary pressure friend’s sleepover, and pop star Rihanna. on Zamata… People made it into a big deal, Response on Twitter and other social me- but in reality, all they did was hire a black dia was overwhelmingly positive, and the woman, and that shouldn’t be news. But all public expressed anticipation of future per- in all, it’s about time.” While the public has formances. Yet, as Anika Hartje ’15 noted, the tendency to place Zamata in the spotlight

nydailynews.com

on the basis of race, we should not forget the original reason why Zamata was hired: her gift for comedy. The casting of a black woman is a step forward for SNL, but, in the end, Zamata’s comedic ability, rather than the color of her skin, is what matters the most.☐

Featured Artist Emma Pan ’17: Passion over Perfection

By Arielle Blacklow Contributing Writer Remember preschool? Being handed a large sheet of rough green construction paper that you would attempt to scrawl on with a thick black marker, and somehow, inevitably, the marker would end up on your face?

Like most of us, Emma Pan ’17 was left with streaks of marker on her face in preschool.

However, attempting to draw little lopsided doodles and misshapen stick figures was fascinating to her and was where she ultimately found her passion. At age four, she was already going to art classes, where she would eventually explore the art of still life, portrait drawing, and abstract drawing. Although Emma claimed, “I was probably never the most skilled artist,” she strived to improve and to make her drawings meaningful. For

Emma Pan

Emma’s beautiful drawings example, for one assignment she drew a soda can holding wilting flowers to symbolize the effects of industrialization on the environment. Her inspiration came from a teacher who once told her, “It’s not how much skill you have that matters – it’s the idea. Skill is just the vessel for getting your idea onto paper.” By taking this advice to heart, Emma came to understand what drawing meant to her and how best to express her talent.

Nevertheless, while Emma has certainly become an accomplished artist, she definitely went through her share of struggles.

During the years in which she took classes, Emma hit a stage in which she became a perfectionist. It would take her up to nine hours to finish a drawing, and for a portrait she would erase noses, lips, and eyes countless times. Emma was plagued by the thought that “the more you learn, the more you realize that you still have a lot left to learn;” however, as she got older, the number of times she had to redraw her pictures lessened. Reflecting, Emma said, “I

Emma Pan

changed my goal a while ago from “perfection” to “improvement” because I realized that perfect would always be extremely far away (unless you were Leonardo da Vinci) and that one can get better much faster with personal improvement in mind instead.”

Although, after eleven years, Emma had to sacrifice drawing lessons when her high school schedule became too busy, she promised “to keep drawing for as long as I can keep coming up with ideas, which will probably be for the rest of my life.” The thoughts and images that she felt needed to be expressed on paper were what mainly propelled Emma to pursue her passion.

Emma invites you to take a minute to put pen to paper, despite our busy schedules, and to leave behind a memory. As of now, Emma is working on drawing a horse for the Chinese New Year and will take art as an extra elective in addition to Chorale this semester at school. The Panel also encourages you to check out Emma’s work and follow her at “@emmas_art_” on Instagram! ☐

Winsor Arts

Febr u ar y 7, 2014

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Valentine’s Day Crafts

and let dry. Then put the stickers on top to spell messages like “Be Mine” or “Love You.” You can write on the boxes instead, but stickLooking for an easy do-it-yourself gift for ers are fast and look neat. Fill with candy and friends or family? The Panel tried out two give to friends or family. quick and simple projects! You can find everything you’ll need at a craft store like Michael’s Valentine’s Day Candles or A.C. Moore. Each craft should only take Supplies: about 15 minutes. Enjoy!

Any white candles (Make sure there is

By Alexa Lyons Contributing Writer

enough space for the decorations!)

Sweetheart Boxes Pink, red, or white ribbons Supplies: Glue or double-sided tape Heart-shaped boxes Pastel colored paints (I used inexpensive All you need to do is cut the ribbons to the 2 oz. bottles, which were the perfect size.) size you want and tape or glue them onto Small, black alphabet stickers the candle in any arrangement! Get creative with the colors and patterns of ribbon that Paint all over the sides and lids of the boxes you choose and how you lay them out. ☐

THE SERVANT OF TWO MASTERS

By Carlo Goldoni

Upper School Winter Play Directed by Mr. Johnson Friday, February 21 at 7:30 Saturday, Febrary at 7:30 Winsor Assembly Hall

amandaoosthuizen.com

Sweetheart boxes

Alexa Lyons

Upper School Guild Play

PROOF

by David Auburn

Directed by Sophie Ruehr ’14 Featuring: Lili Bierer ’14 Annie Goodridge ’14 Susannah Howe ’14 Olivia Moscicki ’14 Thursday, February 27 in Assembly Competing on Saturday, March 1, 4:30 PM at Danvers High School

blogspot.com

Victoria Farina

Delicious truffles

Valentine’s Day Truffles

By Victoria Farina Contributing Writer

That time of year is here again! Whether impressing someone special with your amazing cooking skills, having a baking day with your girlfriends, or looking for a chocolate fix, you will enjoy these easy-tomake chocolate truffles.

Ingredients: 1½ cups semisweet chocolate chips 4 ounces (½ of an 8 oz package) cream cheese, room temperature 1½ cups confectioner’s sugar Directions: 1. Melt semisweet chocolate in a heatproof bowl set over a pan of barely simmering water. If you want to decorate with chocolate later, reserve ½ cup of chocolate chips for that. Stir occasionally until melted and smooth. Remove from heat.

2. In a large bowl, beat cream cheese

3.

with an electric mixer until soft and fluffy. Gradually mix in the confectioner’s sugar until completely incorporated. Stir in the melted chocolate. Cover and refrigerate the dough until firm (usually an hour to an hour and a half).

Shape the mixture into ¾-inch balls and place on a baking tray lined with waxed paper. Melt reserved chocolate in a small bowl in the microwave until you can stir it smooth.

Use a fork to drizzle chocolate over the truffles for decoration. Note: other yummy toppings include nuts, confectioner’s sugar, sprinkles, colored sugar, cocoa powder, and anything you can roll the truffles in!

Put the baking tray back into the refrigerator until they are hard and ready to serve.

Servings: Recipe makes about 30 truffles.☐

Belmont Hill Arts

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Th e Pan el

Belmont Hill Museum Survey Results Museums in Belmont Hill Culture

chance today’s young people would spend the time to actually trek outside just to see some high Renaissance piece of art commissioned in the 15th cenWith more and more people up- tury for the ruling family of Florence. loading increasing amounts of paintAt least, that’s the conings, photographs, and other artwork ventional wisdom, right? onto the internet every day, the average Well, according to Belmont Hill man can view the world’s most famous students, that may not be correct. In paintings, gain the recent suraccess to the Museums are shrines that house the objects vey sent out by most exclusive and commemorate the achievements that the Panel staff, collections, and a measly 14% of make the human race extraordinary. visit the greatthe respondents est museums had not been to while sitting at home. Indeed, a quick a museum in the past year. The same Google search of “Louvre paintings” number of students had visited six to will reward you with the best paintings twelve in the past year, and about half the museum has to offer, from the ee- had been to more than three. Apparently rie Mona Lisa to the spectacular Lib- Belmont Hill students do not conform to erty Leading the People , without ever the accepted standard of a young man in leaving your couch. The same goes for today’s world. What makes us different? just about any museum anywhere in the Obviously Belmont Hill as a comworld, whether it is scientific, histori- munity places great importance on cal, cultural, or anything else; not only learning ‘the facts,’ but another huge can you learn part of the curjust about any- My biggest problem with museums is the riculum here thing online, fact that my legs and back hurt more after is learning the but those an- going to one than from running 10 miles. ability to think cient docucritically and ments or intelto push further lectual articles can be as close to you and further into a subject or piece of as you can comfortably put a screen writing and take everything possible to your face. No lines, ropes, entrance away from it. Museums, more so than fees, hours of operation, or any other the internet, can give us the feeling that inconvenience you can come up with. we fully experienced an event, that we In fact, given the popularity and ac- immersed ourselves in it, that feeling cessibility of the internet, there is no we are taught to desperately seek. ☐

What Museums have you been to in the past year?

By Will Treanor Panel Staff

Obviously the cynic would say it’s just a building with some art on the walls or some interesting stuff in it, but a museum is important because it is a testament to creativity. Even a historical museum tells us something about the past, and in visiting museums we keep their content alive and relevant. Their importance is probably underrated, usually.

You can tangibly see how cultures are developed and molded to their current state.

How important are museums to our society as a whole?

27 22

32%

21 19%

I haven’t been to a museum in the past year Fine Arts

64

Science/Space

33

61

Historical 56 Cultural

%

11%

21%

19% 27

Natural History 2

5

22% Modern Art

Other

14

9% 31

11%

1%

Why are Museums Important?

One of the questions asked respond- to be displayed and held onto, and not just ers to rate the importance of museums on through photographs online. While you a scale of one to five, with one being not can access every single word of the Declavery important and five being extremely ration of Independence on a website, the important. Interestingly enough, as many document itself personifies the freedom students replied with a four as did students that Americans hold dear. It represents who replied with one and two combined. America and everything it stands for, and Additionally, more than four times as many that means a lot. And, it can only been seen gave museums a five as who gave it a one. at the Rotunda of the National Archives While the largin Washington, est vote-receiv- Museums can be a way to show history or D.C. The physical ing answer was of pride or wealth through certain objects that embodiment three, it is clear humans, animals, represent these very characteristics. that for some and everything reason musethe earth has to ums are an important part of soci- offer, past, present, and sometimes even How many times have you for Belmont Hill students. future, museums need to play a signifivisited a museum in the past ety, atForleast one, museums offer an immersive cant role in society today, and need to be year? look into a field of study that computers upheld for present and future generations. just cannot give. While there may be more Museums also keep the past relevant or more specific information on something by keeping it exposed for all to see. The on the internet, museums can put forth a popular expressions that say “the past relook at the culpeats itself ” and ture or time peri- They help us remember some of the great- “learn from past od as a whole and are abest things that our country/planet has every mistakes” extend a more solutely true. Reexperienced. realistic look visiting the Holointo what it was caust or the pain like to live in that situation, to really feel suffered by artists in the Gothic era obviwhat those who experienced it felt. And ously is not anyone’s definition of a good through that enchanting nature of the ex- time, but it is important nonetheless. We hibits, one can experience and must reclearn about more than just I view the purpose of museums as o g n i z e facts, and can actually discover uneducation and exploring hobbies and and a new passion in the process. derstand Great historical docu- interests. Therefore, they are interest- what hapments, fossils, and other items ing, but not extremely important, as p e n e d of significant weight that testify content can be learned from other d u r i n g to the power of human or world t h e s e sources. history and achievement need times to make sure they can be prevented or dealt with, but it extends further than that. If we ignore an event for being too tragic or controversial, 22 11% we can ignore entire generations of people and everything good they produced. Indeed we must embrace our past, and museums are crucial parts of that process.

One student nailed the stigma of teens’ 79 39% apathy towards things of important historical or cultural weight, by saying “with the ever-increasing spirit of ‘why go to a museum when you can just google it?’ I fear that societies’ interest in these cultural centers is waning. I hope that we begin to appreci27 13% ate once more the beauty and intrigue that museums have.” Hopefully we as a student body can and will acknowledge the importance museums hold for us, and from this survey it seems we are on the right track. ☐

Febr u ar y 7, 2014

Belmont Hill Arts

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Musician of the Issue: Juan Carlos Fernandez del Castillo

By Alex Afeyan Staff Writer It was the Wednesday before the Holiday Break, and we had just finished our last AP Bio test of the semester. Juan Carlos and I decided to go to the music building for X block to hang around before he went to Upper School Jazz Band and I went to B-Flats. I was sitting at one of the tables by the window, plugging away at my European History homework, when I heard some music being played in the Jazz Band Room.

Just a minute before, “Juanch” and I had been sitting together doing homework, but he had disappeared into the room to play some piano. I walked in as he was playing a beautiful classical piece with quick, loud notes, as if the notes were chasing one another up and down the keyboard. This was Juan Carlos’ idea of relieving stress after a tough week with both Euro and Bio tests.

As he moved flawlessly from piece to piece, varying between artists and genres, it was easy to notice the ease with which he plays the piano, and the pleasure he takes in it.

His playing was flawless, and one could see the efficacy of piano as his stress-reliever as he relaxed despite the quick and heated pace of some of the songs he played.

Juan Carlos has been playing piano since he was in kindergarten, focusing

on classical music in his lessons. In First Form, as a new student at Belmont Hill, he decided to play with the Lower School Jazz Ensemble under the direction of the excellent director and musician Mr. Fiori. He struggled at first, but by the Third Form, he certainly got in the swing of things and began to play very well, or as he modestly describes it, “it was only really as a ninth grader that I began to understand jazz piano a little and play it with any degree of ability.” During his Third and Fourth Form years, he worked diligently on perfecting the craft of playing Jazz Piano. He was drawn to Jazz because “it seems at times so confusing but it makes perfect sense as a whole.” The overlap between his original music style, classical music, and this new style he has added to his repertoire, Jazz, Juan Carlos says, is remarkable. As Juan Carlos said in description of this overlap, “Anything from the past four hundred years is fair game, I find, and so I play anything.”

Juanch is a great musician, but he is also a very devoted and intelligent student, taking 3 AP classes and advanced math this year and maintaining very high grades. In describing his experience with balancing musical and scholastic excellence, he said that it was not a challenge. Although he spends over an hour diligently practicing the piano per day, he finds this forces his

schoolwork to be more efficient by neces- wide range of musical talents makes him sity and time constraint. As mentioned be- a spectacular musician, and his dedication fore, Juan Carlos uses music as a relaxation to the Belmont Hill music program has technique and a stress-reliever, and, as he improved the sound of the Jazz Ensembles says, “Music helps me get out of my head, it and will until the day he graduates. ☐ helps a lot before a test or a paper.”

Even with his difficult workload, Juan Carlos has managed to learn how to play two more instruments, the guitar and the bass, one of which, the guitar, he played extremely well at the Fall Coffee House while singing the Beatles’ song “Eight Days a Week.” At the same Coffee House, he played the piano with the Spanish Rock Band and a group of seniors playing a song from the Allman BrothAlex Afeyan ers. Juan Carlos’ Juan Carlos performs at the Coffee House

emy and their special guests for a day of celebration dedicated to musical achievement.

The Grammy Award is a special award for any musician because, unlike others such as the MTV Video Music Awards, the Grammy comes from fellow musicians---only members of the Recording Academy are allowed to vote.

The ceremony was in two parts, a pretelecast, hosted by Cyndi Lauper, and the televised ceremony, hosted by LL Cool J. At the pre-telecast, which began at 1 PM, the host presented 72 awards and there were performances by latin, rock, and blues groups and the a cappella singing group Room Full of Teeth. The telecast, beginning at 5 PM, is what 28 million people tuned in to watch. Dozens of A-list singers lined the stage from all different genres and from all different ages. Performers included Beyonce and Jay Z, Katy Perry, P!nk, Kacey Musgraves, Paul McCartney and Ringo Starr, John Legend, Taylor Swift, and many more. This year, the Grammys did a great job appealing to all different genres and ages of music. Rock mixed with rap unexpectedly and

beautifully with Kendrick Lamar and Imagine Dragons. Veteran singers sang with new ones; Willie Nelson, Kris Kristofferson, and Merle Haggard sang with Blake Shelton, with Carole King sang with Sara Bareilles, and even classical pianist Lang Lang appeared with Metallica.

The big winners of the night were Macklemore and Ryan Lewis with 4 awards, including Best New Artist, and Daft Punk, also winning 4 awards, including Record of the Year for “Get Lucky” (featuring Pharrell Williams) and Album of the Year for “Random Access Memories.” Song of the Year (given to the songwriters) went to Lorde from New Zealand for her class-conscious hit, “Royals.” Surprises of the night included Kendrick Lamar, who went home emptyhanded despite 7 nominations, and Taylor Swift, who let out a visible gasp when she did not win Album of the Year or any other award. Certainly an entertaining night for all who watched, the Grammy Awards did a splendid job at celebrating music; it was one of my most cherished moments to be there. ☐

A Young Man’s Journey to the Grammys B-Flats Warm

By Brendan Pulsifer Staff Writer From the minute the lights went down, I was mesmerized. Even before the start, before the whole awards show, even in December when my dad got an email from the Recording Academy which said that our tickets were being mailed, I was beyond excited.

The whole reason I could attend the Grammy Awards is because my father has appeared on two Grammy-winning recordings, as part of the Washington Chorus (Best Choral Performance in 2000) and the Tanglewood Festival Chorus (Best Orchestral Performance, with the Boston Symphony Orchestra, in 2010). When those recordings won the Grammy, my dad became eligible to join the Recording Academy, the society of esteemed musicians who nominate recipients, vote, and attend the awards ceremony.

And so, on January 26th, my dad, my mom, and I joined others in the Recording Acad-

Writing About Panels for the Panel

By Andres Cordoba Staff Writer Belmont Hill is a school that does certainly things differently. For instance, a suit and tie must be worn to school every day, cookies and milk are served at midday, and our headmaster has never heard of the term “snow day”. While these are all respected and great traditions, there is arguably none more hallowed than the carving of panels.

Each graduating senior is required to carve a panel that can showcase anything they would like. This requires showing something that is personal to them, a task that can be very difficult. When one has questions about the panels, Mr. Kaplan is the one to go to. As both a past alumn of the class of ‘83 (his M*A*S*H inspired panel can be found in the Elliot building) and current teacher in charge of the panel carving process, he understands the creative process seniors can struggle with, saying, “Digging deep to find something that expresses a bit about yourself and will be on display for others to

see, is not somewhen viewed colthing most people lectively, we see are comfortable a glimpse of the doing.” The panthoughts and ideas els over the years of a generation and show a remarkwhat’s important able mix of hobto groups of boys.” bies and interests.

This statement You can see almost rings true when anything from all one walks around walks of life on the Belmont Hill’s cammany panels. From pus and is greeted Lord of The Rings by the different to Belmont Hill sets of panels from hockey, each panel graduating classes. tells a different stoThough separated ry. However, it’s not Mr. Kaplan’s Panel, located in Elliot by time and genjust what the pieces have carved in on them, eration, there is comfort in the knowledge but the time frame they were carved. One of that no matter how much time passes and the most remarkable things about the pan- how much the world changes, each unique els is how long they have endured. Starting panel represents a fellow Belmont Hill by headmaster Elwood Innis in 1927, every graduate. To sum up the beauty of this I’ll graduating student since has carved a panel. quote Mr. Kaplan: “Traditions remain beWhen asked why he feels this tradition has cause people value the experience. While endured since 1927 Mr. Kaplan replied, “I it may be time consuming and difficult at think the Panels mark a point in time and, times, most students say it was worth it.” ☐

the Air at Frozen Fenway

By Brendan Pulsifer Staff Writer

Wednesday, January 8th was not a normal hump day for Belmont Hill students, especially those students on the hockey team or in the B Flats. On January 8th,broken arrows were everywhere when the Belmont Hill hockey team played a victorious hockey game against St. Sebastian’s under the lights of Fenway Park. This year’s Frozen Fenway was truly frozen, as everyone witnessed the temperature dip down into the teens. But the below zero wind chills did not scare away too many school members - there was quite a crowd to watch both the hockey game as well as a stellar performance from the Upper School glee club, the B Flats.

The chorus excitedly awaited their performance while they were at the restaurant Game On, and even while they entered the stadium and were led into a waiting room. After much rehearsal, the twenty-plus members of the B Flats stormed the baseball field and sang an unorthodox yet harmonious version of the National Anthem, which Mr. Patterson himself arranged. This Frozen Fenway is the second time this year that the B Flats were graciously invited to sing at Fenway Park, the first time being over the summer. With the bright lights of the monumental stadium shining down and with everyone eagerly listening to the performers, the B Flats nailed their performance. Voices flooded into the stadium beautifully, and Fifth Form student Christian Little had a solo full of a quality. Mr. Patterson conducted as lively as ever, bouncing up and down and using swooping gesticulations to precisely time the choir’s singing. When the audience cheered and roared for the B Flats, it was clear that the hard work of rehearsal had paid off. Thanks to Mr. Tahan, Mr. Melvoin, and Fenway Park for creating a wonderful experience for the B Flats. ☐

Winsor Sp orts

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

Erica Rosenthal ’15

“WVHOOPS has come up with a lot of big wins this season.

The team has been really motivated, focused, and hard working.” -Grace Carroll ’14 Fun fact: Due to one of the Suburban’s malfunctioning, most of the team was forced to stay an extra night at the annual Greenfield tournament, an experience that provided great bonding time.

Upcoming games: February 12 vs Pingree February 19 vs Portsmouth Abbey February 22 EIL Tournament

H O C K E Y

Grace Eysenbach ’16

“WVH has been having a fun season. We have had a lot of success working with our team systems, and we are excited to get to the brunt of our season with a string of away games.”

-Allison McGuirk ’15 and Rachel Scholz-Bright ’14 Fun fact: This year the team played, and beat, WVH alumni in the first game of what they hope will become a new annual tradition.

Upcoming games: February 12 vs Berwick February 15 vs Portsmouth Abbey February 19 and 22 EIL Tournament

S Q U A S H

Adrienne Conza ’16

“We learn to give it all but not forget that our team is always rooting for us.” -Michelle Walsh ’16 Fun fact: After eleven matches, the team remains undefeated, an accomplishment that the team attributes to its good luck charm, Ollie, the coach’s infant son. At a record seeding of top eight, the team is excited to compete for the first time in Division 1 of the US High School Nationals this weekend.

Upcoming matches: February 15 vs Portsmouth Abbey February 19 vs Nobles

S W I M M I N G

Grace Hanrahan ’14

“The season is off to a really strong start! We swam especially strong against ISL threat Thayer, bringing home a 115-58 win.

We swept in the 400-free relay, with our three relays placing 1, 2, 3.” -Grace Hanrahan ’14 Fun fact: Each year the team enjoys a fun “Candy Cane Classic” meet before winter break with crazy relays and fun events to foster some team bonding! The best relay is the clothing relay in which each person has to do a lap in a shirt, shorts, mittens, and socks.

Upcoming meets: February 22 EIL Championship March 1 New England Championship Kristie Gillooly, Gustav Freedman

Tom Brady, Peyton Manning: Rivals with Heart

By Caroline MacGillivray Panel Staff Any football fan, including Peyton Manning himself, might have expected that the rival of Manning’s career was waiting for him in the 2000 NFL draft. They probably did not guess that Manning’s biggest challenge was hiding in the sixth round: pick #199, Tom Brady. When Brady arrived in Foxboro, he had to worry about starting quarterback Drew Bledsoe, never mind Peyton Manning, the number one pick in the 1998 draft whose NFL career had been highly anticipated since he was a sophomore in high school.

Even so, Brady walked up to Patriots owner Bob Kraft and introduced himself. Kraft responded, “I know who you are. You’re our sixth round draft pick.” “Yes, I am,” Brady said confidently, “and I’m the best decision this organization has ever made.” Oh, and he is.

Given the quarterbacks’ different paths to the history books, nobody could have foreseen that Tom

Brady and Peyton Manning would be so evenly matched. Growing up in San Mateo, California, Brady watched his idol, Joe Montana, from the stands at Candlestick Park. Peyton Manning’s hero was closer to home: his father, Ole Miss legend and Saints quarterback Archie Manning. Home videos show a very studious, three-year-old Peyton working on his forward pass with his brother Cooper. The starting varsity quarterback his sophomore year of high school, Manning was recruited by 100 colleges before choosing Tennessee. Brady, the backup for an 0-8 team until the starting quarterback quit, was recruited only by Michigan. In a eerie prelude to his rivalry with Bledsoe, Brady had to compete with Ann Arbor golden boy Drew Henson. When Brady was a freshman, a “tie” in ability went to the upperclassman; by the time Brady was a senior, he was ordered to share the crown with sophomore Henson. Just as he would eventually reassure Kraft, Brady promised his college coach that he would prove that he deserved the job of starting quarterback. Week after week, Brady pulled off fourth quarter fixes for Henson’s mistakes—a comeback pattern that continues season after season (the AFC Championship being a notable exception). Despite an amazing 36-35 Orange Bowl recovery over the unstop-

pable Alabama Crimson Tide, Brady’s NFL scouting report read that although he is “smart and accurate,” he “looks a little frail,” “lacks great strength,” “lacks mobility,” and “doesn’t throw a really tight spiral.”

But they noted, as they did about Manning, that Brady has “the intangibles.”

In The Brady 6, an ESPN documentary revealing the scouts’ shortsightedness about Brady, former Ravens’ coach Brian Billick said, “When a coach or a scout tells you that ‘This guy has the intangibles,’ or, ‘We’re looking for the intangibles,’ that’s a euphemism for saying, ‘We have no clue what we’re looking for. We’ll just know it when we see it.’” When it comes to the “intangibles,” Brady and Manning have always been equals. Brady may have learned humility through a long career of proving himself. Given the attention he has received from a young age, Peyton Manning’s graciousness is an impressive trait. The same kid who, according to Sports Illustrated, had 68 babies named for him during his college career offered to train rookie Andrew Luck after the Indianapolis Colts—a team he had led for fourteen seasons, including one Super Bowl win—cut Manning because he was injured.

Manning responds to fan mail with handwritten letters and calls fans with neck ailments similar to his on the drive home from practice.

While Tom

Brady should receive ample praise for far exceeding expectations, Peyton Manning deserves credit for fulfilling the prophecy set out for him from birth, especially with such heart.

Heart—which was a bonus for scouts recruiting Manning—was the ingredient they disregarded in Brady. “They didn’t understand what drives somebody,” said Tom Brady Sr. in The Brady 6. In the same documentary, the younger Brady told the reporter that “I want to earn it [his job] every single day.” While he can probably tell you that he has made 111 consecutive starts in the NFL, he can also name the six quarterbacks picked ahead of him at the drop of a hat. Peyton Manning has similar recall abilities for all of his father’s Ole Miss teammates, plays from a decade ago, and the last line of a Sports Illustrated article written about him in high school. As Jon Torine, a Colts’ strength coach, told Sports Illustrated, “When Peyton dies, this is what they ought to write on his gravestone: IT ALL MATTERED TO ME.” Football fans of our generation have had the great privilege of growing up with a rivalry measured not in yards, but in heart. ☐

boston.com

Winsor Sp orts

Febr u ar y 7, 2014

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Featured Athlete: Nuala Spillane ’15, Sailor

By Faith Danglo & Juliana Castro Panel Staff Since freshman year, Nuala Spillane ’15 has been a competitive member of Winsor’s varsity sailing team, but spring is not the only time of year she is out on the water.

Every summer for the past nine years, she has been sailing at Southport Yacht Club on the Sheepscott River in Southport Island, Maine. When she was six years old, her family bought a summer house in Maine right up the street from a popular summer sailing program, where, at age eight, she first learned how to sail. She fell in love with the sport and has been sailing ever since.

In sailing, one uses a rudder and the wind in the sails to steer a sailboat in the right direction. It can be a difficult sport because of how unpredictable the weather can be, but Spillane manages these dif-

ficulties with ease. Now an experienced sailor with many years of training under her belt, she also acts as a junior instructor in Maine. She works with younger sailors, teaching them basic skills and maneuvers like tying knots, steering the boat, and learning the names for the parts of the boat. Meanwhile, her passion for the sport persists; she remarked, “It’s a lot of fun getting to be out on the water all day. When it’s windy, it’s especially fun to go really fast and coast across the water.” She also enjoys the company of her teammates because, as she explained, “you get to know other people really well because you are on the water [together] for so much time.”

She and her sailing team compete in various regattas throughout the year.

In 2012 and 2013, they went to the Junior Olympic Sailing festivals, where they placed 12th and 15th (out of 40 boats). They also

Spillane ’15 and crew Karina Singhal ’15 racing for the Winsor team

Gustav Freedman

won a smaller regatta last summer and She has many hopes for the future of her have placed in the top ten at many other sailing career. She wants to improve her tactics events. In addition, she was the third over- and strategies and is “looking forward to anall girl in the Junior Olympics both years. other fun and competitive season of racing.” ☐

Athletes and Events to Watch at the XXII Olympic Games

By Faith Danglo & Hallie Fischman Panel Staff

The 2014 Winter Olympics in Sochi, Russia, began yesterday. Here are some descriptions of some of the more unusual sports, American athletes to look for, and the Panel’s picks of what to watch. The entire schedule is available on the NBC website.

One of the most successful alpine ski racers in history, five-time Olympic medalist and two-time World Cup champion Bode Miller is expected to medal yet again in Sochi.

37-year-old Todd Lodwick, who has participated in seven World Championships and five Winter Olympics, captured the silver medal in Vancouver in 2010 and will compete once again this year as a nordic skiier.

Cross-country skiier Kikkan Randall of Anchorage, Alaska, is a two-time world champion and a favorite going into the Games.

Teenager and reigning world champion Sarah Hendrickson recently recovered from a knee injury and is one of three women resresenting the U.S. in the first-ever women’s Olympic ski-jumping competition.

At age 15, freestyle ski racer Maggie Voisin is the youngest member of the US delegation. Reaching the medal podium is a long shot, but she might be interesting to watch, as we will likely be seeing her again at future Olympic Games.

A seasoned competitor, figure skater Ashley Wagner, age 23, is no stranger to both success and failure.

She fell during her short program at the US Championships this year and landed only four out of six triples during her long program. Finishing a disappointing fourth, Wagner was still named to the US team for prior success in the sport.

OLYMPIC SCHEDULE: Feburary 8-20 February

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Skiing

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Hockey Figure skating

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Curling

Luge Speed skating

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Snowboarding Biathlon

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Skeleton Bobsled

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Luge: An individual and two-person sport ger course than PS. Halfpipe and slopewhere riders slide face-up and feet-first style events both involve snowboarders on a small sled down a winding track. doing tricks on the halfpipe or in midBobsled: Sleds of two or four people air. Finally, in snowboardcross (SBX), travel down a narrow, curved path. The four snowboarders start the race on top crew push the sled down the start of of an inclined course that includes a sethe track and then jump in, with one ries of features the racers have to go over member of the team piloting the sled. while trying to reach the finish line first.

Skeleton: A high-speed sport, similar to bobsled and luge, where a “slider” travels down a winding track facedown and head-first on a small sled.

Skiing: There are five types of Olympic skiing: alpine combined, an event where athletes race for the best time, and both downhill and slalom times are included; nordic combined, which includes crosscountry skiing and ski jumping; cross country skiing; ski jumping, which will include a women’s event for the first time in Olympic history; and freestyle, where athletes compete in moguls, aerials, half-pipe, ski cross, and slopestyle events, most of which include tricks.

Snowboarding: There are five types of snowboarding: parallel slalom (PS) and parallel giant slalom (PGS) are two events where athletes start at the top of a hill and must swerve around gates. PGS is a lon2006 Olympic bronze medalist John Shuster, the “skip,” or captain and direction-caller, of the US men’s team, will be competing on the curling team in Sochi.

Photo credits: teamusa.org

Figure Skating: There are four types of figure-skating events: long program, also called free skate, which is four and a half minutes for men and four minutes for women; short program, which is two minutes and 50 seconds; ice dance, a performance similar to ballroom dancing that differs from pair skating in that there are different requirements for lifts, dancers are required to perform spins in a dance hold and to remain within two arm-distances from their partner, and throws/jumps are not allowed; and pair skating, which allows competitors to include elements like throws, lifts, jumps, and single skating elements in unison.

Biathlon: Initially used as army training in Norway, biathlon requires athletes to crosscountry ski around a track and then shoot five targets. Penalties are added for missing the targets. There are many different events, including sprints, long-distance, and relay.

Hurdler Lolo Jones (pictured) and sprinter Lauren Williams competed for the USA in the London Olympics and have since retired and joined the bobsled team as pushers.

Patrick Kane (pictured) led the Chicago Blackhawks to a Stanley Cup Championship last year and helped the U.S. win silver in 2010. In addition, five Boston Bruins will play for their respective countries: Zdeno Chara (Slovakia), Tuukka Rask (Finland), Patrice Bergeron (Canada), David Krejci (Czech Republic), and Loui Eriksson (Sweden).

At age 27, Shaun White is one of the most decorated winter Olympic athletes in US history. A snowboard legend, White is a two-time Olympic gold medalist and holds the record for most medals at the X-games, a sports competition that focuses on extreme sports.

Second-generation Winter Olympian Susan Dunklee is the highest-ranked US biathlete and will compete in her first Olympic Games. Both her father and her uncle were Olympic cross-country skiers.

Chris Mazdzer won the silver medal for the USA for luge at the 2013 World Cup and finished 13th at the 2010 Vancouver games. He is expected to place at Sochi.

Matt Antoine has been competing in the sport of skeleton since 2003; his most notable accomplishments include fourth place at the Junior World Championships, third in the US National Championships, and several World Cup medals over the past year.

23-year-old J.R. Celski is a leading contender for short track speed skating for the 2014 Olympics.

After his winning bronze in both the 1500m and 5000m relays at the Vancouver Olympics, sports analysts say Celski has a good chance at becoming a superstar in the sport that Apolo Anton Ohno, the US 2010 Olympic gold medalist, previously dominated for years. ☐

Belmont Hill Sp orts

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Th e Pan el

Belmont Hill Varsity Scoreboard TEAM

RECORD

NOTABLE RESULTS

TEAM MVPS

11-6-4 Hockey Basketball 5-13-1

W 2-1 (OT) vs. Sebs @ Fenway W 5-2 vs. Govs

Will G. Matt M.

W 59-50 vs. Roxbury Latin W 59-51 vs. Vermont Academy

Harry R. Sultan O.

Wrestling

L 32-40 vs. Brooks W 42-36 vs. Loomis Chaffee

Pete T. Mihir G.

W 17-19 vs. Middlesex L 30-16 vs. Middlesex

Sabri E. Dan R.

5th Place Relay Lakes Region

Alpine SkI Nordic SkI Squash Winter Training

HOCKEY

21-2 19-2 N/A 8-2

W 5-2 vs. Nobles W 6-1 vs. Choate

John P. Paul M. Clark D. Timmy B.

N/A

Crash B’ Indoor Rowing Championships @ BU on 2/16

Alex B. Ryder G.

“We had a nice win at Frozen Fenway, but other than that, we just haven’t been able to win the big games. When it comes down to the last few minutes, we haven’t been able to come through with a big play. Win a couple of those games, and we’d be in the running for a New England Championship.

But now, even if we win out, it would still be hard to make the top tier tournament.” – Will Golonka

Captains’ Log BASKETBALL

Despite a tough record, the team continues to work hard in search of the consistency that helped us beat a tough Vermont Academy team. We’re looking to finish strong with key games against Milton Academy and Middlesex.” – Harr y Roberson

Records as of 2/5/2014

WRESTLING

“The wrestling team has had a successful season so far, but, as always, there’s room for improvement. We had a tough loss last Saturday against Brooks, and we are working hard and focusing for this Saturday (the Graves-Kelsey ISL Championships) to redeem ourselves. We definitely have a strong squad this year but just need to focus a little more to get the job done.” -- Mihir Gulati

Varsity Hockey Wins at Frozen Fenway Yet Again

fully more) games left in the season. Canada College. On February 14th, ValAlong with the win at Fenway the team entine’s Day, the team hopes to avenge has had many strong performances in- their disappointing loss against Noble The city of Boston celebrated in Oc- cluding a 4-3 victory over Choate Rose- and Greenough earlier in the season. tober as the Red Sox clinched the World mary Hall and a 4-1 victory over Upper With the recently reenergized WinSeries in Fenway Park for the first time in almost a century. The stadium roared and the streets were filled with fans. The celebrations were similar, although on a smaller scale, on the cold January night when the Belmont HIll hockey team defeated rivals St. Sebastian’s in the final game of the ISL Quadruple Header. Each year the games at Frozen Fenway have grown more and more intense. This year’s game certainly topped them all with a steady back and forth between the two teams.

The name was certainly an apt description of the night. The early days of January were filled with a mixture of warm rain and bitter cold, and on that Wednesday night it was the latter. The temperatures were in the low teens after the sun had set and the towering Green Monster provided little protection from the sharp wind. The excitement dulled when the Arrows scored the first goal in the first period, a goal that went unmatched until late in the third period when Christian Faggas put up Belmont Hill’s first point. Despite two penalties in the final minutes, Ryan McConnell maintained the tie and the game continued into overtime. The Belmont Hill fans would once again celebrate after only five minutes into overtime when senior Will Golonka drove in the final goal.

The win at Fenway was just one of many in the team’s successful season.

The boys have maintained a winning record of 11-6-4 with nine (and hope- The Varsity hockey team after beating Sebs 2-1 in OT at Fenway

By Alexander Richards Panel Staff

ter Lopp, led by seniors Taylor Morris and Tucker Hallowell, the team hopes to ride their new support into a spot in the New England tournament. Best of luck to them in the games ahead. ☐

Bill Mahoney

Febr u ar y 7, 2014

Belmont Hill Sp orts

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Sabri Eyuboglu ’14 Succeeds on and off the Slopes

By Alex Haigh Panel Staff When Assia Eyuboglu first sent her son, Sabri, out among the hordes of children at the Nashoba Valley junior race program, she had no idea that skiing would still define his life eleven years later. “I started skiing when I was 6 at Nashoba because my mom wanted me to learn to ski,” Sabri explains. “Her friend told her that the best way for me to learn how to ski was to put me in a race program, so my mom did. I ended up sticking with skiing because I really liked it.”

Sabri, now a senior at Belmont Hill, has continued ski racing through high school. From November through April, Sabri competes in races all over New England– and occasionally in places as random as Lutsen, Minnesota. After racing in the USSA (United States Ski Association) in his younger years, Sabri started racing FIS (Fédération Internationale de Ski) – the ski equivalent of FIFA – as a sophomore. As he describes it, “FIS races are not just a higher level but bigger, far-

ther away (3-5 hours), and on weekdays.”

They cause him to miss most Thursdays and Fridays during the winter, leaving him at an academic disadvantage because he misses content in all his classes. He also disappears for the entire winter socially: “I can’t really hang out with people back at home during the winter,” he explains, “but it’s been good in some ways because I’ve made a close group of friends up North.”

Sabri also faces a competitive disadvantage on the slopes: “Essentially all of the FIS field goes to ski academies, and they train every day from November to April, while I only get two or three training days a week,” he says. It has proved a formidable challenge to compete with racers who train so much more than he does, and while he grinds away at Physics problems or Comp. Gov. readings and worries about tests he missed during the week, his competition tunes their skis and watches video of their runs because ski academies adjust their academic load to accommodate racing. Sabri also has to fight fatigue from a full day of racing when he tries to do work, which he says is his biggest challenge, but

sometimes, he says, “the race day attitude gets me fired up and ready to do work.”

Sabri has fought these disadvantages and masterfully balanced the demands of Belmont Hill’s academics and highlevel ski racing. Though he appears to

“I didn’t want to leave either Belmont Hill or skiing behind. I didn’t want to define myself only as a ski racer ... so I continued on the path of trying to juggle the two and have no regrets about it.” be the most disheveled, disorganized kid in the senior class – Mr. Martellini nicknamed him “Debris” for a reason – Sabri’s highest ranking was 35th in America in GS and 38th in Slalom for U18 boys.

One of the most meaningful parts of Sabri’s skiing career has been his time with Belmont Hill’s alpine ski team. He has lettered in alpine skiing every year since 7th grade, and, after winning his first ISL race in the 8th grade, has been

Courtesy Sabri Eyuboglu

Sabri Eyuboglu on a Giant Slalom training run at Mt. Hood in Oregon

Captain’s Corner: Varsity Basketball

By John Sutherland Panel Staff As the weather begins to warm and sport’s teams begin to migrate outside to the fields, the varsity basketball team wraps up another season. The team experienced some ups and downs, facing some of the toughest competition in the country.

They posted strong wins against Groton, Loomis Chaffee, Vermont Academy and rival St. Sebastian’s. They played strong ISL teams like Nobles and St. Mark’s, as well as other nonleague games against boarding schools like Avon Old Farms and Hotchkiss.

Senior captain Harry Roberson offered a lot of praise for his team, citing their strong individual abilities and stating that many have bright futures in the sport. “There are a lot of talented kids on the team and there have been flashes of greatness on both the offensive and defensive ends of the floor including holding St. Mark’s to just four field goals in the second half. However, we struggled with playing consistently and we need to work on putting together a complete game

and turning that effort into wins.”

This season has seen very strong performances from seniors Roberson, Joey Laliberte and Max Gustafson.

However, it could be argued that the core of the team was the juniors, led by captain Sultan Farouk-Olusekun. Hilal Dahleh, Nathaniel Trznadel and Jesse Wims who all have had very strong seasons. Juniors Jack Wilhoite, Matt Harrity, James Russo, and Myles Walsh all made strong contributions as well.

Roberson cited their victory over a very strong Vermont Academy team as a highlight of the season. “The main highlight for the team was traveling to Cousens Gym on the campus of Tufts University and defeating Vermont Academy. The game saw a gamehigh 22 points from Sultan and some clean-up work on the boards from Joey Laliberte and Eric Gustafson. That game really showed how good we can be when we put everything together.”

Looking forward to next season, the team has high hopes, because although they will be losing some strong senior leadership, the junior class is very strong, with more than half the team representing the class of 2015. ☐

All-ISL four times and Globe All-Scholastic last year. In his first five years as a Belmont Hill skier, the team won the ISL four times and won the Class A New England Championships in 2013 (Sabri came in 3rd overall in GS, and 4th in slalom) after coming in 3rd the year before. “I really like Belmont Hill Skiing,” he explains, “because here its all about how the team does rather than my individual result, which is a big change from racing up north. I also love skiing for my school.”

For a period of time in his Third Form year, Sabri considered going to a ski academy for the winter to compensate for the disadvantages he faced in school and in skiing. But he didn’t, and he’s grateful for it. He explains, “I decided that I liked Belmont Hill too much and didn’t want to leave either Belmont Hill or skiing behind. I didn’t want to define myself only as a ski racer and deny myself so many of the opportunities I could have had. So I continued on the path of trying to juggle the two and have no regrets about it– today I do a lot more things than just skiing, and I like it.” ☐

Should Captaincy be a Senior-Only year, it was hard to know that you had to live Position? up to certain expectations; your teammates and

By Chip Daley Panel Staff Seniors are supposed to be captains.

They are the oldest, the most experienced, and the ones who should have control of the team.

No matter what sport, it will be their last season at Belmont Hill so they should be able to control their own destiny and lead their team to a level they wish to achieve. Right?

Well, not always. In the past couple of years at Belmont Hill, many younger students have been elected as captains when they’re only a junior or rarely when they are a sophomore.

Two particular captains that have stood out from the usual senior captain are students Harrison Roberson (senior) and Sultan Olusekun (junior). Last year, Harrison ruled as a captain for both the Varsity Basketball and Baseball teams, leading the Baseball team to an ISL Championship hitting leadoff and playing great defense at shortstop. Sultan on the other hand served as a captain of Varsity Basketball last year as a sophomore and is heading into his second year as captain while only being a junior in high school. This coming spring, Sultan will also lead as a captain of the Varsity Track team.

As captain, there are many roles you must serve to help the team learn and grow from their mistakes. When asked about the additional pressure of being a younger captain, Sultan responded, “Coming off of 9th grade

coaches would figure that you were a captain and you have to be able to do this and that and failing those expectations added a lot of pressure.” Harry had somewhat of a different take stating, “Expectations are big, but they were not too bad. The year I was captain as a junior, the team was very young anyways so the whole issue with leading the seniors didn’t really come up.”

Also, both responded very similarly when asked about the level of respect they feel from their peers and classmen above them. “I’ve never had an issue with not being respected. Captains are elected by the kids, which is important going in knowing you have the trust of your peers,” said current junior Captain Sultan Olusekun.

With ambiguous feelings about the junior captains from the seniors, I questioned two current players on the basketball team and asked for their opinions towards juniors as captains. Repeat Fifth former, Matt Harrity reacted stating, “I don’t have any issues with it. If they are a good player and a good leader then it should be fine.”

Sixth former Joey Laliberte convincingly responded, “If the junior is deserving of a captainship and leads like a captain should, they should be able to serve as captain. But it shouldn’t be a popularity contest that would not be right.” Obviously many students are feeling fine and actually encourage having junior captains, as many more are being elected. Some others may feel differently but I too think that if a player is deserving, as many have said, and his peers feel that he is ready for this role, what is the problem? ☐

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