The Sentinel
THE STUDENT MAGAZINE OF HAMMOND SCHOOL
The Sun Never Sets:
A Retrospective on Hammond’s First Abroad Trip
Changes for the Future: Hammond GPA Calculations
New year, new leadership & film appreciation club’s movie event
Beyond Campus: Hammond’s Summer Shadow Experience
Senior Spotlight: Ali Dorrington
The Sun Never Sets- A Retrospective on Hammond’s First Trip Abroad
Let Her Bake
Spirit Week With the Skyhawks, 2024 Festivities
Skyhawk Rumble Opinion Piece: Determining The Fairness of Facial Hair
A Full Circle Moment in Hammond’s 2024 Freshman Trip
Skyhawk Rumble Opinion Piece: New A.I Art in Assembly
Hammond Sentinel Crossword Puzzle
New Worlds: Exploring All the New Hammond AP Classes
Impressed and Excited, New Upper School Faculty members
More Accessible Research In Hammond’s PPSC Program
Skyhawk Rumble Opinion Piece: The Power of Quantum Computing
Skyhawks Soar: Athletic Commitments Abound this Fall
Club Fair Brings New and Exciting Ways to Get Involved
Skyhawk Rumble Opinion Piece: Flatland Cavalry’s “3 Car Garage”
Hammond Sentinel Comic Section
Fall 2024
Changes for the Future: Hammond GPA Calculations
by Anika Gupta
Over the past few years, Hammond has experienced many changes across campus, from the remodeling of the football field at Edens Stadium to many new AP classes. This year has been no different: at the beginning of this school year (2024-2025), Hammond changed the way that GPAs are calculated. First, let’s talk about what our GPAs actually are. GPA stands for “Grade Point Average”; it is the sum of all your course grades throughout your high school career divided by the total number of credits earned. GPA is a significant measure of academic success and is a big factor in college admissions, scholarship eligibility, and more. Hammond uses a 5 point weighted scale, meaning the scale is based on the difficulty of the course, with the more challenging honors and AP courses worth more than the standard classes.
Mrs. Stoddard, our Director of College Counseling, provided some insight on how GPA calculations have changed at Hammond and why. She explained that in addition to the high school classes that are factored into the GPA, some middle school classes have also been added to the calculations because they yield high school graduation credit. These classes include Government and Economics, Algebra 1, all arts classes, and all PE classes. The reason for these additions is because, towards the end of last school year, South Carolina’s Commissioner of Higher Education notified Hammond that, while we were using the correct grading scale, they required Hammond to include all the classes on the transcript in GPA calculations. The state informed Hammond about the importance of making this shift so that Hammond students maintain eligibility for state scholarships, such as the Palmetto Fellow Scholarship, Life Scholarship, and Hope Scholarship.
“colleges want to see that you have challenged yourself and have done your best in the curriculum provided by the school”
College Counselor Carolyn Stoddard on what colleges are looking for in prospective students
Students Eliza Spratlin ‘25 and Anna Claire Lister ’25 working hard in class Photo Credit to Natalie Bouknight
Historically, Hammond had never added arts, PE, or middle school classes to the high school transcript or the GPA calculations because those classes are not typically evaluated by prospective colleges. Previously, AP Art was the only arts class that was factored into the GPA; now, all arts classes (drama, chorus, all levels of studio art, drama tech, etc.) and PE are included.
Mrs. Stoddard emphasized the effect that these changes will have on current students: “When the GPA changes were incorporated, we had estimated that GPAs would not be severely affected, and we were correct. The changes were minimal, only affecting the GPA by 0.1 or 0.01 of a point [typically] upwards for the vast majority of Hammond students… however, it is important to keep in mind that colleges recalculate GPAs on their own grading scales based on what they are looking for; ultimately, colleges want to see that you have challenged yourself and have done your best in the curriculum provided by the school. That’s the most important piece of the puzzle.”
Furthermore, Mrs Stoddard clarified that Hammond does honor high school credits received at other schools if you have transferred into Hammond Those courses taken at other schools will not be included on the Hammond transcript; rather, when applying to colleges, multiple high school transcripts will be sent to give an accurate depiction of a student’s high school career.
Moving forward, Mrs. Stoddard recommends that students don’t avoid taking arts, PE, or standard level classes simply because they do not necessarily yield a higher GPA weightage She emphasizes that you should take the classes that interest you and that will best enrich your Hammond experience, as well as portray an accurate picture of you as a student. She highlights how it is extremely important to “Make your high school experience the best it can be in all facets of student life, and then, everything else takes care of itself. You will be successful, happy, and will make memories that you’ll keep forever.”
Seniors Creighton Cook and Drew McCall preform in Ms Khoury’s Drama class Photo Credit to Natalie Bouknight
new year, new leadership, & film appreciation club’s movie event
by Cole Glenn
Film Appreciation Club is off to a strong start this year under new leadership. Seniors Creighton Cook and Cole Glenn are the new co-presidents, who have overhauled the club. Film Appreciation Club now meets every Thursday, where over multiple weeks we will watch a movie, followed by a discussion of the film. Through this, they hope to learn more about filmmaking as an art and what makes a good film. At the end of the year, the club will use the knowledge from our discussions throughout the year to make our own short film that will be submitted to a competition. Creighton and Cole hope to build a club that can be for people who love films and filmmaking alike, with something for everyone.
However, attendance was hindered by Hurricane Helene. Several students were not able to come due to either helping with repairs or an inability to travel because of the hurricane. However, “a good few people did manage to come out” and “we managed to raise a decent chunk of money for It’s a Wonderful Life, which is a huge success”, according to Co-President Creighton Cook.
When asked for advice for clubs planning similar events in the future, he responded, “NEVER rely on assembly for getting the word out. Nobody will ever remember that.” The club does plan on hosting other movie nights, either to raise money for the spring musical or in collaboration with other clubs. There are plenty of options for clubs to put on events this year, so hopefully Film Appreciation Club is the first of many clubs to do so.
To kick off the year, the club hosted a movie night in late September, screening It’s a Wonderful Life in the theater. Concessions were sold to attendees, with proceeds going to the theater department to assist with the upcoming performance of the stage version of the movie. The event was successful, raising over $100 for the theater.
The movie poster for “It’s A Wonderful Life ” Photo credit to Amazon com
Beyond Campus: Hammond’s Summer Shadow Experience
by Aspen Brooks
The Summer Shadow Program is one of many fantastic extracurricular activities offered by Hammond. The program functions as a way for rising seniors to use of their summer break and make meaningful connections through interning/shadowing opportunities within local industries. A student is usually paired with an individual or group with some sort of Hammond connection to work with and gain experience in a field of their interest This program offers opportunities for career-based research, work experience, and much more.
Mrs. Fowler, who helped organize and revitalize the program, said the pairing process works through first an “application, followed by a meeting with me to discuss possible placements. I then work closely with our Alumni office and current parents to seek out possible placements. While I try and pair each student with their first choice, I do try and emphasize that any placement is a good placement and an opportunity to learn and grow.”
The program started “because students were wanting to get some real-life exposure to careers that they were interested in pursuing in college” according to Mrs Fowler She continued, “We started in 2015, and although Covid caused us to pause the program for a few years, I am excited that we are re-building the program”. This program is a great way for rising seniors to gain experiences as the move toward a career. Mrs. Fowler left off by saying, “It is my hope that it will continue to grow over the years, and that one day, the students who benefitted from this program will be future hosts!”
Many current seniors had very notable experiences within the program Cole Glenn and Barron Cruea shadowed civil engineering students as well as Dr. Rizos at USC, getting a glimpse into the field from the perspectives of both students and tenured professor. Cole stated that during his experience he “assisted with multiple railroad engineering research projects and [learned] some data analysis in Python.” Both he and Barron had a wonderful experience through the program, and Cole said that he “would recommend to any student looking into engineering.”
TOP: Jack Fuller 25 stands for a photo during his internship at Burr & Forman MIDDLELEFT: Harper Evans 25 poses for a photo after interning with SC Senator Lindsey Graham MIDDLE
RIGHT: Darien Um ‘25 in a photo with another student from his internship with USC BOTTOM: Logan Rivers ‘25 stands with doctors from her internship with Dr Sohee Park All photo credit to Hammond School (Instagram, @hammondschool)
Another student, Jack “Puddin” Croft, worked directly with an anesthesiologist in the operating room. He spent most of his time watching various surgeries of different magnitudes, with which the anesthesiologist would give him a step-by-step process of what she did for each procedure. He even got to see the birth of a baby during his time. According to Jack, it was “a unique experience that [he] never thought [he] would ever have.” He stated, “this shadowing program helped me solidify my interest in the medical field and helped grow my knowledge on something I didn’t know much about.”
In conclusion, the Summer Shadow Program is a fantastic opportunity uniquely available to Hammond students that provides easy access to high level internship opportunities At the very least, this program allows great insight into various careers, an important when students start to decide which direction to go, and at most, provides perspective and even life changing knowledge and insight. I greatly recommend this program.
Senior spotlight: Ali Dorrington
by Anika Gupta
Meet Ali Dorrington, a vibrant senior at Hammond School, whose passion for theater and the arts is obvious to anyone who meets her. Anyone who knows Ali Dorrington recognizes that she is a vivacious, kind-hearted, and genuine person, both in the classroom and on the stage. As she prepares to take her final bow on the high school stage, Ali’s eyes are fixed on a future where her creativity can flourish and her love for performance can reach new heights in college.
Ali started Hammond during COVID, in the eighth grade, and from the start, she knew she wanted to be a part of the Hammond Theater Department, led by Ms. Khoury. Ali remarks on her early struggles in the department, “I have been acting and singing since I was tiny. Art has always been my number one passion. I had lots of ambition, and at every audition, I thought I was bound to get a lead, but almost every time, I didn’t.” However, she didn’t give up; she assisted as a stage manager in the production of Les Misérables, and in ninth grade, she got her first ever lead as Yvette in Clue She remembers it fondly, as “one of her favorite performances of her school life.” After being a part of many successful plays and musicals at Hammond, Ali has set her sights on art school.
Jack Croft ‘25 stands before a surgery during his internship with Nurse Ashley Yarbrough Photo credit to Hammond School (Instagram, @hammondschool)
LEFT: Ali Dorrington ‘25 in her role as Wendy in Peter Pan RIGHT: Ali Dorrington on stage playing Lumière in Beauty and the Beast Photo credit to Mrs Barret and Hammond School (Instagram,@hammondschool)
Ali is currently applying to schools in the Northeast with good arts programs for her intended major She commented on what the application looks like for her: “Musical theater applications usually require prescreening, which is a recording of your talents. For my intended major, it includes two monologues, two songs, and a dance call. The requirements for the monologues and songs are wildly different, but they will very often consist of two contrasting contemporaries, 1900s until now, monologues from one musical theater song, and one pop song. It’s a lot of work, especially when it’s standard to apply to 15 or more schools, which all require different audition requirements; but it’s so worth it ” She also adds that for musical theater applications, the admissions officers are looking for dedication to the arts, your articulation, and your talent, on top of the grades and test scores required; if her prescreening is approved, then Ali will also have to audition in person at those schools. This may seem like a lot of work, especially to younger students who are hoping to apply to art school, but Ali noted that if a student really wants it, then, “Just go ahead and do it. Is it a long and taxing process? Yes, but I know it’s worth it. Get your material picked out early, and definitely look at the colleges you’re applying to. If you’re going just because they have a good arts program but the school itself isn’t very good, it’s not going to sustain you for four years.”
Ali has not only impacted the theater department, but she has left her mark on Hammond in everything she has been involved in. While excelling in her classes, she is also the graphics editor for The Sentinel, the president of Bake-A-Difference, a prominent member of Select Ensemble, and part of the spirit cheer and softball teams. As for classes, Ali says, “I’m a huge English person; I’ve loved every English class I’ve taken because I like the material, and I like analyzing things. I really like my seminar/research class because it lets me dive into topics I’ve never really thought about and helps me understand what goes into proper research.” To the underclassmen of Hammond School, Ali provides some important advice about how to make high school meaningful: “Get involved. If you never do anything and complain all the time, you’re going to hate high school. If you do the things you like with confidence, you will find your place.”
“Get involved. If you never do anything and complain all the time, you’re going to hate high school. If you do the things you like with confidence, you will find your place.”
Ali Dorrington’s advice on how to make high school meaningful
Ali Dorrington in UNC Chapel Hill’s Gardens Photo Credit to Sentinel Staff
The Sun Never Sets- A Retrospective on Hammond’s First Trip abroad
by Hayes Martin
Over the summer of 2024, I was fortunate enough to be one of the students participating in Hammond’s first abroad program: The Sun Never Sets. The course centered around analyzing England’s transition from a rural agriculture state to the vast industrial and naval British empire – “the empire on which the sun never sets” –through the lens of British Romantic literature, art, architecture, and more.
The course began with fourteen students, Mr. Simpson, and Mr. Henderson meeting for a six-day crash course on the history of British imperial industrialization, urbanization, and the works which were created in response to this. During this course, students learned about British Romantic literature and poetry, marked by an emphasis on a return to nature in response to the rapidly growing urban centers of the British Empire. Students read poetry from Romantic poets such as John Keats, Percy Shelley, and William Wordsworth Students also analyzed artwork reflecting the industrial and political climate of the world, such as Monet’s Gare St. Lazare or Turner’s Rain, Steam, and Speed . Overall, this six-day long course provided us with important context and deeper understanding of what we would see throughout the actual trip.
The trip truly began on June 22nd , when students met in the Columbia Metropolitan Airport with Mr. Simpson, Mr. Henderson, and Mrs. Fowler. We began with a flight to Charlotte, then departed on our overnight flight to the Heathrow Airport in London. There, we met with Mr. Hillard, who had already been gallivanting around Europe for a few weeks. We spent the remainder of the 23rd travelling via bus into the English countryside We stopped along the way and had the opportunity to try sausage rolls from Greggs, Creighton’s favorite British chain. From there, we proceeded towards the first of three houses we stayed at. The house overlooked huge swaths of rolling, grassy hills, sections of which were divided by cobblestone walls into land plots used for agriculture and livestock. We spent the remainder of that night settling in, climbing up hills just to sprint back down, and enjoying a traditional British Sunday dinner. It was this first night that would cement what would become this trip’s tradition of ending our long days of travelling and learning with a slower, family style meal. We would talk about our favorite parts of the day and work together to clean up after the meal, typically prepared by Mr. Simpson and Mr. Henderson (Ali Dorrington and Alex Dubey deserve a ton of credit for frequently helping prepare desserts for the group)
Top: Tintern Abbey Middle: The students taking a hike in Lye Valley Bottom: Rain Steam Speed by J M W Turner Photo credit to Hayes Martin and Grier Eaddy
Hayes Martin ‘27 and Creighton Cook ‘25 jump for joy before taking off from the Columbia airport Photo credit to Sophia White
We spent the following day exploring the countryside near the house we were staying in The day’s hiking trip marked the origin of numerous inside jokes that would be repeated many times throughout the trip. That night, we talked about our early impressions of the countryside and our plans for the following days.
The next day started with a visit to Dove Cottage in the town of Grasmere, home to William Wordsworth, a central figure in our study of Romantic literature. Here, we had the opportunity to explore the well-preserved antique house, seeing the conditions in which William Wordsworth composed many of his famous works like Lyrical Ballads , his collaborative compilation of poems with Samuel Coleridge, and “I Wandered Lonely as a Cloud” (arguably his most famous). There was another school group visiting Dove Cottage that day, seemingly composed entirely of young British schoolboys, and we had a good bit of fun hearing their accents and vernacular. After this visit, we spent some time by Lake Windermere, reflecting on the day’s adventures and enjoying the lovely scenery. Here, some students simply sat on the rocks and relaxed, others dipped their feet in the lake, and some took to tree climbing to get a better view of our surroundings. We concluded the 25th with dinner at a more traditional English pub.
On the 26th, we visited Stratford-Upon-Avon, the birthplace of William Shakespeare. Here we mostly spent the day exploring the town on our own, aside from a few short lectures from Mr Simpson about Shakespeare’s birthplace being an important location in the history and on his “Mount Rushmore of Great English Writers”. We spent that night preparing for our next adventure: Wales.
“We spent the first half of the day travelling
to
Tintern Abbey,
a
hauntingly beautiful, ruined abbey by the River Wye. The once
marvelous
abbey had fallen into ruin due to being shut down during the rise of Henry’s Anglican Church”
The 27th began our visit to Wales. During the days leading up to this visit, we had joked about planning a Welsh revolution to reclaim independence for the kingdom of Wales, but the true visit turned out to be rather peaceful and far exceeded our expectations. We spent the first half of the day travelling to Tintern Abbey, a hauntingly beautiful, ruined abbey by the River Wye. The once marvelous abbey had fallen into ruin due to being shut down during the rise of Henry’s Anglican Church The abbey had further fallen into disarray during the Victorian era, when Victorian visitors neglected to fix the growing foliage that they found aesthetically pleasing. This was perhaps the quietest part of the trip as each student took time to individually explore, enjoy the day’s lovely weather, and journal or sketch their thoughts about the abbey. We then resumed our travelling, stopping briefly at the Clifton Suspension Bridge in Bristol, where Mr. Henderson drew a diagram of the massive bridge and explained its physics to us. We looked at the bridge and the River Avon from a nearby hilltop and marveled at how it seemed to naturally extend between opposite hilltops
Hayes Martin desrcibing the groups visit to Tintern Abbey in Wales
TOP: Lye Valley, the first stop on the England trip MIDDLELEFT: Shakespeare Statue in Stratford- Upon- Avon MIDDLERIGHT: Flowers growing out of the stones in Tintern Abbey Bottom: The paths outside Dove Cottage Photo Credit to Ali Dorrington and Grier Eaddy
That evening, we continued to the second of the three houses we stayed in . This second house was the most modern of the houses, and while we all enjoyed playing pool, foosball, and even staying up late to watch the US presidential debate, we all missed the comforting , peaceful countryside of the first house. This belief reflected that of many English Romantic Poets: while the industrial city and modernity may have more superficial things to offer, one typically feels happier in the countryside, where you can experience more peaceful, natural beauty
We spent the 28th exploring the city of Bath, named after the historic Roman baths. The baths were built upon a hot spring in 60-70 AD in honor of the Roman goddess Sulis Minerva The bathhouse contained several different rooms and pools in which travelers and people could relax or socialize. The museum at the Roman bath held many artifacts, including a famous frieze depicting the Gorgon from Roman mythology. We explored more of the surrounding city before loading back onto our bus and pressing onward. We stopped briefly at Stonehenge, where Mr. Henderson quizzed us on Stonehenge’s history as a sundial. At the Stonehenge gift shop, Mason Currier bought a medieval England themed Risk board, which went on to become a major point of contention among the boys We attempted to play a game of Risk during the last third of the trip but spent most of the game arguing about the rules rather than playing. From there, we went to our final house.
“…perfectly Keatsian. Listening to my favorite poems in the rooms—or above the garden—in which they were composed was moving for me”
The final house we stayed at resembled a feudal manor, with many smaller houses, traditionally reserved for servants and workers surrounding a larger central manor, in which the owners of the estate would stay with their family. The house was not far from a train station, where we left for downtown London for the last few days of the trip. On the 29th, we took the train into London and visited the British Museum. While the collection of artifacts and artwork was very impressive, our group agreed that the overwhelmingly large crowds both within the museum and on the streets of London made it hard to focus. We had visited London during the end of their Pride Festival and there were massive crowds everywhere we went. That afternoon, we went to the National Gallery and explored its rather confusing halls, getting the chance to see many famous works of art The following day we saw the Tate Britain, another famous British art collection featuring famous works such as Sir John Everett Millais’s Ophelia , which brought Ali Dorrington to tears.
Then, we took the train to the home of poet John Keats, where a community garden party was occurring. While we all enjoyed this experience, it was a uniquely emotional experience for Mr Simpson, who firmly believes that Keats would have been a prominent figure in the history of English literature had he lived longer. Mr. Simpson described the experience as “…perfectly Keatsian. Listening to my favorite poems in the rooms or above the garden in which they were composed was moving for me. I enjoyed, too, coming downstairs and seeing students at the drawing tables, bantering with the young children around. The spirit of it all was resonant.”
Mr Simpson after visiting the home of John Keats during a community garden party
TOP: Students stand and listen to a guided tour in the city of Bath MIDDLE: Students stand with Mr Henderson during their visit to Stonehenge Bottom: A photo of the Nereid Monument in the British museum Photo credit to Hammond School (Instagram, @hammondschool) and Crieghton Cook
Our final full day in England, we dropped our things off at a hotel near the Heathrow airport before returning London, where we explored the Victorian and Albert Museums. That night marked the finale of our trip, a viewing of a West End Production of Les Misérables . The performance, as well as the music, was incredible and several students were brought to tears, including Barrett Brazell, who was sobbing by the end.
The next morning, we embarked on our journey home as we took taxis back to the Heathrow Airport. It was here that we parted ways with Mr. Hillard, who was taking a different flight. We had a couple of hours to kill in the Heathrow Airport, so many of us wandered around before our flight. The prospect of one of us going missing in the airport before our flight seemed much more concerning than the numerous times we freely explored various English cities. Luckily, we all managed to get on the flight back to Charlotte. This turned out to be one of the highlights of the trip for me, as I was seated next to Mr. Simpson, and we had a long conversation debriefing some of our favorite parts of the trip. I also got to see a true Shakespeare fan, Mr. Simpson, react to Mr. Henderson watching the famously unfaithful 1990’s film version of Romeo and Juliet in the row in front of us, which was quite funny.
When we made it to the Columbia Airport, we were all exhausted and agreed that it was time for our adventures to conclude. We all said our goodbyes and slowly started filtering out with our parents who kept asking, “What was your favorite part of the trip?” After having some time to reflect on this, I can easily say that it was the group. While the stunning collections of artwork and artifacts in various museums and galleries, as well as the haunting beauty of Tintern Abbey, are the most impressive things I have seen in my life, the first memories to come to mind from the trip are that of the group: Mason Currier impressing us all documenting the trip with his drone, Kate Weston’s determination to keep up with the group with on her crutches (the “tenacity of hop-along Kate” as Mr. Simpson would put it), Mr. Henderson grilling delicious meals for the group, and, perhaps the best of all, Mr. Hillard calling Collins Lee by his nickname, “pookie”. These are just a few of the examples that come to mind, but the whole group made it an incredible experience. I will always be thankful to be a part of Hammond’s first abroad course, a tradition that I have no doubt will remain an incredibly educational and fun experience for students and faculty alike.
“While the stunning collections of artwork and artifacts in various museums and galleries, as well as the haunting beauty of Tintern Abbey, are the most impressive things I have seen in my life, the first memories to come to mind from the trip are that of the group”
Hayes Martin on his favorite part of Hammond first trip abroad
TOP LEFT: The front of West End Theatre, where students saw Les Misérables TOP RIGHT: Collins Lee ‘25 runs with the Welsh flag flying next to him BOTTOM LEFT: Grier Eaddy ‘25 and Barrett Brazell stand for a photo together at Lake Windermere BOTTOM RIGHT: The inside of Westminster Abbey
Photo Credit to Hayes Martin and Grier Eaddy
Let her bake
by Ali Dorrington
6 Roma Tomatos
1 cup cherry tomatos
1 medium yellow onion (roughly chopped)
1 head of garlic halved
1/4th cup extra virgin olive oil
1 cup vegetable or chicken broth
1/4th cup heavy cream (adjust to your liking)
5 large basil leaves
1 teaspoon balsamic vinegar Kosher salt and fresh ground pepper (as much as you like)
As the warm summer months disappear and fall is in full swing, summer produce must be used effectively but not in fresher recipes. This easy roasted tomato soup can be made from all those tomatoes you bought for your summer glow-up. Though fall can be filled with the sweet smells of cinnamon and sugar and lovely, wholesome soups and sandwiches, it is what truly brings autumn together for me. I hope you enjoy it!
1.
Begin the base of your tomato soup. To make this in the oven: Preheat your oven to 400 degrees F. In an oven safe dish, toss in your tomatoes, onion, garlic, olive oil and salt and pepper. Roast for 30-40 minutes until everything is tender and the tomatoes are beginning to burst and char.
2.
If you want to cook this on the stovetop alternatively as another method (no oven): Place all the same above ingredients with olive oil, salt and pepper in a large pot on medium heat. Let it simmer out, burst and get tender.
3. Eat! Adjust with salt, pepper and sugar. Finish with heavy cream and balsamic vinegar. Adjust seasoning to your preference. Serve in bowls, top with fresh basil and serve! 4.
Blend and serve! Once your mixture is fully roasted, pour your tomato mixture in a high speed blender (alternatively you can use an immersion blender). You will squeeze out the roasted garlic in the blender, and discard the skins. Blend with vegetable broth, or chicken broth and your basil leaves, make sure you include all the liquid, oils and tomato juices from the pan from roasting! Blend until smooth.
Tomato Soup Photo credit to Lindsey Eats Food Blog
Spirit Week with the Skyhawks, 2024 festivities
by Harper Satterfield
A century-old tradition, homecoming is intended to welcome previous alumni with open arms, recognizing their many accomplishments while still incorporating the new ideas and traditions of the current student body. Although homecoming is celebrated by thousands of schools across the country, Hammond School, per usual, does it like no other.
Anticipation and excitement for this week built amidst the voting for the week’s spirit themes. Our SMAC social media and coffee club revealed the theme for each day via a TikTok video displayed in Upper School assembly. They were as follows: Monday - Pajama Day, Tuesday - Disney Day, Wednesday - Neon Day, Thursday - Boot Scootin’ Boogie Day, Friday - Spirit Dress Day
The opening day of Spirit Week concluded with a Homecoming Kickoff on Monday evening. The Hammond community enjoyed time spent together after a few stormy days, finding strength in each other while having fun. There was an impressive show of students and faculty who enjoyed food from the MainEatz food truck, with the bonus of Sunset Slush for dessert. Students competed in countless games of ping pong and finished the night on the dance floor with music provided by DJ Voodoo Child.
Pajama Day was necessary to start the week, and our Hammond community showed out. Most notable was the AP European History class of the 2022-23 school year, who showed up in their customized Mr. Franke tshirts; of course, Mr. Franke was matching. Oversized nightgowns and slippers seemed to be a theme, yet Mr. Rice (Freshman Biology) and Mr. Hillard (Director of Student Activities) set the standard and impressed in their onesies. Monday’s assembly also featured a Skyhawk Cup challenge. The grades and faculty battled in a serious game of “Head, Shoulders, Knees, Cup!” with senior Elle Brewer coming out victorious over Mr. Rice.
After a fun-filled Monday, it was time for Disney Day. Unsurprisingly, students came prepared for this day’s theme, with many dressed as princesses or sporting onesies fashioned after our Disney favorites Winnie the Pooh was the most popular.
TOPLEFT: Mr Boeschen his middle school partner preform on dancing with the Hawks TOPRIGHT: Dr Rhulen lectures students on Neon Day BOTTOMRIGHT: Barrett Brazell, Beatrice Weston, Dottie King on Boot Scoot ad Boogie Day BOTTOMLEFT: Zamam Lone and Harper Evans on Pajama Day Photo credit to Hammond Yearbook Staff
Skyhawk football player players take off down the field as Aspen Brooks ‘25 kicks off Photo credit to Natalie Bouknight
Wednesday’s theme continued to brighten up the week as students were decked out in head-to-toe neon. Most chose to show their bright colors through construction vests and knee-high socks. Neon Day ended most appropriately with Color Wars. Upper School students met on the “Rock” practice field where each grade battled for victory. No winner was named, but Mrs. Riley (Honors Probability & Calculus/Geometry) was a definite victim, as she was bombarded by the senior class and their yellow powder Thursday rolled around and Hammond School embraced its southern culture with Boot Scootin’ Boogie Day. One might think the rodeo came to town with the sounds of boots clicking down the halls and students in overalls.
With excitement building throughout the week, Friday, Homecoming Day, couldn’t come fast enough. Football players and spirit cheerleaders wore jerseys, and the student body wore their Homecoming 2024-25 shirts to school; the campus was a sea of red and blue The day started with an all-school pep rally and the inaugural event, “Dancing with the Hawks”. An impressive Middle School performance won the fan vote. The Upper School then dispersed to take part in their service activity, which was organized by the Linus Club: a student organization that makes blankets for kids in need. In total, the Upper School worked to make and donate a total of 104 blankets
Following the blanket-making was the annual Homecoming carnival with the fan-favorite dunk tank; this year’s victims were Dr. Million (World History and AP Government), Mr. Hillard, Mr. Simpson (British Literature and AP Language & Composition), and Mr. Rice. Lunch was prepared by Mr. Henderson (Physics), who stayed the night at the school to masterfully smoke pork butts for the student body.
Successful Homecoming Day festivities concluded in an Upper School Pep Rally, where the homecoming court took part in a football throwing contest Seniors Peden Brabham, Elizabeth Cannon, Chandler McNair, Logan Rivers (Represented by Ali Dorrington), Grace Webb, Sophia White, Jack Croft, Immanuel Johnson, Brewer LaMotte, Theodore Lumpkin, Drew McCall, Thomas Young were elected to the court by the class of 2025. Teams Brewer LaMotte/Ali Dorrington and Jack Croft/Chandler McNair tied for first with a total of six successful footballs made in the target. The week ended how it started with a final Skyhawk Cup challenge. The Upper School raced by sliding on mattresses across the gym the juniors were victorious.
There was only one rightful way to close out a wonderful week: the Homecoming football game! Friday night our Hammond Varsity football team played Laurence Manning Academy, putting on a master class of high school football. Halftime featured the announcement of who, voted on by the upper school, was elected as Homecoming king and queen. Hammond also welcomed back the winners of the 2023-24 Court, Cal McQueen and May Malanuk, in the celebration of this year’s winners: Thomas Young and Chandler McNair! The Skyhawks soared to a 65-14 victory over LMA, putting a close to the ever-eventful and fun-filled Hammond Homecoming and Spirit Week.
LEFT: Varsity cheerleaders during the Friday’s Together assembly TOPRIGHT: The senior class prepares to fight during color wars MIDDLERIGHT: Shindara Olatosi ‘26 making blankets during the service project
BOTTOMRIGHT: Seniors Ali Dorrington Christina Rizos Kelly Grace Lalumondier and Caroline Butler helping with Bake a Difference All photo credit to Natalie Bouknight
Seniors Thomas Young and Chandler McNair stand after being named 2024 Homecoming King and Queen Photo credit to Natalie Bouknight
SKYhawk Rumble: DETERMINING THE FAIRNESS OF FACIAL HAIR
by Ann Pollard Barnes
It is well known that it is against the Hammond dress code to do such things as dye your hair an unnatural color, wear your skirt above fingertip length, sport school unapproved sweatshirts, and for male students to grow facial hair Well, more specifically, they are urged to keep a neat and trimmed look. If you’re a Hammond upper school student, I’m sure you’ve witnessed your fair share of violations to this rule.
After coming back from summer break, however, Dr. Turner himself was sporting a rather impressive beard, and while yes, the handbook is directed towards the students, is it not seen as a little unfair that the man enforcing this rule is flaunting such a magnificent beard? I mean, I’m not a guy, but I’d be disheartened by the lack of chance to challenge this admirable mane. How is it just for so many of our beloved faculty to stroll around campus with full beards, mustaches, and goatees, while the students are discouraged from embracing their own? As a Hammond student, I have often felt a surge of jealousy when passing Dr. Million’s wise-looking facial hair, as it assures me he knows what he’s talking about. And hey, I’d like to have that effect too, is that a crime? Can’t a girl wish for a wise looking goatee and a PhD? And it doesn’t stop there either, with Señor AzpuruaBorras’ “barba pelirroja”, Mr Simpson probably carrying a copy of Paradise Lost in his thick beard, and even Mr. R, whose beard definitely has the ability to multiply at the speed of light (or maybe that’s just a natural talent, in that case I’m impressed). Maybe because a beard whispering math answers is considered cheating, but that’s not the point With the best of intentions, I say, it is unfortunate how can we deny this great privilege to our students
At long last, I must come forward with the truth: the ban on beards is kept so that faculty can remain at the top of the Beard Food Chain. It makes perfect sense if you ask me. They are keeping the glory all to themselves In this case, it could be argued that they have earned their spot here and wish to solidify their positions. I guess we could let them have this one, don’t you think?
Mr Simpson and his wise whiskers
Dr Million and his savant’s stubble
Sr Azpurra-Borras and his “barba bacano”
All photo credit to Hawk Net
A Full Circle Moment in Hammond’s 2024 Freshman trip
by Theodore Lumpkin
In August, Hammond’s Class of 2028 was able to partake in the Nantahala Freshman Trip tradition, a wonderful experience of whitewater rafting, kayaking, music, camaraderie, and more The trip, especially memorable as one of the best in recent years, was once again led by Hammond faculty and members of the Hammond Leadership Council from our senior class.
The fun in Bryson City began right when the bus arrived, starting the trip with an energizing evening trek up a steep hill under the light load of personal luggage. After a relaxing dinner down at the riverside restaurants, accompanied by a smooth performance from the Whitewater Bluegrass Band (second only to Mr. Lee Knight), seniors leaders led groups in icebreaker-style games and activities such as Mafia, Wavelength, basketball, and more.
After the next morning’s breakfast, the aquatic portion of the trip commenced with the rafting session down the Nantahala River, led by expertly trained seniors, guides, and faculty. Highlights of the trip included spinning down rapids, attempted removal of passengers from boats (and some successful removals), and general excitement for paddling and enjoying the rapids. After finishing the raft trip, everyone enjoyed sandwiches made with enough turkey to feed a metropolis, to the delight of some and disdain of others.
When asked about his highlights from the trip, Finn Delage me of the afternoon’s flat water kayaking training. After becomin groups played a form of ultimate frisbee by throwing a tennis way to become even more comfortable in the kayaks, althoug kayakers, who also participated
Students in Hammond’s class of 2028 embark on a kayaking trip down the natahala river Photo credit to Hammond School (Instagram, @hammondschool)
Senior leader Logan Rivers and freshman Olivia Levitt pose for a photo during s’more making on the freshman trip Photo credit to Ali Dorrington
Freshman and Seniors alike sit and listen as Lee Kight performs many of his folk songs Photo credit to Hammond School (Instagram, @hammondschool)
After dinner that night, the most magical part of the trip came in the form of a visit from the performer Lee Knight, a delayed encore from his performance on the 2021 trip, which the seniors were fortunate to witness. Although it’s quite possible his magnificent performance, which included folk songs on his banjo and Native American flute, was enjoyed even more by the seniors than the freshmen, he still had quite the impact, being called a “beast at storytelling.” While Mr. Knight was a hard performance to follow, seniors then led an invigorating game of Capture the Flag around the tennis court area of base camp, much akin to the one they experienced in 2021.
The following day, everyone enjoyed a long and relaxing trip down the Tuckasegee River, stopping for another fabulous turkey and cheese sandwich lunch, again prepared the previous night by the hardworking seniors. For Finn Delage and many others, the highlight was the “big drop” towards the end of the river, which many ended up going down boatless! That night, the after-dinner activity was eating s’mores and then enjoying music by the fire.
The final morning, all put their newfound kayaking skills to the test by conquering the Nantahala in kayak groups! It’s safe to say that the trip was exciting but also demanding, as the bus ride back was rather quiet and drowsy Nevertheless, all came away with excellent Nantahala memories When asked what he would change about the trip, Finn could only say, “I’d want the trip to be a day longer and have another day on a river.”
SKYhawk Rumble: newAI art in assembly
by John Cuda
The new school year has prompted promising new traditions for the Hammond community, one of which has taken form in the new AI art featured in every assembly. The displays function as a news presentation for Hammond students, telling us of upcoming events with eye-catching graphics This new addition to assembly, and effective way of spreading news, was only have been made possible, of course, by using AI. Mr. Shepherd, the man behind these innovative displays, comments: “Last February, Hammond had a speaker talk to the faculty about A.I. I was intrigued by the possibilities and explored how I might utilize this technology as a teacher and an artist. Over the summer I spent some time working with an app called Wombo Dream AI.”
Hammond Leadership Committee stands for a photo with performer and storyteller Lee Knight Photo credit to Hammond School (Instagram, @hammondschool)
Sample AI art made by John Cuda ‘27
Upon further investigation, Wombo Dream AI is an AI art program that allows you to enter a prompt, then pick an art style, and then spit out a quality product in mere seconds When I used the AI myself, I found that it was very easy to use. Mr. Shepherd continues: “I realized I could generate art that could not only show some school spirit, but also inform everyone on upcoming events in a kind of whimsical way.” Indeed, the art is whimsical, and with this new method of creation, innovation is bound to be inspired. Sophomore Maira Gilani remarks that “It is amazing how AI is able to restyle artworks in many forms and highlight innovation in both technology and creativity. Algorithms are able to analyze and replicate various artistic styles, which opens new vistas for artist expression and creates possibilities for collaborating with machines.” With all these new technological developments stemming from AI, it is undeniable that this technology will forever push the bounds of creativity and foster endless possibilities.
hammond Sentinel crossword puzzle
by John Cuda
ACROSS
2. Lights, camera, action (A club)
5. 854 Lane
8. A place for creators in the IC
9. Teacher with surname similar to iconic crustacean DOWN
1. Where is the vending machine?
3. Cammin Di Nostra Vita’s Country
4. Fixture above Barks Hall’s entrance
5. Reduce, reuse, recycle (A club)
6. Teacher with room IC-201 (surname)
7. Namesake of the Lecture Hall
NEW Worlds: exploring all the new hammond AP Classes
by Adelaide Helmboldt
Along with long-standing traditions at Hammond School, our always institution works to foster curiosity, creativity, and growth. This past academic school year, Hammond proudly announced the addition of three AP classes that allow students to delve further into certain subject areas. These classes include AP US Government and Politics that incorporates an advanced history seminar, AP Research (which is coupled with AP Seminar, but not required) and AP Computer Science A. With the addition of several new AP classes, Hammond furthers their ability to provide and encourage academic opportunity for its students. The creation of these classes primarily stemmed from Hammond students and faculty who advocated for more opportunities to research and add to the curriculum.
AP US Government and Politics and Advanced History Seminar is taught by Dr. Million and is a spin on the traditional AP Government class taught by Dr. Ruehlen. After speaking to Hammond senior Zamam Lone and Dr. Million, both emphasized how the objective of the class is to relate early Florentine governmental systems to the current US government. Zamam noted that Dr. Million’s concentration on Florence has given him “a good starting place for [the] research paper” that the class will write before transitioning into the AP Government curriculum. Zamam is also grateful for this research opportunity as he believes it equips him with tools that “will be especially helpful in college.” Zamam continued that the weekly writing days provide a more “chill,” college like environment and the opportunity to “reflect on what the class has learned about” and why Florentine governmental systems influence us today is very interesting.
AP US Government and Politics and Advanced History Seminar is taught by Dr. Million and is a spin on the traditional AP Government class taught by Dr. Ruehlen. After speaking to Hammond senior Zamam Lone and Dr. Million, both emphasized how the objective of the class is to relate early Florentine governmental systems to the current US government Zamam noted that Dr Million’s concentration on Florence has given him “a good starting place for [the] research paper” that the class will write before transitioning into the AP Government curriculum. Zamam is also grateful for this research opportunity as he believes it equips him with tools that “will be especially helpful in college.” Zamam continued that the weekly writing days provide a more “chill,” college like environment and the opportunity to “reflect on what the class has learned about” and why Florentine governmental systems influence us today is very interesting.
Dr Million, the teacher of new AP Gov and Advanced History Seminar, lectures his class Photo credit to Hammond School (Instagram, @hammondschool)
Dr. Million explained how the creation of this class is to provide students with more opportunities to do historical research while “linking it to government and linking it to politics” through connections like humanism. Dr. Million also believes this class allows students to do more “guided work” during their time at Hammond which isn’t as common. Dr. Million articulates his “fascination with Florence” and how the creation of this class prevented Florence from “falling on the wayside in general surveys we teach at Hammond”. The class allows for the exploration of the shape of the modern world, which relied so heavily on Florentine republic governmental systems. Dr. Million is excited to encourage more research-oriented classes for “naturally curious students” at Hammond.
“[the] class is essentially focused on learning another computer programming language, Javascript, in a more independent manner” Senior Vaughn Evans on the focus of Mr Layman’s new AP Computer Science A course
AP Computer Science A was inspired by current Hammond senior, Aspen Brooks, who wanted to do an independent study. After talking to his advisor, Mr. Rybarzyck, and the Head of the Upper School, Mr. Lumpkin, Aspen was promised a class, along with other interested students, to be taught by Mr. Layman. Fellow Hammond senior, Vaughn Evans, extrapolates on the objective of the class: “Mr. Layman’s class is essentially focused on learning another computer programming language, JavaScript, in a more independent manner that is focused more on problem solving Also, this class has proved computer science to be integral in a future profession of mine.” Mr. Layman describes the class as an opportunity to provide students who “have a natural affinity for learning” with an “elite, college level programming and problem-solving experience.” He continued how he “appreciates sitting with his students to work through solving complex problems for an hour each day”, problems that, he too, doesn’t necessarily find easy.
Mr. Layman is excited to be involved in this class and believes it is best suited for students who “want to go into a specialized computer science related field.” Although the class is primarily comprised of seniors and one junior, Mr. Layman notes that there are “more females in computer science related fields than ever before” and encourages students of all backgrounds to take advanced computer science classes. Mr. Layman is excited to incorporate ideas ranging from an “advanced fabrication and technology course to a straightforward programming course” and explore the many of avenues within computer science such as engineering, architecture, 3D modeling, or fine arts.
Mr Layman teaching during one of his computer science classes Photo credit to Hammond School (Instagram, @hammondschool)
AP Research is focused on students finding a problem they are interested in, then providing a new solution. Mrs. Jackson states, “AP Research is more focused on independent research” and that college board requires students to “have passed AP Seminar, a class that places more emphasis on technical writing.” Despite Hammond having to alternate offering these classes, Mrs. Jackson strongly believes the coupling of the two is crucial for students to succeed in a variety of subject areas. AP Research allows students to learn and incorporate college research skills into their work. AP Research also provides students with the opportunity to have published research papers before graduating high school. Mrs. Jackson was the faculty member who encouraged the addition of AP Research and chose teaching this course over other elective offerings
The addition of this class makes Hammond School a “Capstone School,” one of 2500 schools in the nation to provide students with the ability to graduate with an AP Capstone Research Diploma. This accreditation only furthers the opportunities at Hammond. The creation of this class is not only a testament to Mrs. Jackson’s love for learning and teaching, but also her commitment to providing students with research opportunities. Mrs. Jackson says, “since I began teaching at Hammond, I have been working on independent research opportunities with students, but this class allows me to work with students on a larger scale” and show” the benefits of an internal review board and learning how to eliminate bias.” Mrs. Jackson describes this class as a way to assist students in exploring more “complex ideas” and making them “more digestible to understand by teaching them in smaller parts.”
Current Hammond Junior, Emme Crosland, is taking AP Research class, where she has researched providing support for teenagers recovering from eating disorders. Crosland says she identified a “gap in anorexia research” and further, a lack of “apps for teenagers in ED recovery, and those specifically focusing on anorexia.” This encouraged Crosland to create “an app to prevent teens from going into ED relapse” that focuses on dealing with stress as opposed to logging meals. Annie Garside, another current Hammond junior, has pursued the idea of providing specific, tailored resources for teenagers reentering society after being sex trafficked. Garside first considered “sex trafficking within South Carolina or in the Midlands, but [she] eventually [arrived at] the idea of providing resources for psychiatrists treating victims of sex trafficking through the implementation of group therapy ”
In summary, Hammond offers ample opportunity for students to immerse themselves in subject areas advocated for by faculty members. Dr. Million, Mr. Layman, and Mrs. Jackson took on the opportunity to teach these students and strengthen existing relationships, and the new classes have been successful. All teachers have described the continued relationship with their students as nostalgic and beneficial, as they are already familiar with each students’ strengths and weaknesses. Dr. Million has a repeat of his Honors World History class excluding 2 students, creating a “full circle moment” with the class of 2025. Mr. Layman has taught all the students in his AP Computer Science A class before this and so has Mrs. Jackson. These new classes prove how students and teachers alike grow opportunities to share their enthusiasm for learning within Hammond’s community.
Top: Emme Crosland presenting her methods for her AP research topic to Mrs Jackson Bottom: AP Research students Illeana Lopez, Christina Rizos, Annie Garside, and Alex Ngo hard at work in the library Photo credit to Ali Dorrington
Impressed and Excited: New Upper School Faculty Members
by Alex Magargle
Dr. Amy Grant is our new Chemistry teacher, teaching all levels of chemistry from standard to AP. She attended the College of Charleston, then pharmacy school at MUSC. She has practiced as a pharmacist in several states, having many different pharmacy roles, as well as working in nuclear pharmacy. Later, she became the Associate Dean of Student Affairs and Diversity at USC. She has two kids that go to Hammond, one in the 5th grade and one in the 2nd grade. Dr. Grant claims that “Chemistry decided me.” Because of her past jobs, she has a great background in chemistry, however, she decided to move away from pharmacies and into teaching because of her kids. Their experience at Hammond impressed her, and combined with her love of the Hammond community, she wanted to teach here.
Dr. Grant, having worked with undergrads, noticed several things she sets out to change. First, she wants her students not to just understand the ‘what,’ but also the big picture. She also puts a great emphasis on critical thinking rather than just memorization. The most important thing to Dr. Grant, though, is curiosity. She wants people to be excited, passionate, and curious about science and chemistry. After only a little bit of time spent at Hammond, Dr. Grant has fallen in love with the students. She appreciates the curious questions in her classes and loves the wonder that Hammond students have for chemistry and science.
Although they may not all happen in her first year, Dr. Grant plans on doing more “flashy chemistry.” She wants to show her students the great things that can happen in chemistry and get people interested in knowing the why behind these stunts. She wants to bring excitement to Hammond chemistry, and she wants her students to be as engaged as possible. Dr. Grant, most importantly, doesn’t want people to be afraid of chemistry. She wants people to see the subject broken down into simple and easy steps that show anybody can be a chemist.
Mrs. Peebles is our new guidance counselor for the Upper School. Her mother was a school counselor, and this inspired her. She, like her mom, wants to see the positive change in Hammond students and wants to watch them grow. While studying at USC to become an attorney, she had a change of heart and instead got her master’s in school counseling. After several internships, she realized this was her true passion. After a call from Mrs. White, she fell in love with the school.
Dr Grant teaching her E period AP Chemistry Photo credit to Sentinel Staff Photographers
All new members of the Hammond faculty pose for picture together before the 2024-25 school year Photo credit to Hammond School (Instagram, @hammondschool)
As a counselor, her goal is just to support all the needs of Hammond students. This doesn’t just have to be negative, however. She also loves to hear about people's successes. Mrs. Peebles loves to meet new people. Her biggest goal is to help people become the best versions of themselves, and she wants to be a part of the community inside and outside of school hours.
Mrs. Peebles has been impressed with students’ desires to be the best versions of themselves and how Hammond students are happy to be at school. She appreciates the kindness and community especially. Mrs. Peebles’s favorite part as a counselor is when she hears about student success. Whether it be volleyball games, good test grades, or college acceptances, she loves to see Hammond students be successful and to hear about it.
One of the most important things to her is breaking down the stigma around mental health. Mrs. Peebles says that “Our mental health and our mental wellbeing is just as important as our physical wellbeing.” She wants people to feel comfortable talking about the situations they are in.
Whether someone is in the classroom or on the field, Mrs. Peebles says to do what makes you feel like you’re doing your best. If anyone needs help with a situation in their life, wants to be more aware of their mental health, or just wants a safe space to talk and hang out, Mrs. Peebles is extremely excited to see you and get to know all the Hammond students.
More accessible research in Hammond’s re-vamped PPSC program
by Parsa Adhami
What is PPSC? The Public Program and Social Change Program was founded over ten years ago by current Middle School head Lauren Riley. The program is a way for students to harness proficiency and passion to express care for their community. Tiffany Beaver, US/MS Librarian and faculty sponsor of the program commented, “I think PPSC is important for multiple reasons. It teaches students how to do an in-depth research project…Even more importantly than that is the subject matter that students dig into. Specifically focusing on things that are real and matter in the world, and how students can try to think about those things well and think about ways to change issues and problems.”
Ranti Olatosi ‘24 on stage during his PPSC presentation last year Photo credit to Hammond School (Instagram, @hammondschool)
Mrs. Peebles stands for a photo in front of Bark’s Hall. Photo credit to Julie Hudson
Initially, the program was an internship and volunteering focused, pushing for public involvement While public involvement is still a big part of today’s PPSC program, it is in the form of a ten-page research paper and an oral presentation on a public issue that a student wants to educate others about. So, this begs the question: What caused the program to develop into what we have today?
The PPSC program has seen many changes over time. The biggest reason for the changes are the faculty. The faculty that advise students in the PPSC program include Dr. Ruehlen, Dr. Million, Mrs Culler, and Mr Franke, as well as Dr Beaver These faculty are all strong researchers, and over some time the program started to reflect their strengths.
It’s not like the faculty slowly shifted the focus of the program just to make their job easier, it likely made their jobs harder, as the program holds a high standard for its projects. They supported the shift because colleges love to see people with research experience, and PPSC projects are a great way to show colleges how capable Hammond students are.
nything that a student is passionate about – it doesn’t have to be something academic, it could be social, it could be political – [the PPSC program] is an avenue for students to learn more about a topic that interests them, and share that knowledge, which is the goal of research and academics.” said Elizabeth Culler, Upper School History Teacher.
The final push that transitioned the PPSC into a fully research-based project was Covid. During Covid, internships were incredibly scarce, so students adapted by doing what they could do, that being research. The more research-based theme stuck and, along with the previously mentioned factors, turned the program into what it is today.
Coming into effect this year, one final change was made to the PPSC application process that follows the trend of focusing more on research. Two of the three requirements for a full PPSC project have already been mentioned: a tenpage research paper and an oral presentation of the research The third requirement was an interview, though this year a short research proposal paper has taken its place. When asked why, Upper School History and Government teacher Chris Ruehlen stated, “They really serve the same purpose. We just want an opportunity to learn a bit about the applicant’s interest, but some students got nervous and were afraid they might ‘fail’ the interview ”
“an avenue for students to learn more about a topic that interests them, and share that knowledge, which is the goal of research and academics.”
Upper School History Teacher Elizabeth Culler on what the PPSC program offers to students
The 8 members of the class of 2024 who presented PPSC presentations last spring This number has gone up to 12 in the class of 2025 Photo credit to Hammond School (Instagram, @hammondschool)
Each PPSC participant is assigned a faculty advisor to guide them with their projects, and the interview was a way to see which faculty member’s interest and expertise matched the participant’s the most. The interview was never a way to determine if someone was allowed to participate in the program or not. However, many students were clearly deterred by the interview, so a proposal paper was substituted to encourage more students to create their own PPSC projects. While PPSC projects are not presented until the second semester, Dr. Ruehlen has noted that there is an increase in how many students have applied this year compared to previous years.
But does it really matter if the program is more accessible? Well, here is senior Ali Dorrington’s opinion on the matter: “People can get more of their thoughts down on paper. I think it’s good that its being made more accessible, because that means that more kids can share their opinions on things that matter.”
SKYhawk Rumble: THE POWER OF QUANTUM COMPUTING
by Miguel Shim
In the ever-changing field of science, quantum computing stands out as one of the most ground-breaking advancements in recent history While this technology is still in the early stages, it has the potential to rewrite the power of computing, from cryptography to medicine. Moreover, it could solve problems that humans could not solve before because of previously limited computing power.
Suggested in 1959 by Richard Feynman, a Nobel-prize winning physicist, the concept of quantum computing uses quantum mechanics and the quantum mechanics phenomenon of superposition.
Essentially, superposition allows objects to remain in multiple states, holding multiple pieces information at the same time, until it is observed. A common analogy used to understand this concept is the wave-like nature of light. We can manipulate light to be very dim or bright, not just conventional 0 or 1 bits In quantum computing, qubits replace bits and can be manipulated to hold multiple pieces information between 0 and 1 rather than just 0 or 1. This allows quantum computers to be much more powerful than ordinary computers. To give an example of how powerful this can be, a theoretical 30-qubit computer would be comparable to the fastest of supercomputers that currently exist
There are many applications to this technology. For one, simulating how a drug will act will be much faster with quantum computers. There are infinitely many chemicals that could be made and so many that scientists could possibly use. Until now, scientists had to find drugs that worked for a specific disease by trial and error predicting the outcome of the drug was too much for the computers because of multitude of factors that went into the prediction. However, quantum computers would be able to accurately predict whether a drug works or not, increasing the efficiency of the search
Previously unsolved problems in math, such as the Ramsey number R(5,5), could potentially be solved by quantum computers. Classical computers struggle with these types of problems because of the sheer number of possibilities that need to be checked. However, quantum computers, using their ability to process multiple possibilities simultaneously, could speed up this process. By efficiently tackling these vast combinatorial problems, quantum computing holds the promise of providing breakthroughs in areas of mathematics that have been out of reach for decades. Quantum computing holds the potential to revolutionize numerous fields by solving problems that are out of reach for modern computers. By using the principles of quantum mechanics, quantum computing will open new possibilities for areas of sciences.
Skyhawks soar: athletic commitments abound this fall
by Sullivan Epps
Hard work and strength are values that Hammond extends to its students everyday not only in the classroom, but on the field as well. Such abilities are found in the hard work that players have put themselves through in order to play at the next level of sports. As shown by numerous students in the class of 2025, Hammond continues to be a center of excellence on the field. Players already committed to schools for sports include: Elle Brewer, Mike Tyler, Logan Rivers, and Immanuel Johnson
Elle Brewer, committed to Winthrop University for Division 1 soccer, highlighted her journey to becoming a next-level athlete. When asked what she considered her most important step in the process, she answered: “Just staying focused and playing my game.” By focusing on her individual ability rather than those around her, she has been able to improve on the field. Important values she utilizes on the field were translated from the class, as well: “Leadership. I took Dr. Turner’s leadership class which has helped me a lot.” During her time at Hammond, she has been able to translate experiences in class to her game in order to play at the next level.
Logan Rivers, also a soccer player, is taking her talents to American University. Not only has she worked towards refining her skills at Hammond, but she has also worked hard playing for/in numerous clubs and summer leagues in order to bring the best out of herself on the field. By improving her skills outside of just her spring season, she is able to shine in the Hammond soccer department. During her junior year, she was a nominee for the “Girls’ Midlands Spring Sport Athlete of the Week” in the State newspaper. Also, during this year, she scored 22 goals and 6 assists, playing a crucial role during the Hammond season.
LEFT: Logan Rivers ‘25 stands sporting an American University sweatshirt after committing there to play D1 soccer
Right: Elle Brewer ‘25 poses in Winthrop University gear in a post announcing her commitment to play D1 soccer there
Photo credit to Logan Rivers (Instagram, @logrivers) and Elle Brewer (Instagram, @ellebrewer21)
Defensive players hate to see Immanuel Johnson turn on the jets, which is why he is headed to play division 1 football at Dartmouth College. Manny doesn’t just produce highlights, though, he helps lead the team. Whether that be leading warmups or hyping the players up, Manny is a leader on the football field and a serves a crucial role in Hammond football. He shines also in the classroom, where he takes many advanced classes. By being both an athletic and academic powerhouse, Manny stands out as an extremely accomplished Skyhawk It is no doubt that Manny will excel at Dartmouth in both the Division one sports and ivy league classes.
Labeled by South Carolina Newspaper
“The State” as one of South Carolina’s top prospects, three-star tight end Micheal Tyler dominates the football field every Friday night. Every day at practice, Mike holds himself to a high and difficult standard. By the end of each game, blocking, catching, and playmaking all put Tyler into the recruiting spotlight. Tyler has worked hard at putting his name in the spotlight not only by working on the field, but also by visiting and speaking to numerous schools. Following numerous offers from major D1 schools, Tyler is committed to play football at LSU. There he will be greeted by over 100,000 screaming fans in Baton Rouge, a testimony to the dedication that he has put forth.
Although these Skyhawks are already committed to schools, there are many Hammond athletes who have offers to play to play in college and will commit soon. The Sentinel’s own Drew McCall committed to play lacrosse at Division 2 Anderson University this September. This all shows how our athletic department continues to produce and support athletes at Hammond school. Skyhawk coaching staffs are one of the greatest support networks for our athletes, establishing Hammond’s athletic department as a crucial part of the process of creating these star athletes. These student’s ability to step up to the next level demonstrates the hard work and dedication they have put forth both on the field and in the classroom. We are extremely proud of these Skyhawks for all they have accomplished and wish them the best at the collegiate level!
LEFT: ‘25 Mike Tyler’s commitment post announcing his decision to play tight end at D1 SEC powerhouse LSU Right: ‘25 Drew McCall’s commitment post announcing his decision to play lacrosse for D2 Anderson University Photo credit to Mike Tyler (Instagram, @m1ke t) and Drew McCall (Instagram, @drew mccall22)
Immanuel Johnson ‘25 announcing his commitment to play running back at D1 Ivy League Dartmouth College Photo credit to Immanuel Johnson (Instagram, @icy immanuel)
Culb fair brings new and exciting ways to get involved
by Alex Magargle
This year’s Club Fair featured some of the most organizations in Hammond’s history. There were many returning clubs, ones which Hammond students have known and loved for years, but also a whole host of new ones. Volleyball Club- Started by junior Zacharias “Zaki” Steinberg, the Volleyball club is a co-ed club aimed at giving anybody, regardless of skill, a chance to learn and play volleyball. The club will meet twice a month on Thursdays. Each meeting will have both lessons and games going on, so people can play or improve their skills. Zaki’s goal is to create a fun opportunity for people to learn and love volleyball while socializing with others who enjoy the sport
The Linus Club- Drew McCall and Hailey Inman (both class of 2025) have brought the national Project Linus Organization to Hammond. The Linus Club is a service group that will make blankets for schools, first responders, and anyone else who needs them. They make no-sew blankets by taking two sheets of fleece, cutting the corners, and knotting them together Whether you are a member or not, you are welcome to participate in their service days. The club plans on having two or three major service projects throughout the year, and the blankets made during those will be donated to the Columbia chapter of the Project Linus Organization.
Motorsports Fan Club- For fans of F1, NASCAR, or any other racing league, this club started by Sona Kuzari (class of 2027) is perfect. They enjoy talking about all motorsports, but mainly F1, and learning about the best drivers in each of the leagues They also discuss the origins of the leagues themselves If you are interested, the meetings are on Mondays in the physics room.
Politics and Ethics Literary SocietyFormerly Politics & Ethics and Book Club, they have now combined to form a new club, placing emphasis on reading about political and ethical problems of today. Immanuel Johnson (class of 2025), a leader in the club, wants to create a safe place for people to express their opinions freely. This club is a great way to get informed about the problems people face all around the world.
TOP: Students play and socialize during Volleyball club BOTTOM: Students stand holding a Linus Blanket they made during a service project Photo credit to Sentinel Staff Photographers and Hammond School (Instagram, @hammondschool)
The poster promoting the Politics and Ethics Literary Society during the club fair in September Photo credit to Sentinel Staff Photographers
Philosophy Club- Naturally led by the very philosophical Dr Million and Aspen Brooks (class of 2025), this club reads books or excerpts relating to philosophical ideas. Once a month, they meet outside of school to have discussions about assigned readings and people’s ideas. The club also looks forward to potential collaboration with the Politics and Ethics Literary Society Club.
Quiz Bowl- Although not a new club, the Quiz Bowl team has shifted their focus away from just the SCISA competition. The competition for SCISA is still very important, but throughout the year they will be hosting themed competitions. In these competitions, people can form groups of fellow students and answer trivia about a certain topic (movies, history, literature, etc.) The club meets on Thursdays in the physics room and will be announcing inter-school competitions soon.
DnD Club- If going on fantastic campaigns with fellow Hammond students interests you, then join Mason Currier (class of 2025) and the Dungeons and Dragons club. They use Roll20, a DnD website, to play the game. They meet after school on Thursdays to play.
Harmony in Care- Miguel Shim (class of 2027) aims to combine service with his love for music in the new club, Harmony in Care. The club practices music that they later play in nursing homes for the elderly. Although the club meets during the mornings on Thursdays, they will have several major performances outside of school, playing what they have practiced.
SKYHAWK RUMBLE: flatland cavalry’s “3 CAR GARAGE”
by Drew McCall
Flatland Cavalry’s “3 Car Garage” marks their newest release since last October’s “Wandering Star” album. The song pays homage to the bands origins as high school and college friends playing and songwriting for fun. The song follows Flatland’s trend of cool, nostalgic Americana songs by evoking personal memories, much like that of previous releases “Mountain Song” and “Mornings with You”. Namely, the chorus line: “Memories paint the walls, tell our story, a modest montage about you and me in our three car garage” makes me reminisce about simple yet beautiful friendships. The song continues with lyrics and images of a hodgepodge suburban garage band. Flatland’s pace and beautiful instrumentals draw in listeners through a sense of comfort. Personally, I love this new release, as well as the rest of Flatland’s music, because of its simple execution and homey tone. For any fans of Flatland Cavalry (before or after reading this) be on the lookout for a new album, “Flatland Forever”, to be released on November 8th.
The Hammond Quiz Bowl team after winning the 2024 SCISA regional competition Photo credit to Hammond School (Instagram, @hammondschool)
The cover art of Flatland Cavalry’s “3 Car Garage” Photo credit to Apple Music
Hammond Sentinel comic section
Top: “Kat’s fall”
By Sophia White
left: “Adventures of man man”
By Immanuel Johnson
bottom right: “starman”
By Sophia White
fALL 2024 EDITORIAL STAFF
dREW McCall
Isabella Aguilar
Editors in-chief
Ali dorrington
Graphics and Design Editor
Theodore lumpkin
cole glenn
Associate Editors
CARYN CRABB
TIFFANY BEAVER
Will garland
cissy pope
Faculty Sponsors
THE SENTINEL
THE STUDENT MAGAZINE OF HAMMOND SCHOOL
FALL 2024, EDITION V