The Centipede

The Centipede

September 1, 2007

Volume 50 Issue 7

Concord Academy Student Newspaper

Internet Privacy

by Julia Shea ’16

In this day and age, practically anything a person writes digitally will be read by someone else. Even if you own a “personal device,” your communications using the Internet are transparent.

In an effort to help individuals troubleshoot and to protect the community from potential network problems, CA’s IT Department collects Internet usage data (as does the administrator of any computer network).

And, in order to facilitate support for various online applications, school administrators have a view into all accounts associated with CAConnect, the school’s primary mode of communication.

Concord Academy depends on community members to adhere to Common Trust by using common sense on the Internet and

think they can look through your [Internet browsing] history.” Harry Breault ’16 said, “I think they can look through your hard drive.”

In reality, administrators cannot easily retrieve logs of browsing history or look through hard drives. However, access points, or as IT Services member Ivan Nieves described them, “the things with the two antennas,” are stationed every 20 to 30 feet on campus (and are also found in people’s homes). “Essentially, your computer talks to every single access point around it,” Nieves said. “Due to the nature of the Internet in general, there’s some pane somewhere that shows the connections to any resource. Whether you’re at home or on campus, you’re leaving behind a trail of your activity.”

Nieves continued, “This is how retailers

How and when is your Internet use being monitored?

Photo courtesy of Molly D’Arcy ’16 not sharing passwords. Since the IT department has limited resources, nobody is sitting around reading logs of information about use throughout the day. However, according to the Acceptable Use Policy for Technology Resources (AUP), “The school’s computer resources are managed by both Concord Academy staff and outside contractors.

Network and server activity logs (including information such as Web sites visited, email sent and received, and other items, which vary from time to time) are kept and reviewed by system administrators for maintenance and other purposes.”

Although the AUP is available in the CA Handbook, many students do not know exactly what school administrators can and cannot access. When asked, “What can the school see of a student’s Internet use?” Jolie Jaycobs ’16 answered, “I have no idea! I

target customers with specific items. Little clues, which are called cookies, are stored in your computer. And then your computer responds with advertisements… you’ve been here, you liked these jeans, so how about these boots on Amazon?”

Also, that my-computer-lost-my-homework excuse won’t work too well anymore, when you consider the ready availability of backup technologies and cloud-based editing (Google Drive, Evernote, Schoology, CA Connect etc.) Nieves speculated that a large portion of the problems students report relates to lost files. IT has an administratorlevel account that allows for quick access to all members’ online CA Connect accounts; their access is equal to that of the vendors of the applications themselves. While the tool is typically used as a troubleshooting continued on page 3...

Inside This Issue...

Page 1

May 6, 2014

’SUP: The Space Utilization Plan

by Bre Kelley ’16

It is no secret that Concord Academy is a bit “cozy.” The property we currently inhabit has been an ideal space for our tight community to function in since the early years of the school’s development.

However, CA has grown a lot over those years in more ways than one, and, as the school’s centennial celebration approaches, it is clear that CA’s campus is in need of a facelift in order to adapt to the changes that have shaped the CA we know today.

A team of about twenty people began meeting in May of 2013 to discuss the ways in which Concord Academy’s property can be improved for the future of the

added both a tremendous amount of muchneeded room for expansion for our athletic department as well as opened up a zoneof-opportunity where the old tennis courts are located behind Phelps House.

Now, attention is being turned towards the Main Campus departments. The group determined that the areas in dire need of rehabilitation are the library, outer-landscape, and Bradford House. Runners-up on the list are the ASL, science area, student center (or lack thereof), and PAC. Using this list, the team strategized about how to best remodel the existing space, and it came up with “SUP,” the Space Utilization Plan.

SUP phase one will go into effect as soon as possible. It will begin with the

Members of the CA community look at a map of SUP. Photo courtesy of www.dskap.com school. This team included at least one faculty member from each subject field and members of the admissions office and board of trustees, as well as David Rost, Jenny Chandler, Martha Kennedy, Don Kingman, and Eliza Thomas ’14 – the Dean of Students, Dean of Faculty, Librarian, Director of Operations and Student Head of School, respectively.

This team joined forces with two architects from Dewing Schmid Kearns, a company that has worked with other private schools in the area to create userfriendly spaces that enhance the schools’ existing properties. “The architects we worked with were amazing in helping us visualize the future of CA,” Thomas explained. “Instead of [just] taking notes on our concerns, they would draw blueprints of what they thought our new spaces could potentially look like. They worked so well together, and with them, we made a great team.”

The group met four times over the summer and since has held monthly meetings to pinpoint the areas on campus that are in most need of improvement.

Comparison charts of space-per-student and acreage of private schools in the area revealed that CA was on the lower end of the spectrum; although the goal is not to be at the top of the chart, changes need to be made to bring CA up to speed with the rest of the private schools in the area. The creation of the Moriarty Athletic Campus

reconstruction of Bradford. The house will receive a modern remodeling on the outer façade, and inside it will feature a new back door and open common room. It will open up to a pathway leading to the quad and will feature large windows facing the quad to bring the outside in. More student rooms will increase the student capacity of Bradford, and the house will feature one new faculty apartment.

Another aspect of phase one is remodeling the library. Currently, it functions as a space that has three different functions: a hallway, a quiet study space, and a group workspace. This phase will reconfigure the library to create more separation of quiet workspace and group workspace.

The hallway will be altered to make the library more of a destination rather than a traveling space.

Potentially, further in CA’s future, the science wing will be completely reconfigured to better the lab spaces and expand classroom setup, giving the large science department more wiggle-room.

It will feature a viewing deck so that the earth science and meteorology courses can incorporate more hands-on experiments.

The zone-of-opportunity will be converted into a black-box theatre space and student center for socialization and group collaboration. Overall, more projects are still in the preliminary phase as the SUP team continues its planning to strengthen and expand the CA community.

News

Page 2

Mapping Concord Artistically condense into the panel.

The mapping process was unique for

For the past few months, students from each student undertaking the project, and Concord Academy, Middlesex School, and the final results reflect that individuality.

Concord Carlisle High School have been “Creating collaborative art in a stochastic working on a massive collaborative art fashion, in which none of us can see the project to document how they see the town final project coming together or a unified of Concord. The map project, organized by end goal might produce some interesting, the Concord Arts Association, is the first-ever if disjointed, results,” commented Gabriel project to encourage these secondary school Strasburger ’16. Strasburger “slapped some students to reach through school rivalries to photos on the hodge-podged square” for his quadrant, working without knowing what celebrate their town.

In February, students from all three pieces around his square might look like.

Some schools particiw e r e pants e a c h believed given a the map quadrant projof a map ect was to work a very with and o p e n a wood one; othpanel ers comas their mented blank that they canvas. felt conSince fined by then, the surw i t h face they whatevw e r e er visual given to medium Members of the Concord community at the map exhibit.

Photo courtesy of Allison Fraske.

by Ali Zildjian ’15

they chose, students were asked to place the essence of their quadrant on a 16-inch square.

The goal was to either capture the feeling or the physical landmarks of their spot.

Hadleigh Nunes’15 explained, “[We] could either do a literal representation of that area or create an image or sculpture that evoked the feeling of that area.” In addition to being a reenactment of the Minutemen, Nunes’ depiction of her quadrant reflected her own memories of the place as well. Nunes said that her piece was an oil painting of Concord trees in winter as she had seen them while running in town with her team at CA. Students were also given the option to work as a team or on their own for the map project. Workshops were spread sporadically throughout the months they were working, with opportunities to meet with teachers to help with the pieces. The entire Visual Arts Department at CA became involved, as students were encouraged to fit their creativity into their quadrants, featuring sculpture, painting, drawing, photography, or any other visual art materials they could manage to

work on. “I’ve never had to do a project with these sorts of defined guidelines before, and it was a bit of a challenge for me personally,” Abigail Ory ’16, said. Ory’s final piece managed to incorporate film, with the help of an iPad mini and a creative construction to support it on the panel.

The final pieces were due when students returned from spring break, and the final exhibit opened on April 17th, combining the work from every participant. The final project interpreting the essence of the town of Concord is on show at Concord Art Association until May 18th. It will be the first time for many of the students involved to see their peers’ work alongside their own, as the different viewpoints, mediums, and talents integrate into a whole. Expectations for the cumulative exhibition vary: Ory said the display will be “rad,” whereas Strasburger said he believes it will seem “mismatched.”

Regardless of what happens, the exhibit will represent the coming together of three school communities, who share and experience the town of Concord together.

Junior Leadership Retreat

by Chris Pappey ’15 On a rainy Friday afternoon in late March, Concord Academy’s junior class piled into the “yellow limousines” to venture out to Prindle Pond, the site of the annual Junior Leadership Retreat.

This was the fourth year that the administration has organized this event. Its purpose is to better ready the junior class for stepping up as next year’s seniors in hopes that they will set a good example for the underclassmen to follow.

Prior to setting out, the junior class received an email from David Rost, Dean of Students, explaining what to bring and what not to bring. One aspect of the email that stuck out was that the members of the class were strongly encouraged not to bring phones.

In the email, Rost explained, “We want you to provide undivided attention to the group you are with and not be texting friends not on the retreat or using your smart phone to be surfing the net and checking email. The chaperones will have phones in case there is an emergency.”

Another important aspect of the retreat was the rooming. Instead of students picking their roommates, students were assigned rooms randomly (the only separation beinggender). This was to allow students the opportunity to talk to and bond with other students that they might not have talked to otherwise.

On that rainy afternoon, the buses pulled up to Prindle Pond and the experience began instantly. Students threw their suitcases and continued on page 5...

May 6, 2014

You’re FIRED!: Apprentice at CA

by Claire Phillips ’15 Concord Academy’s campus usually feels calm and laid-back; it becomes something entirely different while the students are playing Apprentice. Afternoons that used to be for hanging out with friends or doing work become the time when students try to “fire” their peers. These “firings,” which might more accurately be described as surprise attacks, are the disconcerting, hilarious, and infuriating moments that define this popular, school-wide game.

Participating students go about their lives normally during the school day, but the hours after school become a paranoid game of hide-and-seek.

Each player in the game Apprentice has just one objective: to “fire” a specific person.

The game starts when “The Boss,” also known as David Rost, Dean of Students, sends out individual emails to participating students with the names of their targets.

Each student-employee must fire his or her target within 72 hours to ensure continued employment. Additional rules make firings more difficult: you must fire your fellow employee within 72 hours, with at least one witness, without being fired yourself. If you fail in your mission, The Boss fires you.

While the game’s paranoia-inducing objectives have not changed much over the years, its name has. According to Dean of Students David Rost, the first incarnation of the game at CA was called Assassin. But, Rost explained, “Some people felt that at a time of war and escalating deaths by hand-

guns, it was promoting the wrong message.”

He said the terms used in the game seemed especially wrong “at a school that’s committed to such things as social justice.”

Rost added that it was History teacher and house parent Sally Zimmerli, along with the residents of Admadjaja House, who came up with the idea that instead of “shooting” their targets, participants should “fire” them.

The idea was based on Donald Trump’s hit TV show Apprentice. This new iteration of Assassin has rules nearly identical to the original; it is just a different context and delivery system.

It is this unchanging set of rules, as well as the encouragement of deception, that have defined the game for years. As The Boss explained in his first email, with a few exceptions, “all … forms of lying and deception are allowed and encouraged. After all, that’s how Corporate America works!”

Constant deception often causes hilarity as well as unusual and awkward situations, mad-dashes, and forced conversations.

Paolo Sanchez ’14 described his experience playing the game: “Well, before apprentice, I didn’t follow freshman boys. But then I learned that they like to hang out in the gym.” Nonetheless, the time he took to tail people was costly: “Apprentice ruined 3-10 p.m. during weekdays for me!” Though she didn’t play, Caroline Stotz ’15 still enjoyed the game, explaining that as an observer, “It’s really funny watching other people get fired! I like all the plotting that goes into it,” she said, laughing.

And now, gentle reader, you’re fired!

Le1f

by Emily Yeo ’17

“I’m a gay rapper,” Le1f told Interview Magazine. “I’m a black rapper, and a New York rapper. I don’t mind the press around openly queer musicians right now. I think it’s great that musicians in the gay community are finally getting some attention, but it needs to be understood that ‘Gay Rap’ is not a genre. The style of my music is not defined by who I am, just by what I make. Dark York is a mix tape with twenty-one songs.

Only five of them are about homosexuality.

Almost all of them are rap songs.”

Le1f (pronounced “Leaf”), whose real name is Khalif Diouf, graduated from Concord Academy in 2007. He is now a well-known rapper who has based himself in New York. In his teens, Le1f studied ballet and modern dance at CA before continuing to pursue them at Wesleyan University.

In addition to being a distinguished rapper, Le1f runs the hip-hop label Camp & Street. During his interview in Newsweek, he answered many questions about being an openly gay rapper – a title that can be hard to find in the music world. Because of his openness about his sexual orientation, Le1f has faced a barrage of challenges coming from both the press and his fans – all of which he has handled well.

In an interview with Newsweek, Le1f described how he prefers to look to the brighter side of confrontations and criticisms. “Just the fact that I have art that’s out there that people are paying attention to and enjoying is rewarding enough for me to not even be thinking about whatever else is going on,” he said.

During a separate interview with the Daily Beast, he talked about making what he called “activist” music. “I’m super con-

scious about making activist music—I feel like it’s not cool, especially right now,” he recounted. “It can be cool, but it has to be delivered properly; it still has to be a pop song. It’s hard to get people to listen to music that is outwardly preachy that way.”

Even though Le1f is open in his music about what he believes, he is aware that his message should be delivered slowly, with time for his fans and everyone else to absorb the message. He is also aware that rushing into such actions may not be smart at all.

Nevertheless, Le1f isn’t shying away from publicity or performances. “Thank you so much to @Letterman for inviting me to perform on his stage as a musician and not as a spectacle! That’s major,” Le1f shouted to the crowd when he performed on the Late Show with David Letterman. Le1f’s performance of “WUT” on Letterman marked the first time an openly gay rapper performed on a major network’s late night show..

On gawker.com, one of many different web sites that shared comments about Le1f’s performance, commenters seemed to have received the “activist” message that Le1f was going for. One of the people who shared comments wrote, “Yeah, representation in hip-hop being the way that it is, it matters. As long as there’s homophobia (particularly of the institutionalized variety), it matters. But what I like about Le1f is that it’s not the only thing that matters.”

While Le1f recognizes that his sexual orientation may matter to people, he knows that it isn’t the only thing that should matter about his performances. Another commenter wrote, “Letterman and his producers are winners.” Many people seemed to have taken in Le1f’s appearance in Letterman as revolutionary – which, in some respects, it was.

Features

May 6, 2014

Cartoon

Advice from Beyond: What CA Alums Say

by Teresa Dai’14

International Column: Thailand

by Bink Sitawarin’14

As many of you probably know already, Thailand is the “land of smiles,” famous for its beaches, temples, cuisines, exotic culture and arts, its extremely hot and humid climate, and the amazingly long names of Thai people (mine is relatively short). But, here, I would like to introduce you to some aspects of Thailand you may not know much about.

There are 14 million Thai students studying in Thailand from kindergarten to the Ph.D. level, both in public and in private schools. I used to be one of those students before coming to the States. I experienced a “unique” educational system based partly on the Eastern system, with hardly any resemblances to that of the Western world. Education in Thailand from its root to the fruit is constantly being judged in comparison to the educational systems of other Asian nations or Western countries. Most Thai people, if not all of them, consider our educational system as one of the biggest failures of our country.

Instead of moving forward, we keep stepping backward, they say.

As a student, I agree that there are errors and room for improvement in the Thai educational system. However, I do not agree with people who regard it as a national failure .

Although I have been in the U.S. for less than a year, I can easily spot major differences in Eastern and Western education. While I think that there are differences, one is not necessarily better than the other. And I say this because that is actually what I see, not because I wish to stay in the middle between two extreme arguments. But for now I will

point out one flaw in a Thai education: the quality of teachers in public schools.

Public schools in Thailand are not much different from those in the U.S.: up to fifty students stay in the same class for almost the whole day, with teachers coming in and out for each period. But teachers are not wellpaid in Thailand; therefore, not that many students choose education as their major in college. People who become teachers are those who have low GPAs and test scores; these people study education because they cannot apply to other, “better” schools. There are good teachers, who love and are dedicated to teaching, but the number of such teachers is going down the tube.

In my personal experience, I have studied with teachers who do not have a clear understanding of the subjects they teach, who never grade students’ work, or who have poor teaching and communication skills in general. No wonder well-to-do families send their kids to tutors, who teach extra classes after school. Tutoring has become a huge, rapidly growing, and trendy business in Thailand; looking around, one can easily spot tutoring centers in all major cities, especially in Bangkok. Because of tutoring’s higher pay, teachers who are good at teaching are leaking from public system to teach in these tutoring centers.

So how do we solve this problem? Why not raise teachers’ salary? We do have the money.

But we also have political conflict and corruption, which keeps pulling us backward.

So, from my point of view, these problems with education will not be solved - at least not in the near future.

Privacy ...continued from page 1 mechanism, Nieves said that if a cyberbullying case arises, the school is equipped to collect forensic evidence. “There are laws in place that mandate schools to follow protocols and do their due diligence to protect students,” Nieves said.

Assistant Head of School and Academic Dean John Drew said that cyberbullying cases are rare and that such problems “generally arise because someone doesn’t realize that what they’re posting is public.”

Anonymous postings and comments are forbidden by CA’s AUP. In the event that an illegitimate user accesses a person’s CAConnect account, Concord Academy is able to trace the location and eventually the specific device through data logs from administrative tools.

Only if someone voices a concern that his or her account has been compromised does the school investigate. By typing in the name of a CA student or faculty member on the administrator account, an IT staffer gets a

list of times and IP addresses that indicate the time and device with which a person opened specific applications.

On the other hand, CA provides every student and faculty member an Evernote account, into which the school has zero visibility. Evernote users can encrypt their data for further privacy, as well.

While some information is less susceptible to monitoring, Nieves advised that students use discretion online. “I’m a big fan of people always being careful and assuming that whatever they’re writing in a digital format will be read by somebody else. There’s no such thing as privacy,” Nieves said. Another IT Services member yelled from across the hallway, “I heard that!”

When I asked Nieves if he would like me to send him a draft of this article prior to publication, he jokingly responded—rest assured, CA would not read someone’s email without their knowing— “There’s no need. I’m sure I’ll be able to find it in your email.”

Page 3

1. How’s college life? What are you most involved in?

Jack Anderson (College of the Holy Cross): College life is awesome; there is so much freedom… [although] you have to manage your time really well. I am involved in a bunch of things at Holy Cross: I played goalie on the club soccer team, am a member of an all-guys a cappella group, The Sound of St. James, and [volunteer] at an after school program at a local elementary school for kids.

Yong Murray (Columbia University): I’m really enjoying college! The classes here are challenging but enjoyable, and I feel that CA prepared me well for the level of difficulty. I do a lot of music here – I’m currently in three chamber music groups, one of which performed in Carnegie Hall [a few] weeks ago.

Liz Gootkind (Williams College): College life is really fun actually. For [someone who was] a day student at CA, college seems like the idealized version of boarding... There is a lot more freedom to do what you want, but there is also a much smaller support system if you mess up. That sounds bad, but I guess a lot of times you have to find your own support systems... I would also say that the stereotype of finding your own space immediately is completely wrong. You’re going to mess up a lot, and you’re going to have to learn how to fix it yourself, but in a way that’s very exciting.

Gaurav Verma (Johns Hopkins University): I saw [JHU] as a well-balanced school, with strong academics in addition to a thriving athletic program and lots of extracurricular activities. I have been involved in Student Government as a freshman class senator, as well as with the Newsletter, our student newspaper. CA prepared me well for college, but it is different. At Hopkins there is no real hand-holding, and doing well is dependent on studying for exams on your own. There are resources available, but you have to take initiative.

2. Why did you choose this college, and has it met your expectations so far?

Amos Damroth (Sarah Lawrence College): I guess the official reasons I chose SLC were … the strength of the writing and film programs as well as the proximity to New York, but to be honest it just felt right. When I was visiting it felt like the only college that I looked at that wasn’t trying to market itself as an institution and more of a community of artists and academics.

friends are Computer Science majors, some of whom have founded a pretty successful business of their own, or worked full time in National Geographic or Dropbox.) That’s what makes things more competitive. Trying totally new things can get a whole lot harder.

At the end of the day, I didn’t really explore much into the “humanities side” [despite my expectations]. It seems I’m still discovering more and more of [Stanford]. “There’s more to do than can ever be done.”

3.What do you miss the most about CA? Adetola Sylvan (Brown University): Something I miss about CA is how close the whole community is. It was nice to be able to walk into the Stu-Fac and know everyone. But I appreciate being able to constantly meet new people here, and you can’t really have both situations.

Charlotte Weiner (Yale University): I really miss the teachers who I was able to get close with at CA. Although I’ve been able to get to know my professors through my Directed Studies sections this semester, it’s just not the same as at CA, where so many of the teachers care so deeply about us, not just academically, but as whole people.

Getting to really know teachers at CA, and feeling like I could go to them to talk… not just about class but life in general, not necessarily when I had a problem but I just wanted to talk, was pretty amazing. CA is just filled with these adults who will drop what they’re doing to help [students] and want to help us grow and succeed, and that’s incredibly special.

Creighton Foulkes (Bates College): I probably miss the great people of entrepreneurship club, and the champions of the men’s squash team and tennis team the most as well as a lot of the great teachers I had. (Also please wish Tariq a happy birthday because I miss CA squash.)

4. Do you have any advice for seniors?

Alyssa Taylor (Middlebury College): I would say that there isn’t just one perfect college out there. College campuses have so many different classes and opportunities that a diverse range of people can all find a niche at the same school. In terms of leaving CA, don’t get too caught up in thinking about next year. Freshmen year of college year will come (and go) faster than you think. Just appreciate your friends and the CA community in these last few weeks.

Hannah Oettgen (Wellesley College): I loved the last few weeks of senior year so definitely to try to enjoy it and not worry about graduation and everything.

Sarah Eberth (Case Western Reserve University): I chose Case because it offers both dance and engineering opportunities and I wanted a medium sized school. It has met my expectations, except one disappointment, the teachers, but a large part of that is due to how amazing the teachers at CA are and how close we get to them… [At] college it’s not the same mainly because most of my classes are large lectures.

Regina Coyle (Barnard College): The only thing I can really suggest for students heading off to college is that if you’re going to the same school (or school in the same area) as someone else from CA, really try and keep that connection— even if you weren’t that close in high school. It’s nice to have an ally the first couple of weeks of college— and you never know, you could become really good friends!

George Supaniratisai (Stanford University): Most people might think [Stanford] fits those people who consider [themselves] “techy” but also kind of interested in the humanities side or some business and social science. (I thought so, that’s why I picked Stanford.) When I first came to Stanford, it [felt] like [they had] chosen a bunch of people… with some kind of talent. (My

Tyler Rost (University of North Carolina at Wilmington): When looking for a college, look for a school you can see yourself at for 4 years. Don’t look with the assumption that you can just transfer out if things go bad. Also, don’t worry. You’ll find the right school for you. I didn’t get into my first choice and I’m happy as ever at the W. It all works out.

Arts

Page 4

Movie Review: Noah

by Carter Kratkiewicz ’16

I went into Noah with high expectations, despite friends’ negative reviews.

The trailer made it look like every other big blockbuster movie, with awe-inspiring bird’s-eye-view shots with amazing special effects. Unfortunately, movies with special effects of this quality and magnitude are usually so artistically censored that they have no soul. There are also usually some cheesy lines about not giving up, which doesn’t help.

interpretation of the story of Noah’s Ark. Be warned, however, that he does make some unexpected and interesting additions to the tale. In other words, do not watch this film if you are looking for the exact biblical story.

It feels as if someone who is not religious made the movie, although the film has some messages about the environment and human nature embedded in it. Some people have actually spoken out against the movie for using the story of Noah to promote a message about the environment. How dare it.

The cast is yet another star-studded one, including Russell Crowe, Jennifer Connelly, Ray Winstone, Anthony Hopkins, Logan Lerman, and the amazing Emma Watson, whom I saw for the first time as someone

May 6, 2014

Stuff I’ve Been Reading

by Nick Hiebert NOTE TO THE READER: My Creative Nonfiction students and I have been talking about structure lately, so for this article I thought I’d experiment with a format involving books and numbers. What follows is something like what The Boston Globe’s “Arts” section calls “Go figure” and Sports Illustrated calls “By the numbers” and Harper’s calls “Harper’s Index.” So for purposes of both homage and distinction, let’s call this version “Go figure this index of the numbers.”

GO FIGURE THIS INDEX OF THE NUMBERS: Chimamanda Ngozi Adichie 2: books by Chimamanda Ngozi Adichie that I’ve read recently: Purple Hibiscus (her first, published in 2003) and Americanah (her fourth, published in 2013).

307: pages in Purple Hibiscus, which follows fifteen year-old Kambili as she narrates and navigates her economically privileged and deeply religious Nigerian home in a country beginning to fall apart under a military coup.

Scene from the movie Noah.

Photo courtesy of www.tothecore.com What kept my expectations for this movie high was the director behind it, Darren Aronofsky. Aronofsky has directed Requiem for a Dream, Black Swan, and The Wrestler, to name a few. Known for setting trends and not following conventional film norms, he wrote and directed this film as usual. I had faith that he would stick to his artistic vision, instead of selling out (compromising the quality of a film for a commercial audience). After watching the movie, I know Aronofsky came through.

While this film is absolutely stunning visually, it is also amazing content-wise.

Noah is by all means a blockbuster, with a budget of 125 million dollars and generating 247 million dollars in revenue worldwide, but it shows that not all blockbusters have to repeat the same clichés over and over again. There are moments in Noah where you see the opportunity for a cliché, but the cliché just doesn’t materialize. It’s sad how rare it is to see such a change in this pattern, demonstrating how similar most blockbusters are.

I don’t feel a plot summary is necessary for this movie—it is Darren Aronofsky’s

other than Hermione. The acting in Noah was phenomenal. The cast skillfully carried the movie into very uncomfortable territory for a good portion of the movie. I have seen every one of the actors and actresses in a movie before Noah, and none of their previous personas appeared in this movie—they completely transformed themselves and fully embodied their characters in Noah.

I hope that producers continue to make films like The Lego Movie and Noah so that people don’t have to choose between quality content and the perks of big budget movies. You may have heard from a friend or an acquaintance that this movie wasn’t up to par. But do keep in mind that there are some religious viewers who think the film was made for religious purposes and are displeased with the liberties that Aronofsky took with the story. Either that, or your friend just didn’t like the film; for some reason, audiences are having more mixed feelings about it than critics. Anyway, I highly recommend that you see this film.

The acting, visuals, and creativity will blow you away.

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and Ifemelu’s blog posts – which Adichie interpolates throughout the novel – are especially well-tuned and provocative.

22: pages of Americanah whose corners I folded down because there was something on the page – a sentence, an idea, a phrase – that I wanted to return to and reread and rethink about and basically never forget. When I place my paperback copy of the novel down on a flat surface, the top right corner curves up like a ski jump. Here’s one of the first sentences that induced corner folding: “It brought to him a disorienting strangeness, because his mind had not changed at the same pace as his life, and he felt a hollow space between himself and the person he was supposed to be.” (!)

93: copies of Americanah in The Minuteman Library Network (both hardcover and paperback).

As of this writing, there are 167 holds on these books. I have no idea what these numbers mean in a larger context. But those seem like big numbers, no?

0: current holds on Purple Hibiscus in The Minuteman Library Network. I don’t 588: pages in Chimamanda Adichie. Photo couretsy of know whether to Americanah – www.interviewmagazine.com be frustrated by which is set in the this information (“Why aren’t people linUnited States, England, and Nigeria – and ing up to read this book?!”) or cheered by it explores the conundrums of race, gender, and (“Everyone already read it!”). privilege that arise from toggling between cultures. More specifically: the novel follows Ifemelu and Obinze, two young lovers and soul mates, who leave Nigeria (and one another) and then find their way back. This is the best book I have read in a very long time.

26, 36: ages of Adichie, respectively, when Purple Hibiscus (2003) and Americanah (2013) were published. Half a Yellow Sun (her second novel) was published in 2006.

That Thing Around Your Neck (a collection of short stories) came out in 2009. If all of this makes your head spin, please know that it also makes my head spin.

6,727,401: total views – as of this writing – for “The danger of a single story,” Adichie’s famous TED Talk in which she “tells the story of how she found her authentic cultural voice – and warns that if we hear only a single story about another person or country, we risk critical misunderstanding.” (Because so many schools share this brilliant lecture with their students, I suspect that the actual number of folks who have viewed this talk is much higher.)

54: seconds of “We should all be feminists” – Adichie’s other brilliant TED Talk (909,332 views via YouTube as of this writing) – sampled on Beyoncé’s “Flawless” (which itself, along with Beyoncé’s entire new album (about which our own Molly D’Arcy wrote so thoughtfully a few issues back), was listened to so many times that you’ll hear people say that all of this listening/downloading “broke the internet”).

368: page in Americanah where Adichie mentions Beyoncé. The Beyoncé name check shows up in one of Ifemelu’s blog posts entitled “A Michelle Obama Shout-Out Plus Hair as Race Metaphor.” The writing everywhere in Americanah is lucid and luminous,

15: emails I have sent from my CA Gmail account since beginning Purple Hibiscus that include at least one reference to Adichie. A high percentage of these emails include a link to a recent, hour-plus conversation between Adichie and Zadie Smith at the Schomberg Center for Research in Black Culture that I sent along to people in emails hyperbolically (and actually) titled “SOUL GROWTH!” and “TRUTH!” 1: line from Zadie Smith in the aforementioned interview with Adichie at the Schomberg Center that has really helped me to articulate the feeling I have while reading Adichie’s prose: “I genuinely feel these people are real; I’m entirely involved in their lives to the point of being neglectful of my own life . . . it feels like there’s nothing in between the reader and these people.”

9: other books, along with Americanah, named to The New York Times Book Review’s “The 10 Best Books of 2013” list. I’ve always thought this number is a bit misleading with respect to how impressive being included on the list actually is, because the list typically includes five pieces of fiction and five pieces of nonfiction. In addition to being named one of the five best pieces of fiction last year, Americanah recently won the National Book Critics Circle Award for fiction, which is kind of a big deal.

60637: postal code for The Seminary Co-op Bookstore (to my mind, the best bookstore in Chicago), where I purchased the newly released paperback version of Americanah while I was home in Chicagoland over our spring vacation. Incidentally, the bookstore overlooks Frank Lloyd Wright’s Robie House, which is kind of a big (architectural) deal. But I think Adichie’s book is a bigger deal.

May 6, 2014

Arts, News, Opinions

Dance Company Show: of the performance and incorporate them into dance attire.

You might have been surprised to catch Dance Company members said that Science Teacher John Pickle climbing the they feel fortunate to collaborate with such Student Health and Athletic Center (SHAC) a diverse and talented group of people in steps to the second floor, slipping his sturdy developing their show. The partnership shoes off his feet, and entering the dance between these professionals and dance studio each Monday at 5 p.m. this semester. company members has made for a tremenAlthough at first you might have assumed dously successful artistic experience. For that he was fixing or measuring something, example, Pickle has brought forth his extenPickle was actually there as an instrumental sive knowledge about the ocean and its wave collaborator for Dance Company in their patterns, and Bull has used his expertise to creation of their multifaceted show that depict the movements Pickle has described premieres on Thursday, May 1 in the Dance on film. This sort of collaboration has also Studio been critical in designing projection art and

In addition to Pickle, Film Teacher Justin experimenting with lighting patterns.

Bull and Technical Director Ian Hannan have Dance Company members have also been also been major contributors of inspiration expanding their knowledge of the time period and art, of the c o n perforstructmance ing the ( t h e set and 1920s scenery a n d for the 30s), elaboworkr a t e ing to producachieve tion of the inT h e tended Invenmood tion of o f Morel. gradual Also, disintestudent gration. musiThey Dance Company members rehearse. cians b egan Photo courtesy of Molly D’Arcy ’16 Abigail their reOry ’16 search and Bryan Gallagher ’14 have offered their by watching Decasia, a movie that explores talents in the form of live music to comple- the theme of decay, and the way in which ment the performance, evoking a ghostlike it affects film in the form of contact sheets. tone, adding to the wispy atmosphere danc- Company members then discussed the exers have strived to create. Dance instructor ploratory film, focusing on the qualities that Richard Colton and the student dancers of resonated with them the most. They then the Company pride themselves on their re- translated these ideas to form the movement sourcefulness in drawing from such a wide basis of their show. range of sources in the CA community.

Members of the company also read The Colton has also called upon local profession- Invention of Morel, by Adolfo Bioy Casares, als to help with various aspects of this year’s a novella that calls into question the concept production. At the beginning of the second of reality and existence. Dance Company semester, dancers began to work closely with has since turned to a more visually-oriented Jared Green, professor of critical thinking at study of striking images from the time period Stonehill College and house parent at CA, during which The Invention of Morel took to create not just a movement-based, but place (the late 20’s, early 30’s according to also an intellectually-rooted understanding what Dance Company members have deof the material. Costume director Penney duced). This material has included work by Pinette, an accomplished costume producer photographers such as Richard Avedon, who and lecturer on costume production at Boston he strived to recreate women in poses similar University, has also been working with the continued on page 7...

CA Dance Company to capture the themes

by Reilly Loynd ’15

Leadership Retreat ...continued from page 2 in a meeting room for a speaker named Mike Weber, from Southwestern Consulting, to talk to them about what it meant to be a leader.

Weber placed a big emphasis on leading by acting, not by talking. He wanted students to know that if you want to have others act a certain way, you must act that way too. One part of his presentation that stuck with people was when he talked about how to have the greatest dance the school has ever seen. He said that when someone asked you if you are going to the dance, if you reply by saying, “Yeah, everyone’s going!” the dance would be a huge hit.

Following the presentation, dinner was served in the dining hall, and students were once again asked to sit with others whom they wouldn’t normally talk to.

After dinner, the students participated in a team-building exercise that encouraged them to work together to find the best solution to a problem.

The following day was almost entirely designated for group discussions. Periodically, throughout the day, the juniors broke into three groups to discuss themes and topics they want to address for next year. One popular theme that emerged was a way to battle February. Almost all the juniors agreed that something had to be done about this dreary month. The juniors also discussed school spirit and how it can be improved. They believed that the solution was getting more fans over to the AC for some big games. The idea behind this was that it gave juniors the opportunity to choose how they want to be remembered after they graduate.

Near the end of the retreat, juniors chose out of a hat the dates when they will pick their chapel dates, an event that caused anxiety in everyone; no one wanted to be the last one to pick.

The Junior Leadership Retreat helps rising seniors take on the roll of being leaders in the school. Not only did students learn a lot, but they also had fun doing it.

Page 5

Dress Code

by Kathleen Melendy ’14 Spring weather is coming! What does that mean? For one, a new round of debates over Concord Academy’s dress code. And when we say dress code, we really mean the policing of girl’s clothing. In this article, I want to address two issues: 1) why people comment on or scold girls for their clothing, and 2) how this is harmful. As I write this, I want you to know that this piece is written from a cisgender position of privilege, so when I refer to “girls,” I know this is a narrow term, and I’m referring to female-identifying or feminine-dressing students.

Don’t get me wrong; I do believe the adult members of the CA community mean well, I truly do. But I also think they have oversimplified the issue and assumed that these “risqué” dressers have not carefully thought out the reasoning behind their fashion choices.

A common catchphrase thrown around in the dress code debate is that “scantily-clad girls distract others.” Who are these others?

Well, it depends on whom you ask. Let’s say our clothing distracts the boys, which is the go-to reason for schools banning specific articles of clothing (recently in the news it’s been leggings). Telling girls their (lack of) clothing is distracting is essentially saying their bodies are distracting. This debate isn’t even about clothing really: it’s about the female body. When you say girls’ bodies are distracting, you are saying that girls must be responsible for the way their bodies are perceived because boys can’t control their wild animal urges. I was getting coffee at Main Street with a friend when an older man

in the corner said to her, “Isn’t it a little cold for shorts? I mean, I like it, but….” We both fell silent and shocked, looking away and leaving the café as soon as the cashier gave us our change.

Girls are told they must guard their virginities with a strict moral compass because boys want sex all the time, no matter the circumstance, no matter the repercussions. Most women are told they can’t go out alone, or in the dark, or to certain places because it’s our job to protect ourselves. In all of these cases, it is not these girls who are at fault, but still the girls who are tasked with the responsibility to prevent the harm inevitably coming their way. This is why, after a woman is attacked, she is blamed: what was she wearing?, why was she there in the first place?, was she drinking? Rather than lump all responsibility on the shoulders of women and girls, what we should really be doing is holding men and boys and our greater communities accountable for this compulsive objectification of women. We should be engaging them in these difficult conversations, rather than assume this objectification problem will go away if girls just dress differently. That being said, girls’ decisions about clothing, or anything for that matter, should not be policed for the sake of the boys. Telling girls to cover up because they are distracting the boys values the boys’ opinions and feelings over those of the girls.

I know this is not the message CA wants to send.

Now let’s say it’s the teachers we are distracting. Why? Well I would guess it’s continued on page 7...

CA Theater Teachers Directing Professionally

by Somerset Gall ’16 Most of the Concord Academy community knows David Gammons and Megan Gleeson as two of the masterminds behind the brilliant mainstage performances we are treated to each year. In addition to teaching at CA, however, both Gammons and Gleeson direct plays professionally.

This past year, the two theater teachers drew the curtain on particularly notable works, Gammons with The Whale in its New England premier and Gleeson with Absence in its world premier. The development of the plays took years of dedication.

Explaining her first encounter with Absence, Gleeson said, “I came in contact with Absence at a reading, three years ago.

The process [for a production] takes time: fine-tuning the plot, the language, and the characters so as to support the overarching message.”

Absence tells the story of a woman and her family’s struggle with her Alzheimer’s disease. Gleeson said that on a larger scale, “the play is about letting go; about asking the nature of identity.” In addition, the play also explores the concept of “what happens when your physical body is present, but your mind is gone.” Expressing these messages takes time, care and patience, according to Gleeson.

Gleeson’s efforts helped Absence gain nominations for two major awards, the Elliott Norton Award for best script and one from the Kennedy Center for playwriting.

Gammons revealed similar ideas about process when speaking of his production, The Whale. Performed with The Speakeasy

Stage Company, a professional group in Boston, The Whale tells the story of Charlie, a morbidly obese man who is homebound and deathly ill. The play focuses on the last week of Charlie’s life as he reconnects with his estranged wife and daughter. Gammons spoke of the joy that comes with unraveling an intricate text. He said, “My favorite thing about directing are the moments where a play breaks open and you discover what the play means to you.”

Both Gleeson and Gammons find that their love for directing helps shape their teaching. “Working with different kinds of actors in different kinds of settings inspires me in different kinds of ways,” Gammons said. For Gleeson, professional directing complements her directing of CA productions. She said that she has learned “what are the best questions to ask all actors” when approaching new works.

Although her two jobs complement each other, Gleeson affirmed that there are certainly differences between working with students and professional actors. “Actors that you work with are older and have different life experiences; many have been doing this for a long time, which can be exciting in its own right,” Gleeson said. “Work with young students—there is so much possibility and excitement and ability to continue to learn and to grow.”

Gleeson and Gammons carry this vibrant outlook and passion to their work, both inside and outside of Concord Academy. Theater, Gleeson said, is “a wonderful opportunity to grow and hopefully to help others grow as artists.” CA students and faculty are constantly inspired and amazed by their thoughtprovoking and highly successful shows.

Sports and Arts

Page 6

New Faces on Varsity Teams

me a much better player.

There are, however, some tough aspects

At an early lacrosse practice I stood wait- to being a freshman on a varsity team. My ing, wondering who the kids were. I had seen teammates have been older, bigger, and more most of their faces around campus, but now experienced, so as a freshman on a highly they were my teammates. They all seemed to competitive team, I have been less likely tower above me with their strength and ath- to see playing time than the older athletes. letic prowess, and I thought it would be hard Also, I have realized that my place on the being one of the few freshmen on the team. team has changed since middle school; I am My impression no longer the top was, “Wow, I dog, but instead am going to be at the bottom of lonely this entire the ladder. But season.” the upperclass My inimen have made tial assessment me feel comfortcouldn’t have able on the team been more regardless of the wrong. As it age difference. turned out, be Cross ing on a varsity Country this fall team has been an was one of the extremely fulfillmost enjoyable ing experience. I experiences I’ve have developed had, even though friendships with I was not one of upperclassmen, the best on the which might not team. The Ski have happened if Team introduced I did not play a me to friends and varsity sport, and coaches with a the competition mutual passion is more competifor skiing. It had tive, which has a relaxed yet pushed my skills competitive feel, Ben Miller ’14 leading Joey Sarno ’17. Photo to the next level. and I looked forcourtesy of CA Athletics.

In all three ward to practicing of the sports that I’ve played this year, there and racing at Nashoba and Wachusett durhas always been at least one person I looked ing the week. Lacrosse this spring has been up to - typically, a senior or junior, whom competitive with a lot of good players, and I asked what I needed to do to improve, likewise, my game is improving because of someone I could emulate on and off the field. it.

These encouragements from the upperclass- Playing a varsity sport at Concord, men have kept me and everyone else going even as a freshman, involves being a good through hard practices and tough days; they teammate, competing at a higher level, and have become friends who also give advice. developing skills faster. More students, even The coaches also have helped me develop my freshmen, should try out for a varsity sport skills and demanded more from me than if at CA, because it is such a rewarding experiI had been on JV; playing varsity has made ence.

by Joey Sarno ’17

Super Short Spring

by Mahfuj Hussain’ 15 Of the three sports seasons here at Concord Academy, the spring season is by far the shortest. Outdoor practices begin after spring break ends, and the season ends midway through May, giving teams a bit under two months for practices and games. Is this enough time for athletes to get back into the groove and win their games? Are the two months substantial enough, especially given the hectic nature of end-of-the-year activities and events?

When asked about her opinion regarding the brevity of spring athletics, Kim Frederick, history teacher and Ultimate Frisbee coach, said, “Would we be able to do more in terms of skill development and strategy work?

Yep. But what are we going to do? As with everything in life, we do our best. Happily it is a joyous season--getting outside after the winter is amazing. So, maybe the brevity of it contributes to the joy: if it were long we might not appreciate it so much. Every moment that you get to be outside playing Ultimate in the spring is a great moment.

There is no great competitive disadvantage because everyone else has a short season, too.”

L acrosse player Jasper Beever ’15 agreed that there isn’t really any disadvantage in terms of readiness for games, but he still would prefer a longer season. One of

Beever’s concerns is the lack of home games.

“Boys lacrosse doesn’t have enough home games, and, if the season were longer, we could fit more of them into the schedule,” he said. Beever continued by touching on the importance of team bonding, saying, “It’s hard to find time to do the team bonding events during the season when we’re busy fitting in a lot of work into only two months.”

Team bonding is important, and maybe the short season also robs athletes of strong team relationships off the field.

Yet for some, this shortness goes unnoticed. It is true that the spring sports teams are still held to playing almost as many games as teams during other seasons, so a lot is going on in the two months. Softball player, Jaime Greenwood ’15, said, “I think it’s fine because to me [the spring season] doesn’t feel very short. We get a lot of games in a small amount of time, so it feels longer because it’s so jam-packed.” Paolo Sanchez ’14, frisbee player, agreed that the season is jam-packed. He also thought that it made it seem even shorter saying, “The end of the year culminates, wrapping everything up.

Between tests, quizzes, and deadlines piling up during the spring season, I just feel this sensation of rush. And that rush definitely transfers into the Ultimate season.”

So, although there are various opinions about the length of the spring season, students are happy to be back to outdoor practices, after this long winter.

May 6, 2014

Sailing Against the Wind

by Noah Kelleher ’15

In the spring of 2013, the members of the Concord Academy Sailing Team received bad news: they had nowhere to sail. The team had been sailing on the Charles River at Community Boating in Boston for many years.

Unfortunately, Community Boating changed their high school sailing program from their focus on racing to an instructional focus. So, many high schools, including CA, were forced to search for another sailing venue for highschool competitions. Both Jenny Brennan, director of athletics, and Beth Smith, sailing coach, worked hard to find a way to keep the team alive for the 2013 season, but time was very limited and their search was unsuccessful.

Brennan and Smith continued to look for a way to resurrect the team for the spring 2014 season, but the search did not get any easier.

When spring sports began, the fate of the team was still up in the air. All of the sailing team members joined other spring sports teams, and with each day without news, hope began to dwindle. However, when classes resumed after March break, Brennan confirmed that the team would return.

The CA sailing team now sails out of Courageous Sailing in the Boston Harbor.

Across the water, the team can see the TD Garden and the Moakley Courthouse, the location of CA’s formal.

So far this season, the team has been sailing Rhodes 19s, a nineteen-foot boat that requires two or three sailors in each boat. However, the team will also sail C420s which requires two sailors in each boat. The fourteen-foot C420 is very popular in high school and collegiate sailing programs. CA’s sailing team will primarily use the C420s for team racing, a type of sailboat racing that the team has not participated in until now.

Team racing is a type of race in which three boats (six sailors) from one team race against three boats from the other team. In team racing, the individual placing of each boat is not important; the winning team is determined by the cumulative score of its

three boats. Each boat is given a point value corresponding to its place. For example, a second place finish earns two points while a third place finish would earn three. It’s like golf; the lower score wins. So, CA could win the race if the cumulative score was lower, even if the other team had a sailor who places in first.

The other type of sailboat racing is fleet racing. In this manner of competition, only the individual score counts. Fleet racing forces teammates to compete against one another.

On the other hand, team racing forces teams to work together and sacrifice their individual placing for the good of the team.

The team spent the first week of their season getting acquainted with the new commute, venue, and boats. The next week, the team set the tone for a very successful season. On April 11th, CA’s sailing team-members raced five boats in a fleet-race competition that also included four boats from Boston Latin School and four boats from Natick High School. Out of the thirteen total boats in the fleet, CA took 1st, 2nd, 5th, 6th, and 7th. The success of the team has certainly added some extra excitement to its revival. Max Jrolf ’15, a member of the team who also sailed on the team during its successful 2012 season, said, “I’m amped to have sailing back because we always win and winning is fun!”

But the team enjoys sailing at CA for many more reasons. Austen Sharpe ’14, a senior captain, said, “There is no better way to de-stress than to leave school for a few hours and to spend some time in Boston Bay. For those few hours you forget everything except your boat and the direction of the wind. It’s great.”

The team as a whole has enjoyed the season so far, is excited for the rest of it, and is happy that CA sailing has returned. Olga Olgs ’17 nicely summarized the team’s gratitude at being back. “Sailing is awesome,” she explained. “And it’s really nice to have it back at CA after a bunch of nerve-wracking months of waiting. Thank you to the athletic department for supporting our love for the sport.”

Although the CA sailing program was forced to take a year off, it has come back to life and is continuing on as if nothing has changed.

The Kite Runner

by Shannon Sun ’17

On one of those balmy, damp mornings of early spring, I began Khaled Hosseini’s The Kite Runner, a story that follows twelve-year-old Amir on his journey in Kabul, Afghanistan. Perhaps I was curious about the exotic setting, or perhaps I was intrigued by the imaginative title; I began reading the novel, expecting to find a delightful and almost simplistic tale of an Afghan boy’s childhood. Soon, however, I realized that the story’s heavy atmosphere was not at all the lighthearted tone I had anticipated.

Employing beautiful and descriptive language, the author tells a heartbreaking tale of regret, reward, and redemption. As The New York Times noted, “This powerful first novel, by an Afghan physician now living in California, tells a story of fierce cruelty and fierce yet redeeming love…

Khaled Hosseini gives us a vivid and engaging story that reminds us how long his people have been struggling to triumph over the forces of violence – forces that continue to threaten them even today.”

The Kite Runner begins with a description of a shameful childhood incident that will eventually change Amir’s life. In 1975, Amir attends the annual kite running tournament in Kabul with his servant, Hassan, where he encounters bullies. A loyal friend and servant to Amir, Hassan, protects the

young boy but becomes a victim of brutality in the process. Amir witnesses all the violence and humiliation but hides himself in a corner and does not defend Hassan.

After that day, Amir is haunted by a shadow of shame and guilt, as he is constantly reminded of his cowardice whenever he sees Hassan. Unable to endure the pangs of conscience, Amir orchestrates his father’s dismissal of Hassan. Even then, Amir suffers from agonizing guilt.

Years pass and Amir becomes a successful writer. He moves to California, where he learns that the Taliban has murdered Hassan and his wife, leaving behind Hassan’s son, Sohrab. Amir realizes that by saving Hassan’s son, he could atone for his childhood guilt, expiate his sins and redeem himself.

Immediately, he flies back to Kabul, only to learn that Sohrab had become enslaved by none other than Amir’s childhood bully, now a powerful Taliban official.

The novel adopts an even darker tone when Amir finds his homeland suffering under the tyranny of the Taliban. Amir realizes that he must engage himself in a physical battle and defeat his old nemesis in order to save Sohrab. Ultimately, Amir successfully rescues Sohrab; courage and determination finally take the place of shame and remorse in Amir’s mind and actions. continued on page 7...

Opinions and Arts

May 6, 2014

Dress Code

...continued from page 4

because, as a society, we tend to think skin equals sex. And there is no doubt in my mind that many people, especially older people, fear teenage sexuality. Perhaps the teachers are concerned that current fashions indicate a lack of self-respect among CA girls. But, why do we assume that? Why can’t exposing skin simply show pride in one’s body? Why can’t it just be empowering? On the other hand, why does a revealing outfit have to be about sex at all? Perhaps she just likes that outfit for the outfit itself, not because she’s trying to look sexy. And the biggest question here is why can’t both of these reasons be a possibility? Some girls may dress to feel sexy while some dress for style. Why can’t these two options, dressing to be sexy, or not, coexist?

We are smart. We know the world is dangerous, and we know what we wear often holds gendered, unfair connotations. But we also know that wearing a parka will no sooner stop catcalling, groping, or assault, than a mini skirt will spark it. We know that a conservative outfit at school will no sooner stop objectification than a low-cut shirt will.

Simply by being female, we are tasked with this double standard. We might as well dress our bodies the way we see fit.

I believe some of the adult community members are missing this key piece of understanding: On any given day, I’m choosing to wear a certain outfit, knowing the cultural connotations, deciding it makes me feel good anyway, and therefore exercising agency over my body—the agency that is so often stripped from me.

This is the danger of dress code and clothing policing: scolding us for our clothing choices actually takes away our agency, causes us to feel ashamed of our bodies, and encourages boys to characterize us by our clothing. In other words, when you say, “That dress is inappropriate,” boys are more likely to see the girl wearing that dress as “inappropriate”: a slut, someone less worthy of respect.

A few months ago, a boy in my grade made a backhanded comment about the skin I had decided to show that day. That boy and I don’t speak on a regular basis, yet he felt like he had the right to confront me on my clothing choices. Why? Because adults have taught him that it’s okay to do so.

A large part of the dress code issue revolves around which types of bodies we are policing. If I am very tall, my friend and I could be wearing the same skirt, but you may categorize mine as inappropriate. If I am especially busty, that shirt may look fine on her, but revealing on me. This is another situation where the conversation is no longer about clothing, but about bodies—which bodies make others uncomfortable, which bodies threaten or offend. A friend of mine was recently told she couldn’t wear pants so tight because her butt is too big. A peer said to her, “Girls with bigger butts need to think about their clothing choices more than other girls, you know? You have to make an extra effort to cover up. That’s just the way it is.”

There is no safe place a girl can turn to escape critiques on her body; not to tv—not to magazines—not to music—not to school.

Is there something to be said for CA wanting to encourage professional dress? Maybe. But once again, we are smart. We know how to dress for interviews. If the goal of the school is to foster a professional environment and to treat school like a work environment, it must be stated in a formal dress code. And if this were to be the case, sweatpants and hats would have to go. The problem with the ‘professional dress’ argument, however, is that it contributes to the idea that what I wear determines how seriously you take me.

A classmate once told me that she doesn’t wear bright pink, fitted outfits or anything “girly” when she’s giving a presentation because she wants to be taken seriously. I thought, “Dressing ‘like a girl’ means one is less worthy of respect!? That’s just straight sexism right there.” You may tell me, “That’s just life,” but I would say, we have to question that rather than just accept it.

My biggest problem with the gendered policing of the dress code is not, however, the reasons behind your comments. Even if you’re “Just looking out for me,” or “Preparing me for the real world,” the effects of your words hit me the same way despite your intentions. Suddenly my day is ruined.

My shoulders sink a little lower, I look at the ground more frequently, I feel self-conscious for the next few days, and I feel like I’ve disappointed those I respect. Why does a seemingly harmless comment like “Aren’t you cold?” affect me so much? It’s because these comments are relentless. When you police my clothing, you are objectifying me.

You are telling me that you’re paying close attention to my appearance, and then you’re critiquing what you see. Consequently, now I am too. Now I’m looking at myself in the mirror asking whether this dress makes me look slutty. Now I’m walking down the hallway continually pulling down my skirt. I wish I could just be—just be without others feeling as if they have the right or responsibility to tell me what to do with my body. I assure you, I hear that enough. I’m simply tired, tired of feeling like my body isn’t my own.

Clearly this conversation is multifaceted and difficult to tackle. Clothing is never just clothing: it’s bound up in gender, race, religion, geography, sexuality, culture, and generational differences. Although it will be hard and we will likely disagree, I think it’s incredibly important that we engage in a student-teacher dialogue in order to understand each other’s perspectives and perhaps establish common goals. No one policy will fit everyone’s agendas, but an open, honest discussion is already a huge step in the right direction. The first step is to ask girls their thoughts, rather than assuming why they make the choices they do. Women’s Org. is always willing to facilitate these conversations.

To anyone who has been shamed for their clothing: remind yourself that you do have agency over your body; that you’re dressing for your own benefit. In doing that, you’ve already accomplished something radical.

Art or Vandalism?

by Leo Feininger ’16

Graffiti, graffiti art, street art, whatever you want to call it, has for a long time provoked various feelings and opinions in people, both positive and negative. The art form itself has been used many ways throughout the last 60 years or so. Whether as a form of protest, a means of marking territory, a demonstration of rebellious freedom, or just as art, graffiti’s various forms are all linked together by the fact that it is often done illegally on others’ property.

Similarly, representations such as cave paintings, or carvings on trees are very much like graffiti in the sense that they are done out of a desire to “leave your mark,” or let people know “I was here.”

The first major modern appearance of graffiti in the U.S. was on New York City subways around the late 60s and early 70s. At this time, it was a new thing and was used almost entirely as a way for rebellious young people to make a name for themselves and to mark their territory, often incorporating their street number into their art.

From this start, the art only got bigger and bigger, appearing increasingly in large cities all over the world, and even in less populous areas. However, it would be many years before anyone began accepting graffiti as art, and even today, many have yet to recognize it as an acceptable art form.

I can remember going into Boston from time to time as a little kid, and being fascinated by the vibrant, complex art I saw on the walls under bridges, along railway tracks, and other spaces. Unfortunately, most of this art, located along the Massachusetts Turnpike, as of a few years ago, has been painted over with a boring, ugly grey. Sometimes it confuses me why it is necessary cover up this art, which, though illegal, is on the property of the city only, and most often does not contain vulgar images or words.

A number of times in cities, walls located in public places where graffiti is abundant have been turned into legal places for people to practice graffiti. I think that there should be more legal graffiti walls in cities than there are now. Having more places where graffiti is allowed would both decrease graffiti done on private (non-city-owned) property, as well as decrease violence. I have read a number of brief accounts of violence arising due to the remoteness of legal graffiti walls. Both adolescents and adults have been physically attacked by people not directly associated with graffiti, people who may be parts of gangs or other violent groups who use these legal walls, often parts of buildings, as hangouts or meeting places. Having legal walls that are more in the public eye would allow for artists to do their work without threat of assault.

Having both more wall space, as well as more public walls, would be better for everyone; it would become much easier

Kite Runner ...continued from page 6 Another kite running scene closes the novel, but this time with Amir chasing the kite for Sohrab. Hassan once told young Amir, “For you, a thousand times over.”

This time, Amir repeated this phrase to Sohrab. Amir catches the last kite in the sky and notices Sohrab’s lips curve slightly upwards. At this moment, Amir feels as though he has purged his soul of sin. After a lifetime of regret, he finally is rewarded with liberty and inner tranquility.

As Amir said, “When spring comes, it melts the snow one flake at a time, and maybe I just witnessed the first flake melting.” Amir has finally found his springtime after a never-ending winter by the tale’s end.

Khaled Hosseini’s exquisite and powerful novel is very engaging and enjoyable for all readers, even to those who do not relate to his cultural background. In the end, The Kite Runner offers a literary feast for readers, addressing the universal themes of regret, reward and redemption that touch all of our lives in meaningful ways.

Page 7

and safer for artists to do their work, and it would likely diminish the abundance of illegal art that can be found in cities today.

If cities were to take this measure, and in doing so worry less about graffiti removal, money could also be saved and put toward much better causes.

The main problem that most people seem to have with graffiti is its unplanned nature. To most, even the best graffiti generally looks out of place unless it is part of an organized mural. If it isn’t already obvious, I personally like graffiti, and have been fascinated by it since I was very young. I honestly don’t think I’ve ever seen graffiti somewhere and thought: “that needs to go”, or something along those lines. I typically tend to ignore the fact that it’s on someone’s property, and am always excited to see new graffiti pop up somewhere where it’s never been before or I wouldn’t have expected it to appear. However the question then becomes “would I want that on my own property?” To this I don’t exactly have a simple answer, as it depends on the type of graffiti, style, artist, location on my property, etc. Admittedly, this makes me somewhat of a hypocrite, as I love graffiti basically everywhere except possibly my own property.

As members of the CA community may remember, I sent out a survey on April 6th asking some questions about graffiti art. To the first question, which basically asked whether or not you think graffiti is “art,” about 87% responded yes. This great majority didn’t surprise me, because I like to think (and it is true) that CA is a more open-minded place than most. On the other hand, most of the people who essentially said that graffiti is not art simply backed this opinion with “because it’s illegal,” or something along those lines. It seems to me that a lot of these people who answered “no” may not have considered that graffiti doesn’t always translate to “illegal.” Nevertheless, if you do indeed think that graffiti doesn’t count as “art,” though I may not agree with you, I do respect your opinion.

Also judging from the survey, it seems that there is a general interest within the community about graffiti art. Nearly 50% of respondents said that they found themselves looking at graffiti on a regular basis, and 43% of the remaining said they occasionally looked at graffiti. A lot of people left comments on the survey mentioning that they like the very vibrant colors and anonymous nature of graffiti. Others said they liked the skill required, the creativity, the abstractness, and other aspects of graffiti art.

All in all, the reality of the situation, like it or not, is that graffiti will always be done illegally. However, if more legal graffiti walls are created, and more people begin to give graffiti the recognition and credit that it deserves, illegal production of graffiti may go down. The world would benefit greatly from a more positive exposure to this interesting culture, history, and the artwork itself.

DCo ...continued from page 5 to the ones popular during that era. The performance seeks to illuminate complex ideas, including that of time as an unobtainable and indescribable force, and humans’ attempts to gain control over forces such as life and death. Repetition and looping of movement sequences and film series are also recurring components of the piece that contribute to an idea that time is irrelevant and untraceable on the island where the

novella takes place.

Recently, when Performing Arts Department teachers and student representatives congregated during Revisit Days to inform perspective students about CA dance opportunities, these representatives described Dance Company as “intellectually stimulating, immersive, and wonderfully unique.”

Come see for yourself the product of a year’s collaboration, choreography, and artwork in The Invention of Morel!

May 6, 2014

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The Centipede Concord Academy 166 Main Street, Concord, MA 01742

Executive Editor: Katherine Oh ’14 Managing Editor: Chris Pappey ’15 Features Editor: Teresa Dai ’14 News Editor: Julia Shea ’16 Opinions Editor: Nathan Greess ’15 Arts Editor: Claire Phillips ’15 Sports Editor: Ben Stoloff ’15 Photo Editor: Molly D’Arcy ’16 Copy Editor: Maggie Shea ’15 Image Quality/ Layout Editor: Jerry Liang ’17 Staff Writers: Iris Oliver ’15, Sam Culbert ’15, Shannon Sun 17 , Emily Yeo ’17, Leo Feininger ’16 , Jenny Kim ’17 The Centipede is the official student newspaper of Concord Academy. The paper welcomes comments from its readers in the form of Letters to the Editor. No anonymous letters will be printed. The Centipede reserves the right to edit all articles for length and content.

Roving Reporter Roving Reporter Asks: What’s Your Spirit Animal?

Sean Finnegan ’15: Siberean tiger Nando Martinez ’15: Chiwawa Shanika Paul ’15: Platypus Jerry Liang ’17: Peregrine falcon Olivia Chatfield ’14: The Whangdoodle.

Or a Wombat.

Bink Sitawarin ’14: Panda Jin Lee ’16: Cow

Julia Shea ’16: A puppy Nick Walters: Tiger Karen Barahona: Tiger Nathan Greess ’15: Sloth... maybe?

Grace Yan ’15: Don’t humans identify with like monkeys or something?

Jackson Sypher: Wolf

Parting Words ing, or because layout is taking too much time. But there will be just as many pleasant surprises.

“Thirty-eight days until you graduate!”

I am incredibly proud of what the newsMy friend casually said this to me when she paper has been able to achieve this year. saw me on April 23. I squealed and stared at Thanks to the energy and passion of my her for a good thirty seconds before I could fellow staff members, our brilliant faculty speak. “Wow,” I managed to say when I advisors, and the numerous new writers, had regained my voice. My facial expresVolume 50 of the newspaper was filled sion was probwith creative arably a mixture ticles and new of surprise, teradditions: the ror, and exciteinternational ment. 38 more column, featurdays— only 38 ing the diverse more days. viewpoints of Wi t h t h e international day of my gradstudents at Conuation quickly cord Academy, approaching, student-drawn I have found cartoons, and myself reflectnotes from stuing on my time dent council to in high school name a few. and thinking L ooking back, about what I I am grateful did and what I that I decided could have done to write for better. One acthe newspaper complishment sophomore year; that stood out I had been refor me, I have to luctant to write say, was workbecause I was ing for this very Concord Academy in the spring. “too busy” and newspaper.

Photo courtesy of Katherine Oh ’14 wasn’t sure what

It is hard to to expect. I’m believe that this grateful and happy that I’ve learned to issue of The Centipede is the final one for withstand— and even enjoy— the feeling the graduating staff. The bittersweet sensaof uncertainty that comes with being an tion that accompanies the end of all things editor. good washes over me as I prepare for the As I count down to Commencement last issue.

2014, I wonder what my future has in store

As I leave this newspaper in the hands for me. I’ve finally decided where I’m of a group of trustworthy, hardworking headed in the fall, but I don’t know what editors, I would like to offer one piece exactly will unfold in the months ahead. of advice: don’t worry; just relax. The What I do know is that not knowing makes newspaper, or any other organization for these coming months all the more excitthat matter, will not always go as you aning. And I know my Centipede experience ticipated. Inevitably, you will be surprised. helped me understand this and that it will There will be times when you find yourself stay with me long after Commencement, panicking because many articles are missduring college and beyond.

by Katherine Oh ’14

Senior Matriculation 2014 Seniors were invited to share with others their destinations for next year.

Below is a list of those who shared this information with the newspaper.

Charles Manzella: Washington University of St. Louis ’18

Halina Piasecki: Bard College ’18

Clem Aeppli: Brown University ’18

Bryan Gallagher: College of the Holy Cross ’18

Nick Alvarez: Oxford of Emory ’18

Andres Gallego: Union College ’18

Emily Marcoux: Salve Regina ’18

Phoebe Pohl: Kenyon College 18

Cassady Bates: College of Wooster ’18

Matt Goldberg: Bates College ’18

Gracie Mason-Brown: Brown University ’18

Alex Poorvu: Yale University ’18

Mishla Baz: Tufts University ’18

Madhu Gupta: Wellesley College ’18

Connor McCann: Yale University ’18

John Hoyle Rymer: UCLA ’18

Lauren Black: Brown University ’18

Martha Hoffman: gap year, Oberlin College ’19

Ishbel McCann: Scripps College ’18

Kai Salem: Brown University ’18

Katherine McNally: Hamilton College ’18

Tien Hunter: Davidson College ’18

Paolo Sanchez: Connecticut College ’18

Kathleen Melendy: Simmons College ’18

Fortune Jackson-Bartelmus: Wesleyan University ’18

Matt Scott: Union College ’18

Amanda Mendez: College of the Holy Cross ’18

Malin Segal: Sarah Lawrence College ’18

Lina Janah: Tulane University ’18

Becca Miller: New York University ’18

Tessa Johnson: The New School ’19

Ben Miller: Sarah Lawrence College ’18

Austen Sharpe: Brown University ’18

Sarah Ju : gap year, Johns Hopkins ’19

Hunter Moskowitz: Cornell University ’18

Angela Kim: Wellesley College ’18

Dan Mueller: Williams College ’18

Kai Kim: New York University ’18

Ellie New: Emerson College ’18

Kiyun Kim: Barnard College ’18

Ada Obieshi: New York University ’18

Charlie King: Bard College ’18

Katherine Oh: Princeton University ’18 Julia Packman: Connecticut College ’18

Natalie Ferris: Dickinson College ’18

Chris Lin: Washington University in St. Louis ’18

Marina Fong: Trinity Laban Conservatoire of Music and Dance ’17

Justin Lindberg: Oberlin College ’18 Max Lu: University of Rochester ’18

Seoyeon Park: UCLA ’18

Alex Aeppli: Carleton College ’18

Amanda Brown: Washington University in St. Louis ’18 Josh Calka: Cornell University ’18 Nate Cassidy: Trinity College ’18 Phoebe Chatfield: Colby College ’18 Christina Cho: Northwestern University ’18 Sean Chung: University of Toronto ’18 Lizzie Cosway: University of Vermont ’18 Alex Craig: Haverford College ’18 Teresa Dai: Northwestern University ’18 Jared Dickstein: Emory University ’18 Weezer Dodge: University of St. Andrews

Serena Frechter: Johns Hopkins ’18 Emma-Kate Fritschel: Skidmore College ’18

Jorge Pagan: Columbia University ’18

Maya Luckett: Kenyon College ’18

Gabe Perez-Putnam: Swarthmore College ’18

Nick Manos: Worcester Polytechnic Institute ’18

Jake Phillibin-Cross: Connecticut College ’18

Helen Pinch: Marlboro College ’18

Tina Shan: Barnard College ’18 Katie Shin: Northwestern University ’18 Bink Sitawarin: Princeton University ’18 Julia Sprague: Middlebury College ’18 Audrey Stein: Hamilton College ’18 Sam Stogdon: Haverford College ’19 William Su: RISD ’18 Eliza Thomas: Carleton College ’18 Nurik Tussipov: Tufts University ’18 Wyatt Welles: Sarah Lawrence College ’18 Junho Won: Columbia University ’18 Zach Yudkoff: University of Rochester ’18 Gary Zheng: Claremont McKenna College