STREET: 12/15 GIVING

The Daily Princetonian

Thursday december 15, 2016

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TO GIVE BACK

PAGES DESIGNED BY ANDIE AYALA AND CATHERINE WANG :: STREET EDITORS

Led by Street Editor Andie Ayala‘19, Street explores the ways that Princeton can GIVE BACK this holiday season.

Giving Back... to Princeton?: How (and How Much) Alumni Give to the University Andie Ayala

Street Editor ‘19 When it comes to giving, Princeton alumni are incredibly well seasoned.

A report from U.S. News found that last year, Princeton earned the highest spot, among 1,374 ranked schools, as the university with the largest percentage of alumni giving back.

According to this report, over the past two years, an average of 63 percent of Princeton alumni donated back to the school. The Princeton Profile reports that the university received a total of $211 million in gifts and other income in 2016-17.

Erika Knudson, the University director of Marketing and Communications at the Office of Development explained that the strong support that Princeton alumni give to the University is “one of the reasons why Princeton has been ranked number one on the U.S. News [Best Colleges] list.” She said that one of the points of the criteria for this is the levels of support alumni have for the University, and thus the fact that Princeton has the highest percentage of alumni giving back has a huge influence on the ranking.

Following Princeton, U.S. News states that California’s Thomas Aquinas College and Massachusetts’ Williams College had the second and third greatest percentage of alumni who donated to their alma maters, with 58.7 and 55.8 percent respectively. However, according to a survey by the Council for Aid to Education’s Voluntary Support of Education, despite the fact that more alumni participated, Princeton alumni gave 39 percent less than Harvard alumni, who donated a total of $650 million in the 2015 fiscal year.

Knudson noted that the process of ‘giving back’ to the University manifests itself in a multitude of different ways. In the annual giving campaign, class years of alumni and parents compete to give the largest amount of donations every year. These gifts are unrestricted and help support current students and faculty in initiatives such as extending the financial aid program and developing the neuroscience program.

According to Princeton Profile 201617, since 1940, the Annual Giving campaign has raised more than $1.24 billion

Q&A

for the University, with 90.4 percent of alumni contributing at one point.

Last year, the 2015-16 Annual Giving campaign raised $59,334,1444, the second highest total in the history of Annual Giving, only rivaled by the $61.5 million earned the year before. After graduating this year, 91.3 percent of the members of the Class of 2016 pledged to support Annual Giving for the next four years.

While alumni contributions are still high compared to other universities, a Princeton Alumni Weekly article mentioned that participation in the annual giving campaign in 2015-16 actually decreased to the lowest level in seven years.

In this PAW article, Assistant Vice President of Development for Annual Giving William M. Hardt ’63, is quoted saying that the protests to remove the title of Woodrow Wilson ’79 from buildings and programs were “almost certainly a factor, although not something a lot of people cited for not giving.”

Hardt added, “In addition, we thought we detected something in the mood of the country — the presidential campaigns, terrorist threats, economic anxiety — a general mood of uneasiness.”

In an article by Anemona Hartocollis published in the New York Times, it is noted that undergraduate alumni donations “dropped 6.6 percent from a record high the year before, and participation dropped 1.9 percentage points.”

The article explains how universities, “particularly small, elite liberal arts institutions” from across the nation experienced a similar decline in donations in response to the protests and disruptions on campuses in 2014 and 2015.

Despite this overall change in percentages, the press release for the Annual Giving campaign noted that the Class of 1986 broke the 30th Reunion record by raising $5,351,986, and the Class of 1940 set a new 75th Reunion record by raising $429,030. Seven other major reunion years were able to raise more than $1 million.

Apart from simply giving money, Knudson states that many alumni also give to the University by volunteering their time. She said that these volunteers greatly contribute to the success of Annual Giving by asking their class-

ANDIE AYALA:: STREET EDITOR

Princeton’s active alumni base doesn’t just make Reunions a huge event, it has also donated nearly $400 million as of 2015.

mates, on behalf of the University, to give annual gifts.

In addition, Knudson noted that while Annual Giving donations were unrestricted, alumni are also given the option to contribute to capital giving, which is used for the university’s fundraising priorities. These donations are endowed and invested by the Princeton University Investment Company (Princo), which ensures that scholarship funds started a hundred years ago are still able to continue supporting students today.

Last year, Louis Simpson GS ’60 donated $10 million to establish the Louis A. Simpson Center for the Study of Macroeconomics, which will be dedicated to understanding how the economy functions on regional, national, and global levels. In an interview with the Office of Communications, Simpson commented, “I am delighted to give back to Princeton, which helped develop my passion for economics and

investing.”

Additionally, capital giving can also include donations to specific programs that donors would like to support, including Princeton’s athletic teams, the art museum, libraries, Outdoor Action, Theatre Intime, and other activities on campus. Recently, on Nov. 29, Princeton Athletics raised more than $1.9 million during the 24-hour Tiger Athletics Give Day. The funds raised will be directed to the 37 varsity teams, 17 athletics friends groups, and one varsity club.

Moreover, Knudson stated that donors also partake in planned giving through life income gifts or bequests in their will. As an example, musicologist and philanthropist William H. Scheide ’36, transferred ownership of the Scheide Library collection to the University after his death at age 100 in November 2014. This gift marked the largest donation in the history of the school, valuing more than $300 million worth of rare books and manu-

scripts. This library, accessible through Firestone’s Department of Rare Books and Special Collections, includes the first six printed editions of the Bible, an original printing of the Declaration of Independence, and autographed musical manuscripts of Bach, Mozart, Beethoven, Schubert, and Wagner, among other documents.

In a Time Money article, it is noted that, including Mr. Scheide’s donation, there were “eight gifts of $100 million or more last year, for a total of $1.44 billion — which went to just four universities.” In this article, Diana Newman, a consultant who specializes in endowments and fundraising, stated that the donors aren’t greatly perturbed by the criticism of these so-called mega gifts.

“I have a sense mega gifts are coming from people who see these as investments in the future rather than charitable giving,” she said. “They’re looking at what university could really make an impact.”

What Does Giving Back Mean to Princeton Students?

Mofopefoluwa Olarinmoye Contributor ‘20

This week, the Street decided to ask a variety of Princeton students about their thoughts on giving and “giving back.”

The Daily Princetonian: When you hear the phrase “giving back,” what comes to mind?

Ananya Joshi ’19: A sense of gratitude for all that I have been given, and a willingness to do the same for someone else as much as everyone has done for me.

Yowan Ramchoreeter ’19: Investing my time to helping people.

Delaney Thull ’19: I think of family, community, church, and spending time with the people you love and trying to go out of your way to serve other people.

Benjamin Eisner ’17: Giving back to your community and friend groups — your community radiates out — mainly in terms of donations of time, money, and gift-giving.

Alana Clark ’19: I typically think of the community I came from just because it’s more of an underprivileged one. So that’s what we always focus

on, not just during the holidays but throughout the entire year.

DP: Do you think giving back matters more during the holiday period? If yes, why? If no, why not?

Samantha Newman ’18: I would say yes because during the year you’re busy and caught up with everything, and you don’t think about everything that someone might be doing for you or someone means to you. It becomes more salient during a time of giving and thanksgiving.

Belinda Azamati ’19: I think giving back is not just something you do at a time of year but a lifestyle.

Christine Lu ’20: I don’t think it matters more, but it’s good to have the mentality that it does because it motivates people to want to give back more.

If it were just the same throughout the year, people would not be motivated as much but if there is one set time during the holidays, they will be more likely to give back.

DP: What does giving back mean to you?

Malachi Byrd ’19: For me, giving back means, “What am I doing to provide for people that have my circumstances?” When I was at the beginning of my journey, people helped me. Giv-

ing back to me is like being that person that helped me, whether that is being a black boy, a poor person, a person with a single mother. Whatever my identity is, or whatever aspects of the world I identity with and challenge, I want to make sure that people can make the journey that I made because I did not do it on my own.

DP: Has anyone or any situation inspired you to want to give back to your community?

AC: When I was in high school, my boss always stressed giving back. She never paid attention to money and profit; it was always for charity. She owned a fashion store, so she would host charity fashion show events. I was able to learn different ways to be charitable and fundraise, which really inspired me to always do the same thing she did and never chase money but to chase happiness instead. In the end, what makes you happy as a person is knowing that you make a difference in someone’s life.

Wolfgang Beck ’18: Since coming to Princeton, I have met a lot of people from different places around the world, and this time of the year, this year especially, I’m worried about the state of our country as far as it goes

with immigrants because there is a lot of hatred and xenophobia in our country right now. One way that I want to give back is to promote love between people.

DP: What message would you tell people when considering the phrase, “giving back”?

MB: My message would be to assess your perspective. To those who wish to give back to a community, you should consider who you are giving back to, and why. Ask yourselves, what makes you immune from being given back to? Why are you not in this allotted group of people that you think that you should give back to? I want to challenge people to reassess their boundaries of who deserves to be given back to, or who should be given back to, and where they are in relation to that.

DP: If you had a blank check of time, money, and resources, what would you give? Who would you give it to? Why would you give it?

Sophia Taylor ’20: I would take my mum on a vacation because I know she works really hard, and she’s honestly the best.

SN: I would probably give my parents a honeymoon because they never

got to have one.

YR: I feel very strongly about food issues. So, with an unrestricted amount of money, I would try to help out countries that are struggling with food crises, such as famines.

BA: I would give an education, even though it is not tangible, because I think a quality education opens so many doors. A cool thing about knowledge is that once you know something, you know it. Once you know it, you’re empowered. Education inequality definitely exists in many Sub-Saharan African countries, like my home country of Togo, especially with girls. So if I could, I would give the gift of education to girls.

Deniz Lenger ’17: The environmental concerns that are occurring across the world are one of the problems that are very prevalent to our generation.

So, I would hope to give back in a way to help fix the environmental problems we have, in order to leave a better planet for the future generations.

AJ: If I had all the money, I would give money to improve all the public education systems. Also, even though I am not an expert, I would volunteer my time to help out in some way concerning education.

The Daily Princetonian

Thursday december 15, 2016

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Q&A Pace Center Starts Intersession Engage and Serve Week

have going on throughout the year that still might need to be sustained during that week.

Street Editor ‘19 One thing that we did include in the fall break that we’re going to continue This Intercession, the Pace Center to include is an opportunity for the for Civic Engagement will be providing students to come together and discuss opportunities for students who aren’t not just why it’s important to themformally involved with any volunteerselves, but also what they’re discovering group on campus to meet local ing about the social issues, and what members of the community and serve they’re learning from these communiin the Princeton area. The Intercession ties that they’re working alongside.

Engage and Serve Week will be held It’s a great opportunity not only to from Monday, Jan. 30 to Friday, Feb. 3, serve, but also learn how to serve. with a lunch and at least one dinner DP: Could you elaborate a little bit provided daily. on which community organizations We interviewed the senior associyou will be partners with for this serate director at the Pace Center, Elsie vice week?

Sheidler, about the program and how ES: We haven’t started the outreach Princeton students could give back to yet, but I can tell you who we reached COURTESY OF ALEXANDRA ZALEWSKI ‘20 the local community during this break. out to in the fall. We might reach out to The Daily Princetonian: Could you them, and include others. We’re hold- Students working at Trenton Area Soup Kitchen during Fall Engage and Serve Week. give me a brief overview of how the ing an info session this Thursday. I service week started? want to ask students what particular we were able to identify the Mercer they can identify for us those times Elsie Sheidler: The opportunity acsocial issues they would be interested Street Food Bank — they had a need when they’re open, we’re more than tually came about as a result of a stuin. I’ve had students come back to me for students coming together helping happy to make the connections and dent coming to us. As you may know, and already say “I’m really interested them prepare food. We also had Habitat develop the opportunity. most of the work we do revolves around in healthcare issues and poverty and for Humanity — so students were actuThis is much more open and free students driving their interests around homelessness. So during the fall break ally out there learning how to build a form, but the feel of it is very much in house. We also had students working keeping with the strategic plan that we in our own Community House project, just released — which is that service working with the youth in the local is inclusive. We want to make service community, helping them with litera- accessible to everyone. I think that this cy enrichment. just speaks to the fact that we are reachBut I really want to hold the info ses- ing our goal to make service inclusive sion and see what drives the students’ and accessible to all students. interests. We hope to satisfy both what DP: Is there anything else you want the community needs and what the to add? students will be interested in.

ES: When we first came up with the DP: Will the programs be local or idea of the fall break service week, we travel to areas outside of Princeton? realized that we wanted to reach more ES: We’re going to keep it local for students. The student that happened right now. We do know that transpor- to come to us came from Butler, so I tation is an issue so we’re going to keep reached out to the Director of Studies it local so students are certified. But if there and the Director of Student Life students are van certified and part of and asked if they would be able to help our enterprise car share they can take reach out to the Butlerites, and they eaadvantage of a car and go to Trenton. gerly offered their support. We’re very DP: What is unique about this ser- appreciative that we have the residenvice opportunity? tial colleges sharing the wider message ES: Every time a student comes to us of this week. with an interest in service, they make it The Wintersession Engage and Serve unique. There’s something that excited Week info session will be held in the that student enough to say “Look, I Pace Center Lounge in Frist from 12:00 – COURTESY OF SARAH SCHNEIDER ‘20 have some open time.” And we know 1:00 p.m. on Thursday, Dec. 15. Contact Students during the Fall Engage and Serve Week working at the Habitat for Humanity build site located in Trenton, NJ. how busy Princeton students are. If sheidler@princeton.edu for more info.

CATHERINE WANG

service. We had similarly piloted a trip during the fall break as a student, Mason Cox ’20, had come to us and asked us if there were any opportunities to engage in service over fall break. He had missed deadlines for applying for various activities and was going to be here, because he was going to be home.

So we thought — why not put together something for the week?

So we created some connections with the community partners that we currently have locally and asked if they have any need. And because students are away over fall break, they were thrilled to have some of these projects continued.

Honestly, we were thinking of doing it again in the spring. But a senior, Kishan Bhatt ’17, came by and told us that they were going to be around over that week of Intercession, Jan. 30 through Feb. 4. They asked if there was anything they could do to volunteer. The staff talked amongst ourselves and said, why don’t we try what we did in the fall?

So that’s exactly what we’ll be doing.

Reaching out to our community partners to see what projects we currently

SPACES ON CAMPUS: Wilson College Ceramics Studio CATHLEEN KONG Staff Writer ‘20

The electric tune of “Doses and Mimosas” fills the room. The atmosphere is relaxed and vibrant, with a chalkboard welcoming newcomers into the space and indie music broadcasting from speakers. As Alex Lam ’19, described, “It’s like a coffee shop but you’re making what you drink coffee out of.”

The Wilson College Ceramics Studio in 1938 Hall is an open studio ceramic work that invites everyone to engage in art. The studio boasts three electric wheels and two kickwheels, tables for hand-building, as well as a glaze area and kiln. In this place, “the creative atmosphere is palpable and viscous,” Lam noted.

In contrast to the cold and bleak New Jersey winter outside, the studio is cozy and warm. Entering the room itself is an completely sensory experience. The walls are lined with ceramics projects in various states of completion, stacked alongside a multi-color array of different glaze samples that exude the myriad of possibilities of each ceramic project.

Accompanying these visual elements is the background drum, spinning pottery wheels, the sounds of hands

CATHLEEN KONG :: STAFF WRITER

Students in the Wilson College Ceramics Studio in 1938 hall work on projects. The studio has three electric wheels and two kickwheels as well as a glaze area and kiln.

shaping clay, and laughter floating through the air.

Lam is currently one of the student managers of the ceramics studio. According to him, the best part of working at the studio is setting his own hours. With a key of his own, on occasion he has gone in at 1 a.m. to complete projects. As tradition, Lam explained, “when people are working on the pottery wheel, I usually smear clay on their faces.” Frequent studiogoers collectively share a laugh over the practice. Although students usually work on their own individual projects, the studio still has a community atmosphere as the more seasoned ceramicists offer guidance and advice to newcomers.

The studio is open three days a week to those who anyone from all levels of experience. Camille Heubner ’20 is a regular member in the studio, usually coming in once a week.

Heubner had previously worked on ceramics during arts camps and on her pottery wheel in her home garage. Coming to college, she wanted to explore the medium more, and she reportedly wrote in her Princeton housing form that she wanted to

live in Wilson because of the pottery studio there.

Xavier Bledsoe ’17 is also a student manager at the studio. He discovered the ceramics studio freshman year, when he thought to himself, “Hey, I miss ceramics,” and googled the words ‘Princeton ceramics studio.’ Three years later, he frequents the studio just as often as he did in his first year. Bledsoe commented,

“When I’ve had a really tough assignment and finally get through it, I like to come here and throw on the pottery wheel.

It’s very therapeutic.”

The business of the studio varies, from just a handful to 20-30 students at a time. Katie Schneer ’20 said that since being at Princeton, she “almost lives” in the studio.

Working on projects in the space three times a week, she has her own tools as well.

Her favorite part of the process is gifting, and even selling, some of her creations. According to Schneer, “The worst [part about being in the studio] is when you have an itch on your face but you have clay on your hands.” Other students who frequent the studio agreed emphatically.

As student managers, Lam and Bledsoe noted that it’s almost impossible to leave the room clean.

Yet the clay residue that remains highlights great moments spent together in the studio.

It is nearly impossible to leave the room without some clay on your clothes, even if you are not working on a project, since the room is filled with works-in-progress. These remnants of each project evoke warm memories and a sense of community in the space.

The Daily Princetonian

Thursday december 15, 2016

TOP FIVE WAYS TO:

ASK THE SEXPERT

Give Back During the Holiday Season Cassie Rodriguez Contributor ‘19

Here are five things you can do to give back to your community and leave 2016 on a high note.

Take a look down at the list below and see what works best for you — there’s something for everyone!

1.Donating to SAVE Are you an avid dog spotter or passionate animal lover? Consider donating to SAVE, our local animal shelter, located about fifteen minutes from campus. The organization shelters homeless cats and dogs, and often waive adoption fees so that these animals might find their forever homes sooner. Any donation received is directed towards their annual fundraiser that supports the cost of maintaining the facility year round.

2.Operation Gratitude Do you enjoy hearing freedom ring? Is the bald eagle your favorite

animal? Consider supporting our service men and women overseas and at home through Operation Gratitude. Operation Gratitude allows civilians to come together to support both veterans and active duty service men and women. The organization allows you to pledge donations to fund care packages, offers a number of volunteer opportunities, and encourages civilians to write personal letters thanking our men and women for their service.

3. Better World Books Do you love reading good books and sharing that love with others?

Considering buying your books and textbooks from Better World Books. Better World Books donates one book for every book sold, and uses the funds to aid literacy projects both in the United States and across the world. The organization also holds book drives, collects used books, and even sells textbooks through a network of over 2,300 college campuses and librar-

COURTESY OF PACE CENTER, OPERATION GRATITUDE, BETERWORLDBOOKS AND SAVE

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ies across the nation.

4. Supporting Student Service Groups on Campus Looking for something a little closer to home? Consider supporting the plethora of student groups here on campus by volunteering time, offering a small donation, or attending an event. The continued support of our student service groups is the foundation of Princeton’s mission to serve others.

5. And Finally…It’s the Little Things Being short on time and money isn’t new to college students, especially college students that go to Princeton. When you make your way through campus, it’s easy to get caught up in the whirlwind of classes and extracurricular demands. Give back in your own way by treating both yourself and others with respect, engaging with the student community when you are able, and supporting your friends, family, and fellow Princetonians.

This week, we discuss pubic hair.

Dear Sexpert, I normally let my pubic hair grow naturally and give it a trim every now and then. But lately, I’ve been thinking about getting it all removed. When I talked to my friends about it, we couldn’t decide on the best hair removal process. Is it better to wax or shave down there?

Are there any drawbacks to removing the hair?

— Au Naturel Dear Au Naturel, Questions about pubic hair and the best ways to maintain or remove it are very common. Just like the hair on your head, pubic hair varies among individuals — by thickness, quantity, texture, and color. People cut and style it to meet their personal preferences or in ways that they or their partners find attractive. This can include, but is not limited to, letting it be natural, trimming the hair down, removing a portion of hair, or removing the hair entirely.

There isn’t a definitive answer as to what the purpose of pubic hair is. A number of sources theorize that the thick hair around the genitals (as well as under the arms) is meant to catch pheromones, scents our skin secrete in order to attract potential sexual partners. Other theories include keeping the genitals warm and insulating the reproductive organs. It is also believed to reduce friction. Regardless of its known purpose, there are a few functional drawbacks to removing pubic hair — namely increased risk of ingrown hairs, infection, and general discomfort.

As you mentioned, the two primary ways of hair removal are waxing and shaving, both of which have pros and cons.

Waxing is the more thorough form of hair removal and the results last considerably longer than shaving.

While a “bikini wax” will remove the hair surrounding your pelvic region (i.e., what is exposed while wearing a swimsuit), a “full Brazilian” will remove all of the pubic hair from the genitals, pelvic region, and anus.

Potential risks of waxing include ingrown hairs, burns from hot wax, and infections (e.g., folliculitis, human

papilloma virus, molluscum contagiosum) during or following the hair removal process, due to broken skin and empty hair follicles. Some tips to avoid these risks include going to a professional, checking that your waxer is using proper hygiene (e.g., wearing gloves and using a new applicator each time), and keeping the waxed region clean and monitoring for possible signs of infection.

Shaving, on the other hand, is more affordable and has fewer risks. Its potential side effects include ingrown hairs, cuts and razor burn. In order to avoid this kind of skin irritation, you can use shaving cream or gel to protect the skin from direct contact with the razor, and shave in the direction the hair is growing.

Additionally, if shaving in the shower, try waiting until the end to shave, as this will give the steam time to soften the pubic hair and open the pores, allowing for a closer shave. A gentle astringent, such as witch hazel or hydrogen peroxide, can also help prevent ingrown hairs and infection, but be careful of getting astringent into the vagina or urethra. Also note that when hair begins to grow back, it will likely be itchy and can cause some temporary discomfort.

There are other ways of removing pubic hair, including tweezing, depilatory creams, and laser treatment, but it ultimately comes down to your personal preference and sensitivity.

When deciding which process is best suited for you, it may be helpful to consider your pain tolerance and your comfort with someone else removing your pubic hair.

If you do try any hair removal methods and it results in significant discomfort or infection, visit University Health Services. You can schedule an appointment with Sexual Health and Wellness at the McCosh Health Center online or by calling 609-2583141. Additionally, if it turns out you don’t like being hair free down there, know that the hair will grow back as usual and that there’s nothing wrong with staying au naturel. ~ The Sexpert Information regarding pubic hair, shaving, and waxing provided by Go Ask Alice and Palo Alto Medical Foundation.

For more information about University Health Services at Princeton University, please visit: uhs.princeton.edu.

Performing Service: PACE Council For Civic Values Open Mic Night JIANING ZHAO Staff Writer ‘20

“Probably the most dangerous thing about a college education, at least in my own case, is that it enables my tendency to over-intellectualize stuff, to get lost in abstract arguments inside my head instead of simply paying attention to what’s going on right in front of me,” Mica O’Brien ‘17 stated during the Open Mic Night hosted last week by the Pace Council for Civic Values. O’Brien was quoting David Foster Wallace, an American novelist.

Titled “Poetic Justice,” this Open Mic Night was an annual event aimed at bridging the gap between art and service. It enabled participants to see service as an art form and art as a form of service. As Rebecca Kahn ’18, the operations chair of PCCV, commented after the performance that it was “particularly meaningful to see so many students, especially freshmen, wander in and stay for much of the two hours.”

Kahn explained that during the event, people discussed how we essentially “perform service,” and the role of coercion in service. If service is an art, should the University mandate a requirement for service? Will that be antithetical to the latter’s purpose?

Elon Schmidt-Swartz ‘18 expressed JIANING ZHAO :: STAFF WRITER surprise at how broadly service can Students discuss the role of service in their lives during the PACE Council for Civic Values Open Mic night in Cafe Vivian, located on the first floor of Frist Campus Center. be understood. “Love certainly came across as a form of service last night,” of the audience and the organizing and inspires them. Shelley Zhao ’18, a through the Pace Center after going nity,” Liam O’Connor ’20 explained. he said after the event. Service can be team mentioned storytelling as an ef- member of PCCV, explained that she through a mental health crisis herself.

O’Connor is a columnist for the simple acts of kindness that many of fective tool of processing and sharing did not expect people to be so open “They remind us that we would never ‘Prince.’ us overlook on a daily basis. experiences. “When you engage in ser- and willing to share poems or sto- have gotten to where we are in life The first step to giving back is to be Indeed, as college students, we get vice, you sometimes have to confront ries on such deeply personal subjects. without others guiding and believing aware of the need and to understand too consumed by our meticulously- the reality that many individuals or Echoing David Wallace’s words, she in us, and the least we can do is return it. The purpose of our education is not scheduled lives stuffed with academ- groups have been forgotten by soci- pointed out how most conversations the favor to others who come after,” to teach us what to think, or even how ics and extracurricular activities, that ety, or that your own privilege may on campus revolve around “classes, Zhao said. to think, but for us to learn to exercise often times we fail to pay attention have insulated you from misfortunes academics, and stress,” and that it was Return the favor. Give back. These control over what and how we think. to what is going on outside, not only common to those born into less fortu- “refreshing” to hear about other ex- words came up frequently during As David Foster Wallace finished of the Orange Bubble but also of our nate circumstances,” Schmidt-Swartz periences and concerns beneath the conversations on the Open Mic Night in his speech, “if you’ve really learned very selves. Catherine Benedict ’20, explained. According to him, story- surface of campus life. and in subsequent interviews. Many how to think, how to pay attention… who also attended the event, noted telling is a “powerful tool” to process “Stories, whether our own or some- thought it was appropriate that this it will actually be within your power that at Princeton “We rarely sit back the profound and often personal ques- one else’s, are a way to connect us to event occurred right before the winter to experience a crowded, loud, slow, and reflect on the meaning of service.” tions about justice and other civic val- the experience of being human and re- holidays. “While we often associate consumer-hell-type situation as not Benedict is a staff writer for the ues. mind us that we owe so much to what giving presents with the holidays, the only meaningful but sacred, on fire Daily Princetonian.

It is often the personal nature of others have done for us;” she said after stories that I heard reminded me that with the same force that lit the stars How do we foster more dialogue storytelling that facilitates commu- sharing a personal story of becoming there are other ways in which we can — compassion, love, the sub-surface around service, then? Many members nicating the message to the audience a Contact suicide hotline volunteer ‘give back’ to people and the commu- unity of all things.”

Thursday december 15, 2016

BUTLER INSPIRATION WALL GEMMA ZHANG :: STAFF PHOTOGRAPHER

“F

or the Inspiration Wall, we wanted to showcase a variety of different types of art that students either felt particularly inspired to create or that was meant to inspire viewers. We selected from dozens of photography, poetry, graphic design, and drawing submissions to feature works from 18 students in an exhibition that took around 10 hours for the Butler Gallery Board to install.”

- Anna Bogdan ‘19 and Julia Cury ‘19

The Daily Princetonian

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