The Picador: Volume 11, Issue 12 by Holderness School

Volume 11, Issue 12

5.13.2016 A PUBLICATION BY HOLDERNESS STUDENTS FOR THE HOLDERNESS COMMUNITY

THE CLASS OF 2016: WHERE ARE THEY HEADED? By Chae Hahn ‘17, Lolo Zabaleta ‘18

he college process is notorious for being extremely tumultuous. Congratulations to the Class of 2016! This year, a total of 476 applications were submitted by the senior class, roughly 6.6 per person. Of those, 180 were submitted Early Action or Early Decision, and college counselors noted that many Common Applications were completed before the start of school this September. In the realm of standardized testing, the mean ACT score was a 26, and the mean SAT was a 1781, with half of the class exclusively using their ACT scores for college. 89 colleges and universities visited the Holderness campus this fall. Geographically, the Class of 2016 expressed particular interest in schools in New England, Colorado, and California. Here is the list of 52 schools seniors are headed to next fall.

Babson College Bates College Bentley University Brown University Bryn Mawr College Central State University Clarkson University College of Charleston College of the Holy Cross Dickinson College Drew University East Texas Baptist University Emory University Endicott College Florida Institute of Technology Franklin and Marshall College Franklin University Switzerland Franklin W. Olin College of Engineering Furman University Gettysburg College Hamilton College - NY Hobart and William Smith Colleges Johns Hopkins University Kenyon College Lafayette College Lehigh University The Picador: Volume 11, Issue 12

Middlebury College Northeastern University Saint Michael’s College Santa Clara University Skidmore College Springfield College St. Lawrence University Stevenson University Stonehill College Syracuse University Temple University The George Washington University The New School - All Divisions Tufts University United States Naval Academy University of California, San Diego University of California, Santa Barbara University of Denver University of New Hampshire at Durham University of Rhode Island University of Vermont Utica College Westminster College Whitman College Williams College Virginia Wesleyan College 1

AJ Chabot Discusses Term, Highlights Senior Initiatives

AJ Chabot’16

hope most returners would agree with me when I say that the culture of “borrowing” at Holderness has improved. While it may seem obvious given the number of scooters casually left near the tunnel in between practices or Mr. Galvin’s immediate presence at the first notice of theft, the statistics from the last survey give pretty exact feedback on the progress we’ve made. 55% of our community reported not having anything stolen throughout the entire year, and another 18% reported a total value loss of $1-25. The remaining 27% was split up evenly between three groups of $26-100, $100-200, and $200-500. These numbers are still worrisome, however in total they add up to a value-lost sum of about $8,000. While this value may seem enormous standing alone, the same survey last year reported an estimate of $40,000 total lost within our community: almost an entire student’s tuition. While $8,000 is still an absurd amount, it’s nowhere close to $40,000. Rising seniors, push forward with this. Continue the discussion of locks on doors, the emphasis of using safes, and the exemplary attitude towards stealing as contrary to Holderness and contrary to yourselves. Last year our class felt the school was sometimes inconsistent and unclear about the DC process, especially regarding how outcomes were decided. Ms. Weymouth and Mr. Peck agreed to adopt a policy of announcing to the

school the offenses made by the student, as well as the result of their disciplinary meeting. At first we thought there should be a given punishment for a given offense, however we soon learned that the school’s emphasis on context when deciding a punishment was beneficial to the student’s learning process post-DC. That is not to say next year’s seniors shouldn’t continue raising questions about the disciplinary process. While students may have a better sense of what rules not to break, most students don’t understand that a DC does not automatically result in expulsion, suspension, or probation. In fact, a DC doesn’t necessarily mean any “punishment” whatsoever. DC’s are in place to discuss what happened, get the facts straight, and go from there - not to automatically assume the worst. Many also don’t know the exact structure of a DC. Perhaps an assembly presentation on the structure of DC’s could inform everyone of their misconceptions and hopefully answer some ambiguous questions. Organizing House/Floor leader’s job descriptions, initially the least of our concerns, proved to be a much more complex task. Our initial project was to better define what exactly House and Floor leaders actually do. After a few months of brainstorming we came up with a few pages worth of expectations. Although clarifying, the description lacks goals, accomplishments, or objectives that would better define what exactly a Dorm Leader does.

This discussion led into a meeting I held with the unelected seniors of my class, from which the largest complaint expressed was our Leadership System. The seniors felt that there are too many elected leaders, making the unelected group feel both useless and left out. They also disliked how Holderness umbrellas everything deemed good underneath “Leadership,” and as a result makes those who aren’t elected feel even less valued in a community that complements every quality they apparently seem to lack. Out of this discussion came many conversations with the administration over the number of our leaders, the voting process itself, and the lack of opportunity for unelected leaders to feel empowered and contribute to the school. This feedback resulted in the Leadership Council proposal, which was introduced to the junior Class prior to the Leadership Chapel. For next year’s seniors: do not give up on an initiative at the first sign of disagreement. It took many meetings, disagreements, and email chains for the leadership council to come to life. If we hadn’t pestered administration it wouldn’t have gone anywhere. We, as students have the right and the obligation to act on parts of our community that could use improvement. You won’t always be right, and your proposals won’t always work out, but if you’re idea sparks conversation you’ve done something right. The school will only change if you prove that it should.

Agree? Disagree? Write a Response picador@holderness.org 2

The Picador: Volume 11, Issue 12

Addressing a Culture of “Borrowing” Community Answers Survey

NO YES,

CERTAIN ITEMS

YES

OUTSIDE DORM

WITHIN DORM

The Picador: Volume 11, Issue 12

ROOMMATE

On Not Getting A Leadership Position

Taylor Dobyns ‘16

The secret ballots have been cast, the

community has spoken and the leaders for next year have been chosen. Though there may be one or two outliers, essentially every single sophomore and junior sitting in chapel on Thursday was hoping for a leadership. This seems second nature to students at Holderness, but from an outsider’s perspective why would you want to be elected a leader? Is the elected ODC leader genuinely excited to wake up in the morning 6 days a week for all of next year and clean our campus? This seems more like a punishment than a privilege. The reason everyone wants a leadership is because it is public validation from your friends, teachers and peers. It makes you feel good to know that the members of this community think so highly of you they think you, are fit to be one of our schools leaders. This public and concrete form of public validation or rejection – being labeled as a leader or not a leader – can change not only your view of yourself but also how others view you. It would be nice for non-elected leaders to be able to dismiss the election process as a meaningless popularity contest, but we are all aware that this is not the case. To have confidence in not only your leadership abilities but also in your own character after every student

and faculty member in this community has told you otherwise is challenging to say the least. It is impossible to be objective about yourself, and for many this is one of the first times in your life in which you are given objective feedback on your leadership, character, and moral integrity. To be rated poorly on characteristics as important as caring, initiative, fairness and dependability is humbling to say the least. Holderness’s emphasis on the importance of leadership makes it difficult for unelected leaders to feel good about themselves. The word leadership has become synonymous with anything positive or good. I believe there are amazing people in this world who are not leaders. The ability to follow is just as important as the ability to lead. A leader may at times lack the humility to step aside and let the most competent person for the job take charge because they are so concerned with being a “leader.” You can be caring, kind, intelligent, fair, reliable, trustworthy and not be a natural born leader. Not everyone can be a leader at Holderness, the same way not everyone can be a leader in the real world. The world needs followers just as much as it needs leaders. There is a stigma against this at Holderness and a culture that makes being an elected leader synonymous with being a good person.

If you’re the unique teenager, confident enough to let not being elected a leader affect your view on yourself, you still have to deal with how it changed the way others see you. A clear line is drawn between those who are leaders and those who are not. New students come to the school and before they even know who you are they have an opinion on you based on your leadership position. This is easy for students to understand, but it may be more difficult for faculty to understand. Imagine if at the end of the year all students rated their teachers on a ballot similar to the leadership ballot. The teachers ranking in the top 50% received a gold star that they will wear everyday for the next year. The following year some teachers and administrators with no gold star would have to face all the new students. Before that teacher had a chance to prove their self, every student in the class might already have an opinion of them. Ranking teachers in this manner sounds cruel, ranking insecure and not fully matured teenagers in this manner is even crueler. This might seem like a far-reaching parallel but this is what it is like for juniors and seniors who are not elected leaders. Like the current system, a system of ranking teachers would certainly benefit the community. It would reward

Leadership Cont. Pg 5

Done Reading? Don’t Throw it Out Recycle The Picador 4

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FROM THE DARK PITS OF WELD HALL DAY STUDENTS DEMAND FAIR TREATMENT Liz Casey ‘16, Cat McLaughlin ‘16 insane. There’s even a rumor of rodents The school doesn’t allow us to drive on

You may only know the day kids as

inhabiting the space. While your dorm of 8 enjoys the luxury of hotel-quality renovations every summer, our home of 40 students is such an embarrassment to the school that we’re not allowed to show it on tours because it will scare away prospective students. On the plus side, we are a popular attraction during Alumni Reunion Week when the class of 1946 returns to the Day Kid Rooms and reflects on old memories since they literally have not changed since their time at Holderness! Some may argue that day kids all get the privilege of going home each day, but we’re actually here all the time: you just can’t see us because we are underground and have no windows. But the oppression doesn’t stop there.

campus because they fear our “reckless” driving. Meanwhile several nearmiss situations have been reported as teachers drive 30 mph just to get from Southside to School House in time for class. So, you will find us battling the elements on our walk from Bartsch to Weld every morning before returning to the comfort and safety of the basement of Weld. We could ramble on about the blatant repression of day students’ basic rights by the school, but we don’t have enough time because we have to be off campus by 10 PM. You may never have even laid eyes on a day student before in your life, but it’s time to demand equality and the fair treatment of all students.

Leadership from Pg 4

we had 79 leaders. 41% of juniors were elected leaders, and 56% of senior’s were elected leaders. 90% of the senior girls were elected leaders of some sort. This large number of leaders is a great opportunity for many students to practice and develop their leadership skills; however, with so many elected leaders, the system inadvertently draws attention to the unelected leaders. This once again makes is increasingly difficult to be an unelected leader at Holderness. With graduation only weeks away, I found myself sitting in this years leadership chapel with a chance to reflect on the tradition. As I watched the sophomores and juniors, I saw huge smiles light up the faces of those whose names were called, some students who seemed relatively indifferent, and some so disappointed they were fighting back tears. As students exited the chapel, new lines were immediately drawn and new alliances formed; many of the unelected banding together for solace and the newly elected walking with confi-

dence in their stride. Following chapel, I thought about how I had grown as a person through the leadership process. I believe it has made me a stronger and more effective leader, more resilient and encouraged me to take risks I otherwise would not have taken. Reflecting on what kind of leader I have become, I know I am not one to hold court in Weld with classmates gathered around me, but I realize that I can be someone who inspires community members to be reflective in a thoughtful manner. I hope I can inspire newly elected leaders, faculty members, and all community members to think about what it is like for students who are not elected leaders and resist the temptation to let a student’s position within the job program define your view of them. To unelected leaders, even more importantly, do not let the formal leadership process define your character, hold you back, or limit your leadership abilities and potential.

that odd noise coming up through the vents of the West Wing, but these are real people making those weird sounds and we’re tired of being treated like second-class citizens. When you think of Lower Weld, you may picture snack bar, the school store, or your favorite place to hang out, but in fact, there’s an entire underserved demographic living down there. This is where the plight of the day student begins. For the many of you who have been spared the experience of “the dungeon,” just imagine furniture older than your great-grandparents, a radioactive atmosphere due to a lack of ventilation, and a community the size of Woodward slowly but surely going

teachers, who are doing a good job, motivate teachers to teach more effectively and provide every teacher with objective feedback. Telling a student that we do not see you as fit to be a leader of this school is detrimental to the development of that student. When a student is chosen to be one of the leaders of the school, they so often gain a newfound confidence that helps them to be an even better leader. Likewise, when the community tells a student they are not fit to be a leader, their confidence fades. They lack the self-assurance and courage to take leadership initiatives. To be a leader when everyone else has told you that you are not one is incredibly challenging. While all schools have elected class officials, Holderness’ size and unique job program creates a huge number of job and dorm leaderships. While I do not have statistics for next year’s leaders, it will likely resemble this years numbers. In the 2015-16 school year

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Spencer in Spain: School Year Abroad Experiences

Spencer Bernard ‘17

As I write this article I am sitting in a

former college dorm room in Oviedo, Spain. I am studying the local soccer team’s recent economic struggles and the cultural impact on the community for my end-of-the-year project. I have been living and studying in Spain since September with a program called School Year Abroad (SYA). This program has schools in France, Italy, Spain, and China designed to help students learn the language and culture of their host country. At this point some of you reading this will probably be saying to yourselves “Wait, who is this guy, and why am I reading about his stupid life in Spain?!” To that I say that those are valid questions, you got kind of aggressive, and you should probably calm down. My name is Spencer Bernard. Those of you that were here last year may remember me as an amazing friend and humanitarian. To those of you who are new at

this school, believe me I’m actually a pretty chill guy, despite what some people will tell you. Near the end of last year a representative from SYA came to visit Holderness. I was curious so I went to attend the meeting and learned about the advantages and opportunities SYA offers students. My interest at this point had been piqued so I took a flyer and the following Sunday had a telephone conversation with my parents about what going to Spain for junior year would mean and whether or not they thought it was a good idea or not. By the end of the conversation we had decided that it was a great idea, and that I should apply to the program. I have yet to regret that decision. My time here in Zaragoza, Spain has been really incredible. I have had the opportunity to travel around Spain and Europe. At SYA I have met other Americans, making my peer group a diverse mixture of Spaniards and Americans. I have been able

to learn a language that I’ve studied for a number of years. At SYA every class is taught in the language you are learning. I am also living with a host family of four for the year, none of whom speak a word of English, as proven by my family’s recent visit. Being a translator for an entire dinner is not as much fun as it sounds. This extremely immersive experience has allowed me to find and discover new things. This unique school year abroad has been a very fulfilling and rewarding experience. My experience in Spain has really been great, and I would recommend SYA to anybody who asks. I sound like a broken record here, but SYA is unlike any other exchange program out there and it provides students with so many cool opportunities. I know that you all cannot wait for my triumphant return to the Holderness School campus. I, too, look forward to coming back for my senior year. I wish you all good health.

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WHAT PARADOXES DO YOU LIVE WITH? BROOKE HAYES REFLECTS

live amongst contradiction. We all live within the boundaries of what’s been deemed impossible. The human heart is very talented when it comes to complicating these feelings; we are capable of wanting two quite different outcomes, while only having the ability to accomplish one. We may not fly and be grounded at the same time, correct? This initial thought seems to have an obvious outcome, but if we step back, the impossible is denied. If our hearts are soaring, does this not feel as though we are flying, while our feet remain firmly planted? Maybe it’s all in how we interpret feeling, proving the two may exist in harmony. These paradoxes scratch at our interior. They are responsible for lost sleep, anxious fiddling with sweatshirt strings, and heavy breathing. It does not seem plausible that we can exist contradicting expectations, yet it has become an intricate part of how we process thought. In each case, there is something tugging, sparking brilliant thought - however complex. It started when pressure came with my everyday decisions, there would

be implications for my every move. I realized that I could no longer let myself drift with the breeze. The swing-set was removed from the backyard, sold at a yard-sale to help finance a new car. My mother was determined she would finally get rid of the magenta Windstar, insisting we had no reason to keep the van- considering our legs only fit at rather tight angles. I wanted desperately to get rid of that hideous vehicle, but it sure would have been nice to have when packed up the sleeker Subaru with all of my belongings, heading on I-93 south to my dorm room. When tossed the keys for the first time, we crammed as many of my friends in the back of the Sub, because a taste of that new-found freedom left us all starving. I peered into the rearview mirror and giggled at the site of 6 of us crammed into my car, comfortably seating 3. It seemed the 3rd row in that van might have been helpful. As I stepped out into terminal D drop-off, I stood waving, watching my mother drive away. For a moment, I flashed back to the day I watched the Windstar pull away, leaving me – lunchbox in hand, on the play-

ground of Stony Brook Elementary. Of all the venomous words spat in heated disagreement, “You treat me like I’m 5!” and “Mom, let go already!” stuck in my head. I wanted so badly to be treated like I deserved adult respect, when in fact I was rather naive in doing so. As we ascended to into the clouds, buildings shrunk and cars appeared as ants on a picnic blanket. My mind wandered to the absurd notion that humans so often encounter- we always crave what is inaccessible. The young want to grow old, and the old grow nostalgic. How insane we are to lose sight of the step in front, while gazing yards ahead. I believe we have the choice to either acknowledge this notion, and wallow in it, or push past these tendencies. I let my eyes trace the plane’s wing, sail over plumes of white, and rest of the orange of a sunset. These small moments are ones not to be wasted. I would inevitably be on my way, regret and anxiety aside.

This article was originally written in response to an AP Composition prompt.

KNOCK KNOCK! WHO’S THERE? 16 DAYS... 16 DAYS WHO? DON’T FORGET YOUR WHITE PANTS!

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16 DAYS UNTIL COMMENCEMENT! 7

BOARD OF TRUSTEES ELECTS MR. HALL FOR BOARD CHAIR

Dougie DeLuca ‘16

Recently, the Board of Trust- not provide any specifics about the He talked about us, the current stuees elected Mr. Robert Hall, Henry curriculum, but he did mention that dent body, speaking with prospec-

Hall’s dad, to be the new chairman of the board. As the chairman of the board, Mr. Hall is responsible for leading the Board of Trustees, which includes leading board meetings and being a very active member in the school. Mr. Hall is replacing Mr. Hamblin, alumnus of the class of 1977 and father of two graduates. Lily ’15 and Haley ‘08. I was recently able to speak with Mr. Hall and ask him a few questions about his new position and the school. In our conversation Mr. Hall expressed how confident he is in the base of this school. He is very pleased with the current state of the school and is excited to see what great things the school can accomplish building off of this base. One focus of the Mr. Hall and the board is the new academic building, which we have all heard about over the course of this year. This building would be extremely beneficial to our science department and would push our academics, as a whole, forward. Mr. Hall and the board are interested in our curriculum and are excited to see what developments and initiatives take place here. Mr. Hall did

“curriculums are always evolving” and, therefore, need to be reassessed constantly. The last major focus that Mr. Hall mentioned was making sure

that “the faculty is top notch and effectively trained.” With these three main points, Mr. Hall and the board are certainly capable of advancing the school in just a short time. In our conversation, I also asked Mr. Hall how the student body can help with his and the board’s jobs, and his answer was “ambassadors.”

PURPOSE STATEMENT The Picador is a publication that serves to inform the Holderness School community and stimulate discourse through the thoughtful and respectful exchange of ideas, featuring the dynamic and insightful voice of the Holderness student body.

Editors Maggie Barton AJ Chabot Maggie Cunha Dougie DeLuca Carter Bourassa Chae Hahn Brooke Hayes

tive students about what the Holderness Experience is really like and how we learn so much both inside and outside of the classroom. Mr. Hall also explained how this applies to more than just prospective students as speaking with alumni about the Holderness Experience is very important. As a student body, we are capable of making a huge change in the school. Mr. Hall most definitely recognizes the power of the student body and aims to heavily involve the students in the progression of the school. I look forward to seeing the change Mr. Hall and the board can make over the next few years. Mr. Hall is most definitely fit for this new position and, as a father of a current student, he is certainly up to date with the state of the school. Even though it is the board that makes the decisions about the direction the school should go in, we all have a lot of power and can make the work of the board much easier. Mr. Hall is very proud of the Holderness we have created and aims to progress the school while still preserving this great community we all live in.

Visual Editors Moti Jiang Yiyang Mao Yoomi Ren Keying Yang Faculty Advisor Mr. Herring

Holderness School Chapel Lane PO Box 1879 Plymouth, NH 03264 603-779-5200 picador@holderness.org

The Picador: Volume 11, Issue 12