The Razor - May 2019

Hopkins School 986 Forest Road New Haven, CT

Vol LXV, no. 6

May 10, 2019

www.therazoronline.com

Katherine Takoudes Elected StuCo President The Truth Behind College throughout her high school tenure.

In her speech, Takoudes suggested using technology more effectively on campus: “One of my main initiatives for next year would be for

the number of all school emails sent Anushree Vashist '21 out. StuCo would create an electronic News Editor form so students could create a poster On April 8, 2019, the stuto include the information they want dent body elected Katherine Takto see broadcasted on the TVs." Takoudes ’20 to lead Hopkins oudes also hopes to explore School for its 360 year. online payment options, as An active memshe announced in her speech: ber of the Hopkins com“I would love to work to cremunity, Takoudes’ acate a StuCo Venmo so you complishments include could pay for dance tickets, being the Senior Features waffles, Hoco shirts, and Editor for The Razor, Haunted House tickets even a Pathfinder Volunteer, when you forget cash.” These a captain of the Cross same methods could prove Country and Ski Teams effective when campaignand a member of the Laing for the Connecticut Food crosse Team. She has Bank Fundraiser: “Those of also been part of Student you who have fundraised Council since Junior in the past are often faced School, but her interest in with the excuse of 'oh sorry, student government beI don't have any cash on me' gan much earlier. She exas a reason not to donate. plained, “I started student As StuCo prez, next year, council in fourth grade in I would work on creating my elementary school in ways to donate electroniGuilford and then when cally, whether it be airdropThe Hopkins Student Body elected Katherine Takoudes '20 to be the I got to Hopkins, in sevping fundraising links, scanning next Student Council President enth grade, my advisor enQR codes, Venmoing money couraged me to run to be an the student body to make better use or integrating credit card chip readEighth Grade Representative.” Takout of the TVs by promoting events, ers into the fundraising norm.” oudes was elected StuCo Representagames, shows, and club meetings on tive in the Junior School and served Continued on page 2... as President for the Class of 2020 them, which would also minimize

Admissions

Juan Lopez '22 Assistant News Editor

This past March, the United States federal prosecutors exposed a criminal conspiracy within the admission process of several prestigious universities. Also known as the College Admission Bribery Scandal, the conspiracy uncovered unlawful schemes in the admission process of universities, where numerous parents used the money to fraudulently falsify the reported SAT scores of their kids’ and bribe college officials. The scandal also uncovered a scheme among undergraduate sports recruitment, accusing several students of falsely reporting sports team memberships in their application in order to secure their admission.

Allegedly dating back to 2011, the scheme has been predicted to have been ongoing for years.

Elite schools such as Yale,

Georgetown, Stanford, UCLA, and the University of Southern California have all been accused of involvement in any form of admission bribery. An FBI investigation was conducted on celebrities such as Lori Loughlin who agreed to pay bribes totaling to $500,000 to have her daughters pose as fake crew recruits at the University of Southern California. Those indicted, such as Loughlin, were also charged for hiring test overseers to take the SATs for their children.

As the court hearings and prosecutions continue on, many students of the Hopkins community have expressed their opinions on the scandal: “I’m not very surprised,” stated Hope Wanat ’20, “It seems inevitable that there will be some who would use their wealth to try to gain an unfair advantage.” Others are disappointed at the Continued on page 2...

Hopkins Students Attend Student Diversity Leadership Conference Orly Baum '22 Assistant News Editor

On April 7, 24 Hopkins students attended the Regional Student Leadership Diversity Conference (SDLC) at St. Luke’s School in New Canaan.

Twenty-Four Students Attended the Student Diversity Leadership Conference

The theme of the conference was ‘Ripples of Change,’ which focused on self love and love in communities.

Ten of the 24 students were facilitators who helped run the Middle and High School 101 workshops.

Students went to breakout groups, which included the Middle School and High School 101 workshops, High School 201, and the Senior Group. Awareness of personal identity is important. “Understanding identity and how it affects who we are, what we do and our experiences help break down a lot of those nuances,” said Becky Harper, Director of Equity and Community, who attended the conference. The goal of the workshops was also for students to have the opportunity to learn more about how to shape identity in both individuals and the Inside: News...........1-2 Features......3-4 Arts.............4-5 Op/ED............6 Sports..........7-8

communities in which they live or attend school. Ranease Brown ’21 commented, “at SDLC we teach students how to be leaders. To be a leader, you need to talk to adults at your school...you can only go so far talking to your peers.

The next step students have to take is using their voice as a teenager at school to speak to the people who teach you. The main message we try to send is to speak up.”

In Middle School 101, there was a discussion about differences and similarities of identity. Sciana Vertusma ’23 said the most important thing she learned was, “everybody has something they’re struggling or succeeding with.” Maya Rose Chiravuri ’23 learned about many types of identity. “I learned about the different types of diversity and that we can find in race, religion, gender, sexuality, age, ability, family structure, socioeconomic status and more,” she stated The students brought up and shared ideas on how to solve issues people face in communities. “We discussed the role that diversity plays in our lives and what types of diversity are the hardest to deal [with] and talk about,” Chiravuri commented.

In the High School 201 conference, specifically meant for returning high schoolers, there was a discussion surrounding intersectionality. When talking of intersectionality, Savan Parikh ’23 described it as an “interlocking of various social categorizations to form discrimination.” “The notion of ‘intersectionality’ shows that it is possible for humans to discriminate others based on them fitting multiple disadvantaged social categorizations.” In the 201 session, Parikh learned about identity in the context of society: “It’s important to understand and learn from everyone else’s experience so that we can work towards a world in which all are treated with equal respect.”

Some Hopkins students facilitated workshops.

This was Liz Bamgboye's '20 first time as a facilitator. “I loved helping participants push themselves beyond their comfort zones and learn more about themselves and oth-

Features Page 3: Hopkins honors the Day of Silence

Arts Page 4: Orchestra and Concert Choir Perform in Spring Concert

ers. It’s exciting to be in a position to foster meaningful conversation and create a space in which breakthroughs can happen,” she said. Being educated on different subjects of diversity and identity were also important in leading discussion was important for Brown. Brown facilitated High School and Middle School 101 discussions and is a member of the Diversity Board at Hopkins. “In order for me to be a facilitator, I take it very seriously to make sure I know what I’m talking about, I know how I feel about certain things so that way I can spread what I know, and more to kids who are younger and older than me,” she said.

Many students met new people at the conference with who they connected. Sierra Walters '24 said, “because I made so many connections with so many people… I left the conference feeling like I had connected to some of my peers and that I had known them a lot longer than a day.” Bamgboye commented, “Every SDLC I learn how to be a better leader and listener. I’m also able to widen my network by meeting students from all over the state.” Brown also talked about how integration in schools is important. She said, “The creation of spaces for people who identify as a certain way to speak about the causes they want without the fear of judgment.”

Learning about and solving issues in communities also inspired Bamgboye. She explained “activism takes many forms. It involves addressing the issues that plague our community, discussing methods of action and carrying them out.”

Many students found the new conference a learning experience that introduced new ideas of diversity: “This conference opened up my eyes to the value of diversity and the importance of respecting it,” Chiravuri stated. Vertusma put it simply: “Overall I had a really great time and I learned more about diversity and to appreciate everyone. After everything, we’re all just human beings who want change and equality!"

Sports Page 8: Hopkins students compete in Penn Relays

Page 2

May 10, 2019

The Razor: News

Hopkins Welcomes Takoudes as New StuCo President Continued from page 1

Takoudes campaigned on the idea of increasing overall school spirit at Hopkins and believed grade-wide events would accomplish this: “[It] would be really awesome to re-tailor the job of the Student Council President to specifically work with Classes and Class Representatives to plan class events and I think for each grade, ” For example, she suggested having a tail-gate only for Juniors in the Fall: “I think a Tailgate in Siberia would be fun [for eleventh-graders] because many [of them] would be driving at that point so they could all drive in before a home game on Smilow, the field by Siberia, and then there could be a grill and some food and yard-games and I think it would be a fun class event to start the year.”

Takoudes recognized adding more events would not necessarily improve participation: “In general, students are so busy after school and on Fridays and adding more events isn’t going to increase attendance to any one of them. I think by adding more things during the school day, so like H and

G blocks on Fridays, or during Assembly or lunchtime, would be the best way to go.”

Takoudes recommended having the Fall Female Football Game happen at a mutually convenient time for the entire school: “It would be fun to make the Female Football Game, which is a huge Junior v. Senior tradition into an all-school assembly.”

She emphasized the importance of “creating more fun Assemblies” in which all students could participate. Takoudes proposed having more student input, especially in the music played before Assembly starts. She also hopes to add more exciting events, including a game show, to the morning ritual: “This idea for an ‘Are you Smarter than a Seventh Grader?’ is part of my initiative to make Assembly as fun and interactive as possible. At some point during the winter, we could host a game show Assembly where a faculty or staff contestant would compete for a prize by answering actual seventh-grade questions from different subjects.

Takoudes explained she feels more prepared than ever to lead the Student

Body: “I’m just so excited for next year. I’ve just always looked up to the Student Council Presidents and I can’t wait to initiate my

own ideas but also work with all of Student Council and the student body to bridge that gap between students and administration.”

Katherine Takoudes ’20 (left) helps set up the Collins Post Semi-Formal Dance with other StuCo members.

Hopkins Brings Funky Furniture to Baldwin Bynum and Dean of Academics David Harpin, teachers were then Zoe Kim ’20 invited to apply to be part of the new experiment. With more than Senior News Editor a quarter of the Hopkins faculty wanting to participate, room B004 was selected. “This classroom,” Lamont stated, “was large enough In February, Hopkins launched a new furniture pilot in a to pick some fun stuff! Additionally, the three teachers who share Baldwin classroom. Notorious for its “rustic atmosphere,” Baldwin that classroom applied to be part of the pilot. With several different Hall has been a staple of the Hopkins campus since 1925. The nine- classes taking place here, the pilot will serve a variety of different ty-four-year-old building has maintained its original layout, with an grade levels.” With six different classes being taught in the room in a open fireplace still located in room B205. Having not undergone a week, multiple different students will be able to test out the furniture. renovation in almost twenty years, Baldwin has remained relatively Many students think the adjustability of the desks is one the same. Cyrus Kenkare ’22 commented on how well suited Bald- of the best selling features of the new furniture: George Wang ’20 win was for the change: “Baldwin seemed a perfect fit, considering said, “being able to move the desk up and down has proven to be that it is one of our older buildings, it’s exciting to see it revamped.” great. I’m more comfortable in class and it’s easier to take notes at When walking into room B004, a basement Baldwin class- a height that’s better suited for me.” Paige Devoe ’20 also noticed room, students are now met with five perfectly symmetrical rows how the wheels of the furniture have proven themselves useful in of wide new desks and bright red rolling chairs. These desks, two- helping her concentrate: “I have noticed that I am not as fidgety betimes bigger than the average desk, are intended to give students cause I can move around more freely. I’m more comfortable and can more space to work. focus more, whereas, Math Teacher Elisa with the old furniTurner, who teaches her ture, it was difficult.”

AP Statistics class in Along with its adjustthe room, commented ability, Lamont added, on the versatility of the “the furniture is also new furniture: “The constructed so that it new desks and chairs can easily be moved are great. Students can for different configuadjust the height of the rations and types of desks to find a position class activities.” Turner that fits best for them, expressed her enthusiand students can stand asm about this feature if they feel like they when she added, “bewant a change of pace.” ing able to change the The chairs have wire layout of the class has netting beneath them proven to be extremely for students to place helpful, especially in a their bags, and four room used by four difrolling wheels, making ferent teachers.” Deit easier to maneuver voe observed the new around the classroom. classroom environment Director of Insince the change: “The novation and Technoloclassroom has been The new classroom furniture is easily maneuverable for different classroom set-ups. gy Lisa Lamont touched different. Meeting with on how Baldwin was an ideal place to try since “some of the fur- teachers is now easier because I can swing to their desk more easniture is a bit dated.” Lamont works with the Teacher Enrichment ily. It’s easier to talk with others and it promotes more discussion Cohort, a professional learning community that discusses the best in class.” Turner showed no signs of nostalgia over the old desks: practices in teaching. “We also explore trying out new things for “One of the drawbacks of the old furniture,” she stated, “was the the classroom, such as this new furniture pilot,” she stated. While slanted desktops because items easily slid off. The new furniture speaking on the importance of the classroom environment, Lamont allows me to easily have the students sit in many different types of said, “Research in education tells us that classroom spaces, in- arrangements. We can even make one big table out of the desks!” cluding the furniture, has a profound impact on the way that we The new furniture pilot comes with a price. Furnishing teach and how students learn!” Owen Smyth ’20 expressed simi- one classroom costs approximately ten-thousand dollars. However, lar views: “My comfort affects my studying the most in class. The the high price-tag reflects the quality of the new furniture. “The Baldwin desks are sometimes too low, making it harder to focus furniture is built to last,” Lamont added as she called the pilot “a because of how uncomfortable I am. It’s hard to stay attentive long term investment.” There currently is not a specific budget for when you are not comfortable.” Dominic Roberts ’22 agrees: “I classroom innovation yet, however, Dr. Bynum gave his full supthink by having good surroundings I can focus more on what’s port to the program. Wang summed up his thoughts on the pilot at task,” he stated. “The new furniture pilot,” Lamont voiced, simply: “It’s great to even have the opportunity to do things like “will give some teachers the opportunity to try out some furni- this at Hopkins. Experimenting with different ways of teaching ture that has a more flexible, human-centered design and focus.” seems to fit perfectly with what Hopkins’ innovative community.”

Once the idea was finalized by Head of School Dr. Kai

College Scandal Continued from page 1 news, believing the scandal negates their own efforts in high school and any prospect of their chance at college admissions. Javier Muliero ’20 stated, “It feels like all my hard work is being outdone by someone else’s financial status. I am trying so hard to do my best throughout high school and it is like a slap in the face.” Izzy Lopez-Kalapir ’20 had similar feelings and is scared of being disadvantaged because of people “who don’t play fair”: “With the new scandal, I think it will be harder for me when I have to apply. These students are taking up a spot in admissions that another, perfectly qualified student deserved. It makes me wonder whether my effort in high school will amount to anything if there are others who can just pay their way through.”

Along with having deep impacts on the Junior and Senior class, some underclassmen are already expressing concerns due to the scandal.

Nick Wilkinson ’21 stated, “This scandal just scares me for when I apply next year.

I think it will cause me to stress more than if the scandal was not brought into the light. I know that it is a crime, however, I think it will negatively affect me.”

The college counseling office expressed understanding of the student-body frustrations on the matter.

Director of College Counseling Erika Chapin said, “the college search and application process inherently makes students a bit nervous.” Chapin expressed frustrations regarding the scandal: “this scandal has really highlighted just how unfair the college admissions process can be.” With all the varying opinions on the matter, Chapin emphasized the support College Counseling office can provide for students who may want to talk: “If students are expressing particular concerns, we talk about them directly using relevant facts and information.”

Regardless of the opinions that students have on the issue, College Counseling stressed the importance of talking about it with someone. Chapin put it simply, “I recommend people speak to a trusted adult if you are bothered by the issue. College Counseling resources are available to all students.”

FEATURES

May 10, 2019

@OurSchoolStyle New on Instagram

can match with what, so it doesn’t take that long. I think what takes longer is deciding if I like how an outfit looks or not.”

Sometimes, style and clothing can be viewed as another step to one’s morning routine. But how would people Follow @ourschoolstyle on Instagram for many fashfeel if they never got to choose what they wore because of a ionable pictures of your classmates to see what clothes and school uniform?

An suggests “I prefer choosing my clothes styles are featured! The account includes pictures of many instead of a school uniform because even though a uniform Hop students wearing different kinds of clothing and outfits. would require less time, picking out what I can wear that The two creators of the account, seniors Liana Tilday is fun and lets me experiment with different clothing ton ’19 and Gigi Fulginiti ’19, had a specific reason and pieces to create new outfits.” message behind the creation of Sara Amar ’19 @ourschoolstyle. “We believe views fashion as self expresthat fashion is an important elesion.

“I also just think fashion ment of everyday life. It repreis an art form so it’s important sents identity, individuality, creto keep it around because art ativity, and confidence. Through is what makes us human, and fashion, people can showcase fashion is a uniquely human their thoughts, emotions, and phenomenon. I think clothes beliefs in a silent yet loud way. are super important and I Our opinion with respect to wish people were more supthe importance of fashion was portive of fashion in general what inspired us to create ‘Our because I feel like among the School Style.’ We wanted to put older generations its viewed the spotlight on students and foas frivolous- that’s why we cus on how they utilize style in have a dress code in the first order to convey their own mesplace. They don’t see it as an sages on a day-to-day basis.” art form or self-expression.”

Alexis Chang ’21 comTilton and Fulginiti mented further on the account, further explained why they stating, “I enjoy seeing so many think fashion is so impordifferent styles and clothing distant in the life of a Hopkins played at Hopkins. It’s super instudent.

“What you wear teresting to see an emphasis on has the ability to shape your fashion at Hopkins because I feel confidence and mindset for like it’s rarely talked about, and the day, so we do believe it it should be discussed more!” On Instagram, @ourschoolstyle features Hopkins students in plays a big role in students’ stylish outfits from around campus.

Julia An ’21 said she lives. What we have found usually has her clothes already is that fashion, specifically the discussion of fashion, has put together and does not take too much time planning her brought students from different grades together. Building outfits. “I do put some thought into my outfits, though for most the Hopkins community is particularly exciting for us!” of my clothes I know what I like pairing them with or what Emmett Dowd ’21 Assistant Features Editor

Page 3

Students React to Climate Change Initiatives Julia Kosinski ’21 Features Editor

On March 15, thousands of students around the world skipped school to participate in rallies demanding action from their governments to mitigate climate change. Though Hopkins students were on spring break during the strikes and unable to attend the rallies, many students are still interested in being proactive in the battle against climate change. As Isabel Melchinger ’21 described, “it’s everyone’s responsibility to help our earth because it’s going to be our generation’s problem. To globally impact climate change in a positive way would require a lot of collaboration and big changes to our lifestyles quickly because we are running out of time.”

Like youth across the globe, Hopkins students are worried about climate change. Although Sophie Sonnenfeld ’21 feels that “climate change has only had minor effects on [her] life so far”, she is “very worried about the impact of climate change, as it is one of the largest issues our generation is currently facing, and will face in the future.” Jasmine Shah ’21 shared a similar outlook: “I am especially concerned that 2030 is the deadline where we absolutely need to cut global carbon emissions by 45% because if we don’t, there will be nothing we can do to slow down climate change. That’s in ten years.” Jack Kealey ’21 is particularly “worried because of the pure blatancy with which people reject that the climate crisis is a current issue.”

Kate Collier ’21 became interested in environmental issues through first hand experience: “I have participat-

Kate Collier ’21

Hopkins Honors Day of Silence concrete (rather than performative) activism, has led the club to have a Day of Action in the past. However, for the On April 12, the Hopkins past two years, members preferred the community started off the day with audible impact and chance for reflecan Assembly presentation led by tion that a Day of Silence allows.”

Sexuality and Gender Advocates LGBTQ+ issues have im(SAGA) heads, Lexi Dawson ’20 proved, but there are still major isand Fi Schroth-Douma ’19, to honor sues in the community. According to the Day of Silence.

SAGA head, Schroth-Douma, “The Student volunteers shared biggest challenge that LGBTQ+ youth paintings, personal face in the U.S. is stories, videos, and the risk of homesongs including “Willessness and strugdewoman” by Lugles with mental cius and “1950” by health, in cases of King Princess. Stuunaccepting famidents shared anonylies. Around the mous stories writworld, there are ten by members of over seventy counthe Hopkins comtries in which LGmunity who talked BTQ+ people are about struggles with breaking the law their identity. Adrian just by existing; if Student volunteers and singers pose after the Day of Silence Assembly.

Horsley ’20, who they live as themshared a speech about their struggles of Silence, members of the Hopkins selves, they risk not only legal punishwith identity, said, “Listening to the community discussed ways to increase ment, but violence and hate crimes.” singing was lovely, and I appreci- activism, while still following the traSchroth-Douma encourages ate watching kids pay attention.” ditional actions, such as staying silent, others to educate themselves on sexuMembers of the Hopkins com- that are done in other schools on the ality and gender, and to “make a community had the option to stay silent for Day of Silence. James Gette, an advisor mitment today to be an LGBTQ+ ally, the day to honor LGBTQ+ folks who for SAGA, said, “SAGA has had a lot meaning that you will do your best to cannot share their identity. At 3:35 pm, of discussions over the past couple of listen, understand, and actively supthe students who chose to stay silent years about the virtues of a Day of Si- port the LGBTQ+ community.” There for the day gathered on the Big H and lence versus a Day of Action. The catch are still many issues the world is yet broke the silence with a unified scream. 22 of Day of Silence is that the people to overcome regarding mental health, The scream caused Amelie Khiar ’22 who are in the best position to answer homelessness, and laws on sexualto “think how hard it would be to stay questions people have on that day, are ity, but as Schroth-Douma says, “You silent for a day, and how hard it must also the most likely to be silent. This are not alone; there will always be be for people in less fortunate situa- problem, coupled with an emphasis on people who love and support you.”

Anjali Subramanian ’22 Assistant Features Editor

tions to be quiet for their entire lives.”

Later that same day, the Pride Prom dance with music, games, and food took place. Students who wished to attend were encouraged to “bring a partner of the same gender” and to “dress in drag.” Pride Prom was a time to celebrate with friends. Horsley thought of Pride Prom as “more like a party than a school dance.”

When planning for the Day

Kate Collier ’21 restores coral reefs in the Florida Keys.

ed in hands on coral restoration, and I have seen how the reefs have been destroyed by the warming water right before my eyes. It is shocking how fast it’s happening.” Owen Lamothe ’22 touched on a few ways in which he already feels the effects of climate change in “poor air quality and more heat waves in the summer.”

Reflecting on Hopkins’ environmental impact, Collier acknowledged that Hopkins “does a pretty good job of being sustainable. It is nice to see that there are paper cups in the café, recycling bins next to almost every trash bin, and that a lot of the lights automatically turn off when they aren’t being used.” Collier believes that Hopkins should focus on spreading awareness so that “students connect with an environmental issue that they feel passionate about and have an impact on communities outside of Hopkins.” Although recycling bins are common on campus, Sydney Hirsch ’19 noticed “a good amount of plastic bottles purchased from the cafe end up in our trash cans as opposed to recycling bins” and hopes that “a little awareness of this issue could go a long way on our campus.”

Simon Bazelon ’21 believes that “the most important thing Hopkins can do to reduce its carbon footprint would be to serve less meat in the lunchroom as switching to plant based alternatives is both more humane and more environmentally conscious.” Sonnenfeld, one of the Meatless Monday advocates on campus, elaborated on the importance and ease of a joint campus effort to eat meatless one day a week: “With the amazing Veg Revolution station, we already have wonderful vegetarian options, so going vegetarian one day a week is an easy, effective way to help the environment. By reducing meat consumption, we are saving resources, saving our world, and benefitting our individual health.”

(Continued on page 4...)

Page 4

The Razor: Features & Arts

May 10, 2019

Juniors Visit Colleges, Seniors Offer Advice Katherine Takoudes ’20 Senior Features Editor

March Break: a time to relax, travel, and catch up on sleep. But for the class of 2020, the two week break also consisted of college visits to which they will apply in the fall. As the Class of 2019 wraps up the college process and chooses their home for the next four years, the Class of 2020 is diving into the college process with these visits.

Besides March Break, some students began college visits over the summer or on long weekends throughout the year. Anne Marie Dooher ’20 said she “started touring colleges in September because [she] didn’t play a fall sport, and therefore had more time on the weekends.” Chloe Sokol ’20 began her own college tours over March break, yet was familiar with the college tour process: “I have two older siblings, so when they were juniors, and I was in sixth and ninth grade, I tagged along on their college tours. While it was nice tagging along with my brother and sister, I’m also glad to focus these college visits completely on myself.”

The College Counseling Department often advises students to visit enough colleges to get a clear idea of what one likes and dislikes about various colleges, but not too many so that it is overwhelming. Senior Kara Amar ’19 said she “only visited three schools because [she] got the gist of it.” On the other hand, Zach Blake ’19 toured a handful of “small liberal arts schools in the Northeast before touring big schools on the West Coast and realizing that they were the right fit for [him].”

Most tours are lead by a current student and feature the campus’ most distinguishable undergraduate buildings and spaces. Director of College Counseling Erika Chapin said, “A good college tour is one that provides clarity to the prospective student. In this sense, clarity can also mean that the student is not interested in that college as a result of the visit.”

Ethan Glazer ’20 believes a good college tour con-

sists of “visiting as many academic or school affiliated build- college visit goes beyond school sanctioned events. ings as possible to get a sense of the college’s environment,” College Counselor and English Teacher Dan Drummond while Deniz Tek ’20 enjoys seeing “a specific aspect of the said, “Pay attention to students who aren’t the tour guide, community or campus stand out to [him]” on the tour. both the undergraduates on campus and the other high Hopkins students also attend information ses- schoolers in your info session/tour group. How’s the ensions, and presentations organized by the college admissions ergy level? Do these people seem reasonable as potendeparttial classmates? How are people interacting Tina Mushani ment. in dining halls, in dorms, in the hallways?”

“I think Sana Patel ’19 echoed Drummond informaand encouraged underclassmen on tours to tion ses“people watch and notice how other students sions are are interacting around campus.” Blake also helpful noted the importance of looking beyond the b ecause campus tour, saying: “When you’re on your t h e y visits, make sure to explore the surrounding bring a area - the town, the people, and how they bunch fit into the college. Even inspiring views and of statisbuildings can go a long way to convincing tics and you that a college is the right one for you.” details Tim Sullivan ’19 agreed and urged students from a to “try and imagine yourself as a student college there to see if a school makes you excited to into one be part of the community when you visit.” place.

Chapin’s advice is to “connect with peoH o w ple at the campus who are not involved in the ever, all ‘official’ part of the college tour and informaschools tion session… And, if possible, try to connect say bawith a Hopkins alumnus/a while visiting!” sically Blake urged students to “keep an open Saira Munshani ’20 visits Boston College over March Break. the same mind when picking colleges to visit, especially thing, so it’s also important to see the school through with location.” Amar enjoyed touring “with someone who your own perspective, such as with your own research or is not well versed in all things college related. That way, you a tour,” said Lady-Karen Asamoah ’19. Blake agreed: “You can see the school from your own perspective and truly will find that most information sessions end up giving you form your own opinion.” Asamoah echoed the overarchthe same stats and factual stuff that makes every college ing message of the seniors: “Go with your gut. If you don’t great.” While a tour and information session are often cru- like a school, that’s completely fine because there are plenty cial to understanding a college, making the most out of a of good schools to choose from with great opportunities!”

Students React to Climate Change (Continued from page 3)

Kealey also touched on the importance of evaluating lunch habits in order to be more sustainable: “I think if we could do anything better it would be to not use so much water waste at lunch, by not using a new plate every time you go through the lunch line, and completely emptying your plate before sending it to be washed.”

Collier is especially interested in the role plastic pollution as it pertains to ocean ecosystems and leverages social media to spread awareness: “My friend and I run an awareness website and Instagram account for coral restoration called Little Blue World to promote habits to help save the reefs and keep our oceans clean. We both have gotten to see the beauty of the reefs up close, so our goal is to guide other people to connect with this issue and help individually.”

Hirsch elaborated on her efforts to be environmentally friendly: “I’ve eliminated all disposable plastic use in my house, and I pretty much always have my metal straw on me.” Lamothe thinks that the key to living more sustainably can be found in taking one extra step, like “finding a recycling bin when a trash can is right in front of you, or taking a shorter shower,” and recognized that taking this extra step and breaking old habits can be

difficult. Sonnenfeld echoed this emphasis on personal actions: “it really comes down to individual accountability and staying conscious in doing as much as we can, whether that’s using reusable bags to shop, becoming vegetarian, or educating others.”

On the other hand, Bazelon commented on the need for collective based solutions: “Changes to personal behavior are nowhere near enough; the only acceptable response is large-scale policy changes on the governmental level. I think activism and participation in the political process from voting, to calling your Congressperson, to running for office yourself is the most important thing we can do.”

Hirsch, also feeling the tension between personal and large scale commitments to save the environment, added, “While I know I can make a smaller scale impact, it’s really large corporations that are doing the most damage to our environment. I honestly don’t know how to begin to tackle that, or to even bring awareness to it, but hopefully in college that will change.”

Melchinger hopes that “as a community, Hopkins will do more to become a sustainable environment and provide opportunities to help our greater community. We have to put as much effort into slowing down climate change as we can before it’s too late.”

Hopkins at CT Colt Poetry Contest

(Continued from page 5) One of these competitors, Ian Dailis ’20, reflected on the challenges of the competition.

He said,“I came in thinking that the biggest challenge for everyone would be memorization, while in reality the focus was expression of the poem, [since] fluency was already mastered by everyone. The girl I competed against had fluency equivalent to mine but much better expression of feeling so she understandably got a silver while I got a bronze.”

For gold medal winner Olivia Capasso ’19, participation in the contest was par for the course. She said, “Italian has been my favorite course throughout high school and I’ve always looked forward to preparing for the poetry competition. I’m the only student in Italian 5 honors so I couldn’t not participate in the actual contest.” However, she did end up finding the experience to be a rewarding parting gift, adding, “I enjoy the process of practicing and reciting my poem for weeks, so winning my section was definitely both rewarding and enjoyable, especially since this is my final year at Hopkins.”

The contest was a learning experience for some and a performance exercise for others. Bronze medalist Daya Baum ’24, summarized her sentiments of gratitude and contentment: “I found it rewarding that I even got to experience this.”

Artist of the Issue: Emma DeNaples ’19 beginning of her freshman year. Not only was it a chance to explore her singing passion, but also an opportunity to connect with other students. DeNaples recalled, Emma DeNaples ’19 is an art- “There were older girls who gave me a ist in many different senses on the Hop- lot of advice, and that helped me a lot.” kins campus. DeNaples plays trombone Throughout her four years with in the Jazz Rock Ensemble, is the co- Triple Trio, DeNaples has mastered the head of Triple Trio, and serves as editor art of quashing stage fright and making of Daystar, a literary and arts magazine. the most of her performances. DeNaples DeNaples began playing the trom- shared her secrets for being confident on bone before she attended Hopkins. She has stage: “My way of being the most at ease is participated in instrumental ensembles trying to have fun with it. Being really stiff throughout her six years on The Hill. “I’ve and serious never helps me. I try to pinbeen playing jazz for Hopkins since the point one of my friends in the audience and seventh grade. It’s been something I’ve act like I’m serenading them. I goof around been dowith it. Not to ing my the point where whole life.”

I’m being unDespite professional, but her devoI like to have tion to jazz fun and be more at Hopkins, expressive.”

DeNaples DeNaples also does not focuses on selflimit herexpression in self to just her role as edione discitor of Daystar. pline. She The group hosts believes events like cofthat it is fee houses and i m p o r t a n t Triple Trio poses for a picture at Spam Jam in June. Emma poetry readDeNaples ‘19 is pictured front row, right. to give atings where tention to students can all aspects of art. “A lot of people think of share their work with the community. Devisual art when they think of art, and I per- Naples expressed her hopes for Daystar sonally can’t draw,” said DeNaples. to appeal to even more artists on camArt at Hopkins ranges from pus: “We mostly do prose, poetry, and the formal classes such as the Jazz Rock visual art, but we would love to include Ensemble and Orchestra to student run more so we encourage people to submit groups like improv comedy and a capella. screenplays and comedy pieces.”

DeNaples believes that the less formal DeNaples believes that stugroups on campus are just as meaning- dents should take a chance and pursue ful for Hopkins students. Being involved their artistic side: “If you do play an inwith Daystar and clubs that are more ar- strument or like to draw, sign up for a tistic is “not something where you are in class! Everyone loves their art classes.” a class or something more serious like Next year, when DeNaples a band or a capella. Even more infor- moves on from the Hill, she hopes mal clubs have tight knit communities.” to join an a capella group as well as DeNaples joined Triple Trio at the contribute to a literary magazine.

Ella Zuse ’21 Assistant Arts Editor

ARTS

May 10, 2019

Page 5

Hopkins Orchestra and Concert Choir Perform in Spring Concert living performance of a piece of music.”

Becoming more accustomed to the group is especially true for the people who are new to each ensemble. Joanna Lu ’22 reflected, “I think this term, a lot of people in the orchestra are much more comfortable with each other, especially the freshmen. We’ve definitely improved as musicians, and the music we play reflects that.”

Lily Meyers ’20 Senior Arts Editor

On Tuesday, April 30, Hopkins Concert Choir, Treble Choir, and Orchestra performed their spring concert at Church of the Redeemer in New Haven. Through the concert, Hopkins musicians aimed to show the progress they have made this year in the Hopkins Arts Department as well as throughSpeaking out their time at Hopkins. to the difThe spring conference in cert differentiates itself the types from the winter holiday of muconcert through the types sic in the of music performed as spring well as the time spent concert, working as an ensemble.

Concert Director of Instrumental Choir coMusic and Arts Departpresident ment Chair Robert Smith Director of Instrumental Music Robert Smith con- K a t i e ducts the Hopkins Orchestra. explained how “the flow Broun ’19 of rehearsal is streamlined because of said, “Our repertoire included pop muthe change in group dynamics; we’ve all sic, which Concert Choir only does in the grown accustomed to each other.” Concert spring.” She went on to explain that one of Choir has also become closer as an en- her favorite pieces from the spring concert semble in their preparation for the spring was “‘Somebody to Love’ because it brings concert; Concert and Treble Choir Con- my journey in Hopkins Concert Choir full ductor Erika Schroth said, “It really takes circle. The seniors in Concert Choir chose a semester for the group to learn how to this piece for the spring concert because it sing together, and to become aware, as a was one we sang freshman year in choir.” group, of what is needed to get to the next While it is not a pop piece, anlevel of performance and understanding. It other popular song among concert choir also takes time to learn to trust each other, was an arrangement of the spiritual “My and that is one of the great gifts of sing- Soul’s Been Anchored in the Lord” by ing together - we have to learn to lean on Moses Hogan. Sam Brock ’21 said, “I each other so that we can take individual believe that, out of all of our songs, it risks that are essential to a vibrant and gives the most back when you put effort

As You Like(d) It

into it. We can make it sound so good plex, and the tonal colors are stunning.” just by being ‘into it’ and really think- Concertmaster Alex Zhang has enjoyed ing about our performance as we go.” playing “The Planets.” He said, “There’s The focus Brock speaks of has nothing not to like about Jupiter. It’s been a crucial part of the semester for all unique, upbeat, has great melodies across of the ensembles. Concert Choir co-presi- the orchestra, and is super fun to play.” dent Kenny Lu ’19 observed, “This year it The Treble Choir sang with the feels like people are taking rehearsal more orchestra for part of “The Planets.” The seriously. We’ve been really productive Treble Choir is a new ensemble at Hopand I think each concert is better than the kins, featuring soprano and alto juniors and last.” This focus has been especially neces- seniors. Broun is part of the Treble Choir sary when working on the hard pieces this as well, and commented on the difference term. Broun said, “We have worked hard between singing in the two groups; “Singnot only to get the right notes and rhythms, ing in more of a chamber ensemble style but to create beautiful lines and contrasts makes you a more independent musician in musicality.” The group’s performances and makes each person reliable for their have rework. I have flected the appreciated hard work the extra opthey have portunity to put into sing a different the music. type of music Schroth (both in part reflected, division and “This year, tone quality).”

I am parThe spring ticularly concert was a feeling the way to show growth the progress The Concert Choir performs in Church of the Redeemer. in confithe Orchesdence, and in tone and vocal maturity.” tra, Concert Choir, and Treble Choir have In the Orchestra, hard work this made this year as the groups have worked term has been an important part of work- on both the technicalities of pieces and ing on pieces such as “The Planets” by the artistry of making music as a group.

Gustav Holst. Smith described “The Plan- The concert was also an opportunity for ets” as being “vastly different from any the different groups to come together, piece we’ve ever played. The time sig- demonstrating Smith’s comment- “Munature changes are challenging, the tem- sic brings us together in so many ways.” pos are fast, the instrumentation is com-

and enjoy As You Like It even more. She remarked, “I personally find it hard to read Shakespeare, but watching my friends take the text and add so much more On May 2, 3, and 4, the Hopkins Drama to it makes it entertaining and easy to understand.”

Association (HDA) performed the spring show Many cast members of As You Like It pointed Shakespeare’s As You Like It, directed by Hope out the difficulties that come with performing ShakeHartup and Assistant Director Graley Turner. speare. Congdon commented, “The most challengAs You Like It follows Rosalind (Ellie Doo- ing part of the show was trying to find meaning and little ’20) and her cousin Celia (Lexi Zyskowski ’20) character in the lines Shakespeare writes. When you after their exile from the court of Rosalind’s aunt, Duke finally figure it out, a bunch of other lines make sense Fernanda (Brooklynn Brockenberry ’21), into the For- too, and the play starts to take full shape.” Doolittle est of Arden. While in the kingdom, Rosalind and Celia agreed with Congdon, adding, “It’s such a process become across Orlando (Petey Graham ’20), who falls in cause not only do you have to memorize the words, love with Rosalind at first sight. While in the forest, but you have to understand what it actually means.”

Rosalind, now disguised as Ganymede, a young man, This production features several songs and Celia, disguised as Aliena, a shepherdess, along with lyrics from Shakespeare’s original text. Headwith the court jester Touchstone (Griffin Congdon ’20), ing into this production, Ramey Harper-Mangels cross paths ’21 (Sir Oliver Martext) with Duke was surprised to disSenior (Elizacover the musicality inbeth Roy ’20) volved with As You Like and various It: “Most people don’t other lords think of music when they and characters think of Shakespeare, of the forest. but there are a lot of The play folsongs in As You Like It.” lows the huThe audience morous love setup for this show is story of Rosadifferent than the typilind and Orcal configuration used The cast of As You Like It choreographs the finale of the show. lando, as well for most Hopkins proas those of other couples whom the au- ductions, with cabaret seating. Hartup described the dience meets along the way. benefits of the cabaret arrangement: “Something difSeveral members of the cast greatly appreciat- ferent about this show is that the audience is seated ed Hartup’s help in the process of working with the script around tables instead of the risers. This allows the and developing their characters. Roy (Duke Senior) actors the opportunity to interact with the perforsaid, “I’ve never had the opportunity to work on Shake- mance space in a whole new way and for the audispeare with Hope before. She knows so much about the ence to enjoy the play from a new perspective.” process of learning and performing Shakespeare and Zyskowski commented, “Shakespeare it’s been such a great learning experience for me.” Mar- isn’t easy, but there’s nothing like those moments garet Toft ’21 (Le Belle) found that the collaborative when everyone is working together and we’re able nature of preparing a production helped her understand to produce something light, funny, and beautiful.”

Zach Williamson ’22 Assistant Arts Editor

Hopkins Performs at CT COLT Poetry Contest Izzy Lopez-Kalapir Editor-at-Large On April 3, 2019, Hopkins students kicked off National Poetry Month by travelling to Rockville High School to participate in the 38th annual CT COLT (Connecticut Council of Language Teachers) Poetry Contest. They competed with over 500 students from 52 schools, and out of the 33 Hopkins students that attended, 18 were medalists in their divisions.

COLT provides a slate of poems, grouped by level and language, from which students and teachers could pick. Modern language students begin preparation for their in-class recitation during the month of March. From there, either teachers or a class vote determine the best performers to move on and travel to the COLT contest, always held during the first few days of April.

The process of learning a poem in a foreign language must be met with care and precision, according to Liz Bamgboye ’20. She said, “What I found most challenging was making sure that I practiced the right thing each time. It’s way too easy to practice the wrong thing and perform the poem completely wrong.”

“The poem recitation definitely helped me focus more on the pronunciation of the language that I’m working on, which is Chinese,” said Elliot Calderone ’22, “Making sure every tone and pronunciation was perfect really helped me pay more attention to how I speak the language.”

When asked if the poem preparation aided in a better understanding of her language, Sarah Lopez ’19 said, “As Italians would say, ‘nì’ (yes and no). It definitely was a weird poem considering it was written in an old dialect of Italian but it is cool to recite something in Italian dialect rather than ‘standard’ Italian.” In contrast, she enthusiastically spoke on the performance aspect of her poem: “I am not a performer in any sense of the word. My voice is naturally very monotone and my resting face is serious so I had to work really hard to convey the emotion in the poem. It was about the joy of love and youth so I needed to recite in a higher pitch as well as move my hands and smile. I was worried I would freeze but I didn’t! I even surprised myself by adding a gasp on the final line of my poem.”

Students who are fluent or speak a second language at home competed in the “Heritage” division.

(Continued on page 4)

Page 6

Opinions/Editorials

The Art and the Artist

Sarah Roberts ’20 Managing Editor

When I was nine years old, I fell in love with Michael Jackson’s music. From the moment my mom played “Man in the Mirror” in our kitchen, I was hooked. I was hooked on his music, I was hooked on how he told stories through his music videos, and I was hooked on the message of acceptance that emanated from every work he produced. As I got older, I learned that Jackson had been tried and acquitted of multiple counts of child molestation in his lifetime. I wanted to believe he was innocent, as did many other people. Until recently, I was able to continue to love him and his music blindly.

The documentary Leaving Neverland follows the lives of two boys whom Jackson sexually abused as children. After watching this, there was not a trace of doubt in my mind that these two men were telling the truth and were permanently traumatized. All of a sudden, there was something completely new to reckon with when I thought about Michael Jackson. I love his music. It makes me feel nostalgic and happy, and those are real feelings I can’t stop feeling.

But now, whenever I think about him or hear his music on the radio, I feel a deep disgust, a moral outrage. These are real feelings I can’t stop feeling either.

My Michael Jackson dilemma is one that is repeated by an abundance of other people throughout time and especially so in the era of #MeToo. Over and over again, we learn the people who created the art we love are accused of monstrous acts. The art could be R. Kelly’s “Ignition (Remix),” Harvey Weinstein’s production of Good Will Hunting, Johnny Depp’s performance in Edward Scissorhands, or even Bill Cosby’s titular role on The Cosby Show. But at heart, the dilemma is the same: What do I do with art I love that was created by a monster?

A common answer to these questions is repeated so often it has come to seem as though it is an inescapable truth: you must separate the art from the artist.

The intention of this school of thought is directed towards literary analysis in an effort to elevate literature from an art to a science. To do so, critics created the idea that a work of art must stand on its own.

But this idea is not self-evident truth and cannot be applied blindly; it

is an academic idea that is popular as a tool for analyzing poetry and has since evolved in several directions. It’s one possible way of thinking about art, but not the only one. Others argue the artist is not in charge of the interpretation of their work because the artist is “dead” after the initial act of creation. It is the consumer, who reads, listens to, or beholds artwork, who creates it. If we don’t allow the authors, artists, actors, or directors the power to dictate how we interpret their art, then they don’t get to control anything about their industry or their legacy.

The issue here also extends past the dilemma: “Is this artist immoral?” but should bring up the question “Is this work of art asking me to be complicit with this artist’s immorality?” It’s the same argument which has come up often with R. Kelly, who writes songs about sex and age-differences but was accused of sexually assaulting young women. I would not want to send the message to him or to anyone else, that by listening to his music, I am complicit in his actions. If I conclude a piece of art is asking me to support a worldview I disagree with, I might decide my duty as a consumer is to turn my attention elsewhere.

Personally, I don’t really think any of us are able to take our own feelings about any artwork away from our impression of it. We’re necessarily engaged in a back and forth. Nor do I think it’s useful to isolate a work from the situation in which it was created and from the person who created it. To forget the historical and social context of a piece of artwork is to forget the seriousness of whatever consequence came with it.

I don’t have satisfying answers to any of the questions I’ve brought up here. I can’t tell you how you should feel about your favorite piece of art that was made by someone accused of doing terrible things. At the end of the day, a work of art that speaks to you is a work of art that speaks to you. In my case, I ended up more or less where I started: I can’t reverse my fondness for Michael Jackson’s music, and I can’t set aside my disgust for his actions. Right now, my emotional reaction to the words of Wade Robson and Jimmy Safechuck, the two men who shared their stories of abuse in Leaving Neverland, is much stronger than my love of Michael Jackson’s music.

Editor-in-Chief: Eleanor Doolittle Managing Editor: Sarah Roberts News....................................................................................Zoe Kim, Anushree Vashist, Juan Lopez, Orly Baum Features...............................................Katherine Takoudes, Julia Kosinski, Anjali Subramanian, Emmett Dowd Op/Ed.............................................................................Saira Munshani, Sophie Sonnenfeld, Kallie Schmeisser Arts........................................................................................................Lily Meyers, Ella Zuse, Zach Williamson Sports..................................................................Veronica Yarovinsky, Teddy Glover, Abby Regan, Maeve Stauff Editor-at-Large.......................................................................................................................Izzy Lopez-Kalapir Webmaster...........................................................................................................Arushi Srivastava, Nick Hughes Business Managers........................................................................................Sophia Fitzsimonds, Sophia Cerroni Cartoonist...........................................................................................................................Arthur Masiukiewicz Faculty Advisors...................................................Jenny Nicolelli, Elizabeth Gleason, Sorrel Westbrook-Wilson The Razor’s Edge reflects the opinion of 4/5 of the editorial board and will not be signed. The Razor welcomes letters to the editor but reserves the right to decide which letters to publish, and to edit letters for space reasons.

Unsigned letters will not be published, but names may be withheld on request. Letters are subject to the same libel laws as articles. The views expressed in letters are not necessarily those of the editorial board.

The Razor, an open forum publication, is published monthly during the school year by students of Hopkins School, 986 Forest Road, New Haven, CT 06515.

Phone (203) 397-1001 ext. 271 • Email: jnicolelli@hopkins.edu

May 10, 2019

Arthur Masiukiewicz ’20 pictures a student daydreaming about summer.

Frustration with Anti-Vaccination Eleanor Doolittle ’20 Editor-in-Chief This spring a group of Connecticut physicians urged state lawmakers to mandate the Human Papillomavirus (HPV) vaccine for all Connecticut students entering high school. The bill has stirred up intense emotions among parents on whether or not to allow their children to receive this vaccine. Yet, the HPV vaccine is most effective if given before the age of fifteen, which is why these physicians pushed to have the legislation passed for those entering high school.

To protect against infection of HPV, one receives 2 doses prior to age 15. If two doses are not completed by age 15, three doses of the vaccine are needed to complete the series.

Some parents object to this vaccine because of their personal and religious beliefs. It is a rigid divide between the two groups known as “anti-vaxxers” and those in support of the vaccine. The Human Papillomavirus is a family of viruses that are transmitted via skin to skin contact, including sexual contact, and can cause devastating cancers. In particular, each year, more than 13,000 women in the United States are diagnosed with cervical cancer. More than 250,000 women alive today currently struggle with cervical cancer. They undergo painful surgical procedures, radiation therapy, and chemotherapy. They live with the worry, the pain, the emotional and financial cost of this disease. Each year, more than 4,000 women die of this disease.

That a simple vaccine can prevent these cancers is truly amazing. However, the HPV vaccine bill is extremely controversial legislation. One position of the “anti-vaxxers” is that if given the vaccine, adolescents will be more likely to have sex, as if the knowledge that they are protected against this particular STD will encourage intercourse.

However, not all sex is consensual. In an awful scenario where sex may not have

“The vaccine saves lives, and the vaccine series as a teenager can save the adult from cancer decades later.” been consented to, not only would emotional and possibly physical damage be present, but also, if unvaccinated, the looming risk of infection and potentially cancer.

Most parents would agree that they consider it their duty to protect their children from harm. This vaccine is the only one that can protect against cancer. Additionally, many anti-vaxxers are swayed by unverified and inaccurate information about the vaccine. This inaccurate information is often found on the internet and scares parents into thinking this vaccine (and others) will harm their children. At the recent public hearing at the Connecticut State Legislature, I was stunned to see the number of people protesting the bill. One anti-vaxxer insisted, “This vaccine caused my child to become paralyzed.” A pathologist stated, “The HPV vaccine causes chronic Lyme disease.”

These blatantly false statements cannot be supported by empirical study. However, a hysterical mother on the stand could sway legislators who are parents themselves.

At the public hearing, I testified in front of a committee of representatives and senators in support of the legislation. I was surprised to see the number of people who were not fully informed or perhaps had a blurred view about the bill.

The HPV vaccine would be a mandate, not a requirement, which is a crucial difference. The details of the legislation only sought to make the vaccine an “opt out” vaccine instead of an “opt in.” This means that children will routinely receive the vaccine along with all the others - measles, mumps, polio, etc.. Making it a mandate gives the ability for parents to opt out of the vaccine if it does not seem fit for their child based on any religious, personal, medical reasons. The vaccine saves lives, and the vaccine series as a teenager can save the adult from cancer decades later.

Unfortunately, on April 13, the bill to mandate the HPV vaccine did not pass.

It is a controversial topic but I am encouraged to think my classmates, my generation, might never suffer from the diseases HPV brings. This one vaccine can protect us all from dangerous illnesses that could still affects us decades later. However, the opportunity to put this dangerous cancer behind us is now. We have the opportunity to make HPV a diagnosis of the past so that our generation can live cancer-free into the future.

SPORTS

May 10, 2019

Page 7

Athletes of the Issue Zubin Kenkare: Row, Row, Row Your Boat Veronica Yarovinsky ’20 Senior Sports Editor “No member of a Crew is praised for the rugged individuality of his rowing.”

has the school 6k and 2k record at 21:35.1 and 6:42.8 respectively.” This year, Kenkare pulled the fourth-fastest 2k and the third-fastest 6k in Hopkins Crew history. He Peter Mahakian

Captain Zubin Kenkare ’19 strokes his way to victory .

Teammate Tommy Lasersohn ’21, who is part of the same boat as Kenkare, explained Kenkare’s strong leadership skills: “Zubin is the best captain I have ever had the pleasure of being under on a sports team. He is a consistent, motivating force on the Crew team, and has been since I was a novice, even when he had no obligation to assist new members.” Lasersohn also gave a glimpse of Kenkare’s fun side: “My favorite memory of Zubin was when, on a certain Wednesday, we had a full Crew team swimming championship, in which Zubin employed some questionable tactics to sauce his way to a second place finish.” Madeleine Walker ’19, a member of the Girls Crew team confirmed Kenkare’s dedication to the sport: “I was once at a party and I look over and Zubin’s on his phone looking up the regatta race times from that morning, no shame.”

According to Kenkare, “being a captain is one of the most rewarding experiences I have had so far. It’s also been one of the most challenging. Being a captain means that you have to be the first to show up and the last to leave. Anything and everything the team does falls on the captain’s shoulders.

The most important thing is to lead by example: every-

This quote by Ralph Waldo reminisced that “this year, Emerson is up on the wall we did a 6k where everyone of the New Haven Rowing beat their personal best. It Club, where the Crew team was the best feeling for Ben practices. Zubin Kenkare ’19, and me, seeing our team PR one of the captains this year, [set a personal record] after a explained that this quote de- couple of weeks on the water. scribes both the nature of the That was a proud moment.” sport and the job of the capHowever, not all tains: “The sport doesn’t al- Crew practices and regattas low for anyone on the team to be off. EveryPeter Mahakian one has to be on one hundred percent all of the time. Otherwise, it doesn’t work.”

Kenkare joined the team in freshman year and grew to become one of the top four rowers on the boys’ team. He has been a part of the first varsity boat since his junior year, and his boats qualified for the New England Rowing Championship, known as NEIRAs, in his freshman and Captains Zubin Kenkare ’19 and Ben Washburne ’19 finish a stroke. junior years, as well as the current season. Fellow run so smoothly. Kenkare thing you do as a captain is captain Ben Washburne ‘19 explained, “The worst mo- scrutinized by your teamnoted, “his greatest achieve- ment for me happened fresh- mates. You have to do what ment will take place this man year. Our boat,Varsity you want them to do. It’s year at NEIRAs, as we have Boys 4, had made the New a lot of responsibility but I a very fast boat this year.” England Rowing Champi- love the team and my job.”

In addition to the onship, known as NEIRAs. As a strong rower regattas, the team also ergs About forty strokes off the and leader, Kenkare’s words (practices on rowing ma- line, I caught a crab (when of wisdom to his fellow chines) to train technique and the oar gets caught in the team members and to anybuild up strength. Kenkare water) and forced the boat one in the Hopkins commuexplained, “The team itself is to come to a complete stop, nity are: “everyone should very supportive of each other placing Hopkins B4 in last partake in a sport. Water but, like any good team, we place. From that moment Polo, Swimming, and Crew also like to be competitive. on, I promised myself that have taught me lessons that Coach posts erg times and it I would always strive to be I never would have learned can be fun to compete among the best that I could be.” otherwise. Winners dedicate ourselves. I’d be remiss if I Kenkare has lived themselves to everything they didn’t say that erg scores mat- up to that promise not only do because everything matter and, as of right now, fel- as a rower but also as a cru- ters -- every thought, word, low Captain Ben Washburne cial team member and leader. and deed is who you are.”

Paige DeVoe: Powerful Polo Player Abby Regan ’22 Assistant Sports Editor Girls Varsity Water Polo Captain Paige DeVoe ’19 has been a powerful contributor to the Hopkins Water Polo team since her junior year. She was inspired to start playing Water Polo thanks to Karyn Bartosic ’18 and the rest of the Girls Swim Team, most of whom also play Water Polo.

Coach Chuck Elrick commented, “Paige just started playing Water Polo last year.

She took to the game right away, her skills improved, and she earned the respect of the other girls on the team.

She understands the game and will only improve as a player throughout this season.”

Though she started late in her Hopkins career, DeVoe says she is absolutely devoted to the sport and her teammates. For her, the best part about Hopkins Water Polo has undoubtedly been the team. She has always felt a sense of unity

is a great player in her own right, but more importantly, she is a great team player.”

Because DeVoe’s favorite part about Water Polo is her team, she shared that her most important job as a

“It was just so great to be a part of team and experience that together,” said DeVoe. As she’s spent time on the team, DeVoe has gained a lot of skill and has become a stronger and better player.

Peter Mahakian

Captain Paige Devoe ’19 looks to her teammates for a pass. captain is unifying the team and making sure that there is a really strong bond between each and every player.

Co-captain, Katie Broun ’19 agreed, “Paige is always look-

Teammate Nina Engerman ’22 says, “She helped teach me, and still offers pointers and encouragement. She is strong and fast, which she uses to her advantage in the pool. Overall she is a great Peter Mahakian captain, person, and player.”

In regards to her increase in confidence, which is vital to her and her team, Elrick said, “As a captain, Paige can relate to the beginner player, because she was one last year, as well as those players that have been playing for four years. What she contributes is confidence.”

Water Polo can be a very violent sport but as a captain, DeVoe says she hopes to inspire in others her same confident mentality that is key Captain Paige Devoe ’19 celebrating a big victory over Loomis during games. She struggled when she started the sport Chaffee. and said, “It’s really hard in ing out for other team mem- the beginning. Last year I among her teammates and bers and teaching new play- almost quit. It’s mentally tiras a captain,she feels the im- ers the difficult game. She ing and physically tiring beportance of the team growing is one of the kindest people cause you’re treading in the together. Teammate Emi Ani- I have ever met and is a star water for two hours, but the skovich ’20 said, “Paige is a both in and out of the pool.” game itself is so fun. It’s regreat captain because she realOne of her favorite ally hard but really worth it.” ly cares about everyone on the Water Polo memories is the DeVoe hopes to team and she is always making qualifying game for the New continue playing next year sure that everyone is happy. England’s championship title by trying out for the club She makes a point of checking last year. The team lost and Water Polo team at the Uniin with each girl after every everyone was upset; however, versity of Notre Dame. game and congratulating them they all hugged one another on what they did well. She and took the loss as a team.

Razor Online via Snapchat.

Page 8

The Razor: Sports

May 10, 2019

Tenacious Track Teams Compete at Penn Relays

Teddy Glover ’21 Sports Editor Since 1895, top caliber high school, college, and club runners from all over the country have flocked to the University of Pennsylvania in late April to compete in the Penn Relays, the oldest and largest track and field competition in the United States. Ever since Hopkins’ former Track and Field coach, Charles O’Connell, used his connections to his alma mater to allow Hopkins to participate, the Hopkins Boys and Girls Track and Field teams have attended each year. Since then, the tradition has continued, and Hopkins sends a team each Spring. This year was no different, as selected Hopkins athletes raced against the best in the country on April 26 and 27.

The incredible experience does not get lost on participants. Maliya Ellis ’19, Girls Track and Field captain, who will be attending the Penn Relays for the fourth straight year, recalled, “What I always remember the most is the incredible energy of the stadium, always filled with hundreds of athletes and fans, which is rare to see at a track meet.” George Kosinski ’19, a captain of Boys Track and Field, said,“Penn Relays is always a great experience as we get to run in a big stadium with thousands of cheering fans.”

The Penn Relays draw some of the biggest names in track and field or those poised to make the next step to greatness. Christie said, “I am able to watch professional runners compete which is fantastic.” Kosinski recalled: “Last year we saw Olympian Justin Gatlin run on

Team USA in a USA vs The World race.”

However, the Hopkins Track and Field Teams are not just spectators of these budding stars: the Penn Relays bring such soon-to-be professionals and high school athletes from schools like Hopkins together. Christie said, “Being able to compete in the Penn Relays is very humbling for me. I get the chance to compete on the same track that Usain Bolt and Justin Gatlin ran on.”

variety of people from so many places: It’s such an inspiring experience, because it motivates me to want to be an even better runner when I see how other people put their training to use while they are racing.” Ellis seconded that: “Watching the best high school teams in the country compete is intimidating, but also really inspiring. You know immediately everyone here is on another level.”

The Hopkins Girls Track and Field Team at the 2019 Penn Relays. From left to right: Lizabeth Bamgboye ’20, Maliya Ellis ’19, Julia Tellides ’20, Ranease Brown ’21, Kaila Spearman ’21, Jasmine Simmons ’21

This level of competition is not only memorable but inspiring, too. Kaila Spearman ’21 reflected on the “opportunity to be able to run with such a wide

For Ranease Brown ’21, the motivation to succeed comes from the opportunity to build camaraderie with her teammates at the Penn Relays. Brown said

“Competing at Penn Relays means [an] opportunity for me. It’s an opportunity for me to grow closer to my teammates while representing Hopkins and all the runners at Hopkins because not everyone is able to go. I expect to create a stronger bond with the girls because we all are in the race together. We have to train together, run together, and stay together in order to win.” The Penn Relays mean something different to everyone, but the underlying motivation to succeed is ever present.

This year, the beleaguered Hopkins Boys and Girls Track and Field team headed to the Penn Relays with mixed expectations. Some, like Kosinski, had specific goals: “I expected us as a team to run at least as fast as last year when we ran it [the 4x400 relay]in three minutes and thirty-six seconds.” Others, such as Christie, were more hesitant to expect results as “many members of [the] team have been sick and injured this year [or] are still sick and injured.” However, like many of the team, Brown kept a positive attitude heading into the event: “I was so very excited to travel with these girls and give it all we got in Pennsylvania.”

Despite the teams’ injury and sickness woes, Hopkins Track and Field still put on an impressive showing at the 2019 Penn Relays. The Girls 4x400 relay and the Girls 4x100 relay both finished sixth. The Boys 4x100 relay placed fifth, and the Boys 4x400 relay, consisting of Nic Burtson ’20, Charlie Mason ’19, Rob Tullonge ’20, and Michael Christie ’19 won the bronze medal, with a time of 3:41.52.

The Best Bets of the 2019 Triple Crown Maeve Stauff ’21 Assistant Sports Editor Over the course of five weeks, top-tier threeyear-old Thoroughbred racehorses compete in three different races at three different tracks for one of the most celebrated achievements in sports: the Triple Crown.

The race for the Triple Crown kicks off with the 1.25-mile Kentucky Derby on the first Saturday in May at Churchill Downs in Louisville, Kentucky. The second race, which occurs two weeks later, is called the “middle jewel” at the 1.19 mile Preakness Stakes at Pimlico Race Course in Baltimore, Maryland. The final race, the Belmont Stakes, is referred to as the “Test of the Champion,” according to CNN because it’s the longest race of the series at 1.5 miles in length. The race is held on the first or second Saturday in June at Belmont Park near New York City.

Only thirteen horses have won the Triple Crown since the first winner in 1919, with the most recent horse, Justify, winning in 2018. Winning the Triple Crown is a huge achievement because most racehorses run once a month at racetracks near where they live. In contrast, the Triple Crown requires horses to run three times in five weeks at different tracks with different distances. The horses, trainers, and jockeys have to factor in the weather, timing, and strategies of other jockeys in the race. A thoroughbred horse has only one shot at each of the Triple Crown races, so many variables must align to win the Triple Crown, thus, its slim 13% chance of occurrence over the past 100 years.

Interest in horse racing can be traced back to 648 BC as an event in the ancient Greek Olympics, but one of the most exciting traditions of horse racing and the Triple Crown is far more recent: the bets. History Teacher Tisha Hooks, who watches the Kentucky Derby every year, explained, “My aunt would place my bet. And no, I never won, but it was about sixty seconds of exciting possibility.”

There are multiple ways to bet on the Triple Crown. The simplest way is to bet on whether or not there will be a Triple Crown winner. According to United States Racing, a person can bet “no” and receive 2/17 odds, meaning a person would bet $17 to win $19 if there were no Triple Crown winner this year, which is safer than saying “yes.” Monish Kumar ’21 explained how he would bet: “I’m gonna go with the safer bet even though

I won’t make the most money.” If someone wants to test their luck on the lower chance that a horse does win the Triple Crown, these odds are 9/2, meaning they bet $2 to win $9. Maria Cusick ’22 explained, “I think that there will be a winner because Game Winner is trained by the same person as Justify and American Pharoah, who won the Triple Crown in the previous years.”

The most common bets in horse racing are the bets for a horse to win, place, or show. A win bet means you bet on the horse to win, a place bet to finish in the top two, or a show bet to finish in the top three. The

Horse-racing odds are an interesting way to make math more fun. To calculate the win odds on a horse, you subtract the take from the total pool, which is all the money bet on the horses to win, then subtract the amount bet on the specific horse to give you the amount of money to be paid out. Then, divide that by the amount bet on your horse to get the exact odds.

In this year’s Kentucky Derby, the favorite horse is called Game Winner, with odds of 7-1, meaning you will get $7 in profit for every $1 wagered. Game Winner, horse of Bob Baffert, also trained the last two Triple Crown winners in 2015 and then again in 2018. Jordan Shand ’19 explained, “I would bet $97 on Game Winner because I got the horses in the back.”

War of Will is trained by Mark Casse, with 18-1 odds, according to CBS Sports.

Jody Demling, a horse racing guru, is very confident in War of Will and Mark Casse.

Although the horse is an underdog, anyone who bets on this horse can hit it big. Sam Brock ’21 is also very confident in War of Will: “I think that War of Will seems like the most obvious prediction for a winner since his chance of winning is at least twice as high as the other horses.” Improbable, trained by America’s Best Racing champion Bob Baffert, has 8-1 odds, according to CBS Sports. Baffert told TDN that Improbable was a “50% version of Justify.”

The horse Improbable races at a Triple Crown event.

Omaha Beach, trained by Richard Mandella, has 7-2 odds. The horse has the show bet has the greatest chance of winning but carries momentum of a three-race win streak, stamina, and dea much lower payout than a win bet. Hannah Szabo ’21 feated Improbable at the Arkansas Derby in April. Abby explained, “I would put a place bet on Improbable, Game Mills ’19 is very confident in Omaha Beach: “I would bet Winner, and Roadster because I’m never wrong.” The bets $238 on Omaha Beach because he’s on a win streak and with significantly higher odds are the exacta and trifecI want that cash money.” Roadster, the final horse out ta bets, which earn a bigger payout. In an exacta wager, of the top five trained by Bob Baffert, also has 7-2 odds. people pick two horses that they think will win first and In 2018, according to Horse Racing Nation, second place. Math genius, Jake Wang ‘20 said: “I would after Justify’s close Preakness Stakes finish, those betplace an exacta bet on Game Winner and Omaha Beach ting “yes” to a win had -130 odds, or risked $130 to win because I know they have the best chance.” The payouts $100. Those betting “no” had +110 odds, or risked $100 depend on the types of horses, but normally have a minito win $110. According to Bovada Sportsbook, the odds mum wager of $2. In the 2012 Kentucky Derby, the winthat there will be a 2019 Triple Crown winner are +350, ning exacta wager earned almost $1,000 on a $2 bet or meaning you risk only $100 but you win $350. The odds 500/1 odds, as the two horses were not favored in the race. that there won’t be a Triple Crown winner are -600.

In a trifecta bet, you choose three horses If you decide to go against the odds and say that that you think will win, place, and show, in the exa horse will win the Triple Crown, you will have the same act order. A winning $2 trifecta bet at the 2017 Kenchance the New England Patriots had at Super Bowl 53. tucky Derby earned over $8,000, or 4000/1 odds.

Will the odds be in your favor for the 2019 Triple Crown?