The Razor - March 2021

Hopkins School 986 Forest Road New Haven, CT

Vol. LXXV, no. 7

March 12, 2021

The Razor Celebrates 75 Years Anushree Vashist '21 Lead News Editor

Our beloved school newspaper, founded during the 1945-1946 school year, is celebrating its 75th anniversary. Here’s a look back at The Razor’s past, from its start at the boys-only Hopkins Grammar School to the publication we all know today.

Vol. I, Issue No. 1.

The first issue of The Razor was published on November 6, 1945. Three students, Editor-in-Chief James Munson and Editors Terry Hopkins and Philip Bastian, decided that a school the size of Hopkins Grammar School (HGS) deserved a school newspaper. The staff of three was intentionally small: “The staff is made up of 100% interested workers and there is no chance of any dropping by the wayside as it has passed the baptism of fire in sweating out this first edition.”

At first, the paper consisted of a few recurring columns: “The Razor’s Edge” (which headed the editorials); “Gay Blade” (spotlighting the “affairs of a social nature around town, and good movies and plays); “The Mug” (which featured “capsule dissections of people around the school”); and “The Strop” (an opportunity for readers to opine).

At its start, The Razor’s need for subscribers’ financial support was real.

With a subscription fee of $0.10 per issue, the staff depended on loyal readers and advertisers to afford the price of printing (In 2021, the school covers these costs through tuition, but we still depend on our loyal readers for moral support).

The founding staff members established a mission that continues to drive The Razor today: “Noting the dislike of cheap, sensational journalism featured in other school newspapers, we hereby promise to work with the faculty and for the student body in giving all good school news coverage and outstanding current events when the school is concerned.” They were

www.therazoronline.com

STUDENTS AND FACULTY REFLECT ON THE HYBRID MODEL AS THE ADMINISTRATION RELEASES PLANS FOR ambitious, too, aiming to create a weekly the Headmaster (George Lovell) as FULLY IN-PERSON LEARNING

newspaper. “After carefully consulting the “nervous.” Munson told Pistell: “He calendar” they found that they could “put called Terry and [me] into his office Anushree Vashist '21, Anjali Subramanian '22, and out no more than 25 issues without endan- and told us he thought the article was Melody Cui '23 gering the life, liberty, or pursuit of tests of ‘ill-advised’ and that it sent the wrong Lead News Editor, News Editor, and Assistant the staff.” message to parents and prospective News Editor But why The Razor? students. He

The Razor told us that co-founder James the Board of Munson ’46 discovTrustees was ered a report of a also ‘troubled’ publication from the by the poearly 1900s called tential pubthe Razor in Thomas lication of Davis’ book of Hopthe article.” kins history; he, thus, The meeting adopted the title into made Munson his new paper. Fifty and (Terry) years later, he admitHopkins anxVisit therazoronline.com for the ted, “[Terry Hopkins ious; Munson ’47 and I] thought we said that they WEB EXCLUSIVE The News, Student Typists as Reporters, were so clever be“were dead May 5, 1995. cause we came up with sure that if [they] pub- Papyrus, and The Prospect Hillian. No one puns on ‘razor’ for different sections of the lished the article, [they] had reached the publication was particularly enduring, but paper like ‘The Lather’ and ‘The Razor’s end of [their] lives at Hopkins.” An “al- they were all similar in their approach and Edge.’” most in tears” Munson found format: pages of simply formatted articles The Early Years support from faculty advisor on a wide range of topics, from regular

The Razor’s first Ed DeNoyon; eventually, school events to alumni news to editorials major exposé–published Lovell allowed the piece to like “Have We Lost the Power of Emotionin the tenth issue on June run provided that DeNoyon al Expression?” .

Day Prospect Hill School (DPH; 7, 1946–was on “ringers,” closely oversaw their work. athletically talented public Instead of publishing the ex- 1960-1972), the result of a merger between school students whose parposé alongside the regular The Day School and Prospect Hill School, ents sent them to Hopkins in columns, Munson and Terry was the source of many strong newspaper the latter part of their high printed it on another piece of endeavors, including Apropos (written in school careers, with the hope paper that was tucked into French) and News, Stories and More News that it may increase the likethe regular print copy. Mun- and Weekly Scroll (both written by Grade lihood of acceptance to Yale son recalls that “the other 6 students). Perhaps the school’s most roUniversity; many Hopkins students hailed [them] as he- bust publication was The Crescent. That students felt this practice roes” and credits the exposé The Crescent was a source of honest stuThe Imprint (PHS) gives for giving the newspaper an dent discussion is evident in its June 1968 was unfair.

Lauren Pistell ’97 quiz on manners. The an- honorable reputation: “We Statement of Purpose, released in the Vol. later interviewed Hopkins swers? 1-F 2-T 3-T 4-T 5-T were no longer reporting on VI, No. VII issue: “The newspaper should and Munson about their ex- 6-F 7-T. November 6, 1959. wishy-washy events but on be an open platform for the current opinions, and events that are circulating within perience reporting on such a contentious real issues.” the student body. As soon as their newspatopic and found that “[w]hen the school The Girls Who Came Before Us got wind of the exposé, the Hopkins com- Prospect Hill School (PHS; 1932- per becomes out of date, the students have munity began to stir;” Munson described 1960) ran multiple journalism publications Continued on Page 2 the Director of Athletics as “enraged” and throughout its time, including The Imprint,

Community Responds to Insurrection at the Capitol Aanya Panyadahundi '23 Assistant News Editor Vivian Wang '23 Assistant Features Editor January 6, 2021 became an unforgettable day for many Americans due to the chaos and violence that erupted at the nation’s Capitol, receiving a wide range of reactions from the Hopkins community.

During the late morning, just hours before the certification of the 2020 Presidential Election, former President Donald Trump held a “Save America” rally on the Ellipse outside the White House. Insisting that the election was stolen from him, Trump called on his supporters “to stop the steal” and on former Vice President Mike Pence to overturn the election results. Moments later, crowds of thousands marched towards the Capitol building where lawmakers gathered for a joint session to tally the Electoral College votes and confirm President Joe Biden’s victory.

What started with rioters circling around the perimeter of the Capitol quickly escalated into violence; Trump supporters swept past security barricades, surrounding the Capitol. Rioters attacked Capitol Police by beating them with pipes, using their fists, firing guns, and releasing harmful chemicals like tear gas. The mob breached the building shortly after and headed towards the Senate and House of Representatives chambers. In the midst of the chaos, Capitol Police officers helped senators, lawmakers, reporters, and others evacuate the building.

The mob that stormed the Capitol donned Trump apparel or military-styled gear while carrying guns, hand-

cuffs, Trump signs, Confederate flags, and various Nazi emblems. Anna Capelle ’24 reflects on the hate present at the events, especially towards people of color: “What happened was traumatic for everyone, but especially for POC. It's so sad that something this evident had to happen in order for people to start opening their eyes to the fact that privilege exists.” Hopkins students were not completely shocked by the sheer volume of hate symbols present at the insurrection. Co-head of Jewish Culture Club Warren Jaffee ’21 “wasn’t necessarily surprised when the news first hit my TV,” nor was he “surprised by the symbols, but I do loathe them very much.” Fellow co-head Evan Migdole ’22 believes the insurrection reflects the prevalence of anti-Semitism: “Clearly, people have become increasingly comfortable openly expressing racism and anti-Semitism in this country. To see people with swastikas and Confederate flags worn and represented on their bodies is a disgrace to our country as a whole and makes entire groups of people extremely vulnerable to racist and anti-Semitic beliefs that are antithetical to this country and what it should stand for.”

In the aftermath of the Capitol invasion, five people died while nearly 140 police officers suffered injuries.

Rioters also inflicted extensive physical damage onto the interior of the Capitol; broken pieces of glass and other debris were scattered throughout the floors of the building. Both the Senate and House of Representatives chambers were vandalized and looted, while pieces of furniture were turned over, damaged, and stolen. Over 400 suspects have been identified, and as of February 24, around 270 arrests have been made while investigators continue to look

for more possible perpetrators. Lexie Lewis ’21 believes that, “acknowledging our country’s shortcomings does not make us any less patriotic. In fact, it allows us to reflect on the cyclical nature of history,” when asked about her interpretations of the event and how it was addressed.

Members of the Hopkins community recount their initial reaction to the insurrection. Co-head of Young Democrats Ella Zuse ’21 recalls she was in her car at the time of the event: “I couldn't really check my phone so my friends in my 21st Century Democracy class were filling me in.” She continues, “I could tell something bad was going on, but wasn't sure what had happened.” Zuse recalls feeling, “so shocked and horrified and really worried that someone was going to be hurt the whole time.”

Another co-head of Young Democrats, Nathan Meyers ’22, was not surprised at the events: “After all we had been through in the four years of Trump, ‘a historic, once in a lifetime day’ just became normal to me — absolute chaos was not unexpected with him in power.” Meyers perceives a generational exhaustion that came to the fore after the Capitol riot: “I remember finding a Tik Tok later that night that said something along the lines of ‘I am only a teenager, and yet I have lived through more once-in-a-lifetime events then I can count in the last four years. We are tired of it. We want change.’”

The insurrection sparked debates about political unification- what it looks like and how it can be achieved.

Co-Head of the Young Republicans Yahn Galinovsky ’21 believes that the various acts of violence observed at the Capitol riot “are all signs that our country needs serious and leContinued on Page 2

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Insurrection Continued from Page 1

-gitimate change, along with unification.” Meyers provides a specific vision: “It’s also important to remember that the ‘political unity’ I (and I believe, most of the Hopkins community) believe in is one where everyone unites around social views that really shouldn’t be up for debate, but sadly are—that is, a women’s right to an abortion, the existence of systemic racism in our country, rights of the LGBTQ+ community, etc.”

In spite of the challenges posed by the pandemic, co-head of Young Republicans John Stanley ’21 sees a light at the end of the tunnel: “I think that we have a good chance of healing a large part of the divide that we see now by getting through the pandemic.” He furthers his point, adding, “that if as a nation we focus on making it out [of the pandemic], we’ll solve a lot of the divide that currently exists. Rallying around it will allow us to come closer together” Zuse believes that “going forward, we as a country need to rethink who we support.” She addresses the Republican party in her following comment: “Many RepubCourtesy of CNN

Protestors overran the Capitol building on January 6. licans have since distanced themselves from Trump after standing behind him for all four years. That type of blind support for a leader who incited violence, encouraged white supremacy, and allowed extremist groups to carry out acts of hate is dangerous and should never happen again.”

On January 7, 2021, Head of School Kai Bynum released a public letter responding to the Capitol assault. Bynum explains his thought process when draft-

The Razor: News

ing the email: “My intentions were to acknowledge the painful reality of what happened, support our community through a traumatic event, and reaffirm our community values to help us move forward together.” Throughout the letter, Bynum took a neutral stance and was noncommittal in tone, mentioning that “some will characterize it as a protest, some will define it as a riot, some will see it as an example of white privilege at its highest form, and some will call it an insurrection.” Bynum’s letter continues, “Our challenge is figuring out how we can recognize the systemic roots of each and collectively seek to work towards unity in both our community and our country,” the first step to achieving unity being “[creating] spaces for one another to better understand our thoughts, feelings, and concerns about what those events mean for all of us.”

Bynum’s letter provoked a direct response from the @blackathopkins_, an Instagram account dedicated to providing BIPOC students and alumni a space for expression. The post conveyed frustration with the language Bynum chose to incorporate in his email: “This is not a political issue. This is not a time to play both sides. Your passivity speaks volumes.” The account’s discontent with the tone of Bynum’s email was made very clear as “[they] hope for Hopkins to use this opportunity to fortify and strengthen the bond within the community, rather than passively make a statement and disrespect the intelligence of their Black students.”

Speaking to the Capitol events themselves, the @blackathopkins_ account states, “I’m glad this was on public display because it forces white people to acknowledge what Black people have been preaching for years.”

Black and Latin X Student Union (BLSU) co-head Michael Imevbore ’21 agrees, perceiving “ a general consensus between law enforcement officers that a peaceful BLM protest is a greater danger than Trump supporters breaking into the Capitol building. The events that occurred on January 6 only confirmed to everybody that America is broken and backwards in many places, if that wasn’t confirmed already.”

Following the insurrection, numerous Hopkins faculty members held discussions during classes. English teacher Terence Mooney explains that “there were no specific instructions given to discuss [the insurrection] in our classes, though [Becky] Harper [Director of Equity and Community] provided our faculty and staff with resources to help process those events individually, with one another, and with our students.” Mooney mentions that he “devoted the entire...class period to in-

March 12, 2021

dividually reflect and collectively process out of respect for the unprecedented nature of the events at the Capitol.”

Isabel Pizarro ‘24 recalls how History teacher Errol Saunders similarly “used the entire class period to tell us, in case we didn’t know most of the facts about it, just the facts,” as he “recognized that this was an important historic event that as a History teacher, would be important to talk about in class.”

History teacher Thom Peters also encouraged his students to engage in class discussions. His method was to create three breakout rooms: one for students who preferred not to participate, a second for students who wanted to discuss in the presence of the teacher, and a third for students who preferred to discuss more freely, without a teacher in the breakout room. Peters noticed that “the events struck people of different generations in different ways. For most of them, it was not as surprising as it was to me. They reminded me that most of the period of their ‘political awareness’ has been during the Age of Trumpism.” A student of Peters, Annie Burtson ’21 said, “My first period on Thursday happened to be 21st Century Democracy, so we had an in-depth conversation about the attack. Mr. Peters did a fantastic job facilitating conversation focusing on the event itself, but also on us and how we feel.” She adds, “It was an extremely safe space where he was truly curious about our wellbeing.” Burtson noticed the general environment was different as compared to other current events, where it seemed “almost as if everyone was trying to forget.”

Spanish teacher Gabriela Gerstenfeld was among those not surprised by the events. At a very young age, Gerstenfeld experienced a coup in Uruguay. “The dictatorship took away the best years of my youth, in which we lived with fear, constant fear...tanks were patrolling the streets, [they] had curfew hours, and the Parliament was shut for 14 years.”

In the wake of the Capitol attack, the House of Representatives drew up and voted on one article of impeachment, “incitement of insurrection”. Trump was impeached for the second time. After the House vote, the articles were sent to the Senate for the impeachment trial, which acquitted Trump with a vote of 57 guilty and 43 not guilty.

Sawyer Maloney ’21 was not at all surprised with the outcome of the trial, believing that “the second impeachment trial was just another display of blind partisanship, which is so expected at this point that I don’t think it’s worth complaining about.” However, Maloney argues that Trump “should be punished, because there are a lot of terrible things that he has done” and hopes that “the SDNY [Southern District of New York] can charge him with something.

Through the Decades: Remembering the History of Hopkins’ Longest Running Club Continued from Page 1 no place to voice their say.” Staff members were ambitious in their approach in creating a paper representative of the student body; the statement continues, “News in the CRESCENT should not consist of the weekly happenings that occur in DPH; news goes deeper than that. It should have a much broader range of topics, encompassing not only concrete occurrences [sic], but the feelings, viewpoints, and trends of the student body and the communities it lives in.”

The Crescent’s staff did not shy away from serious journalism. Following the assassination of Civil Rights leader Dr. Martin Luther King, Jr., reporters reflected on the need for change in DPH in the May 21, 1968 issue. The front-page headline reads, “Controversy Over Admitting Black Students Awakens DPH To Racial Crisis” and reflects on “the prospect of increasing the number of black students at DPH.” Another blurb addresses the need for racial reform: “DPH is actually ‘the school on the hill’ far removed from the problems of the community and the world.” It continues, “the racial situation is not only dinner table conversation but an immediate problem which can no longer be stifled, threatening the lives and values of each student.” Staff editors also assessed the disconnect of the DPH community by distributing a questionnaire on race relations and finding that students failed to answer 55% of the questions. Finally, editors highlighted a faculty curriculum discussion on “how Day Prospect Hill can become more involved in and informed about current problems.” Topics included “[b]roader history curriculum including non-Western cultures, and minority group cultures” and “[g]reater emphasis in curriculum on study of contemporary lit-

erature, art, music and problems.”

The 90’s

The tone of The Razor in the 1990’s varied greatly, from traditional campus news to critical exposés, shock value journalism, and humorous rants and satire.

Staffers regularly reported Hopkins admissions and college acceptance news, with varying degrees of seriousness.

The front cover of the September 1, 1994 issue reads, “Record Breaking [sic] Admissions: Total of 600 Students Possible for ’94-’95.” On December 19, 1990, the paper published, “The Razor E-Z Method College Application Guide.” A series of columns surrounded by a border reading “STRESS,” the source begins, “Every year around this time, Seniors find themselves enjoying a veritable fiesta of college application-related activities. In recognition of their trauma, The Razor has decided to make this year’s tortuous process a little easier by including a special Application Guide designed to render hilariously easy the most obscenely complex or (gasp) introspective questions.” The column provides a recipe for “Early Acceptance Cookies” only “for those lucky enough to be accepted early to the college of their choice; otherwise, they will not have time to bake anything.”

Students’ mockery extended beyond the Hopkins campus. To recruit new staff members, the September 1, 1994 issue contained a full-page advertisement with a satirical headline reading, “Rush Limbaugh Meets with Space Aliens!: Historic rendezvous takes place at secret New Orleans estate!”

Letters to the editor by students and other community members alike were common. After Dinesh D’Souza challenged multiculturalism during his visit to

Hopkins, student Peter Whitney ’94 was listed in the course catalog under the same just one of many community members to title.” Five years later, the front page read, express his disappointment, concluding, “The trials of English 11.” The heavily“Maybe it’s that I’m enrolled in a high researched exposé consisted of a survey school with an extraordinary curriculum, indicating that the amount of homework but I think it’s more likely that Mr. D’Souza varied greatly by teacher and of student is overreacting reports in regards to to a problem that class pace and prepadoesn’t really exration. Some teachers ist.” In the Decempushed back and held ber 19, 1990 issue, firm, with Heidi DaHopkins parent, widoff stating, “FreeBoard of Trustees dom is essential for member Timothy excellence in teachH. Goldsmith, a ing.” The article also Professor of Bioltracked the course’s ogy at Yale Unievolution since its versity, published start in 1980; both “The Problems 1994 and 2021 stuof Teaching Scidents may find comence.” He outlines fort in knowing that the issues of “prothe original course of posals for educa- DPH’s The Crescent depicts glum seniors. June 1, 21 texts has been sig1968. tional reform” that nificantly condensed. “exhibit a disturbWho We Are Now ing tendency to focus on solutions that The Razor, currently published are largely managerial or administrative every 1-2 months, comprises five major in nature” adding that “curricula and text- sections: News, Features, Arts, Op-Ed, and books are typically exercises in memoriza- Sports. Our publishing schedule consists of tion rather than an intellectual voyage of a few days to pitch article ideas, a couple exploration.” Goldsmith declares that the of weeks for writing and investigating, half “unproductive system is reinforced by ef- a week of intense editing, and Sunday proforts to measure success and accountability ductions—an occasion of massive amounts by pedantic standardized tests.” of bagel consumption as editors tirelessly

Beyond serious discussions on fight the perils of InDesign layout technolscience pedagogy and multiculturalism, ogy. Only on the absolutely rarest of ocstudents also voiced their grievances about casions do we use our publishing space classes–particularly English classes. In to pursue topics we wish to vent about, or May 1990, “The Razor’s Edge” includes to relentlessly chase down the people we a student’s frustration that “The Writ- wish to interview. We do all this under the ing Semester’s curriculum does not seem guidance of three faculty advisors who, to have been standardized” and that “no among other things, enduringly correct retwo sections of The Writing Semester are peated usage of the passive voice. even the same course, though they are both

FEATURES

March 12, 2021

Page 3

Hopkins’ Emissions Statistics: Admit what You Emit

A new heating system for Baldwin, a pledge to offset carbon emissions, and the installation of solar panels are some of the solutions the Sustainability Committee has pitched to administrators during 2020.

Now, thanks to Sustainability Committee (SusCo) cohead Jessica Hensel ’21 who spent the past year compiling concrete data on Hopkins emissions, some of these solutions will soon be a reality on The Hill.

In response to questions for this article on Hensel’s numbers, Hopkins Chief Operating and Financial Officer David Baxter announced in an email to The Razor on 25 February, that this summer, over 1,450 lighting fixtures in five buildings will be upgraded and retrofitted to efficient LED lighting and the boiler in Baldwin Hall will be replaced with a more energy efficient one.

Additionally, in January, the Board of Trustees approved undertaking an environmental and sustainability study for the campus which will likely kick off in late summer.

In a conversation with Hensel, The Razor obtained the first outsider glimpse of the statistics, what went into collecting the numbers, and future steps for Hopkins.

When Hensel began investigating ways to improve campus sustainability, she learned the initial improvements most campuses make are: reducing light use, limiting plastic in dining services, and recycling. These changes have already been implemented at Hopkins.

According to an outdated sustainability page on the school website, in 2011, Hopkins went trayless, began using 30% recycled paper for copiers, hopping to phase in 100% recycled paper for printers, and started composting in the Dining Hall during the 2013-

14 school year (which was stopped for a few years and reinstated again last year).

Hensel explains: “We can’t keep enacting a bunch of small fixes and expect to get new results because we’ve already implemented the most cost-effective and impactful small changes.” She adds, “if we want to really cut down on emissions, it must come from a core change.”

This is when Hensel realized the need to commit to a larger data collection project. “I wanted to get a better understanding of where we produce our emissions and what areas would be most effective to focus on to decrease emissions.” To aim for larger reductions, she said it was essential to first look at the numbers.

One of the largest sources of carbon A pie chart depicts the distribution of Hopkins community members’ transportation methods to and from campus. (Graphic B) emissions that stuck out to Hensel was the commute to Hopkins and transportation. Hensel ally pushed for each advisor group to fill out the survey said she observed that even in pre-Covid years, many and received responses from one-third of the school. students commuted by car rather than by bus. “Of course Hensel grouped the data by grade level/faculty our geographic diversity as a school is fantastic, it makes and calculated the proportion of those who commuted Hopkins what it is, and I’ve always appreciated that, but to school by car, bus, public transportation, and foot. it has its negatives when it comes to carbon emissions.” She then used that proportion and the size of each grade

Hensel began speaking with English teacher and level/faculty to calculate a school-wide estimation of SusCo Faculty Adviser Brad Ridky and Baxter, as well as how the Hopkins community travels to and from school. other administrators in the Business Office about the trans- According to the results, 10.9% of results were portation methods students take to get to school. Hopkins from faculty members, 16% seventh graders, 10.4% transportation involves a large amount of car travel, buses, eighth graders, 20.6% ninth graders, 17.4% tenth gradtrains, and even a few flights. These flights are for school ers, 16.4% eleventh graders, and 8.3% twelfth gradtrips, such as the Guatemala trip, or for alumni events. ers. See numbers pictured in graph “Transportation

Hensel was sent records for flights but Distribution by Grade, 2020” (Graphic A) for more as for daily transportation numbers, Hensel was information on comparisons between each grade. on her own. “That was a lot harder,” she said.

Hensel’s estimation shows that 67.6% of the First, she had to find the routes for all the Hopkins community commutes by car, 25.8% ride the bus, buses. To do so, Hensel spoke with mem- 5.4% walk, and 1.2% use a different mode of transportaber of the Community Safety team David tion, such as MetroNorth trains (Graphic B). According to DuBois, who walked her through all exits the survey results and Hensel’s calculations, roughly 64% at which each bus stopped. She then used of the Hopkins community do not carpool and 36% drive maps to route Hopkins to the exits and cal- with at least one other Hopkins student or faculty member. culate the total mile count the buses covered.

In addition to off-campus Hopkins emissions,

Next, Hensel used four online calcula- Hensel gathered data regarding on-campus school emissions. tors to get the conversion from each bus type to Hensel began by examining one of the major sources of ona CO2 emission for the distance covered. Her to- campus emissions: natural gas consumption. The majority tal calculated value for commuter bus emissions of Hopkins natural has usage comes from winter heating. was 240,030 pounds of CO2 emission per year.

Natural Gas is a fossil energy source that contains

On March 3 last year, Hensel and her methane, CO2, and water vapor. According to the US Enfellow SusCo Heads, Julia Kosinski ’21 and ergy Information Administration, 117 pounds of CO2 are Kate Collier ’21, sent out a school-wide sur- emitted per million British thermal units (Btu) of energy.

A bar graph depicts the distribution of Hopkins students’ transporta- vey on how individuals commute to campus.

Continued on Page 4 Hensel explains that all SusCo Heads individution methods to and from campus. (Graphic A) Sophie Sonnenfield ’21 Lead Features Editor

Aspire to Inspire: Why Hop Teachers Chose Teaching Amir Mcferran ’23 Campus Correspondent At a certain point in life, something influences or impacts every single person to pursue a particular career. What was that experience for you? Was it your upbringing? A person, place or moment? Hopkins’ teachers share what sparked their desire to teach.

“After graduation, I worked at a summer theater program in Pennsylvania run by the Chair of the Drama Department at the Chapin School in NYC. After leaving Shoestring to pursue educational writing…I got a call from the Chapin School looking for a last minute replacement drama teacher a month before school started! Seeing that writing wasn’t going anywhere fast, I jumped at the chance. That was my first independent school hire. I absolutely loved it...My mentor teacher liked what I was doing and said my classes were so pedagogically sound (I had no idea what ‘pedagogy’ was at the time, but it worked!). While at Chapin, I got my Masters of Arts in Educational Theater and have been teaching... ever since.”

- Mike Calderone, Drama teacher “I decided to become a teacher due to the wonderful teachers that taught me throughout my life….My teachers were incredibly talented, fascinating, pedagogical experts, and truly inspirational…I will always remember my third-year honors Spanish teacher, Professor Ware, who inspired many of us to volunteer with the Amigos de Las Americas program, and who I believe is running an orphanage now in Central America, leaping through the classroom teaching us the lesson on the nuances of direct and indirect object pronouns when both are included in a sentence before a conjugated verb…. Becoming a teacher is a great way to give back and express my gratitude to all the teachers that taught me.”

- Josh Brenner, Spanish teacher

“I had a Latin teacher in high school, Mrs. Schall. She was awesome. My senior year, she offered a course in Roman Civilization. With only six students, she decided to turn it into a class where the students did most of the teaching. We did research and prepared lessons for each other. Gaius Marius will always hold a special place in my heart for my first class I taught! I enjoyed the learning it took to make the lesson, and...the challenge of trying to figure out how to make it interesting for my peers.”

- Thom Peters, History teacher “It was a very specific moment. Back in 1979, I was in History 8, and we were having a great conversation. I looked around at what was going on and thought I want to do this always.”

- Brad Czepiel, English teacher “I became a teacher because I always loved school. My mom was a teacher and at home we never had a dull moment: my brothers and I performed science experiments, learned how to play instruments, made arts and crafts, and we read a lot. I think that because my mom treated every day like a new opportunity to learn (and to have fun doing it), she primed me to love school before I ever even stepped foot into a classroom. And once I was school-age, I loved everything about it.”

- Anna Robinette, English teacher “What attracted me to teaching is the strong community feeling created at a school by the students, the teachers and other adults who all have a common purpose and are all engaged in learning about the world and how they interact with it and each other. And, although school is full of routines, I also love that every day is a little different...on most days, I get to deal with new challenges that teach me something new. And...being around kids all day long and seeing them light up when they ‘get it’ is lots of fun!”

- Jocelyn Garrity, Head of the Junior School and Math teacher

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The Razor: Features

SusCo Co-Head Suggests Sustainable Solutions

prospect and grateful to the Trustees for the green light.”

Continued from Page 3

Aside from a new heating system for Baldwin, Maintenance sent Hensel the total natural gas consumption Hensel said SusCo’s main solution to reduce carbon emissions numbers for the school from 19 October, 2019 to 20 October, should be to install solar panels. “Going solar would be better 2020 in CCFs. One CCF equals the volume of 100 cubic feet than an offset because it’s a permanent solution, versus offset(cf) of natural gas. The conversion from CCF to Btu is 100 cu- ting, which is temporary and must be done each year.” bic feet (CCf) of natural gas equals 103,700 Btu. This means As covered in a previous Razor article, “The Past, for every 1 CCF, or 103,700 Btu, 0.1037 pounds of CO2 are Present, and Future of Sustainability at Hopkins,” by Aaron released.

Gruen, Baxter commented on the issues involved with in “When comparing each building, it’s hard to come to stalling solar panels on campus, “Hopkins has investigated amazing conclusions based on the data because each building solar over the years. A number of solar companies, consuluses energy differently” tants, and salespeople have Hensel said. Heath and reached out to Hopkins. I the Athletic Center are eshave met with several of pecially difficult to examthem and this topic has ine, leading to Hensel’s been reviewed at the Trustdecision to identify these ees Building & Grounds buildings as outliers.

Committee. In each case, “Their use is so different the analysis focuses on from all the other buildthe Athletic Center (built ings that it wouldn’t make in 1985) and secondarily sense to compare them Lovell (build in 1959). since we don’t have a way These two buildings make to isolate how much natuthe most sense as they are ral gas goes towards heatlarge expanses of meming the pool and kitchbrane roofs. In each conens versus the rest of the versation, I have been told building.” that the economics require

In order to deterthat a 20-25 year easement mine how effective a heatbe granted to the solar er is, you have to compare company. That is, these A bar graph depicts each building’s square footage, excluding the CCFs per square foot. She panels would need to be outliers. (Graphic C) reported the square footin place and the building age of the main buildings on campus, excluding the Athletic largely unaltered for the entire period. Unfortunately, the two Center and Heath, are as follows, Baldwin/Calarco: 47,190; primary candidates for solar are also the two buildings in the Thompson: 37,400; Malone: 24,680; Lovell: 14,560 (Graphic Master Plan slated for significant renovation and expansion.

C).

As such, Hopkins simply cannot contractually commit now

Hensel found the CCF totals, excluding the Athletic that those roofs will be unaltered for 20-25 years. The exact Center and Heath, to be: Baldwin/Calarco: 23,184; Thomp- timing of these renovations is tied to fundraising.” son: 11,502; Malone: 12,392; Lovell: 5,782 (Graphic D).

Thus, Hensel believes SusCo’s third best solution

“If you look at CCFs per building, you see that Bald- to combat CO2 emissions, after solar panels and replacing win is extremely high compared to other buildings. And if you Baldwin’s heating system, is for the school to pledge to offset look at the size of Baldwin, it’s the highest, but it’s not that transportation-based carbon emissions. “We targeted carbon much higher than Thompson” Hensel said. The reason for this offsets because Hopkins doesn’t think we are in a place to indisparity is that Thompson is a much newer building and has stall solar panels and we felt that offsetting was the next best a more efficient heating system. solution that fit with the administration’s priorities.” An offset

Hensel measured how much emissions could be re- solution would entail that Hopkins tracks our school’s annual duced if the CCFs per square footage of Thompson were ap- CO2 emission due to transportation and purchases an offset plied to Baldwin. Based on her numbers, Hensel calculated for this amount of CO2.

8,671 CCFs per year would be saved.

According to Hensel, using the transportation num “Even if you got the same heater that Thompson has bers above, offsetting these emission sources would amount to and installed it in Baldwin, it might not get the exact math- roughly ~$8,250 for cars (1,649,924 CO2), ~$1,200 for buses ematical outcome, but it should come pretty close, or even (240,030 CO2), and ~$950 for flights (189,437 CO2) for the better, because the technology now is even better than when 2020 school year. we built Thompson” Hensel noted.

A potential fourth solution, Hensel explains, would

Baxter announced Hopkins will in fact be replacing be to purchase 100% renewable energy through green energy the Baldwin boiler this summer. The boiler which is 25 years supplements through Hopkins’ energy provider, United Illuold also services the Caminating. She said Ridky larco Library. According calculated that this would to Baxter, the new boiler cost Hopkins approximateis approximately 15% ly $16,000 per year. more energy efficient than

Finally, Hensel the current one. “So we suggested a Renewable expect to see a meaningEnergy Certificate as a ful reduction in natural fifth possible solution. A gas consumption needed Renewable Energy Certo heat Baldwin and Catificate is an offset of the larco Library,” said Baxnonrenewable portion of ter. our energy, replaced with

Hopkins now renewable energy. Hensel also plans to upgrade estimates this would cost 1,457 light fixtures in Hopkins roughly $11,500 Baldwin, the Calarco Liper year. brary, Heath Commons,

Hensel also reLovell Hall, and the searched the sustainabilMalone Science Center to ity efforts of other private more efficient LED (lightschools in Connecticut.

A bar graph depicts each building’s reported CCFs. (Graphic D) emitting diode) lighting.

Greens Farms Academy Currently these buildhas a 2.28 kW solar panel ings use fluorescent, compact fluorescent, incandescent, or, in installation and is planning to build another solar array on the Malone, high-pressure sodium lighting. gym roof. King School, in 2014, established a plan to reduce

He said these upgrades are expected to reduce annual energy by 50% over 5 years and gives preferential parking and energy consumption by over 240,000kWh. This would be an car-sharing programs for carpools. Finally, Greenwich Acadapproximately 11% reduction in campus-wide electricity emy has installed 27.6kW of Solar panels. consumption for all purposes.

Hensel adds, “We as a school have a greater responsi Baxter also highlighted the upcoming Trustee-ap- bility to be sustainable due to our large number of commuters proved environmental and sustainability study for the cam- that come from far distances and our community’s resources. pus which could collect more information on emissions and We have already implemented a lot of fixes to increase energy solutions. “We are likely to kick this off in the late summer efficiency... But in the future as more solutions come out, it and hope to include the Sustainability Committee and other will be the most impactful to adopt large-scale, permanent student voices in the process in the fall. I am excited about the changes, versus doing the easy fix every couple years.”

March 12, 2021

Pandemic Poll: Best Campus Hangouts Covid-19 mitigation policies alter where students can hang out on campus. The Razor polled students on the best places to spend their free time, Covid-19 style.

Where do you spend your free time on campus?

“Malone or a classroom in Baldwin.”

- Laila Samuel ’23 “I like to either hangout in the Lovell hallway where Mrs. Hartup and Mr. Calderone’s room is or in an empty Thompson classroom.”

- Pearl Miller ’22 “I really like to hang out in Lovell, sometimes in the basement (it’s a secret) and in the Thompson practice rooms, and in the orchestra rooms!”

- Anonymous student ’21 “Under the tree, right in front of Heath, on the quad.”

- Bodhi Chiravuri ’26 “In the 7th grade atrium of Thompson.”

- Liam Teel ’26 “Heath, library, quad, Malone first floor, walking around campus, or sitting on bleachers of the pitt.”

- Alexandra Mathews ’22 Suggestions for more places on campus?

“Add more places to sit!”

- Laila Samuel ’23 “Make the library not silent again!”

- Emmett Dowd ’21 “Add more tables in Malone either near the balcony or on the first floor.”

- Kyle Robik ’22 “Create more spaces to hang out after school without students having to be in the freezing cold or having to be quiet.”

- Ripley Chance ’26 “Allow more classrooms as hangout spaces.”

- Pearl Miller ’22 “Adding some couches in the unused far court in the lower level AC would be nice as we haven’t had bad weather lunch plans in a long time.”

- Rohan Kalaria ’24 “Add charging stations in all areas of campus.”

- Eric Fusscas ’26 “The outdoor tents were a good idea, but possibly also add tents for lunch, because they provide a good place to eat when its raining and... a safe place to socialize with friends while easily social distancing.”

- Arthur Fusscas ’26 “Allow conversation on the top floor of the library again! Or at least provide a space for people to work while talking.”

- Sofia Schaffer ’23

Members of the senior class eat lunch in the Weissman room as they adjust to Covid-19 rules that prohibit talking while eating inside.

OPINIONS/EDITORIALS Page 5

March 12, 2021

A Covid-19 Reflection: Lessons from the Past Year Abby Regan ’22 Lead Op-Ed Editor

One year ago today, we were giddy with excitement for Spring Break, the looming presence of the Novel Coronavirus seemingly far away from us. Chatter about the disease encompassed campus in the few weeks before break, and we were preparing for a “virtual test day,” but really, we had no idea what was coming. One year after the initial shutdown, we are starting to realize that our post-Covid world should not look at all like our pre-Covid world.

Our lives were uprooted and have yet to go back to “normal.” Despite excitement over the success of the first doses of vaccines, we still have a long way to go.

Epidemiologist Dr. Anthony Fauci says, “The U.S. could return to some semblance of normality, like safely eating indoors at restaurants and going to the movies, by the midfall if enough people are vaccinated against the disease.”

This is promising news for those of us looking forward to the return to in-person school, but we still need 75%-85% of the population vaccinated to be safe enough to return to “normal.” In Connecticut, vaccinations have been available to healthcare workers, first responders and some of the older, more at-risk population. On March 1 vaccinations began for teachers and for those over the age of 55.

By May 3, we will hopefully reach eligibility for those

ages 16 and over.

As we wait to be vaccinated, Generation Z is being stripped of our high school experience. The Class of 2020 was robbed of their senior spring, while the Class of 2021 has suffered through an isolated, non-traditional NPR

Covid-19 cases decrease nationally after vaccines become more widely available. senior year. The Class of 2022 has only had one full, real year of high school, while the Classes of 2023 and 2024 do not know what a normal Hopkins high school experi-

ence looks like. As teenagers, we ache to hang out with our friends, move around, meet new people, and have fun.

But with Covid-19 restrictions, we are left missing the best parts of school. We miss the tables and couches in Heath. We miss randomly hugging our friends or seeing their smiles on the walks between classes. We miss trips to the Cafe for morning pick-me-ups. We miss coming into the Athletic Center on Monday and Friday mornings, with music blaring in the background and our friends greeting us before Assemblies. We miss in-person HDA productions and competitive sports seasons. Even one year later, it’s hard to accept that those things are gone.

In spite of it all, our generation is proving to ourselves and to adults that we are resilient. We still manage to complete (most of) our school work despite the shift to online classes, we are picking up new hobbies, and we use social media to bring world issues to the forefront of the media. We are learning to be creative in our problem solving because everything can change in a moment. We have to be okay with spontaneity and change. It’s been a year of shifting our lives to fit safely into this new world. There is no going back to how things were. More importantly, do we even want to? Covid-19 brought to our attention the flaws in our healthcare system, school systems, economy, the way we treat others, and the way we treat the environment. The real question is, what lessons, what skills, and what values will we take with us when this is over?

The Other Pandemic: Mental Health During Covid-19 chiatric services has increased around 50% over the past two decades. The number of psychiatrists is also projected to decrease

A few weeks ago, my therapist rapidly in the next few years as more than told me that she was pregnant and that 60% are over the age of 55 and are exshe would go on maternity leave in a few pected to retire. The gap between supply months. I was shocked. And excited for and demand applies to other mental health her, of course. The thing is, I’ve never met providers as well, including clinical social her in person. We started meeting toward workers, psychologists, and therapists. the end of last summer through telehealth,

The skyrocketing demand for so I only know her from the shoulders up. treatment during the pandemic has sig I am just one of many who has nificantly exacerbated this shortage. Many sought mental health services in the past providers have tried rearranging their year. Since Covid-19 spread to the United schedules, adding hours, and shortening States, the number of people, particularly appointments to accommodate the influx young adults and minorities, experiencing of patients, but this is not sustainable or symptoms of anxiety and depression has sufficient, even on a temporary basis.

Desurged. According to a Gallup survey conspite providers’ best efforts to address the ducted in November, Americans’ evaluaincreased demand, many seeking mental tion of their mental health is “worse than health services this year (including myself) it has been at any point in the last two dehave pursued a number of unsuccessful recades.” A CDC report from June found that ferrals only to languish on long waitlists. A 62.9% of young adults reported symptoms few months can make a dire difference. of either depression or anxiety, a signifi But there may be a few silver lincant increase from June 2019. ings.

First, the pandemic has highlighted

Given Covid-19’s health and morthe effectiveness and accessibility of virtual mental health providers, potentially offering a lifeline to our crippled mental health care system. In addition to traditional in person therapy moving online, virtual care apps like Talkspace, Editor-in-Chief: Julia Kosinski BetterHelp, and Ginger have inManaging Editor: Teddy Glover creased access and lowered costs.

Content Managers: Anushree Vashist, Sophie Sonnenfeld Digital care is certainly not for News...............................Anushree Vashist, Anjali Subramanian, Melody Cui, Aanyah Panyadahundi Features...................................Sophie Sonnenfeld, Emmett Dowd, Vivian Wang, Evangeline Doolittle everyone, but it can offer much Op/Ed....................................................................................Abby Regan, Riley Foushee, Sophia Neilson needed convenience and affordArts....................................................................Zach Williamson, Craigin Maloney, Anand Choudhary ability. After meeting with my Sports............................................................Maeve Stauff, Kallie Schmeisser, Tanner Lee, Sophia Zhao therapist over telehealth for close Editor-at-Large................................................................................................................................Juan Lopez to half a year, I can’t imagine Web Editor....................................................................................................................................Nick Hughes Business Manager............................................................................................Sophia Cerroni, Luca Vujovic switching to in person sessions.

Cartoonists....................................................................................................Emmett Dowd, Jon Schoelkopf Everyone’s Covid-19 experience is unique, but one factor is univerFaculty Advisers........................................................Jenny Nicolelli, Elizabeth Gleason, Rebecca Marcus The Razor’s Edge reflects the opinion of 4/5 of the editorial board and will not be signed. The Razor welcomes sal: people are struggling. With letters to the editor but reserves the right to decide which letters to publish, and to edit letters for space reaons. so many under higher levels of Unsigned letters will not be published, but names may be withheld on request. Letters are subject to the same emotional stress, there seems to libel laws as articles. The views expressed in letters are not necessarily those of the editorial board. be a sense of shared trauma that The Razor, an open forum publication, is published monthly during the school year by students of Hopkins is lessening the stigma around mental health. I’ve noticed that School, 986 Forest Road, New Haven, CT 06515. even my friends and I speak much Phone (203)-937-1001 ext. 271 • Email: jnicolelli@hopkins.edu Julia Kosinski ’21 Editor in Chief

tality risks, economic impact on families, and isolating mitigation measures, this uptick is not surprising. As young adults, we are supposed to be discovering our future and exploring new opportunities, yet for the past year, the pandemic has put many of our dreams on hold. Grappling with this uncertainty is daunting. To top it off, finding adequate mental health care is more difficult than ever.

Even before Covid-19, the United States’ mental health care system was severely ill-equipped to meet the nation’s needs. A 2018 study by Merrit Hawkins found that approximately one in five people in the United States suffers from a mental health condition in a given year, yet only 41% receive treatment.

Now consider psychiatry, for example. More than half of the United States’ counties have zero practicing psychiatrists, two-thirds of primary care physicians report difficulty finding psychiatric help for their patients, and the number of emergency department admissions related to psy-

more casually about how we are feeling.

Before this year, I had no idea that most of them seek therapy, too.

This destigmatization has manifested itself in particular for Generation Z over social media. It’s not uncommon for my peers to repost infographics with tips for dealing with anxiety and other mental health issues. Just this past week, Instagram was inundated with posts for National Eating Disorder Awareness week.

Easing the stigma won’t resolve AMSA

Mental illness takes a toll during Covid-19. our inadequate mental health care, but it is a necessary place to start. At Hopkins, despite increased student awareness, it’s not difficult to imagine that many of my peers are silently struggling, unaware of the resources available to them or reluctant to admit that they need help. I certainly was.

But meeting with my advisor and a school counselor helped me understand that I could seek guidance beyond the Hopkins community.

The mental impact of Covid19-related trauma, especially for adolescents and minorities, will endure long after vaccines combat the virus. I hope that this serves as a wakeup call to the country, and more particularly Hopkins, that our “new normal” must prioritize physical and mental wellbeing. A true recovery cannot exist without addressing both.

ARTS

Page 6

March 12, 2021

Passion for Fashion: Talia Chang’s Crochet Business doing the same thing over and over again.”

Chang posted a photo of her Harry-Styles-inspired cardigan on her per Talia Chang ’22 discovered sonal Instagram account, @taliachangg, her passion for crocheting during quar- and received lots of positive feedback. antine. Now, she uses her crocheting to She channeled the overwhelming support change the world, one piece at a time. of her followers to sell the sweater raffle

Back in August of 2020, while style, raising $1,650 for the National Black scrolling through TikTok, a popular Justice Coalition. “I did a lot to participate video-sharing social network service, in BLM over the summer. I set up a system Chang came across a video of a JW An- to bring medical supplies to people, and derson crocheted cardigan worn by fa- set up buddy systems during protests, but I mous pop singer Harry Styles. As a fan was never in a position to give anything fiof the singer, Chang was inspired to nancially. At that point in my life, I wasn’t try her hand at crocheting the cardigan. employed. After posting an Instagram Chang said that she felt as if her “hands were photo wearing [the cardigan], I realized missing something” when she finished, so there was a high demand for it, and decidshe decided to explore the art of crochet in- ed to take advantage of that, ” said Chang. depth. When creating new pieces, she drew After selling her first cardiinspiration from Vogue issues, along with gan, Chang made an Instagram acother fashion magazines. Her older sister, count devoted to her crochet journey, Alexis Chang ’21, also inspired her sense @crochetbytc. She now sells her pieces of style and passion for making clothes. on that platform regularly. Chang shared,

Chang’s crochet process starts “I feel joy when seeing other people wearwith “measuring and writTalia Chang ing my creations, and ing a pattern. I like to write I think the reason I my own patterns because started selling them is I’m a very independent because a lot of people person who likes to start volunteered to buy something and finish it by them.” She also pointmyself.” Chang’s patterns ed to the need to pay break each creation down for college as a reainto separate segments. son to sell her work.

When making a sweater, Turning her she crochets four indihobby into a busividual segments first: the ness did not dimintwo sleeves, followed by ish her love for crothe front and the back. Decheting, however. pending on the style, she After completing a then adds a collar, a botfew “Harry Styles tom hem, and some sort Talia Chang ’22 launches her “Cro- cardigan” orders, she of decoration. For Chang, chet for Change” fundraiser for the decided to not make adding details to each National Black Justice Coalition. the same piece twice piece is important: “Every again: “It takes away piece I do, I like to learn something new.” the creative aspect for me. I don’t think When she was making a piece inspired by I’m doing it for the money sense of it Gucci’s “Mon Petit” sweater, Chang “had at all, really. I mostly do it because I to learn how to embroider. For the Harry want to keep creating, but there’s also [Styles] cardigan, I had to learn how to do no reason for me to keep it to myself if a neckline. That’s what makes me want to somebody else will enjoy wearing it.” keep creating new stuff because it’s not fun Anand Choudhary ’22 Assistant Arts Editor

Chang’s crochet business func- cause I’m a perfectionist, was important tions entirely through Instagram, where for me to accept because I was creating she promotes all of her work and con- something new for the first time. Not evnects with other crochet artists. “When I erything was going to turn out the way I was looking up tutorials on how to make wanted it to, and I had to be fine with that.”

Talia Chang the Harry [Styles] Chang’s pascardigan, I found a sion for crocheting algroup chat on instered her views about tagram with twenty what society says reother people from garding fashion and around the world women. Chang said, “I in the comments think there was an unwho love to croconscious bias in me chet. We all update growing up that making each other on our clothes and being inprojects and share terested in fashion isn’t patterns. I check in a plausible occupation with them on every because there’s so much single project and stigma around being a ask for advice.” girl and pursuing tradiWith the Covid-19 tionally feminine interlimiting her abilests like clothes making.” ity to meet people Talia Chang ’22 poses in her version of Chang hopes to Gucci’s “Mon Petit” sweater. in person, Chang expand her business in has found social media to be integral to the future. “I really want to save [money] maintaining her passion: “[Social media] through making things, and crocheting makes me feel like I’m not alone while genuinely brings me joy. In terms of a working on a project. On my Instagram long-term plan I hope to move into sewing stories, I video every single part of the and actual clothes-making because there process and when people encourage me it are limits to crocheting and knitwear.” helps me put things back into perspective Chang believes that there is “something about not everything having to be perfect.” for everyone,” in the world of fashion, and

Chang faced her biggest chal- that she will have no problem marketing lenge when making her “Mon Petit her products. However, she doesn’t see Sweater,” based off of a Gucci sweater crocheting becoming a full-time occupawith the same name and design. Chang tion. She added, “I don’t think it’s a plausihad to teach herself how to embroider a ble career path for me to take, so it’s more duck shaped embellishment on the front, just about having fun. There will always and stopped halfway through because she be people who think ‘that’s what I want.’” found the process of embroidery so frus- In the near future, Chang plans trating. Although completing the sweater to organize more fundraisers for the Black was a daunting task, Chang felt it “taught Lives Matter movement. She believes [her] to take a step back, look at the big there will never be a time where she can’t picture, and reassess.” She continued, give as long as she crochets, and encour“I think for growing artists, no matter ages others to pursue it as well: “I’ve had what kind of art they practice, whether a lot of people come up to me expressing it’s singing or painting, it’s important to their interest in wanting to start crochettake a step back, take a deep breath and ing, and, I just want to say, if you want then continue. In the big picture, battling to start crocheting, you should do it!” my need for everything to be perfect, be-

Arts Faculty Profile: Jacqueline LaBelle-Young

dents have been really great with transporting supplies to and from campus, as everyone needs to have their own sets of tools.” Because of the added difficulty in coordi This year, Visual Arts teacher Jacqueline LaBellenating the class, LaBelle-Young reported that she is “foYoung is tackling how to teach Ceramics, Art History, and cused less on quality of outcome, because when students 2D Intermediate Studio Art in Hopkins’ hybrid model. are making projects at home it’s really challenging to

LaBelle-Young’s teaching philosophy is give them timely and meaningful feedback.” She noted, “try[ing] to help students embrace good habits as well as “teaching from home, especially when all my children learn skills.” She also dislikes “the word ‘talent.’”

LaBelle-Young are present, can [make it] quite difficult to stay on task For LaBelle-Young, “that’s an excuse to be lazy, and follow your own thought processes.” She recalls that or a way to shut out those who feel they aren’t “[in] the spring in particular it was bonkers, with children ‘born with it.’ So many of the skills artists use just at home clamoring for attention.” Physically, she ran into need practice, hard work, and good mentors.” Lachallenges like “learning the technology necessary to reBelle-Young hopes that her students “embrace the cord demonstrations, or film one in real time; assisting process and learn to be self-reflective.” She also students with difficulties in a timely fashion, so they could strongly believes in collaborative work and feels ‘fix things’ and not just hear it at the end of a project; and that students should “bounce ideas off of each yes, transporting ceramics to and from campus. There was other. Learning from peers, as well as from trial LaBelle-Young’s “Deep River” depicts the Cheshire river of the same lots of driving around for both me and my students, dropand error, is a more realistic and rewarding way name. “Deep River” was painted with a palette knife and oil paint. ping off supplies and picking up finished projects for firto learn.” Most importantly, Labelle-Young feels ing, so they could be given back to students for glazing.” that a class structure should be fluid. “From a nuts-and- drawing.” At the University of Connecticut, LaBelle- LaBelle-Young closed with these sentiments: bolts perspective, I do lots of demos but try to keep them Young “stumbled into the art program [and] into teach- “Being in quarantine for the past year has heightened the short; it’s important to read your audience, and if you’re ing later on when I gave throwing lessons at The Rusty very human need we all have to create. If you’ve tried to losing them, the information won’t sink in anyway.” Kiln (a ceramic store).” Most of LaBelle-Young’s art buy paint or drawing supplies or baking materials since

LaBelle-Young’s proudest teaching moments are is now through “making things like cakes and cards last March, you may have noticed that at times they were when she sees “a ‘light bulb’ go on for a student, especially for my kids.” Looking forward, she has “several proj- hard to find! Everyone has an inner artist of some sort, and when it’s something they’ve struggled with.” For instance, ects in mind that involve combining clay and wood.” when nurtured, that artist can help you survive things like a when meeting with students, one of her philosophies “is In the hybrid model, Ceramics has been particu- pandemic quarantine or any other rough spot in your life.” never to draw on/alter work that a student has done; it larly challenging to teach. She is thankful that her “stuCraigin Maloney ’21 Arts Editor

ceases to be entirely theirs, and I’ve seen other art teachers (not at Hopkins) do that, to the detriment of the selfesteem of that student.” Labelle-Young also adds that her “proudest moments as an artist are tied to teaching.” She continued, “When I’m able to draw on my own experience to help a student, it makes my artist side feel validated.”

LaBelle-Young has always had a strong connection with art; she says that she’s “always loved

The Razor: Arts/Sports

March 12, 2021

Page 7

Artist of the Issue: Zane Franz ’21 Zach Williamson ’22 Lead Arts Editor

Zane Franz ’21 has been a Forgiveness was produced primarily durprominent member of the Hopkins arts ing the summer of 2020, when new inspiscene since his arrival on campus in ninth ration drove him to create: “I took samples grade. His work Highpoint Pictures of demos that I had and I in music and vipitched them up and sort of sual art is plentiful. treated it like I was a hip Franz rehop producer making a beat. leases music on That process was really instreaming services teresting and it gave me opunder the moniker portunities to do stuff that Zane McGlathery.

I had never thought of be“McGlathery is fore.” Franz took inspiration actually my midfrom west-coast band Ultra dle name!” said Q, headed by Jakob DanFranz, “I thought ger, the son of Green Day’s it sounded fancy lead singer. Franz reflected so I use that.” on this creative spark: “The Zane Franz ’21 He classified his band went off to college and music as alternathen when they all came tive punk, and described his influences back home during the summer they had as mostly from “early punk rock, sec- all these brand new ideas. They released ond wave punk rock, and pop punk,” an album in March of 2020 that was probut said he’s “slowly starting to incor- duced at home just sort of with whatever porate less traditional sounds into it.” they had, and that was so inspiring to me.”

Franz describes his debut sin- Franz began his musical explogle released in September 2019, “Our ration with the piano. “I got bored of that Drugs,” as his “first really good song.” pretty quickly,” Franz quipped. “It’s a fun Next came “18,” a seven-minute ballad instrument, but I didn’t appreciate it when that he said “got people interested.” Franz I was a kid.” Giving up the piano didn’t refers to this early music as “very bare- mean giving up music. Franz has since bones stuff. It really sounded like demos learned how to play four other instrufor the most part, but I’ve been trying to ments: “I picked up bass because my piano increase my quality since then. I tried to teacher was also a bass teacher, and now make some brick beats, where I had mul- that’s really my main instrument, as well tiple drum tracks going and lots of drum as vocals. I was in the Trinity Boys Choir samples. I’m trying to incorporate some in New Haven for five years, so I got good 8-bit retro music into my music as well.” vocal training from that. I started teach Franz’s third and latest album, ing myself guitar in April 2019, and in Forgiveness and Other Potentially Life- March of last year I picked up the drums.”

Threatening Mistakes, was released on Franz is both a talented musician January 13, and it marks a departure from and visual artist, and the two often interthe style of some of his earlier work. twine. In terms of media, Franz “started

out drawing. For a while I did pen and queline] Labelle and [Eric] Mueller helped ink a lot, and then I focused really heavily me a lot with my understanding of color on acrylic. Then, last year, I started doing and shape.” Franz also attends the Adae prints with linoleum and that was trans- Fine Art Academy outside of Hopkins. formative for me because you have to be He reflected on what he’s learned there: very abstract with prints.” Every one of “Mr. Kwadwo Adae is a practicing artist Franz’s digital releases is accompanied by in the New Haven area and he’s taught his own cover art, much me so much about Zane Franz of which features a charhow to handle meacter he created, Ruben. dia, make gradients Franz explained the backand mix colors, and story behind this persona: how to make some“My biggest inspiration thing look ‘correct.’” as an artist is the band

Franz uses art Gorillaz. The band was as an outlet. When founded by David Albarn describing his creand Jamie Hewlett, and ative process, he Jimmy Shula is an anireferenced the quesmator [who often works tions that guide him: with Gorillaz] and he has “It’s very much spur these beautiful characters of the moment. What “Prints,” a collection of some of Franz’s he’s created. They were am I feeling right recent screenprint work. super, super influential to now? How am I feelme, creating my own sort of visual style. ing? I figure things out as I go along. My Ruben’s face is the same shape as 2-D’s [music] writing process consists of open[one of Gorillaz virtual band members].” ing up a file on my computer and just play Franz has taken full advantage ing something. If I like it, I keep it, if I don’t of the courses offered by the Hopkins like it, I delete it, and I work from there. Art Arts Department, having taken “every is very relaxing for me. There are a lot of visual arts class except for woodwork- artists who think very heavily about what ing.” Hopkins courses Design Engineer- they’re going to portray when they’re creing and Design and the Art of Making ating. It’s often not until I’m halfway done have influenced him the most: “They were with a piece what I actually realize what very transformative for me. They’re both I was thinking of while I was doing it.” taught by [Arts teacher Derek] Byron.”

After Hopkins, Franz hopes Franz continued, some of the importance “to go to a liberal arts school as a Fine of those courses for him: “Mr. Byron is Arts major, and then go to an art school one of the most inspiring teachers. He has and get a Master’s in industrial design such an amazing handle on design and or illustration. My plans musically are on visual arts in general, and he’s very to bring on a drummer for my solo projgood at helping me flesh out my ideas. ect so that I can play live shows without

Other Arts Department faculty a machine, to have an album out by the have influenced Franz, too: “[Arts teacher summer, and to play as many live shows R.C.] Sayler has introduced me to so many as I can (once it is safe to do so) both mediums that I never thought of using be- with my band and solo.” Franz’s work is fore, like printmaking and 3-D media. [Jac- available on all streaming services now.

Athletes Reflect on a Disappointing Winter But Look Forward to the Spring Sophia Zhao ’23 Assistant Sports Editor

Athletics at Hopkins have been quieter than usual this year with health and safety guidelines leading to strict limitations on practices and a lack of interscholastic competition. Connecticut experienced an increase in the number of cases in early November and the school transitioned to a fully virtual model, putting a pause on team practices.

When Hopkins reopened in early December, Governor Ned Lamont had already announced that all team sports were going to be delayed, which was effective until January 19. All Varsity, JV, and Thirds team practices were suspended and transferred to a completely virtual model.

In order to accommodate these restrictions, Hopkins partnered with PTL4M, a training tool that allowed coaches to send workouts and training guides to their athletes. This app also hosts a library of over a thousand different exercises with written and video instructions taught by professional coaches that students can complete on their own. While this offered athletes a way to stay in shape and stay connected to their teams, many athletes expressed their disappointment. “I thought it was boring and it didn’t really have much to do with fencing since it was just workouts,” said Jackie Hsiao ’23. Many seniors decided to take the season off in order to avoid having to complete the workouts on PTL4M. Maeve Stauff ’21 said, “Like many of my friends, I wanted to do my own workouts instead of having to use PTL4M, so I took my season off.” On-campus athletics resumed on January 21, and the most recent update we have received was on February 5, allowing juniors and seniors on Varsity teams to attend practices on their off-campus week.

Fiona O’Brien ’21 expressed the positive and negative aspects of the basketball season: “It was tough entering the season half-way through when we would normally start playing. We only had a month and a half of practice but instead of practicing plays and scrim-

maging, we focused on being together which was really fun. Although it was a more relaxed year, it was hard to see people in our league playing each other and us not.” Captain of Boys Basketball David Burton ’21 agrees: “I’m a little disappointed with the season. I kept looking at feeds of public schools and rival teams playing games against other teams while we were practicPeter Mahakian

Albert Yang ’22 dribbles a ball during an intersquad scrimmage.

ing against ourselves. However, I am still very grateful for the 3.2 years that Hopkins Basketball has given me.”

Despite being disappointed, Mike Iaccarino ’21 remained positive: “The [basketball] team made the best out of a bad situation. We lifted each other up and pushed ourselves despite all the restrictions we had. I’m proud of the way everyone reacted to the difficulties we faced.”

Although the winter season might have been a bit of a letdown, the spring season shows much more promise, with Hopkins expected to return to a fully in-person mode on April 5, meaning that all athletes will be able to attend practice every day, instead of biweekly in the hybrid model. The current Connecticut state guidelines al-

low for low-to-moderate risk sports to hold practices and in-state competitions, and interstate competitions are allowed. Currently, participation in high-risk sports, aside from conditioning and non-contact drills, is prohibited, as well as larger, multi-team events. Rocco DeMaio, Director of Athletics, said that, at Hopkins, “All activities [are focused] on socially distanced individual skill development, conditioning and team-building before spring break.”

The state guidelines and Hopkins’ own approach will likely continue to adjust as the pandemic unfolds this spring. DeMaio said, “We will use a phased-in approach to establish and modify our practice and guidelines throughout this season. Health and safety will remain a top priority in our return to practice and play.” DeMaio explained. “Subsequent phases will introduce increased intensity and small-sided games, working towards interscholastic competition in mid-April. The Athletic Department will monitor state and national recommendations as we align with CIAC, NFHS and FAA guidelines.”

With the administration of vaccines and warmer weather coming, many students are hopeful for more practices and the possibility of playing games against other schools in the coming spring season. “After missing last year’s spring season entirely, I’m very excited to play my last year of baseball and I hope that we can play some real games this spring with increased vaccine rollout and better weather,” said Teddy Glover ’21. “It’s sad the winter season ended so quickly because it feels it just started. But, I’m very excited for the spring season as it looks like we might get a few league games in!

Hopkins in the spring is by far the best time to be on campus, especially with everyone coming back,” added Dylan Matchett ’21. “I am really excited to get back on the field with the whole team.” Emma Maldon ’22 agreed: We have such an energetic and fun team that brings everyone together. I’m looking forward to the team camaraderie even if it does feel a little unusual. But, I’m definitely excited to get back to some normalcy and competition.”

Page 8

SPORTS Athletes of the Issue

March 12, 2021

Caroline Asnes: Fantastic Fencer

Kit Illick: Squash Sensation

a sport where you work in- this with grace. I still see Kallie Schmeisser ’22 dividually, but everything all the qualities that make Sports Editor

you do affects your team’s her a good captain and bet score. I am driven by my ter teammate during this

Caroline Asnes desire to bring home wins challenging Covid season.” ’21 has been a skilled and for the team and in turn Asnes leads by passionate power behind better myself as a fencer.” example. Harris said, “CarGirls Varsity Fencing for Fencing recog- oline...is willing to jump in four years. Although she nizes and capitalizes on and help out without being had no prior experience the importance of that team asked. During drills, she before joining the team, mentality. Asnes said that, works hard to teach the new Asnes quickly picked up as an epée fencer, “[the fencers as well as making the sport. Her introduction team] taught me how to time to work on her own Peter Mahakian technique. When to fencing may have been sponelectric fencing, taneous, but she Caroline works to grew to love get as much strip it: “Honestly, I time as possible needed a sport and is happy to to fill my athletfence any of her ic requirement teammates. While for the season. we did not get A few people to compete this had told me that year, Caroline has fencing would shown leadership be fun, so I during competigave it a shot.” tions by remain Asnes ing focused on started fencher goals and ing at Hopkins coaching her the winter of teammates during her freshman breaks.” Alistair year and soon Selby ’22 added, found the sport “Caroline is a and experience good person and worthwhile: good fencer and “Fencing is this carries over such a specialto her as a captain ized sport, the and a teammate.” majority of our Asnes’ team (includdedication to the ing me) started sport and team with no idea has led to many what we were just rewards. She doing. While placed eighth our Varsity in Connecticut fencers (those last year at indiCaroline Asnes ’21 lunges at her opponent. who fence in vidual states and competitions) became a much are extremely competi- fence almost any type of more skilled fencer. Hartive, this newbie attitude person and counter every ris stated, “Caroline’s allows the team to have a attack. Most of our prac- dedication to fencing has lot of fun with the sport. tices after the first cou- increased in the past few We work hard and push ple weeks of the season seasons. Early on, it was ourselves, but we’re al- consist of staging bouts clear that she enjoyed the ways having fun. There’s against our teammates, sport, but wasn’t sure how no pressure to be the best, so I learned pretty much much she wanted to put and so everybody feels everything I know about into it. In the past few seareally comfortable be- how to win from them.” sons, Caroline has commiting a part of the team.”

With Covid-19 ted herself fully to fencing

What, at first, changing the season, during the winter season. seemed like a surprising Asnes, as a captain, strives As a result, she improved happenstance grew to be a to keep the sense of com- greatly as a fencer and befundamental part of Asnes’ munity strong. Aiden Boyle came more competitive.” high-school experience. ’23 commented, “Caroline Although she The team, the sport, and the has done a wonderful job does not plan on fencing competition developed not as captain in welcoming after Hopkins, Asnes has only her determination but everyone and making sure enjoyed her time on the also her responsibility. She the team has some sense of team and with the sport and said, “Fencing has definite- normality.” Andrew Cotaj will be saddened to see her ly taught me perseverance. ’22 continued, “She [Caro- last season come to a close.

Whether it’s the middle line] has made us [the epée Harris said, “I am proud of of 50-10s (a ladder-type team] feel like a family.” Caroline’s growth during workout) or I’ve just lost a Head Coach Emilie Har- her time on the Hopkins bout I should have won, I ris added, “It is a shame fencing team and it has alknow now that exhaustion that Caroline and our other ways been a pleasure coachand failure are just a part of seniors are not having a ing her. The team will miss the process and not some- ‘normal’ winter season... her leadership, care, and thing to whine about...it’s but Caroline is handling spirit when she graduates!”

is a leader in skill and in attitude towards the team.”

Coach Leroy Le ong, his coach of six years,

“Kit Illick is a inspired and motivated gentleman athlete and a Illick and coached him top level squash player,” through the Penang Junior according to Coach WhitOpen. At Hopkins, Illick ney Stewart. Along with works with Stewart, who Nick Wilkinson ‘21 and said that Illick is “fully Gonzalo de la Mora ‘21, committed to his team and Illick was named captain his game. Even before beof Varsity Boys Peter Mahakian ing officially Squash this seaCaptain of son, despite the Boy’s Squash, team not having Kit naturally any games due shared wisdom to Covid-19. and can play Illick and challenge started playing any player squash in first at any level. grade, though He is the best he, “only started ‘big brother’ playing serito Hopkins ously in sixth or Squash, who seventh grade.” leads by being Since then, he a modest yet has played at tough comthe New Hapetitor, always ven Lawn Club polite and efwith current fectively a teammates Nick great example Wilkinson ‘21, for others to Gonzalo de la follow.”

Mora ‘21 and D u r Ethan Yan ‘21. ing his time Illick as a Hopkins said he started Squash player, playing because Illick and his his two older team created brothers, Thor lots of lasting Illick ‘18 and memories durCyrus Illick ‘19, ing matches, were also playteam dinners ers. Illick said, and else“My dad played where.

One squash when he of his fondest Kit Illick ’21 in the midst of a rally. was at Hotchkiss, memories was so that [also] may have them, and filling up their at Division Two Nationbeen part of the decision water bottles. He also put als. Illick recalled, “We [to start playing squash].” in work for the ‘Hopkins were seeded to get 9-13 Illick’s youngest brother Squash’ shirts and held in a draw of 16 teams.

Dwyer ‘26 plays as well. team dinners, showing he This bracket was for teams

Illick made the really cared about the team ranked 17-32 in the counVarsity team in his fresh- dynamic.” try. We won our first match man year and filled the Illick has im- 7-0. We won our second last spot on the roster, pressed his teammates. de round, quarter finals, semiseventh. He quickly rose la Mora said, “Kit is a fan- finals, and finals matches through the ranks of his tastic captain that leads by 4-3. Craigin Maloney ‘21 team, playing fourth in his example. He works hard and Burton Lyng-Olsen sophomore season, and during practices and per- [‘20] both won tiebreaker taking third spot his junior forms well during match- matches to clutch us the year. He was then named es, and his demeanor and win. It is such a great mema captain his senior sea- humor contribute greatly ory because we were the son, but no official rank- to our success.” Teammate underdogs, we beat Taft, ings were made this year. Craigin Maloney ‘21 said, a very difficult opponent,

In a normal sea- “Kit is a great teammate. and we won as a team.” son, as captain, Illick said He’s always kind and com- Illick has dethat he is “supposed to be passionate towards every- cided to attend Colby the bridge between the one on the team, especially College. He said, “I am coaches and the players.” the younger or newer play- hoping to walk onto the This season, however, he ers.

He is also a hard- Colby squash team.” In is in charge of remind- worker who’s invested leaving Hopkins, Illick ing teammates about team in the future of Hopkins only wishes for one thing: Zoom meetings and en- Squash. Kit is already a “I hope future Hopkins couraging players to com- college-level player who Squash teams continue the plete workouts via PLT4M. I’m sure will do great play- [tradition of designing]

Illick had hoped ing at Colby next year. Kit Hopkins Squash T-shirts.” that he would get to put his Tanner Lee ’23 Assistant Sports Editor

skills to use to “organize team dinners, make the classic Hopkins Squash T-shirts, and run practices every so often.” Wilkinson said, “Kit is the glue that holds the team together. At Nationals [in previous years], he kept everyone organized, letting them know what time their match was, coaching