Hopkins School 986 Forest Road New Haven, CT
February 11, 2022
Vol LXVI, no. 6
www.therazoronline.com
Students Petition for a Virtual Learning Option Kallie Schmeisser '22 Lead News Editor Amir McFerren '24 Assistant News Editor
Hopkins’ decision to return to campus for in-person learning has been controversial amid the Omicron surge. Some view the schools’ lack of a virtual learning option as irresponsible and contributing to the surge, while others are confident that Hopkins’ current guidelines should be enough to prevent an outbreak among its students or faculty. Some students have worked to turn their frustrations into change. Felipe Perez ’22 started a petition titled “Hopkins Allow Remote Option,” in which he said, “I, as well as many of my peers, feel that the new changes to the Health and Safety Guidelines are lackluster, irresponsible, and fail to properly address the surge of new Covid cases in our community.” The petition has 319 signatures as of this writing. When asked about changes Hopkins has made since the petition was started, such as the new schedule which introduces a fourth lunch wave, Perez said, “I don't see how the new schedule has made any real change to COVID safety on campus. Lunch rooms are still full and unmasked, and often students have to go in lunch waves they are not assigned to in order to make it to rehearsals, club meetings, or extra help.” Asked about the new testing program, Perez said, “While the tests are a
wonderful, albeit late, precaution, there is still more the school can do. A stricter mask mandate and/or some kind of distancing in class would be helpful.”
hopkins.edu
Hopkins reinstates weekly testing to curb the spread of Covid-19. Other students have echoed Perez’s thoughts. Yaqub Bajwa ’22 cited the plights of immunocompromised students and family members: “I believe that an online option is absolutely necessary. At Hopkins there
are students who are immunocompromised and students who have family members who are immunocompromised.” Bajwa continued, “It is not fair at all that the school is making them choose between their family and their safety for their education.” Leela DeSilva ’22 said, “Without a doubt I do believe schools need to make an online option. During the pandemic, many individuals do not prioritize school. Instead, they prioritize their own health and the health of their family.” Other students are confident that the precautions already taken by Hopkins will be enough to protect their health. Zachary Williamson ’22 said, “I think the school has done as well as it can given the realities of the Omicron variant. The truth is that transmission rates between masked, vaccinated young people are relatively low. They’re not [zero], but they’re low.” He also mentioned that “a virtual option takes away some of the most important elements of learning.” DeSilva added that she had “mixed views on [virtual] learning. It can be difficult not seeing friends, having to sit at a desk all day, and having to struggle to pay attention.” Perez expressed confidence in his own health, but added “my grandmother, who is 81 years old and had not gotten her booster as of [January] 5 (she was not yet eligible), was at significant risk for life-threatening illness. Even outside of my household, I recognize that I could infect unvaccinated individuals in my community who may be at risk for hospitalization or death.”
Hopkins Students Review Local Food Hotspots
restaurant. If the ambiance is great, it’s a reason to stay longer in the restaurant, same with music, but good food is the primary reason why I would go back to a restaurant.” With over 120 restaurants within two blocks of New Haven Green and over 88 food trucks throughout the city, students are able to find restaurants they enjoy. Scholand With Hopkins’s proximity to downtown New Haven, students frequent restaurants says that she frequently eats at: “ION (It’s Only Natural), Monty’s Good Burger, and in the area. Eating out at local restaurants strengthens the school’s connection with the city. Double Zero. I really like that all of their food is vegan and that it tastes good.” BusMembers of the Hopkins community often eat out in order to escape the busyness chauer described the food at Mecha: “Unlike many of the other chain-ramen places and pressure of the week. Harini Thiruvengadam ’23 said, “I go to restaurants for special in Connecticut, Mecca manages to make the soup taste fantastic, and the ramen taste occasions or sometimes just for fun. It’s especially fun to eat out with a friend that I maybe freshly made.” He also enjoys fast-food restaurants while in a rush, “Shake Shack is a haven’t seen in a while.” Yaqub Bajwa ’22 said, “I love being able to spend time with my fantastic place to get food quickly after coming back from something. The ice custards friends, whether that be just driving around, chilling at home, or going to get coffee. I love they have are a fantastic change from normal ice cream and the root beer floats they eating out. I would say I eat out 1-3 times a week.” have are great, too. The best part, of course, Each member of the student body has a are the burgers, which taste perfect.” Bajwa unique taste in New Haven cuisine. Bajwa said, echoed this idea, “I also order a LOT of take“I LOVE spicy food. Like SUPER spicy food. I out and Uber Eats.” DeSilva agreed: “I love all will order whatever the most flavorful or spicy types of food, so it is hard to say what I usuthing there is because I don't like boring tastes at ally order. Not [going to] lie, though, I could all.” Thiruvengadam described her food prefereat Mecha’s spicy miso ramen every day... ”. ences: “I’m somewhat of a picky eater; I love tryFood also brings the Hopkins commuing new foods. My favorite foods would probably nity together. During team dinners, students be soft tacos, sushi, and naan.” As Co-head of the can bond and get to know their teammates. Vegetarian/Vegan Environmentalists Advocating Aryan, who runs on the cross country team, for Nature (V.E.G.A.N) Club, Krishna Scholand described memorable experiences at team ’23 enjoys exploring new plant-based foods. She dinners: “My favorite part of the team dinner orders “Whatever's vegan: vegan burgers, vegwas honoring the senior athletes with haiku an pizza, vegan milkshakes, and french fries.” recitations and gifts. I also enjoyed seeing Students search for different charac‘paper plate awards’ being gifted to everyone teristics in order to find the best restaurants. on the team because it showed how included Scholand looks for “good food in a restaurant, and important every single member was.” good reviews, and recommendations.” Ved- Mecha Noodle Bar Sylvia Franz ‘23 reflected on swim team ant Aryan ’24 said, “I also enjoy restaurants A snapshot of Mecha Noodle Bar in New Haven during rush hour. dinner: “I like the large quantities of it since that aren't too loud, but still, have a decent volwe are swimmers and eat so much.” The traume so that it's not completely silent. I also endition creates camaraderie amongst sports teams and a more welcoming community. joy fun and kind [servers] who talk to me like a friend, but don’t actively search for Buchauer said that eating out brings his family together: “School nights restrict them in order to call a restaurant good.” As well as delicious food, Bajwa enjoys res- that and often, homework gets in the way, but on weekends it’s always a pleasure to spend taurants with relaxed ambiances: “I personally do like homey vibes, but I am literally with my family. We often eat dinner at good restaurants.” He continued, “Some of our fine with anything. To be completely honest, ‘fine dining’ and fancy restaurants stress favorites in New Haven are ‘Bonchon’ and ‘T-Swirl crepe,’ which is a great place to get me out, and I don't always see the point. The best restaurants, in my opinion, are family- desserts after a movie or axe throwing with the fam.” Aryan said, “I love eating out beowned local restaurants. They have the best food and are down to Earth.” Alex Spasov cause my whole family loves food from many different cuisines. I go to restaurants with ’23 said, “I think good food and a comfortable atmosphere make a good restaurant.” my family almost two times every week. We try to go to newer restaurants regularly.” However, Leela DeSilva ‘22 prefers unique decoration: “I love when restaurants The variety of food choices in New Haven encourages a sociable environment and have extravagant decor; I swear it makes the food taste better. Although I love music in a sense of togetherness among members of the Hopkins community. DeSilva commented, general, I do not care for it so much in a restaurant because I am usually talking to some- “I love cooking but every once in a while (maybe once every two weeks), going to a restauone.” Marco Buschauer ’23 values well-prepared food over a restaurant’s atmosphere: rant is amazing. I love the excitement of waiting for the food, the decor, and the talking ” “For me, the quality of food is one of the most important aspects of coming back to a Inside: News........1-2 Features Page 3: Arts Page 7: Artist Features....2-3 Op/Ed Page 4: Rooms as Selfof the Issue: Joanna Op/Ed..........4 Valentines Day Expression Lu Arts..........5-7 Sports.......7-8 Evie Doolittle '23 News Editor
The Razor: News
Page 2
February 11, 2022
SCOTUS Rules No on Federal Vaccine-or-Testing Mandate Riley Foushee ‘23 News Editor On January 13, the Supreme Court of the United States ruled that the Biden Administration could not enforce a vaccine-or-testing mandate on large employers. However, there is an exception for healthcare workers at facilities that participate in Medicaid and Medicare programs. The decision came as coronavirus cases continued to rise across the country due to the highly contagious Omicron variant. Several Hopkins students and faculty showed displeasure at the court’s ruling. Abigail Kruger ’23 said, “I disagree with the court’s decision. I believe vaccine mandates should be in place for all large companies.” Chris Hwa ’24 said, “While it is important for business to have independence and autonomy, the vaccine is the only way we will be able to eradicate covid in the foreseeable future and we need to utilize it by any means necessary.” Spanish teacher Susan Bennitt agreed that a vaccine mandate would help mitigate the spread of Covid-19: “The proposed mandate is rooted in science, and I find it extremely disconcerting that it was shot down for the broader population given we could close in on the pandemic faster with a 100% vaccination rate.” A few members of the Hopkins community, while unhappy with the decision, were not surprised by the outcome. Ryan Schatz ’23 said, “With six conservatives on the bench, it was always going to end like this.” History teacher Daniel Levy stated, “I wasn’t very surprised
that the Court, as currently constituted, ruled this way. The conservative majority believes in limited federal government and narrow federal regulations in most cases.” History teacher Megan Maxwell said, “The court’s logic in banning the mandate saying that OSHA (Occupational
hood. Instead, I believe that it would be best to educate vaccine-hesitant people about the benefits of vaccination. I also believe that the mask mandate should have remained in place, but both for the unvaccinated and the vaccinated.” Charlie Wang ’22 connected the debate around vaccine mandates to another hot-button issue: “I think this supremecourt.gov is the same argument as abortion. It’s your body, your choice, so it’s similar to abortion that, if you don’t want a baby in your body, you can also not want a vaccine in your body. However, I still would encourage all unvaccinated people to get the shot.” The decision does not prohibit businesses from having a vaccine mandate for their employees; it only prohibits a federal mandate. Levy said, “It is important to recognize that States can still require vaccination, as can businesses, on their own accord. I was probably more disappointed with Starbucks for immediately backing off both a mask and vaccine requirement.” As of February 11, Hopkins requires vaccines for all eligible students, faculty, and staff, aside from those with a medical or religious exemption. Schatz said, “I feel comfortable coming to campus knowing that everyone is vaccinated and is going to get boosted.” Booster shots are The current Justices of the Supreme Court. only required for faculty and staff, while eligible students are highly encouraged to get boosted. Safety and Health Administration) does not have the right Regardless of their opinion on the specifics of to do this is dangerous. They’re being shortsighted and not the case, members of the Hopkins community are united taking into account the current public health emergency.” in their belief that everyone should get vaccinated. As However, some Hopkins students were content Sofia Llovera ’23 said, “I don’t really follow the news, with the decision. Cyrus Sadeghi ’23 said, “I feel that the so I don’t have a strong opinion or anything, but getbest course of action is not for the government to force vac- ting vaccinated is obviously an easy way to get out of cination at the potential cost of losing one’s job and liveli- potentially having a really bad case of coronavirus.”
The Razor: Features
Diversity Board Interviews Women in the Science Department Hopkins’ science teachers urged their students not to become discouraged in times of difficulty. Physics teacher Lynn Connelly, interviewed by Vallabhajosyula, reminded her students that “everything in STEM is challenging, but you can do anything you put your mind to. This term, Hopkins Diversity Board (DivBo) You should never give up or think that you’re not qualified members Harini Thiruvengadam ’23, Nia Lampley enough to do it. Even if you are the only person doing ’24, and Ishani Vallabhajosyula ’24 interviewed sevwhat you’re interested in, that’s okay. You just have to go eral of the female teachers in the science department with your passion.” Connelly shared her personal expeto gain insight into what it is like to be a woman in a rience: “when I was in graduate school, oddly enough, I male-dominated field. By conducting these interviews, was the only female electrical engineer [in all my classDivBo hopes to spread awareness, empower women es]. As I said before, it doesn’t matter in STEM fields, and help readers get to hopkins.edu what the makeup of the class is; you know their science teachers a bit better. just have a goal, a dream, and a pasBiology teacher Emilie Harris, sion, and you just put your mind to it.” interviewed by Thiruvengadam, has loved Harris echoed Connelly’s messcience since she was a kid. She shared that sage by encouraging students not to she “always wanted to do marine biology “minimize yourself! Don’t make youras a kid. I lived on an island [and] my dad self smaller or quieter in the face of is an oysterman, and I was very involved any sort of challenge or difficulty. Own in [his work].” Additionally, Harris’ love your space and own who you are. You for the field flourished when she attended don’t have to look a certain way as a Hopkins as a student: “As I got older, I fell scientist anymore, and I think that also in love with biology at Hopkins with Dr. helps with letting your voice be heard. Cox as my AP Bio teacher. Her enthusiI’ve met plenty of female-identifying asm and interest in molecular details tilted scientists who are rocking heels and me towards microbiology specifically.” pencil skirts and full-face makeup Junior School Earth Science just as much as I’ve met women who Teacher Maura Foley had a wildly difcould care less and wear the same three ferent experience getting involved in the things to the lab. There’s not that spefield of geology and earth science. In fact, cific image [of a scientist] anymore.” she “didn’t take a [single] Earth Science Harris offered a piece of adclass in high school. I [just] liked hiking, vice that has gotten her through her being outside, and always had an interest own obstacles. She emphasised the imin natural processes.” She explained that portance of “find[ing] your people; it’s “one day I was just like, ‘I want to go to Female STEM teachers have inspired female students to take science-related courses and get always good to have a support team. school for geology!’ My parents thought it more involved in the field. There are always going to be challengwas a little strange because [I was involved es: some days it can be because of your in] theater and art. So I went to a liberal These science teachers shared their best advice to gender, some days it can be because of a new idea you arts college so I could still [study] other things I was intheir female students on entering the STEM fields. Foley have, some days it can be because it’s Tuesday! It’s always terested in while also pursuing [my] science degree.” Throughout their careers, these teachers have highlighted the importance of “pursuing all sorts of experi- good to have that core group within your environment.” Reflecting the views of many of her colleagues, found that the most rewarding moments come when stu- ences: whether it’s taking a class or just talking to someone who has some experience in STEM. [Try] consuming Cox urged her female students to use their skills to their addents discover a new passion. When asked about what science in the news: I like knowing what the contemporary vantage when working in science: “Owning your strength makes her love teaching science, Biology teacher Kelthings going on are because that keeps you invigorated. I and abilities does not have to mean that you need to be lie Cox responded, “It’s you guys. It feels [so good] like teaching [about outer] space for eighth grade because that loud person in the room who speaks up. That is not when I hear feedback from young women who, [before every day, there’s something new [that is discovered]. I what I mean by voice; everyone has a voice. Even those of the] class, did not feel that they had an affinity to the scithink that’s very inspiring.” She continued, “Find mentors. us who are quieter. Your voice can be your actions. Your ences. If I hear that I have helped change their view or Find allies. If you’re interested in something, don’t let anyvoice can be your success. Your voice is your passion.” help them feel more comfortable, you have no idea what one discourage you. Find the people that encourage you.” Megan Davis ’23 Features Editor
that means to me. The idea that I’m helping put young women on the path to the sciences [is motivating].” Harris noted a similar achievement: “I taught a ninth-grader in 2016 who thought biology was fine, but it didn’t stand out for her one way or another; she went on to do her undergraduate work in neurology with a minor in psychology. For her and the biology side of her interests, ninth-grade biology was one thing that led to her developing a love and care for it. [When students] take AP Bio to take [an] AP, and then they leave and think like ‘oh, actually, I like this!’ [it is the] most rewarding thing about [teaching].”
February 11, 2021
Page 3
Hopkins Combats Stress Through Yoga Vivian Wang ’23 Lead Features Editor Melody Cui ’23 Lead Sports Editor The recent flood of yoga-related posts from fitness influencers on Instagram and YouTube has caused the ancient practice to make a comeback. This recent revival of yoga has been observed on the Hill: yoga has found its place in the curriculum, in extracurricular activities, and in the daily routines of many members of the Hopkins community. The “yoga” most commonly seen and heard of today looks different from the traditional version practiced 5,000 years ago. The complex spiritual practice originated in ancient India as a means to train the body and mind to become self-aware. Once yoga spread to the United States half a century ago, it was rebranded as a tool to promote physical and mental wellbeing. As a result, Western yoga maintains little connection with its roots. Senior School informal yoga coach and English teacher Alexandra Kelly explained that physical development, known traditionally as Asana, “was really only one portion of the way that yoga was [originally] practiced.” In keeping with its history, Kelly wants her students to go beyond the stretches and poses. In every session, she incorporates “breath work” and “mindfulness awareness” to encourage her students to think “about some of the other limbs of yoga besides just physical.” She stressed how crucial it is to “not just [pick and choose] the parts that I want,” and to “be respectful and appreciative of [yoga] without appropriating it.” English teacher Stephen May also aims to involve both the body and mind in his yoga classes by having students dive into numerous styles and techniques. He coaches Middle School informal yoga and meets with his students three times a week, each session focusing on one particular set of movements and poses. May holds “vinyasa classes, [which] starts off with sun salutations [and progresses] through a series of standing poses,” as well as “Yin classes, [which involve] hold[ing] floor poses for extended periods of time.” May and Kelly find that teaching informal yoga is rewarding for the students and for themselves. Kelly described the satisfaction of seeing her students enjoy the benefits of yoga: “My favorite moment is when students [...] talk about being so relieved and less stressed.” May mentioned that he loves teaching yoga since “[he] get[s] to do yoga too. It can be very restorative and also kind of gratifying, and you get this rush of endorphins when you’re finished with practice.” The immediate and gradual benefits of practicing yoga are numerous. Following a yoga session, Matt
Segal ’24 stated that he “feels refreshed and like [he had] just completed a moderate workout” without feeling “sore or super tired.” It gives Segal “a little energy boost that is useful for the rest of the academic day.” After attending regular yoga sessions as part of her winter sport, Julia Fok ’23 noticed “how surprisingly strong [she had] gotten.” Yogi Anna Capelle ’24 adds “increased flexibility” to the long list of benefits of doing yoga. Capelle elaborated, “as [practicing yoga becomes] a routine, the poses get easier and feel more natural.” While practicing yoga has many physical benefits, Kelly emphasized that “there is a lot more to yoga than just stretching and strengthening muscle groups.” Miko Coakley
Miko Coakley ’23 practices yoga poses on the quad. For Hopkins students taking informal yoga, their end-ofday yoga session is also a time to take their minds off of any stress-inducing school work. Alex Spasov ’23 noted that her “favorite part of yoga was the sense of relaxation and an allotted period of time where I could just focus on something other than school work and stress.” Fok agreed, adding that “after a long day, it was nice to have time to just breathe.” For Rosa Bilston ’25, yoga class is a “time to meditate” and “to be tranquil and in the moment.” During exam week in 2020, Kelly offered two yoga classes for Hopkins students that aimed to utilize the physical and mental health benefits of yoga. Kelly worried that students would “not have their usual outlet for exercise,” as they were constantly “hunched over
their desks and computer screens” in preparation for exams. “Giving [students] even just a forty-five minute break to get back into their bodies, recenter, and de-stress seemed important,” explained Kelly. While the ongoing pandemic has prevented the return of exam-week yoga, Kelly is still “interested in finding more spaces [that] give people the chance to just be present with themselves for whatever small period of time.” During Fall of 2021, the Body Positivity Club (BoPo) was also active in providing students who don’t take informal yoga with opportunities to reap the many benefits the activity has to offer. Co-heads Harini Thiruvengadam ’23 and Miko Coakley ’23 believed their initiative was “a good fit” because “it relate[d] to [their] goals of creating a body accepting environment.” To foster this environment, the two held bi-weekly yoga sessions during Senior School free time. Coakley detailed the general routine they would follow: “We would start sitting and begin with breathing…then progress from stretches in a tabletop position to more active poses and movements. We ended with Savasana and then returned to a seat to breathe and say ‘namaste’ before rolling up our mats…and heading to lunch.” Although BoPo had never led group yoga sessions before, they were surprised with the turnout. Thiruvengadam recalled, “We had such an enthusiastic group of people to start off the initiative, and it was so great to come together with everyone for the first time.” Coakley echoed this sentiment: “I feel like I had a real impact on people’s days and I saw them excited to show up to sessions and sit and move with everyone together.” For those thinking about practicing yoga, Coakley recommended beginning with meditation, followed by a guided yoga, either freeform or from a video. For those who like and connect with meditation and guided yoga, Coakley suggested going to a class: “Yoga and hot yoga [classes] are so fun, and open classes offer good, eas[y] options for beginners.” Finding a comfortable environment or community can also make practicing yoga easier and more enjoyable, especially when starting. Fok viewed yoga as “a fun way to relax at the end of the day with [her] friends.” Coakley added that “the synced movement makes yoga feel like a connective force and an acceptance by the others practicing around you.” For those who are nervous about yoga, Coakley said that finding the right community is a confidence booster: “Yoga is a practice that can be molded to the goals of anyone, and the community is filled with other people just like you: they want to improve themselves and find balance.” With many opportunities to practice yoga on and off the Hill, Coakley said,“Yoga is beautiful, and I hope that more people find a place for it in their lives.”
Students Express Themselves through Decor Maggie Russell ’25 Campus Correspondent During the past few years of quarantine and social distancing, numerous students took it upon themselves to decorate their bedrooms out of boredom. As a result, self-expression became both a trend and common theme in many bedrooms. From pink walls to flaunt one’s favorite color to loud music that represents a person’s bursting personality, their rooms became more than just a domain for sleep and studying. For many students, bedrooms reflect the unique persona and qualities of the individual. Amalia Leite ’25 said her decor represents her personality: “I like my room to be colorful. I don’t like normal lights—so all the lighting in my room is LED because I feel like I am a colorful, fun person, and my lights represent that.” Chase Stevens-Scanlan ’22 agreed, saying “I express my big personality through things in my room rather than actually being loud.” Ayelet Kaminski ’22 said, “I did most of my decorating last year, putting up posters and different magazine cutouts. For me it was a way to make my room undeniably mine, even knowing that I’ll be moving out soon. The walls of my room reflect my values, artistic sensibilities, and some of my favorite memories.” However, rooms can also simply be a safe haven, where a person can relax and enjoy a tranquil environment. Lukas Kazemekaitis ’25 described how he decorates his room to suit his personal needs: “I like to keep my room ‘clean’ as in I keep it minimalistic and only display things that have value to me. It helps me keep my mind clear when I relax in my room, and I have LED mood lights, too.” Sabina Cherry ’25 echoed this response: “My room is bright and cozy, because I love rooms to be full of energy but at the same time to be a place where I can relax and be comfortable.” Decoration is also capable of reflecting an individual’s culture, childhood, and hobbies. Alex Spasov ’23 said, “I decorate my room with Taylor Swift posters and car posters because I love those things and they make me happy and reflect my personality.” JJ Yang ’24 said, “My room has a lot of the toys from my childhood to remind me where I came from. My bed also faces south to adhere to the Chinese feng shui customs.” Many individuals take pride in their achievements and feats, portraying that pride through their bedrooms. Claire Russell ’25 possesses a surplus of sports trophies that reside on her shelves, primarily from tennis and basketball. She said that “her tro-
phies help remind her of all her achievements.” Heather Fagan ’25 also furnishes her room with trophies and medals, stating, “not only does my room hold my interests, but it displays my goals and achievements as well. It is extremely meaningful because it isn’t just the place where I sleep, but the place where I can be my truest self.” Whether a safe haven or a reflection of self, a bedroom is often, undeniably, an important space. Pearl Miller ’22 said, “The walls in my room used to be really bare, but I started to use old college letters and cereal boxes to add color. I would make these into collages and make sure there was color there to make my room feel more alive. [I wanted] to make sure that my room wasn’t just a place I slept, but a second home, a place for me to destress and breathe.” Chase Stevens-Scanlan
Chase Stevens-Scanlan ’22 fills her room with decorations that reflect her personality and interests.
OPINIONS/EDITORIALS Page 4
Valentine’s Day: A Holiday of Capital
Abby Regan ’22 Lead Op/Ed Editor I am a hopeless romantic and I love those candy conversation hearts, so you’d think I’d love Valentine’s Day. While I appreciate the sentiment behind the day, I also think it is ultimately a celebration of capitalism that often overshadows the celebration of love. There are candies, cards, and flowers purchased and gifted away, sometimes sincerely and sometimes not. Those tangible things may be nice at the moment, but really emphasize the materialistic culture that we live in. The history of Valentine’s Day is a little fuzzy. Some believe it was placed in February to commemorate the death and burial of St. Valentine. Others say it was an attempt to “Christianize” the pagan holiday, Pope Gelasius declared February 14 St. Valentine’s Day at the end of the fifth century, though it was not associated with love until much later. However, one thing is certain: the true motivation for the holiday is a celebration of love. Nowadays, especially with social media, the supposed celebration of love has shifted into a performative holiday that contributes to capitalism. Regardless of your relationship status, it’s impossible to escape Valentine’s Day. Right after New Years, most stores switch from holiday festiveness to red, pink, and full of hearts. Maybe all you wanted was to buy
some eggs for your breakfast tomorrow but then you turn around and see stacks of heart shaped boxes of chocolate and dozens of pink and red flower bouquets. According to CNBC, each American spent $142 for Valentine’s Day gifts on average in 2020. There is gender disparity in the amount of money spent, with men spending an average of $249 and women only spending $57. The estimated value of Valentine’s Day spending is $27.4 billion. The extreme amount of money we spend for this holiday highlights how much we rely on tangible items and gifts. Don’t get me wrong—I don’t think there’s anyThe Eclipse
Stores stock up on excessive amounts of candy and decorations on February 14 annually.
February 11, 2022
thing wrong with giving gifts. Some people’s love language involves receiving or giving gifts, in which case it is valid to spend money on tangible things. Personally, I’d rather pay for experiences, like trips or outings, over physical items. February 14 comes and goes every year and it’s supposed to be a celebration of love. By the end of the month, the chocolates and candies will have been eaten, the flowers will have died, and the Hallmark cards will have been thrown away. It’s the sentiments, experiences, dreams, and laughs that last. The issue with spending all this money on Valentine’s Day is that the feelings and real love gets lost. And what about the rest of the year? Isn’t it more special to receive flowers or chocolates or even romantic experiences on a random day of the year than it is to save all your romance for one day? It’s important to take a step back and look at how we celebrate love in our lives. There are so many different kinds of love to celebrate. Every year since I was a little girl, my parents gave my siblings and me a little gift on Valentine’s Day. I love sending roses to best friends from the annual PromCom Valentine’s flower fundraiser at Hopkins. Of course, I appreciate the opportunity to remind myself and others that I love them. We don’t, however, need to flush our money away to celebrate it on Valentine’s Day; seeking out experiences, memories, and beautiful moments is far more special any day of the year.
Society Lacks Reform 50 Years Later: Feminism in Jules et Jim Anjali Subramanian ’22 Managing Editor I recently watched the 1962 French New Wave film Jules et Jim. The movie follows the friendship between two men, Jules and Jim, and the woman who enters their lives, Catherine. Immediately, Catherine’s commanding presence, free-will, and bravado captured me. But even more so, I was drawn to her overt disregard of gender norms and her challenge to traditional femininity. In particular, one line from the film stood out to me: “The most important factor in any relationship is the woman’s fidelity. The husband’s is secondary.” This statement struck me for its relevance in the present day. How could a statement about women feel just as real in 1962 as it does nearly sixty years later? In the time since this movie’s release, more women have joined the workforce, reproductive rights have generally improved worldwide, and women have better representation in politics. Even so, all of that
progress doesn’t negate the statement above that is still shockingly true today. Gender stereotypes and roles perpetuate because mainstream feminism today does not target the root of gender inequality. Mainstream feminism, otherwise known as liberal feminism, seeks to attain gender equality through political and legal change. But such reform does not address the stereotypes that prevail in society nor does it eliminate male supremacy. The misconception within liberal feminism is that political and legal equality alone leads to complete gender equality; however, I believe an overlooked aspect of such feminism is social equality-the notion that equality comes before the law, and that even in the absence of a law that protects women’s rights, equality will be maintained. This form of equality has failed to develop for women in the US. An example of social inequity is in gender roles, stereotypes, and biases. Evidence shows that the gender roles that were present fifty years ago are still largely present today; in a survey conducted by the
Pew Research Center, 77% of women felt pressure to be an involved parent. Though access to higher education has increased and more women hold full-time jobs, the
such as a liking for the arts or increased caregiving. Leaving it up to the individual, rather than making societal changes, often means masculinity is valued over femininity. This, once again, reinforces the belief that femininity is secondary to masculinity. To me, this represents the failure of mainstream feminism to acknowledge the societal effects of sexism. Concrete change--such as suffrage, equal pay, and anti-discrimination laws--are important, but they are not enough to fully emancipate women from a patriarchal society that values men over women. Feminism is not as clear cut as a list of legislative actions. Surface level changes will only propagate the gender differences that already exist. For equality to truly be achieved, patriarchal structures in our society must be dismantled. I found myself drawn to Jules et Jim partly because I realized that the part
pressure of resembling a “traditional” woman persists. Legal and cultural change does not always translate to societal change. On top of this, women face continuous struggles in the workforce. On average, women are paid 82% of what a white man is paid for the same job. For Black women, this number is even lower: they earn 65% of what IMBD a white man is paid. Representation of women in political office is also far below what it should be. Women make up only 27% of the US Congress though they represent 51% of the entire population. Giving women the legal possibility of equal pay or political office does not necessarily mean equality is achieved; sexism lingers socially, hindering women’s progress. Attempts to mitigate these gender disparities have flaws as well. Oftentimes, women seek to attain the traits and skills typically associated with masculinity, though studies show that men don’t reciprocate this action as frequently. According to a survey conducted by The movie poster for the film Jules et Jim. the New York Times, three-quarters of respondents believed it was important for parents of girls to encourage women play in society has not greatly them to acquire attributes seen as mascu- changed since 1962. The statements on line, such as an interest in sports or a facil- women and gender norms expressed in ity for STEM subjects. A smaller portion the film still largely rang true today. To of respondents, under two-thirds, thought me, this represents the failure of modparents of boys should encourage them ern feminism and the urgency to change to acquire attributes considered feminine, the way we approach equality for all.
ARTS
February 11, 2022
Page 5
150 Years of Women at Yale: An Interview With the Curator
superior quality, and then the exhibition sort of rose from When putting the exhibit together, did you work diAmalia Tuchmann ’23 there. What we really learned was that, yes, we had an im- rectly with any of the living artists? Did any of them Assistant Arts Editor pressive collection of work by women who have studied at visit the exhibition? If so, what was their reaction? Arts recently had the opportunity to interview Yale, but there were also so many artists that we really wish Lisa Hodermarsky, the Sutphin Family Curator of Prints We actually worked with many. In the exhibition, we had works by that we don’t have. Looking forward, we and Drawings at the Yale University Art Gallery, about her feel that it is an important charge to really fill those gaps. there are a few early artists, but the majority of the art is by work as the organizer of the recent exhiwomen who are still alive. One of the things that we took bition, On the Basis of Art: 150 Years of Yale University really seriously was to draw out their stories and to make Women at Yale. The exhibition ran from this a project, both in the catalogue and the exhibition, one Among the pieces in the exhibition, do September 10, 2021 to January 9, 2022 you find connections that you would at- that would really tell the story from these women’s perand showcased work by Yale-trained spectives and bring them to the forefront. Once we had tribute to the gender of the artists? women artists. The exhibit contains work whittled down whose work would be in the exhibition, from that entire 150-year stretch, as the I think one of the things that almost ev- we reached Amalia Tuchmann out to every Yale School of Art was the first profesof the liveryone comments on when they come into single one sional program to co-educate per the into conduct the exhibition is that even though this is ing artists denture of its patrons when it opened in Remember Me by Mickalene Thomas. ries. Most an enormous exhibition devoted to wom- oral histo1869. Both the exhibition and accomthem complied, en artists, you really don’t even think of of panying catalogue feature work which just the gender. This is just really, really phenomenal work and and it was span the media of painting, sculpture, installation, pasand wonit defies gender. The connection is in the way we’ve in- most rich tel, watercolor, drawing, print, photography, and texperience. stalled the exhibition, so that it would be both cross-gen- derful extile, created by more than 75 artists and covering a wide erational and cross-media. In any gallery that you enter, We learned On the Basis of Art: 150 Years of so much, range of styles. Below are excerpts from our interviews. Women at Yale Gallery. we have so you see connections across decades of artist work and also and to learn, I across all of the media that I laid out. We like to think much more Can you walk us through the process of putting the of it as a really dynamic dialogue across media and time. should say, but just from this core of women, we were able exhibit together? From idea to completion, how did it to learn their stories, which informed the catalog essays, come about? audio guide, the wall labels, and just the exhibition as a In the section of the gallery titled “Carving a Preswhole. And to answer the second part of your question: ence”, which showcased portraits, do you think that Yale University Approximately the artists use portraiture to reclaim the perception of so many of the artists have come through the exhibition. four years ago, when Yale Many of them have reached out to me and I’ve been able their bodies, a space so often corrupted by men? knew that the two annito tour through with them, and that alone has been a huge versaries of 150 years of That’s a really interesting question. A lot of the learning curve for me, because with every interaction, I’ve women admittance to the early women artist-graduates embraced careers as portrait learned so much more; it’s the kind of show that everyone graduate and professional who comes to see it brings someartists. And I think that’s for two reasons, one of schools, and 50 years of thing new and revelatory, so I which is that the Yale Art School curriculum was Amalia Tuchmann women being admitted at guess I see it as a history ongoing. very much based in the European Beaux-Arts Lady Madonna by Audrey Flack. the undergraduate level tradition, which was very much a human-formwere approaching, they Do you think that being a based curriculum. The second reason, and I think reached out to every constituency, every college, every woman has affected your the most important reason, that a lot of the earprofessional program within the university to do somecuratorial philosophy? And if lier women artist-graduates embraced portraiture, thing to celebrate these two anniversaries. I was charged so, how? is because if, as a woman in the late 19th cenwith the exhibition, and when I took it on I told my ditury and early 20th century, you wanted to make rector that I would take it on, but only if I was able to Absolutely. I mean, I’ve ala career as an artist, portraiture was one of your tap curatorial talent, as well as fellows and graduate and Interior of the Yale Art Gallery. ways had an eye to try to colonly options. There weren’t a lot of opportuniundergraduate students to help with this because it was a lect and exhibit more works by ties; you could not be hired on faculty at univerbig challenge, frankly, to really tell the story of the visual sities or high schools. And as a woman in the late 19th women. The vast majority of museums worldwide, and arts at Yale for the first time from the female perspective. and early 20th century, there were no opportunities for certainly in this country, are filled with work by white So what we did was we scanned the roster of all the BFA, gallery representation. So even if you were a really ac- male artists. It has always been in the forefront of my MFA, and BA art school graduates and we compared them complished artist, it was extremely hard to survive. One curatorial practice to try to change that up. The fact that to our holdings at the gallery. That alone was a lot of work, of the reasons why I think many of the earlier women there are so many phenomenal works in this exhibition but it was really encouraging because the collection really included here embraced portraiture was because they once again goes to show that there are so many phenomdid reflect the entire history. From there, we began to cull could get commissions. Portraiture was one way in which enal women artists whose work we should be displaying. down the exhibition, in order to distill works that were of they could earn money and embrace a career as an artist.
Hopkins Celebrates Stephen Sondheim Sophia Neilson ’23 Arts Editor
On November 26, 2021, American composer and lyricist Stephen Sondheim passed away at the age of 91. Sondheim composed many well-known musicals such as Into the Woods, Sweeney Todd: The Demon Barber of Fleet Street, and Company. His death has impacted our community greatVogue ly. Hopkins has put on several of Sondheim’s shows, most recently Into the Woods in 2019 and Gypsy in 2015. Sondheim’s death has been felt acutely within the Hopkins community, especially within the music and theater departments. Director of Choral Music Erika Schroth stated that Sondheim “was responsible for some of the great musical theater masterpieces of our time.” Schroth Stephen Sodheim photographed for Vogue. “saw the new revival of Company the day after [Sondheim] died.” She commented on her experience in the theater that day, saying, “I’ve never experienced such energy in a theater. Thunderous applause, standing ovations in the middle of the show. Truly a celebration of his life and work.” Schroth feels a deep connection to Sondheim and his work. She said, “Some of his works, in particular, have been very dear to me; Into the Woods, Sweeney Todd, Sunday in the Park with George, and Assassins.” She is drawn to the “complex characters, brilliant lyrics, and intense motivic development” that Sondheim created in the previously mentioned shows. Schroth said that one of the reasons she enjoys musicals created by Sondheim is because she “finds [herself] identifying so strongly with his characters because of how beautifully drawn they are.” Drama teacher Hope Hartup has had many experiences with Sondheim’s shows, stretch-
ing back to her childhood. Hartup said, “I grew up listening to West Side Story; I remember watching my mother, who was an actor, play the role of Joanne in Company (she blew it out of the park with her performance of ‘The Ladies Who Lunch!’); I saw the original Broadway production of Sweeney Todd and eventually went on to direct a production of it here at Hopkins.” Sweeney isn’t the only Sondheim musical Hartup has directed at Hopkins. She has also directed A Funny Thing Happened on the Way to the Forum, Gypsy, and Into the Woods. “When I think of those productions, I think of the sophistication of the lyrics, the complexity of the characters, and how integral the music is to the forward momentum of the story. I found that my Hopkins performers felt the same way and were excited by the challenges presented by his work,” she said. Hartup called Sondheim “a champion of musical theater” who “encouraged growth and evolution.” Hartup commented on Sondheim’s bravery in Peter Mahakian the world of musical theater, saying “he was unafraid of new interpretations of his work; no show of his became codified. I’ve seen Sweeney with all the bells and whistles, and I’ve seen Sweeney set in a pie shop with just seven singers and a threeperson orchestra. Both were thrilling.” Many students are feeling the loss of Sondheim as well. HDA performance of Into The Woods. Margaux Selfors ’23 commented on her first experience with Sondheim, and how it shaped her love of musical theater: “I remember going to my sister’s high school’s production of Into the Woods when I was about nine, and it was such a beautifully written and performed show. It’s a core memory for me because it was the moment I first fell in love with musical theater.” Continued on page 6...
The Razor: Arts
Page 6
Hopkins Celebrates Sondheim Continued from Page 5
Hannah Ceisler ’22 said, “Although I don’t know if I agree if he ‘reinvented the American musical,’ he was undoubtedly unique in his work. Sondheim’s legacy will certainly not be short-lived.” Peter Mahakian Ceisler also was personally impacted by Hopkins productions of Sondheim shows, saying “his work will always have a special place in my heart, as the first Hopkins show I ever saw was Gypsy, and the first show I helped to stage-manage was Into the Woods.” Felipe Perez ’22, who played Prince’s Guard #3 in Hopkins’s production of Into the Woods, also felt the impact of Sondheim’s death, saying “It’s hard to see such an incredible influence in musical theater pass, but I’m happy to have performed his work before. His talent and soul still speak through his music even after he’s gone.” Orly Baum ’22, who played one of the step sisters in Hopkins’ production of Into the Woods talked about her experience with the show, saying “Into the Woods was a transformative show for me- the music is challenging but both the lyrics and notes and rhythms stick with you for so long after you sing them. Sondheim’s composing is really beautiful and powerful. His death was especially hard because his music both changed how I viewed and listened to musical theater and
February 11, 2022
how many others did, too. I cherish the time I got to perform his music so much.” As Hartup said, “Sondheim’s genius is an extraordinary gift to us all.” His passing had a large impact on the Hopkins community as well as the world. As Selfors said, “Sondheim’s death was truly an American tragedy. We lost a great composer the day he died, and the musical theater world will not be the same without him. Sondheim’s legacy will continue in the lyrics and Orly Baum and Lauren Sklarz ’22 with Hopkins alums Erin Ellbogen and Maddie Mulligan ’19. melodies he created.”
Visual Arts Showcase: Student Work from Fall Semester Rose Robertson ’24 Assistant Arts Editor
With Term I art classes coming to a close, The Razor collected submissions from Hopkins’visual arts students. Even more student pieces are on display at therazoronline.com!
Charcoal Landscape Study Artist: Katherine Tombaugh ’24 Statement: “[This piece was] made to strengthen my skills in proportion, perspective, texture, and most importantly value. For the charcoal specifically, the process was definitely a challenge in terms of detail and texture due to charcoal’s tendency to blur and smudge.”
Lurching Artist: Anonymous Statement: “That which does not kill us makes us hurt.”
Untitled Artist: Abigail Murphy ’23 Statement: “This piece is in oil pastel on paper.”
Family Artist: Ayelet Kaminski ’22 Accompanying Statement: “This piece is a study of a photograph taken of my older sisters, Tamar and Naomi, with both of my grandmothers, Zahava and Lucy. All incredibly strong women who inspire me to do better and keep going everyday.”
Nostalgia Artist: Vivian Wang ’23 Statement: “My inspiration for this piece was a picture that I found of myself when I was four, and I wanted to evoke this nostalgia I was feeling in my art!”
Turkey Tails
Was, Is, and Will be Anxious
Artist: Beyla Ridky ’24
Artist: Asher Joseph ’24
Statement: “[This photo] is part of a series titled ‘Impermanence.”
Statement: “And my future self will be anxious about what my past self did not do.”
The Razor: Arts
February 11, 2021
Page 7
Artist of the Issue: Joanna Lu
Anand Choudhary ’22 Lead Arts Editor
After Joanna Lu ‘22 was encouraged at the age of five by her mom to pursue the piano, music became one of the most important aspects of her life. At first, Lu was not excited about pursuing piano lessons. She said that her mother pushed her to do them because “she didn’t have the means to be trained classically as a musician, so she wanted me to have the opportunity to go out and explore it as my own passion. I was very stubborn - I refused to practice all the time and we fought about it for a long, long time before I even came to actually enjoy music.” However, after being sent to a music camp at the age of ten, Lu was able to observe musicians more dedicated to their art, practicing for hours on end to hone their skills. “I was one of the youngest there, and there were people there who ranged from my age to university students who spent hours at a time working on their instrument and perfecting their craft. I didn’t understand it at first, but I eventually did.” Currently, Lu does rehearsal piano for the school musicals, accompaniment for soloists the choir, plays for the orchestra, and is in the Jazz and Treble Choirs. When she arrived at Hopkins in ninth grade, Lu’s main instrument was the piano. “It was the one I spent the most time on,” she said. To her, the violin was an afterthought. “I joined the orchestra because I really enjoyed playing in large ensembles, but for me, the piano was the one that I would go home and practice for two hours almost every day.” However, at the end of her ninth-grade year, Lu discovered a new passion for the viola. “The summer before tenth grade, I took home what the orchestra calls the ‘Amazon viola.’ I brought it home, learned to read the clef, and found that I enjoyed it a lot more than the violin.” She continued, “A lot of people can’t tell the difference just by looking at the two, but it is very different in terms of the
sound, the way you play it, and obviously the All-Nationals program to determine the clef. I found that I enjoyed it way more. that music was something worth pursuing For a while, the piano was still my main in- after high school, and decided to apply strument, but that changed over the course to several schools for viola performance. of junior year and going into senior year.” “I’ve applied to several schools where they One of the ways Lu decided to have a prescreening and then, if you pass explore her newfound passion for the vi- the prescreening, you go to a final audition. ola was by auditioning and competing for I passed the prescreening for two-thirds of spots in the Connecticut Music Educator’s them which felt pretty nice. Now I’m reAssociation (CMEA) Festivals, starting at cording for auditions.” While Lu has dethe regional level, then working her way up cided to pursue an education in music, she to the all-state level, and finally, just this is unsure if it will be her main focus. “I’m past year, the national level. “I’ve been not going to a music school because I’m doing regionals since ninth grade because completely certain that I’m going to be a Hopkins students are very strongly encour- violist when I grow up, but the thing about aged to try out for these things. I found the music school is that they offer so many festival to be a lot of fun because I really different types of experiences in terms of like playing in Highpoint Pictures music edlarge ensemucation, bles.” During music her first two perforyears in high mance, school, Lu and probdid not make ably a lot it past the reof expegional level; riences I however, durhaven’t ing her junior e v e n year, she not considonly particiered yet.” pated in the L u All-State fescredited tival but even some of continued to her sucaudition for cess to All-Nationals, the inwhich took valuable Joanna Lu ’22 place from mentors January 22that have 24, 2022. Lu said “I knew I wanted to helped her grow as a musician throughgo as far as I could just for the sake of out the years, especially her piano teacher. having all of this experience and being “My private teachers had such a massive able to perform in all of these different impact on me in the way that I grew up contexts. In junior year, I finally got into as a musician and in the way that I grew All-State. The festival itself was not very up as a person. I’ve had a lesson-teacher memorable because it was on Zoom due for piano since I was eight, when I moved to Covid.” Lu found the All-Nationals to Connecticut. She’s extremely strict Festival much more engaging over zoom, and expects you to get everything done describing how excited she was to meet and done well. For example, if she corother violists from around the country. rected you for a rhythm in the middle of Lu also used her acceptance into a lesson, if you did it again she would
start yelling. She was very intense about it, but I really did appreciate that because I grew to unlearn a lot of bad habits.” One of the key parts of being a musician is not only being able to unlearn bad habits, but also relearning better habits, according to Lu. Unfortunately, since the start of the pandemic, Lu has not been able to meet with her piano teacher because of her age. She has, since then, however, begun viola lessons with her brother’s cello teacher: “It has been a really amazing experience because he had such a unique way of looking at music. In terms of intonation, he always encourages me strongly to just trust myself and not get caught up in trying to do the intonation.” Practicing viola has broadened Lu’s understanding of what it means to be a musician too: “At a certain point it’s not about knowing the techniques, but more about trying to hear the sound in your head and then recreate the sound. It’s not so much about just being able to play the notes, but also to be able to play them in a way that elicits something from the audience.” During her time at Hopkins, Lu also credits Mr. Smith and Ms. Schroth as being instrumental in her success and growth as a musician. She said, “Mr. Smith creates such an amazing classroom environment in the orchestra and there’s such a feeling of camaraderie throughout the class. There’s a lot of engagement from the class and it’s because he has such a cool teaching style that encourages engagement from the students and makes it feel like less of a class and more of a rehearsal with lots of group-building.” To aspiring or possible musicians, Lu suggested “learning an instrument to be a great way, but not the only way, to become a musician. It’s such a massive field with so many different things to learn, and the most important thing you can do is explore…. There is something in music for everyone. Try things out and realize that, yes, sometimes there is a right way or wrong way to do things, but sometimes, you just have to treat it like this giant massless art form and figure things out and see what happens.”
The Razor: Sports
Team Bonding Creates Hopkins Sports “Families”
— the goal to work hard for your teammates – is a product of bonding experiences like team dinners. As athletes shift from just teammates to friends, the drive to push oneself for the team’s and your teammates’ benefit increases. At Hopkins, sports teams create a vibrant famCertain teams have and rely on team bonding in ily-like environment for student-athletes. The sense of their sport in varying amounts due to different opportucommunity, gained through team bonding, surrounding nities presented. For example, Basketball’s tournament at these athletes can affect the individual Kingswood-Oxford gives the players players and the team’s performance. a chance to bond and get closer outA popular activity for team side of Hopkins. Additionally, the Ski bonding is having team dinners at a teamTeam’s annual trip to a ski mountain, mate’s house the night before a game. this year’s being to Jay Peak, presents Daya Baum ’24 said, “Team dinners were itself as a perfect opportunity to get a great bonding opportunity for the Girls closer with teammates. Aanya PanField Hockey team, and they helped me yadahundi ’23 says that Ski Team is become more comfortable both on and like a close family: “Team bonding off the field.” Matt Goos ’25 stated that is so important to Ski Team because “team dinners are an important part of it is quite literally a family- everyone building a closer [team] bond.” Baum exlooks out for each other. If you have plained, “Not only were the dinners thema bad run, every single person on the selves fun, but the drive from school was team is there to cheer you up. And if one of my favorite parts of Field Hockey you place well, everyone celebrates season.” Both of these athletes enjoyed with you.” Panyadahundi also explains the opportunity to gather and have fun how the bond Ski Team shares makes with teammates outside of practice. the sport more enjoyable: “Ski Team Additionally, some sports orwould not be Ski Team without the ganize “secret psych” ahead of a game. friendships and bonds created.” This This is a tradition where each member mentality shows how essential team of the team brings a gift, usually candy Varsity Basketball Instagram bonding is to Ski Team and the people and a poster, for another teammate right on the team. Hopkins Boys Varsity Basketball enjoys dining out after a tough practice. before a game. Katherine Tombaugh Similarly, many sports at ’24 loves secret psych because it “was Hopkins rely on bonding because, as one of the main reasons why [she] felt included in the easier to play your hardest [since you] know you aren’t only Panyadahundi states, “It so much more fun to be doing [swim] team. Knowing that someone took the time and playing for yourself.” Additionally, This team mentality something you love when surrounded by your friends.” Eli Ratner ’24 Assistant Sports Editor
effort to buy things that you like and create a poster for you makes you feel so much more connected with the team.” Qamar Al-Tameemi ’25 believes that “getting some encouragement before a race might calm someone’s nerves, which might help them perform better.” Individual athletes are affected differently by these bonding experiences. Goos said that having team dinners “makes it
SPORTS
Page 8
February 11, 2022
New Faculty Coaches Hopkins has many teachers who also serve as sports teams’ coaches. In this series, some of these new additions to the Hill (within the past five years) will be introduced to the Hopkins community as coaches, rather than as teachers.
Becca Marcus any athlete I encounter at Hopkins to have a diligent work ethic [and] to put one hundred percent effort in.” Marcus said, “Hopkins is this blend of teaching students what the best of athletics is without necessarily overwhelming them in comparison to the rest of their lives.” Last season, Hopkins Crew was unable to have any Becca Marcus came to Hopkins in 2020 to teach regattas, which are meets consisting of multiple teams and English and coach crew. Marcus “began rowing as a freshheats of races; however, the team was able “to practice as a man in high school, the age that many kids at Hopkins bewhole team halfway through the spring,” Marcus said. “This gin as well.” After finishing high school, Marcus continued season I hope for all of our boats to make the grand final.” her crew career at Columbia University, “switching from Crew Captain Mykaila Meunier ’22 sees Mar[her] role [as a rower] to a coxswain.” In crew, a rower cus as a role model: “Becca feels more like a big sister performs than anything, and t h e Jonathan Henninger I think that has alphysical lowed her to mold work in herself into somethe boat one who we [the while team] look up to and the coxseek advice from.” swain Katherine Tominstructs baugh ’24 is thankt h e ful for how Marcus rowers “has a ton of energy during and makes me want practicto push myself dures, moing practice, even tivates when I don’t think t h e m Marcus and the Varsity Crew Team I can row anymore.” during Meunier appreciraces, and steers the boat. After college, Marcus coached ated how “crew feels like a really big family and [how] crew at BlairAcademy in New Jersey, the Ross School in New Becca worked really well with our ‘21 captains to conYork, and the St. Paul School in New Hampshire. tinue that.” Tombaugh agreed with this sentiment, Marcus explained that part of the reason she “[Marcus] has definitely made the crew family tighter.” was drawn to Hopkins was that she heard that Hopkins Meunier articulated Marcus’ goal of focus“students were really serious about both their academing beyond the sport: “[Marcus] set the team up to alics and their work ethic in general. I know I can trust Hanna Jennings ’24 Assistant Sports Editor Eli Ratner ’24 Assistant Sports Editor
low the captains to take on a lot of leadership and that has made the connection between the rowers and the coach much stronger. [In] mid-fall, Becca [was] al-
Becca Marcus Marcus enjoying her free time with a side of ice cream.
ready thinking about how to prepare for the spring season and that just goes to show how dedicated she is to being our coach and [how] eager [she is] to see us grow not only as athletes but also as young women.”
Angelina Massoia duced her to coaching, which Massoia elaborated on: “During that time, I had the chance to work with a lot of younger peoOnly a year after graduating col- ple at clinics and through volunteering.” During Massoia’s first year lege in 2016, Varsity Softball coach, Head coaching Hopkins Softball, she found herAdviser to the Class of 2025, and sciself surrounded ence teacher condor.Wesleyan.edu by “a great team Angelina Masfull of passionsoia joined ate players” and the Hopkins was thankful c o m m u n i t y. for how “these A t players helped the beginning [her] embrace of her career, the pre-existing she “knew that culture [that [she] enjoyed she] was stepteaching and ping into.” coaching, but at Massoia and that point [she] the team had was unsure in a successful what capacity debut season, [she] would be and she hopes doing [these] that the team things.” Having will continue played softball to rise through “since [she] the ranks to the was little,” as top of the FAA well as through standings. Mashigh school soia said, “It’s and college, been a couple the sport was [of] years since a large part of Angelina Massoia there has been her life. Playing a true season with a playoff, so we will softball while growing up also introlook to accomplish that on-field goal this Hanna Jennings ’24 Assistant Sports Editor
season.” Massoia also hopes to improve the team off of the softball field, with goals including “maintain[ing] a positive team culture, make[ing] improvements in our fundamental softball skills, and compet[ing] hard in each game we play.” Massoia’s coaching style and practices were enjoyed by her athletes. Alix Rawald ’24 said, “She did really good drills that actually helped in skills that other
look forward to after [school] every day.” Team members also appreciate how Massoia’s focus extends beyond the softball field. Ellie Alderman ’24 stated, “Ms. Massoia greatly cares that the team is unified. Throughout the season, we bond and create unexpected friendships that make us play better as a team. This camaraderie then leads to us supporting each other as much as we can.” Rawald
Jonathan Henninger
Massoia and the Girls Varsity Softball Team.
coaches may have struggled with.” While practices are time for skill development, the players still managed to have fun. Ava Maccaro ’24 explained, “[Massoia] made me really fall in love with softball. For me, she made practice not feel like a sports requirement but rather something that I
agreed with this sentiment, adding, “I know that at the end [of the 2021 season] we were a pretty close team.” Alderman summarized her experience with Massoia:, “Ms. Massoia cares about how each player is feeling and wants to make sure everyone succeeds to their full potential.”