inklingsnews
Staples High School
Jan. 16, 2020
Join the discussion. Volume 88, Issue 3
RESISTERS Members of the Resisters advocate for truck tolls to improve Connecticut’s infastructure at the public forum on Sunday, Jan.12 at Bedford Middle School.
CT2030 public forum held amid outcry of political rally on school grounds Lys Goldman ’21
“My views may lean a certain way,” Haskell said, “but these events News Editor should always be constructed, should always be viewed as non-partisan Claire Redmer ’21 governmental responsibilities.” The forum, originally set for Tuesday, Social Media Director Jan. 7, was rescheduled for Sunday amid accusations that it was a political overnor Ned Lamont, along rally located at a public school. This with state Senator Will Has- controversy stemmed from an email kell, state Representative Jona- labelled ‘top secret & urgent’ sent by than Steinberg and several other Con- the ReSisters, an organization focused necticut officials, led a public forum on community activism and education discussing Lamont’s transportation both locally and nationally. The email infrastructure plan, CT2030, on Sun- urged pro-tollist community members day, Jan. 12 at Bedford Middle School. to attend the event and keep it a secret. “G ov. T h e La mont event began “These events [...] should always be n e e d s with opening viewed as non-partisan governmental suppor ters remarks from responsibilities.” of CT2030 each legislator - State Senator Will Haskell ‘14 to show up and then in force,” the tra nsitioned email read. into audience questions focused around Lamont’s plan. “Do NOT share any of this information on CT2030, as discussed during the social media. We have advance notice of forum, involves adding truck tolls this event, thanks to Senator Will Haskell to Connecticut roads, which would and Gov. Lamont’s office, and we want raise a projected $19.4 billion. This to keep that advantage over the plan’s money would go towards repairing ‘No Tolls’ opponents as long as possible.” Greg Kraut, Steinberg’s Republican bridges and highways, speeding up MetroNorth trains and widening certain opponent in the 2018 election for representative, opposes the roads to alleviate traffic congestion, state according to the CT2030 website. CT2030 plan. He criticized Democrats “I believe that once we get for their alleged attempt to keep through with this plan, we will have a the meeting about transportation, transportation infrastructure that will infrastructure and toll plans a secret. “The dumber the idea, the more lead us over the next 30 or 40 years,” Bob Duff, the state Senate majority desperate the proponents become,” Kraut leader, said in his opening statement. wrote in an email to his supporters. “It will meet the needs of the growing “Certain political leaders [...] actually economy for the state of Connecticut.” tried to hold a top secret pro toll rally Despite the forum leaders’ support at one of our public schools. [...] This of truck tolls, Haskell stated that is clearly an abuse of power and a community meetings, such as the one on political rally should never be allowed Jan. 12, are times for the public to voice at our schools for numerous reasons.” According to Angela Liptack, a their opinions to their representatives, regardless of their political parties. member of the ReSisters, recipients of
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70 North Ave., Westport, Connecticut, 06880
the email were implored to keep the event under wraps because it was not yet confirmed, not because the ReSisters wanted to exclude no-tollist opposition. “We were trying to communicate with our members to say this might happen,” Liptack said. “There was no reason for us to ask them to share the information. In fact, it would be better if we didn’t because [that] would be spreading misinformation.” Senator Haskell denied that any organizers of the event had the goal to only hear from one side. “As soon as we have details confirmed, I post about it,” Haskell said. “I practically beg people to come to my town halls because the entire point of gatherings like this one is to have constituents of diverse opinions, with every different perspective, from all political parties come and participate and make their voices heard.” Haskell, a supporter of Lamont’s CT2030 plan, explained that he had asked some members of the ReSisters if they would be able to attend the event, giving the group advance notice before all the details were finalized. In what he called a miscommunication, he said that the group sent the email without his knowledge. Despite claims of a one-sided political rally, both supporters and critics of CT2030 attended the forum and were able to voice their thoughts and questions to the panel.
FIRST WORDS (Left to right) State Representative Jonathan Steinberg, state Senate majority leader Bob Duff and state Representative Lucy Dathan give opening speeches.
inklingsnews.com
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Jan. 16, 2020
Staples High School
inside the issue BOE delays Coleytown redistricting, reverts to original plan opinions 6 GROUP CHAT BENEFITS
Emma Dantas ‘21 weighs the pros and cons of class group chats and their effect on students.
features 10 THOMAS’ FIRST 100 DAYS
Stafford Thomas implements new policies and strengthens school spirit in his first 100 days.
arts 14 MUSIC AND PHOTOS
Dylan Goodman ‘21 utilizes her love for photography and music to inspire her classmates.
sports 15 WINTER SPORT NEW SEASON Get an update on winter sports and the hopes each team has for the coming year.
Giselle Oldani ’22 Web Arts Editor
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he Board of Education (BOE) decided to delay plans to redistrict in a meeting on Dec. 16. Their decision was based on many factors, including the lack of thorough enrollment data, the added responsibilities of the Coleytown restoration, the superintendent search, the budget controversies and a desire to have a flexible, multi-year plan. The Board has decided to return to the original “feeder pattern” (the method used for dividing students in the district and assigning them schools to attend), which was used before Coleytown Middle School (CMS) and Bedford Middle School (BMS) combined. Some Westport residents breathed a sigh of relief when the Board decided to keep to the status quo and table the other pitched redistricting option. They objected to the other proposed plan—referred to as the “split-feeder” plan—that would have taken Saugatuck Elementary students and divided them into different middle schools,
possibly breaking up friendships as a result. “Every time a different proposal comes on and gets publicly vetted, it becomes a stressful and very emotional situation for the kids who go to our schools [and] for the parents of those kids,” a mother of two children at SES, Rebecca Oren, said. “[It] takes a toll on our ability to function as a community.” To help residents adjust better to future redistricting, Board of Finance (BOF) member Sherry Gordon suggested that it becomes a process similar to tax reassessment, recurring every five years. “It would be something that people would recognize would be coming,” Gordon said. “There would be certainty to it. It would be something that just gets done regularly.” While Gordon’s suggestion is not an official solution, many Board members believe that versatility is needed in order for an eventual redistricting plans to be viable. “In a time where there are unknowns, you need to think of being flexible and adjusting when you have to,” Representative Town Meeting Moderator Velma Heller said. When an official redistricting plan
is eventually decided, the Board hopes to incorporate a multi-year timeline that would help keep the plan flexible. “We have to make sure this plan is sustainable,” BOF member Nancie Dupier said. “We’re looking at the next three to five years and that we’re not just going back through the same pain and agony again next year as we go through the budget process.” The timeline for a final decision on redistricting will depend on the superintendent search, Savin believes. The educational leadership provided by a permanent superintendent is a necessity before taking any further major steps. Administrators acknowledge the emotional, psychological and financial challenges posed, yet are confident in Westport’s ability to be successful with redistricting. “Change is part of what happens and I think it’s not easy to go through, but once that happens I think people adjust well,” interim Superintendent Dr. David Abbey said. “We’re going to do anything we can to make [this] a good move and there’s no reason to expect that the student experience won’t be an excellent one.”
Will Haskell added to Forbes’ ‘30 under 30’ with continuing plans for change
Jan. 22, 2019
3 22 Submits gun safety bills
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Nov. 2018
Wins with a 53% majority
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May 2018
Graduates from Georgetown
June 2014
Graduates from Staples
Staples High School • inklingsnews.com
’20
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Named in Forbes’ ‘30 Under 30’
azit
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Dec. 2019
Bay
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Staff Writer Connecticut State Senator Will Haskell ’14 (D-26) was named part of Forbes’ Magazine’s 2020 ‘30 under 30’ list on Dec. 3. After evaluating over 15,000 nominees, Forbes’ Magazine listed 600 entrepreneurs—ranging in 20 different industries from finance to healthcare— who were believed to be the most influential and innovative leaders under the age of 30. Haskell, specially recognized for his 2018 state senate victory over the previous incumbent representative Toni Boucher, was among the list. “[My reaction] was of complete surprise,” Haskell said. “it’s not something that they tell you about in advance, so I woke up the [next] morning and was really surprised to see the email and text messages.” While Haskell himself may have been surprised with the outcome of the list, his former Staples’ ‘collab’ and Middle Eastern Studies teacher, Cathy Schager, as well as his former French teacher, Natalie Clay, were more unequivocal that his leadership was deserving of this honor. “What struck me were his personal skills; the way he expressed himself with just an ease,” Clay said. “The radiance, I can’t even describe it: [he had] so much enthusiasm, so much electricity and it was really amazing.” Similarly, Schager acknowledged Haskell’s drive to understand the needs of constituents around Connecticut as a critical part of his character. “He has incredible drive and works tirelessly to accomplish his admirable goals [with a] warmth that brings a humanity that you don’t usually see in a person,” Schager said. Especially throughout his campaign, and presently during his time in office, Haskell has demonstrated this drive when pressing the significance of concentrating on the voices of the community. “I really can’t possibly do my job without hearing from constituents,” Haskell said, “which means for all the time I spend in Hartford debating bills and withstanding filibusters, I try to spend just as much time going to events, in and around the Westport community, learning from and listening to constituents is my New Years’ resolution.” Even during his time at Staples,
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Graphic by Molly Gold ’21
Haskell’s social skills and willingness to listen to others left a strong impression on students and teachers alike. “I remember him doing a presentation that was so clear and so organized and at the end of the presentation, students stood up and applauded him,” Clay said, “but it was a genuine reaction because that’s what he inspired—he was an inspiration for the whole class.” Concerning his plans for the future, Haskell has stressed the importance of healthcare and transportation while confronting recurring issues of gun violence. “We are sadly a part of the school shootings generation,” Haskell said. “I remember sitting [in] the Staples High School cafeteria and learning about what had happened with Sandy Hook, and I don’t think our schools, in Connecticut and all across the country, were the same [as before].” As part of his campaign promise, Haskell had made it a priority to address issues of gun violence, passing three powerful gun prevention bills that have advanced legislation to require guns to be stored in locked containers in homes with minors, prohibited the manufacture of firearms without a serial number and deemed it necessary that firearms in vehicles be secured. Despite the impact Haskell has had on Connecticut, he was forced to overcome some adversities in the process— specifically with difficulties regarding his seemingly young age for politics. “Initially, I was super embarrassed about being [such a] young candidate, the very first question I would get is ‘how old are you,’ and I would sort of answer sheepishly and change the topic,” Haskell said. However, over time, Haskell realized the magnitude of being younger in politics, an occupation traditionally governed by older generations. “I really do believe that our generation sees the world differently,” Haskell said, “so I STARTING YOUNG Will Haskell, the youngest think that being a young person Connecticut state senator, was listed in the shouldn’t be something we shy away Forbes’ ‘30 under 30’ Magazine. Haskell won from or hesitate to admit. I think the election when he was only 22 years old. it’s something we ought to own.” Pho to b yE
Lyah Muktavaram ’22
Jan. 16, 2020
Staples High School
News
3
New changes usher Staples into 2019-20 school year Audrey Bernstein ’20 Editor-in-Chief
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s the first semester comes to a close, Principal Stafford W. Thomas, Jr. has already decided on plans for the second half of the year. Thomas outlined plans to develop community-building, health and security.
Health
The administration will be focusing on student health in the upcoming semester. “For 2020, the focus will be for sure on vaping,” Thomas said. “Now we have our outreach counselor and we also have the licensed alcohol and drug counselors.” According to Thomas, this is the first time that Staples High School has had a licensed alcohol and drug counselor. He noted that students
have already utilized the new services. “A lot of what she’s had to work with in her prior positions has been dealing with vaping,” Thomas said. “For us, once we had the opportunity to add this position, it was a no brainer.” Thomas also reflected upon the first semester vaping assembly and plans to incorporate student-led assemblies throughout the second semester.
Photo by Charley Guthartz ’22
Photo by Mia Daignault ’20
Security
Thomas has similarly focused on improving school security throughout first semester and plans to continue doing so. While students used to have the ability to enter the building after 5:30 a.m. at the beginning of the year, this access has now been limited to teachers. The administration has continued to explore options for swipe cards and other security measures that can be implemented in future years. Thomas noted that the budget request for 2020 will reflect these needs. “We have the car in the front to make sure the campus remains closed,” Thomas said, “and that’s now a goal that we’ve instituted in terms of securing the building during the day.” The administration also plans to work on after-school security through ongoing conversation with the town.
Scan this QR Code to listen to an Inklings podcast about the two new Student Outreach Counselors—Melissa Rotante and Abigail Sclafani. Photo by Lily Caplan ’22
NEW COUNSELORS Abigail Sclafani (left) is a licensed alcohol and drug counselor. Melissa Rotante (right) is the new Kids in Crisis TeenTalk Counselor.
Community building The Connections program will continue to be modified as the community adjusts to it and the administration learns more about it. Thomas believes that school community should remain a priority. “One of the challenges, and also one of the greatest assets that Staples has is the number of offerings,” Thomas said. “Because you have so many offerings and because of the structure of the schedule, there really is not a lot of time for students to connect with one another if they’re not in that class. That’s something that we’ve been struggling to find, but that’s the goal.” Thomas emphasized that this year’s focus has been establishing the
Connections program and focusing on topics that impact our school community, such as school pride and student health. “The biggest takeaway, I think, is that the work that has to be done really is around school community and students connecting with students, and also the teachers,” Thomas said. “As we move forward, it’s really understanding that it’s bigger than just ourselves.” Hannah Conn ’23 believes the Connections program has effectively promoted school community. “When anything happens, we always talk about it, so it’s a good way to spread information and hear everybody’s side of it,” Conn said.
BRANCHING OUT Students typically participate in Connections twice a week, during which students are encouraged to discuss issues that pertain to them. Teachers often relay information from the administration or Guidance Department.
inklingsnews.com • Staples High School
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inklingsnews STAPLES HIGH SCHOOL’S STUDENT NEWSPAPER
Jan. 16, 2020
Have an opinion about an article? Write a letter to the editor at inklingsnews@westportps.org.
www.inklingsnews.com inklingsnews@westportps.org (203) 341-1499 or (203) 341- 5192
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Web Managing Editors Graphic by Poppy Livingstone ’21
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Presence of student government cultivates student voice, generates change Student voice is a fundamental pillar of our high school education. Staples High School undoubtedly values student perspectives and autonomy, as demonstrated through an abundance of student-led clubs and administrative surveys requesting student feedback on processes, including the Superintendent search. Despite this, we have found that our school fails to incorporate a key component of student voice: student government. A student body government would foster a stronger relationship between students and staff and further encourage youth leadership.
Sports Editors
Madison Andrews & Jackson Lev Jack Dennison & Rebecca Kanfer
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Editorials and letters to the editor All opinions in this paper are those of Staples High School students. The editorial board determines editorial opinions which are authored by the editors-in-chief. Send signed letters to inklingsnews@westportps.org. Submissions will not be edited prior to publication. Advertising Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health. Memberships Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center. Distribution Inklings News, a curricular and extracurricular publication, has a circulation of 1,800 and is uncensored. Inklings News is uncensored, unedited by administration and does not allow for prior review. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex, religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.
An ideal student body government would be composed of three leaders for each grade: a president, vice president and secretary. With a total of 12 members, a council would be formed allowing students to voice concerns to their peers. The elected students would then convey their peers’ grievances to the administration, followed by the proposal of potential solutions. This year, the need for a student government has been more prominent than ever. For instance, the girls’
bathroom stalls contain holes in the walls, infringing privacy. This is clearly an issue affecting all students utilizing these bathrooms, yet it has persisted without resolution for many months. The increased communication that a student government fosters is especially critical regarding issues that might go unnoticed by administration. In circumstances such as this, it is crucial that students know there is an approachable and accessible resource to turn to that can directly inform administrative decision-making. Students may also utilize a student body government to voice concerns regarding faculty decisions, such as the requirement to recite or stand during the Pledge of Allegiance in the library. A student government could facilitate open and honest discussion regarding decisions that significantly impact school climate, ultimately accommodating students’ needs and preferences. We acknowledge that Staples already supports an active Student Assembly club and Collaborative Team, which have worked to improve our school and town environment; however, these efforts are often unnoticed or undervalued due to a lack of awareness surrounding these organizations and their members. To that end, these organizations must be modified in order to fully and efficiently represent our student body. First, we believe Student Assembly must hold elections for grade presidents.
[inklinations]
MAX VINER ‘23
“Student input in how school works could help out some of the problems in the school. It will be effective depending on how much
Staples High School • inklingsnews.com
This process will foster student autonomy while also serving as an educational experience regarding the importance of election over selection and the impact votes can have. This active involvement would additionally promote visibility, allowing students to put faces to the names of their representatives. We also hope Student Assembly and Collaborative Team can advertise their efforts and broadcast how students may get involved. Elections of student representatives must be taken seriously so they result in positive change for the student body; students must recognize that an election’s implications extend beyond a popularity contest. Student government provides an opportunity for students to have a voice in the presence of our administration—we hope to see adjustments made to improve student representation in the near future, serving as an outlet for our grievances and a driving force of positive change.
The editorial board voted unanimously in favor of this editorial.
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WOULD STAPLES BENEFIT FROM A STUDENT BODY GOVERNMENT?
MEGAN LYNCH ‘21
“I think Staples would benefit
from a student body government
because there are a lot of things that go through the administration that students don’t get an input on.”
JEFFERY POGUE ‘23
“It could be nice to have students be able to make decisions so that people are aware of student problems.”
Inklings News
Jan. 16, 2020
The Artichoke
Opinions
5
Inklings Satire
With snow days on the horizon, here are the types to root for Logan Gornbein ’21 Staff Writer
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and stay up all night crying about the math test you have the next day. Again, that last one may just be me. But there is one perk that comes with “The Roads Aren’t Even Bad” snow day: Westport Mom’s Twitter rants. Back when Dr. Palmer was superintendent, Westport Mom’s took their frustrations of missing Soul Cycle out on Palmer’s Twitter account. They swore, they argued and they complained. Sadly all the laughs are gone as the interim superintendent does not use Twitter (insert sad face). Ultimately, snow days, no matter the type, hold a special place in everyone’s heart. Just be careful not to get confused by sticking an ice cube under your pillow and flushing a spoon down the toilet. No one likes waking up with a frostbitten ear, and my mom is still upset about that plumber bill.
Graphic by Poppy Livingstone ’21
veryone loves a snow day, but each one is not created alike. Here is a list of the types of snow days, from best to worst. The “We Already Know It’s a Snow Day” snow day is the best. The superintendent calls school the night before and everyone is texting in group chats thanking God that there is no school. When students know the night before that they will be home the next day, it is like getting an extra free night, which is often useful for catching up on all the “Bachelorette” episodes you’ve missed. Just don’t make any more Tik Toks. Ladies, there’s only room for one Luca Lombardo at our school. The “Rolling the Dice” snow day entails the practice of many superstitions such as flushing ice cubes down the toilet, wearing pajamas inside-out or putting a spoon under your pillow. When the
charms work, and a “Rolling the Dice” snow day is awarded, many guys will use their well-earned day playing video games, watching sports or crying about girls who will never love them while listening to “Love Story” by Taylor Swift. Alright, the last part is probably just me. Then there is the notorious “The Road’s Aren’t Even Bad” snow day. When you wake up on these days and you look out the window and see no snow, there is an evil elation one feels, as if you have gotten away with cheating on a major exam. Like any good villain in a cartoon, students can cackle with glee knowing that they have gotten away with a day off from school. It’s nice, of course, to have the day off, but celebrations need to be kept in check since you still have to complete all your homework, go to bed at a reasonable time,
Staples puts too much pressure on dances, strips enjoyment of night The Counties dance itself is not necessarily a problem; it’s all the customs Web News Editor that come with it. It is expected that students can all orchestrate the perfect night with the perfect date, dress, transportation, picture venue and after-party. But for some, these extraneous expectations can become taxing burdens that deter us from actually enjoying the dances themselves. The biggest culprit of this offense is the junior girls’ Facebook group: a closed group that every junior girl in Staples is expected to join for the sole purpose of ensuring no two girls Anyone who has ever seen a teen show up in the same dress. The group romantic comedy knows two things: normally starts at the beginning of never lick a flagpole in winter, and a high November and girls post photos of school prom is the event of the season. their dresses to “claim” their look. Staples, however, takes While wellthe quintessential We are not A-list celebrities who intentioned, this prom tale and group has quickly puts it on steroids. are getting ready to walk the red turned toxic and But it’s not just carpet; we are high school kids. stressful. We start prom. All dances at second-guessing our Staples, especially own ensemble choices the impending and meticulously Counties Charity Ball, are taken compare our dresses to the ones of so seriously that the pressure takes our friends. This leaves no room for away from the fun of the night. individuality or personal taste and fosters
Rachel Suggs ’21
nothing but conformity and insecurity. While I am incredibly impressed by the junior girls’ coordination capabilities, this just reinforces how seriously students regard the dance and shouts “perfection” from day one. Lastly, the photo venues and afterparties are cause for concern, as there are attendees who don’t have places to go to for either event. Such festivities scream exclusivity and have become extra requirements that intimidate people from attending the dance in the first place. But while these issues are prevalent, they are difficult to address. We can’t abolish the Facebook group, nor can we tell girls to all wear the same dress— or perhaps a potato sack— in protest. But we can be more compassionate with ourselves and with others. We are not A-list celebrities that are getting ready to walk the red carpet; we are high school kids who are looking to
enjoy a nice night. Let’s give ourselves grace to not be professional models, but instead to lean into the discomfort of allowing the night to be imperfect.
Graphic by Poppy Livingstone ’21
Staples High School • inklingsnews.com
6
Jan. 16, 2020
Opinions
Inklings News
Forcing students to stand for pledge is inappropriate but I recited it anyway. All the other kids in the class did it, so why wouldn’t I?
Emily Stone ’20 Business Director
But now not everybody chooses to stand and recite. And here at Staples some teachers and faculty have taken it upon themselves to force, pressure or obligate students to stand. I have witnessed librarians scolding students who are choosing not to stand for the Pledge. “Stand for the pledge, or excuse yourself,” one librarian said and pointed toward the door to encourage the student to leave. Not standing for the pledge gained national attention in 2016 when Colin Kaepernick, a professional football player, knelt during the National Anthem but kept his hand over his heart. His protest and actions sparked a great debate: Is it possible to be respectful of your country if you do not stand for the Pledge? I was never taught the purposes of the Pledge at school, s o my family had discussions about it at home, instead. My grandfather, a military vet, explained to me that many people say the Pledge to show pride for their country and feel united by the sounds of everyone around them pledging the same allegiance. Now this was starting to make sense. If you feel pride for something, share it. But of course,
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t the age of five, I sat in my
kindergarten class staring at a board with what seemed to be a poem written on it. Although the poem was a mouthful, I was immediately informed about a new custom I would be partaking in for the next 13 years of my life. Every morning I would have to stand, remove any hats, put my hand over my heart and recite this weird poem. Although awkward at first, after a few weeks, this recitation ultimately became a part of my daily routine. Fast forward 12 years and I can perform the United States Pledge of Allegiance with my eyes closed, standing on one leg while spinning in circles. Regardless, I don’t think I ever really absorbed what it truly meant. I still had no clue what some of the words referred to (“to the Republic for which it stands” — huh?). I didn’t know who wrote it or why we were saying it,
it’s not always that simple. In the past, classmates of mine who didn’t stand for the pledge have been called lazy or disrespectful and have even been sent out of the classroom for a time out. But I never understood the meaning of punishing those for holding a different o p i n i o n . So while I choose to stand for the Pledge, I still respect those who choose to sit. I believe actions can speak greater than words, and support the fact that it is every person’s First Amendment right to not stand for the Pledge for whatever reason they may have. Therefore, it is completely inappropriate for anyone to discriminate against another for sitting.
Graphic by Katie Davitt ’22
Class group chats act as safety net, aid in assignment completion Emma Dantas ’21 Staff Writer
It was a typical evening. I was almost 30 minutes into my homework when I realized I was nearly finished. It was a great feeling knowing I had only a few more math problems to complete before I could shift from Thursday grind mode into a ‘TGIF’ mindset. A split second before my mind could make that jump, however, the ringer on my phone went off, distracting me from my prepared TGIF celebrations. I had received a group message from my science class chat. Texts popped up questioning if “the lab was due tomorrow.” It was then that I was reminded of the analysis questions I hadn’t completed yet and the lab report I forgot to print for class the next day. Class group chats are one of the biggest safety nets for a high school student, aiding students in meeting assignment deadlines while allowing relationships to develop. In a typical class group chat, students often pose questions to the group about what the homework is for that night or when assignments are due. While the first reminder is a teacher’s post on Schoology, this second reminder about
The class group chat that was created deadlines from their peers allows students In my AP United States History and to double check that they have completed chemistry classes last year, and my in the beginning of the school year was everything for class the next day. world language classes this year, we buzzing even after the final exam. These Since this conversation is supported each other in the group chat helpful reminders from classmates, and goesthrough an application like we made for the class and would send an occasional meme to keep our spirits iMessages, students do not have to funny texts and memes throughout up when we were studying hard for the remember to check Schoology. They are the year. Through this interaction, we next days’ exam ultimately brought our instead reminded through a personal formed real bonds, which made us more class closer as a community and helped us text notification to complete the work. comfortable interacting with each other all turn in assignments on time. Without Some may argue that the group chats and facilitating discussions in class. it we would be drowning in deadlines. are useless for students who ugh I stayed up until 3 studying are already organized and the I heard the test was rlly hard notifications are ‘annoying.’ Additionally, people omg i failed The test was soooo hard complain that they math grades are up only have a few numbers in the The last question was so unfair She told me she got a 45 average 25 person chat. However, if you don’t like the What did you get on Spanish?? I didn’t study notifications, there is an easy I need to get an 100 to end with a B ugh I stayed up until 3 studying solut ion: put the group chat on ‘do How was the French test? what did u get??? not disturb.’ I n whatever I’m not gonna study a d d i t i o n , we didn’t learn half the stuff on it t h e s e group chats English grades are up I’m gonna fail encourage and aid in creating relationships Did you study a lot for the test?? oops didn’t study between classmates. Photo by Natalie Bandura ’22 & Graphics by Molly Gold ’21
Staples High School • inklingsnews.com
Jan. 16, 2020
Inklings News
Opinions
7
Wellness activities during exams don’t live up to their potential Chelsea Strober ’21 after petting the dogs or eating a cookie, the anxiety surrounding the looming test returns. Because this is the case for most students, the wellness activities do little to reduce the overall stressful climate that consumes the student body. In order for the wellness activities idterms are the two weeks in to serve as an effective stress-reliever January dreaded by all. Stu- for students, some alternative activities dents anxiously walk the hall- should be put in place. For example, ways, some relieved that they finished offering activities that are proven to one of their exams, while others wipe calming before an exam and overall tears from their eyes as they try to cram stress relievers, like drawing, meditation equations into their heads last minute. and yoga, could be much more effective Staples is already a stressful as they allow for students to take their environment, so the anxiety that comes minds off of testing for an extended period along with midterms is inevitable. It is of time and take care of themselves. especially important that students care Midterms and finals are definitely for their mental health during this time as the most stressful weeks for students each well. Staples offers year, but it is wellness activities Immediately after petting the really during the 50 dogs or eating a cookie, the minute block that separates anxiety surrounding the looming exams each day test returns. of midterms and finals, but while this is a great idea in theory, it has important that not been executed as well as it could be. students remember Because students are not required to their mental health be anywhere specific during the 50 minute is still a priority. Though block period, it is the perfect opportunity they may not be for everyone, for stress to arise. During this time, most the activities provided by the school students can be found all over the school during these weeks that focus on cramming for their next exams or stressing wellness can be just what some out about the one that they just took. need to get them through. The While I feel that the school providing school should cut the barely wellness activities during exams is a used wellness options, like really thoughtful gesture and is valuable swimming, and add more for students, in practice, they only serve that will actually be effective as a temporary distraction. Immediately in reducing student stress. Opinions Editor
TOP 5 best stress relievers
1. Excercise 2. taking naps 3. playing with a pe 4. listening to music 5. meditate
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Information from wellnewsminds.com
Graphic by Poppy Livingstone ’21
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Staples High School • inklingsnews.com
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Features
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CAMPUS MAP The Mountain School, in Vershire, Vermont, is equipped with cabins, classrooms, a library, cafeteria and multiple farms and gardens dedicated to animal care and growing sustainable crops. School days go from 8:00 a.m. to 6:00 p.m. with afternoon breaks for environmental activities.
Alternative semester school prompts student self-discovery Eliza Barr ’21 Assistant Creative Director
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s a sophomore, Myca Costello ’21 felt like she had a pretty good life. She danced, ran track, had a big group of friends and got good grades. But she still felt like something was missing, feeling trapped and unsatisfied by the traditional high school experience. Heading into her junior year, Costello enrolled in the Mountain School, an academic program located in Vermont. For four months students would immerse themselves in intense academics and a nature oriented philosophy. “Leaving for awhile helps you see who your real friends are and helps you gage what actually makes you happy in life,” Costello said. “So even if you feel like you have everything you want at home, leaving it for a bit can help you look at things from a distance with a fresh perspective.” Costello’s mom knew she wasn’t content at Staples and heard about the Mountain School from a family friend. Although she thought it would be a good idea, Costello’s enthusiasm did not match her mom’s. “I immediately told her ‘no way,’” Costello said. “It sounded like my worst nightmare. I’m the least farm-y person you’ll ever meet.” Months later, her views on the Mountain School could not be more different.
In her time among the 45 other students or bought from a local farm students, doing chores like egg- to support small food businesses collecting in the morning and then that are environmentally friendly. studying in the evening, she adopted Upon returning, Costello is a totally new perspective on life. planning on interning at Sustainable For one, Costelllo chose not to have Westport to further her newfound her phone for the first few months, an interest in food sustainability. experience she describes as freeing. While the school engaged students “Right now I don’t want to go on in various survival exercises, the [my phone] at all,” Costello said. “It’s program was simultaneously focused overstimulating, it’s toxic and narcissistic on academics. Though the course and it’s scary to look at because I know work was heavy, it was manageable. not only was that me before going “I could never have that work load to the Mountain School, that’s also here at home because there probably going to be me in a month.” are so many distractions,” She also Costello said. took risks “As people who live such busy “But [at the that she lives in a busy world, sometimes M o u n t a i n never would S c ho ol], it’s important to just completely there’s have seen no separate yourself.” herself doing compet it ion, before; she college -Myca Costello ’21 no chose to take talk, no hostile part in “solo” in which she was left alone in environment. It was a bubble the woods with nothing but a tarp, string but it was a good bubble.” and food and told she would be picked A lot concerns Costello up four days later. Initially terrified by about reintegrating to the thought, Costello almost chose not to Staples next semester. partake but in the end said it was the most “I’m really worried valuable self discovery exercise possible. about the social dynamics “As people who live such busy and being surrounded by lives in a busy world, sometimes people who don’t know the experience it’s important to just completely I’ve had, which can feel quite isolating,” separate yourself,” Costello said. Costello said. “I’m excited to see friends The semester wasn’t all just extreme again, but it will be a different dynamic.” nature situations. Filled with star-gazing, Costello will return to Staples movie nights and guitar singalongs, The for the second semester of the year, Mountain School was also about bonding. taking primarily half-year classes “Once you’re there, it just changes you and rejoining the junior class. into a better, happier person,” Costello said. “I’m just hoping I can hold Also in her time there, Costello onto Mountain School experiences discovered a lot about sustainability and not have it become a distant and environmental consciousness. At memory,” Costello said. “I wish the school, all food was grown by the everyone could experience what I had.”
Staples High School • inklingsnews.com
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Features
A SEMESTER THROUGH FILM (BELOW) Costello opted to leave her phone for the first few months, so captured her adventures, experiences and bonding through a disposable film camera, which eliminated the instant gravitation to post a digital photo right after taking it.
LASTING FRIENDSHIPS (ABOVE) With 45 students in the program, Costello was able to bond with teenagers from all over the country. While learning wilderness skills and collaboration in nature exercises, engaging in academic learning or socializing at night, the students formed strong friendship bonds over the four months.
MILK WITH DIGNITY (BELOW) Costello and her peers protested for dairy farm worker’s rights during their time at the Mountain School. The students got involved in a local program called “Milk with Dignity” in attempts to get a large grocery store chain to adopt environmentally friendly policies. One day, the students protested outside the market with posters they made.
Photos contributed by Myca Costello ’21
inklingsnews.com • Staples High School
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10 Features
Jan. 16, 2020
Staples High School
Thomas strengthens community in first 100 days Ella Stoler ’22
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Staff Writer
ith the start of a new decade, midterms in full swing and a winter sports seasons on the horizon, it’s easy to overlook just how smoothly school has been running with Staples’ new principal Stafford W. Thomas, Jr. Concluding his first 100 days at Staples, Thomas already has much to show for his short time here. Whether he’s encouraging students to “swipe right,” implementing new programs like Connections, attending sporting events and concerts or simply saying a friendly hello in the hallway, Staples students have all noticed and appreciated Thomas’ significant involvement in the school’s atmosphere and sense of community. Following former Principal James D’Amico’s leave last school year, Thomas was selected from a group of 40 candidates for the position. “Part of the reason why I log ted by 06880 B Photo contribu
VOTED FOR PRINCIPAL On June 20, the Board of Education (BOE) unanimously voted to appoint Thomas as Principal of Staples.
did not feel pressure to fill anyone’s shoes is because[...]I figured they hired me because they obviously connected with my answers and I connected with them,” Thomas said. Thomas previously served as the principal for Hillcrest Middle School in Trumbull. He said there is a notable difference between overseeing a middle school versus a high school, but he is committed to building the same welcoming community at Staples that he helped establish in Trumbull. “I would say it is a completely different experience. Part of it is coming from middle school to high school. From that vantage point there is a lot more group activity,” Thomas said. “That is what we are working towards with Connections in terms of trying to create a better school feeling.” Ma ny s t ud ent s h a v e noticed Thomas’ effort to bring the ltser Photo by Remy Te
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community of Staples closer together. “He brings out students’ “He seems very invested in providing excitement for school pride as well as a community aspect to our school, and I caring about cleaning up the school really appreciate that,” Jordi Katz ’20 said. and making the jobs easier for the As well as implementing the custodians,” Justin Franklin ’21 said. 20-minute Communication Time Thomas has also worked to correct periods, Thomas strives to strengthen another prevalent issue Staples has faced the school’s sense of community by for several years. In fact, many students attending several sporting events. remarked on the effectiveness of this year’s “[Principal pre-homecoming assembly “He seems very invested in Thomas] cares in preventing injuries from providing a community aspect to occurring during motorcade. about all of the our school, and I really appreciate Staples sports “This year was much and all the more controlled, yet still that.” students,” Nick really fun,” Michael Maloney -Jordi Katz ’20 Armentano ’20 said. “The administration ’22 said. “He has gone to every one warned students about the risk of losing of our games. The football team your senior internship, which made a lot of really appreciates his support.” students rethink their previous decisions.” Beyond straightening Staples’ Ultimately, it is clear that the sense of community, Thomas has student body greatly appreciates focused on one issue in particular Thomas’ involvement within Staples and with his new “swipe right” policy. has noticed the overall improvement “When it comes to eating and of the school’s environment. cleaning up[...]that’s going to take a “Stafford Thomas is so aware and full year[...],” Thomas said. “We’re still friendly with students and faculty,” not where we need to be but we are Josh Suggs ’21 said. “It’s clear he’s eager certainly moving in that direction.” to be as beneficial as possible to the While this initiative is still a work in student body…he’s taking big risks to progress, many students have applauded make change in Staples for the better.” Thomas on his efforts to maintain a clean school environment.
otz ted by GreerSh Photos contribu
ca Kanfer ’21 Photo by Rebec EARLY GREETINGS Every morning, Thomas stands outside the front entrance greeting students walking off from the busses. The early morning tradition gives students a friendly face before starting the day.
PEP RALLY On Oct. 25, Staples held their annual Pep Rally on the new football field. Thomas opened the event with a speech about school spirit and safety for motorcade. The Pep Rally concluded Spirit Week and fostered school pride for Homecoming that night.
ca Kanfer ’21 Photo by Rebec ALWAYS INVOLVED Everyday, Thomas can be found interacting with students, overseeing daily operations and working around the building. Students find Thomas approachable, making it easier for him to implement successful school policies such as “Swipe Right,” that promotes a clean school and cafeteria.
Student-led candy shop fosters leadership, relationships Ella Alpert ’22 Staff Writer
School days often feel like they go on forever. Being tired in the morning drags on all day, and by last period, your mind is set on being at home. On days like these, the Staples candy shop is the perfect pick-me-up for a morning energy boost or to cure the afternoon blues. From M&Ms to KitKats and more, the candy shop gives many Staples students a push to get them through the day. Located in the front lobby of Staples, the shop is open during period eight on A days, period four on B days, periods one and seven on C days and period two on D days. During these times, the lobby is filled with sugar-hungry students waiting for the sweet treats of the candy shop. “[The shop] is really cool because people can buy candy and things when they’re hungry, and it’s a great way for students to interact with each other,” Jasper Burke ’21 said. The stand was first created by the former Staples High School transition
coordinator Marylou Husking and is now supervised by the current transition coordinator, Sharon Halstead. The stand is run by Staples students from a career class and a math class focused on finance and budgeting. The students learn what it’s like to run a business by deciding what to sell at the shop, monitor what sells and what doesn’t, complete bank deposits and handle the sales at the store. “I’ve been working at the candy shop for half a year now,” Robert Bolton ’21 said. “I [manage] the cash register and [learn] how to talk with our customers and the people around me.” The stand sells many products other than candy, including computer stickers, car magnets, popsockets, packs of tissues and other small accessories. In addition, those who run the shop are open to suggestions on what students would like to see at the shop. “We do have a little envelope at the store for suggestions,” Halstead said. “So kids who purchase, if they have a particular kind of candy, gum or small item that they’d like to see us sell, that would be great.” The candy shop teaches students valuable life lessons which are applicable
Staples High School • inklingsnews.com
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real-world business and shops. “The candy shop is so much fun becuase get a lot of customers, have great benefits and we make good money,” Bolton said. “I learn a lot from working with my friends there that I can use outside of the shop.”
AFTERNOON SNACK The candy shop, located in the main lobby, is open during period eight on A days, period four on B days, periods one and seven on C days and period two on D days.
Photo by Tallulah Stvan ’21
Staples High School
Features
Jan. 16, 2020
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Co-founders of iStaples pass on responsibilities to upperclassmen Natasha Taubenheim ‘22 Staff Writer
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taples students woke up in May 2016 to find that Dylan Diamond ’16 had released his sixth and final version of iStaples, a studentdesigned application that would help students navigate their school day for several years to come. The app was beneficial to students, as it provided not only their schedule for each day, but upcoming sports games, other students’ classes, a n d
other interesting features. On Dec. 3 2019, Diamond and Max Baron ’17 released another app, with the assistance of Staples upperclassmen, called Saturn. Instead of only being used by students at Staples, this app is supported by over 50 schools and is intended to keep spreading throughout the Northeast. Rishabh Mandayam ’21 and Max Pace ’20 are now the co-managers of iStaples. “I was told by the previous manager of iStaples, Annirudha Murrali ’19, that I would be managing iStaples this school year,” Mandayam said. “I was then contacted by Dylan Diamond during the summer to prepare for the upcoming school year and to prepare for the launch of S a t u r n .”
Photo by Jack Dennison ’21 NEW & IMPROVED On Dec. 3, Rishabh Mandayam ’21 announced the new Staples scheduling app, Saturn. The app has similar features to iStaples, but includes some new aspects such as a display of the percentage of the day that has passed.
Students seem to appreciate the the app first launched, there were a handful new app and its features, enjoying new of bugs and glitches,” Pace said. “With the advancements like the helpful messages help of the Staples community, we’ve been that set important reminders for students actively working to fix them so that the app runs smoothly for everyone.” to complete their The talk over Saturn has raised homework or even the question of why it was brought to the small bubble Staples in the first place considering that provides a iStaples was in working condition percentage for how at the time the app was switched. much of a class “[The switch to Saturn] was to period has passed. allow for much more flexibility on “I like how the backend,” Pace said. “This allows it modifies our us to develop new and requested schedule, is user features with ease in comparison friendly and is with the app’s predecessor.” not confusing,” An essential factor to J a c q u e l i n e Scan this QR code to Suarez ’23 said. download Saturn for easy creating such a complicated app is the coding behind it. Despite these school schedules. Mandayam and Pace have both new additions to the scheduling app, there have been been coding for a significant amount of mixed-opinions as a result of several faults time and developed a passion for it. They found in Saturn’s system. As the app was believe it allows them to be creative in a brought to Staples recently, students have system where they are given freedom. “I started programming using Scratch noticed some features of the app that were not carried over from iStaples to Saturn. in fourth grade and switched to Python “I think the fact that it doesn’t in sixth grade,” Mandayam said. “I have have a section to see our sports also learned Java, Javascript and C Sharp.” Pace and Mandayam are excited schedule is a step backwards,” Hunter Rifkin ’22 said. about being a part of the Saturn team The faults have been and enjoy seeing people use the app that identified by Mandayam they played a large role in developing and Pace and they say they and bringing to the students of Staples. “Personally, I’m really liking are fully engaged in making Saturn the best that it can be. Saturn,” Pace said, “and we hope “We know that when everyone else at Staples is too.”
Wreckers community offers opinions on New Year’s resolutions Shira Zeiberg ’22 Staff Writer Photos by Remy Teltser ’21
As 2020 commences, the time for addressing bad habits and unhealthy lifestyle choices begins. New Year’s resolutions are known to be grand, glorified, long term goals that people set on the first day of the calendar year and hope to follow for the remainder of the year. As the decade comes to an end, Staples High School students give their take on the effectiveness of New Year’s resolutions. “I have never really made a resolution because I think they are pointless. You will do it the first day and never do it again,” Jake Luffman ’21 said.
“[Making] New Year’s resolutions are effective because they impact your life in the future. Personally, my resolution is to play basketball, get good grades and be nice to everyone,” Justin Honig ’21 said.
“At this point in the month, I don’t have a resolution, but I do believe they are effective. It focuses your mind on getting to the final product and you get to finish what you started in the year,” Tom Bassett, Staples security guard, said.
“Resolutions push people to change themselves and improve. It will be very hard, but my goal is not to push back my work and get it done in advance and improve some of my grades,” Akira Madique’22 said.
“Resolutions are not effective. I don’t really understand making a resolution at New Year’s is different from any time of year and how one would be more likely to follow it. People set these unreasonable goals that they will never be able to reach,” Elle Desmarteau ’22 said.
inklingsnews.com • Staples High School
arts
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Jan. 16, 2020
Art classes showcase semester’s worth of work in one project Allie D’Angelo ’20 Editor-in-Chief
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s midterms approach, students have the chance to showcase their newfound art skills through their final art projects for the end of the semester. With over 25 available art classes at Staples High School, classes from sculpting to graphic design all showcase projects during midterms to encapsulate all units learned throughout the first semester. Watercolor and oil painting teacher Ashley Simpson noted the skills displayed in the students’ projects for their midterm. “We want to make sure that students understand formal art concepts like compositional concerns, how they arrange the parts of their image, color, value, [...] the formal principles of art,” Simpson said, “as well as craftsmanship skills, how they handle the media and the techniques.” Students in Simpson’s watercolor classes will conclude the semester by creating a pop-up watercolor painting composed on one sheet. Four figures composed on another sheet are then
cut out and placed on the piece in the to Simpson, students in watercolor are illusion of popping out on the piece. given freedom to create any composition “The paintings literally have some they would like for the midterm project depth because some items are closer to the that fulfills the outlined requirements, viewer,” Simpson said, “but many of them providing students with creative freedom will employ linear perspective, atmospheric compared to previous paintings. perspective, scale differentiation, Simpson teaches oil painting as well, vertical height, different tricks and where students will take a 30 minute tools to enhance the illusion of depth.” written exam that assesses students’ Simpson noted knowledge of We want to make sure that the difference formal art concepts in freedom that students understand formal art con- and craftsmanship. students have in the Art teacher cepts like compositional midterm projects Carla Eichler concerns, how they arrange the parts discussed to showcase the their skills. midterm projects of their image, color, value, [...] the “We try to in her Digital formal principles of art.” build on different Foundations - Art teacher Ashley Simpson Honors, Animation units. The very first project that and Graphic Design they paint [...] is a monochromatic 1 and 2 classes. In Eichler’s Animation figure. They are practicing their drawing class, students will complete a final project skills, making images of people but that consists of stop-motion animation. they’re painting in one color,” Simpson According to Eichler, the stop-motion said. “Using only black and white of the project in the Animation course can paper, and water to make different grey be created with clay, people or objects. values. They’re learning about form.” “You take photos of the objects and Simpson additionally noted other either move or manipulate the object to then units in the watercolor class including create frames in a sequence,” Eichler said. color theory, where students will then Once the photos are begin creating color paintings. According combined, the photographs will
A+ ART Paige Toglia ’22 transforms the page on her easel as she designs her midterm. Photo by Ava Porretta ’22
create a film that displays a scene. Eichler mentioned both graphic design classes are completing a vector drawing; however, according to Eichler, the vector drawing being completed in the Graphic Design 2 course is more complex compared to the Graphic Design 1 class. Eichler’s Digital Foundations Honors course will complete a group project that pertains to real-life conflicts. “[In the Digital Foundations Honors class, students are] tasked with promoting the needs of the national parks service,” Eichler said. According to Eichler, students are required to raise awareness of the issue, promote the parks and raise money for the cause. “They had to pick a park to feature,” Eichler said, “and they have to work in creating Instagram ads, still ads, posters, postcards, they have to choose the methods they promote the issue.” Ella Berg ’20, a student in the A.P. Studio Art: Drawing class, will utilize the midterm period preparing her portfolio for the A.P. Exam. “[We’re using] line technique,” Berg said. “[We’ve learned] when to use geometric shapes or freeform, [...] arbitrary color design [and] realistic color design.”
Photo by Carly Kaplowitz ’21
Check out this article about an art class’ field trip to the MET by scanning this QR code.
Photo by Tallula Stvan ’21 WORKING HARD (DIRECTLY ABOVE) Imogen Barnes ’20, an Honors Studio Art student, sketched this piece for an assignment on texture and fabrics. (ABOVE) Ava Poretta ’22 created a pastel of a few vases and an apple for her Advanced Drawing class this semester.
Staples High School • inklingsnews.com
Staples High School
Jan. 16, 2020
Arts
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‘The Rise of Skywalker’ fails to properly wrap up new trilogy Reilly Caldwell ’20 Features Editor
the movie and there was never explained. Even though I liked how “The Rise of Skywalker” included elements and characters from previous movies, it was frustrating that there wasn’t a main focus on the main characters and their development from the other movies in the trilogy. The film also threw in random plot points that were never addressed and were never explained in any of the movies. For example, “The Rise of Skywalker” decided to change the force’s abilities which completely went against its powers stated in all previous movies. Although I was disappointed with “The Rise of Skywalker,” I was glad that I had the opportunity to see it. I was satisfied with the conclusion of Princess Leia’s story, especially considering the fact that actor Carrie Fisher passed away before filming for this movie began. That being said, I don’t think that I will ever need to rewatch this movie. I enjoyed watching it in the theater despite my critiques, but this movie lost its magic. Part of the reason why people love “Star Wars” so much is the way George Lucas told an incredible, detailed story with interesting characters you rooted for. “The Rise of Skywalker” felt like it was not connected to any of the other “Star Wars” movies and didn’t have the same magic that the other “Star Wars” movies bring to fans.
Rotten tomatoes Gave this movie:
Graphics by Olivia Valante ’20
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ears ago when it was first announced that three more “Star Wars” movies were going to be released, I couldn’t contain my excitement. While “The Force Awakens” exceeded all my expectations, “The Last Jedi” scrapped major plot points from “The Force Awakens” and introduced a different storyline that left me extremely irritated. Because of this, I wasn’t looking forward to watching the newest “Star Wars” film, “The Rise of Skywalker,” since it would have to undo plot points from the previous movies to restore the plan director J.J. Abrams had for the end of this trilogy. I went to see this movie with low expectations and my predictions came true; despite its best efforts, “The Rise of Skywalker” lacked originality and didn’t wrap up the trilogy in a thoughtful way like the originals and prequels had. Watching “The Rise of Skywalker” felt like a split between two plots.
On one hand, this film had to fix all the unanswered questions we had from the previous two movies, such as who Rey’s parents were and how she’s able to have such a strong connection with the force. On the other hand, the rest of this movie felt like a mixture of jokes, scenes and plot points recycled from the first three original movies. Nothing in this movie was fresh; it was upsetting watching Rey, Poe and Finn relive the plots of the first three movies instead of learning more about their own storylines. Because they had so much to cover in one film, it was incredibly fast-paced. Although I enjoyed how action-packed it was, it felt too rushed. “The Rise of Skywalker” glossed over important plot points in order to keep the movie going. It was also bothersome how at some points the CGI looked very fake and poorly executed. Even though people may not have noticed this, I found it distracting. Considering this was the last movie of the trilogy, “The Rise of Skywalker” left several unanswered questions that we may never find answers to. Like I said, the movie felt more like a recreation of the first trilogy, which unfortunately meant that we didn’t learn anything more about Rey, Po and Finn. Throughout the movie, we were introduced to some new characters as well, but they were hardly included in
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Westport Historical Society’s ‘Becoming Westport’ exhibit offers glimpse into town’s past Tierney Kugel ’22 Arts Editor
The Westport Historical Society is currently offering Westport residents a chance to learn more about their town’s past and the people who created it. The historical society’s main exhibit, “Becoming Westport,” will be open for the next several months. The exhibit opened on Sept. 28 and will be open until June 30. According to the Westport Historical Society’s Director of Programs and Education, Nicole Carpenter, “Becoming Westport” is meant to encourage learning and connect Westport’s past to global themes. “This exhibit is meant to inspire the discovery of our town’s history in a way that is more inclusive with world and global history,” Carpenter said. Additionally, the exhibit is
intended to blend knowledge and It will also offer a variety discovery with entertainment. of perspectives and include “It’s meant to give our visitors an information about all types of empathy for the past. We can’t move people who were significant in the forward if we don’t understand what has development of Westport’s history. already happened in our town,” Carpenter The goal of “Becoming Westport” said. “In putting on an exhibit like this, we is to provide a more holistic view of the wish for people to have fun and learn, as town’s history by incorporating the stories well as gain a deeper of those who have u n d e r s t a n d i n g “In putting on an exhibit like this, we been traditionally of our history.” out [such as] wish for people to have fun and learn, left According to indigenous people, Westport Historical as well as gain a deeper understand- people of color, Society’s executive ing of our history.” Jewish Westporters, director, Ramin - Director of Programs and immigrants, women Ganeshram, the and children,” Education Nicole Carpenter Ganeshram said. exhibit will also display a visual “We believe a representation of Westport’s progress. wider group of people will see themselves “Visitors will get a glimpse of the represented within the exhibit and will physical evolution of the town from a be able to build a stronger connection farming community, to an industrial to the town itself, and a connection community, to an affluent to the quintessential American NYC suburb,” founding story.” Ganeshram said. “B e c om i n g
Westport” also is said to cover some of the lesser known information about the town’s past. Many influential events have taken place in and around Westport, and the exhibit is meant to highlight those events. “[The exhibit teaches] people about the first Jewish Westporters who arrived here after fleeing British oppression in New York City during the British occupation of Manhattan Island in the Revolutionary War,” Ganeshram said. “In addition, Temple Israel hosted Dr. Martin Luther King, Jr in 1964, the same year King won the Nobel Peace Prize.” Overall, the historical society designed “Becoming Westport” in a way that is meant to highlight the lesserknown parts of Westport’s history and include those who have been overlooked. “Ultimately people will learn that there are a myriad of stories not taught in local schools, or in the history books,” Ganeshram said. “Stories about the rich diversity of people who have made Westport what it is today.”
Photos by Tierney Kugel ’22 WORKING WESTPORT The exhibit showcases the different types of workers who built Westport: laborers, entrepreneurs, merchants, performers, farmers and clerics.
OPEN FOR ALL The exhibit, which will be open from Sept. 28 until June 30, features artifacts, such as clothing, small machines and household goods.
inklingsnews.com • Staples High School
14 Arts
Staples High School
Jan. 16, 2020
Goodman explores other side of the field: the arts Maya Reiner ‘21 National Arts Blog Manager
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week in the life of Dylan Goodman ’21 is quite different than most Staples students. Her week consists of countless hours of music and photography. “Combined, both photography and music play such crucial roles in my life and shape me into the person I am,” Goodman said. “With both, I am able to express myself and showcase my talents for those that want to hear or see them.” Music has been a constant in Goodman’s life ever since she was 4 years old. However, throughout her life, her passion and music experience has continued to grow. “Ever since my very first strike of the piano key, picking up new instruments has been like a contagious virus,” Goodman said. “I can’t stop.” Unlike many other musicians,
Goodman has broadened her horizons and been exposed to many musical instruments. “I think I have played over 20 instruments since I was a kid,” Goodman said, “not including the hundreds of instruments that fall under the percussion category.” Besides just playing these instruments on her own, Goodman has enrolled in two schools that she attends every weekend. Since her freshman year, Goodman has attended the Manhattan School of Music’s Pre-College and Jazz at Lincoln Center’s Youth Academy every Saturday and Sunday. The Manhattan School of Music’s Pre-College commences every Saturday morning at 8:30, and Goodman said the school has offered her many opportunities. “I spend my entire day,” Goodman said, “mallets in hand, practicing and studying alongside other high school and college students who are equally passionate about music.” Just hours after she gets back to Westport from the Manhattan School of Music, she travels back to New York the following day to attend Jazz at Lincoln Center’s Youth Academy. At this academy, Goodman studies jazz with members of the Jazz from the Lincoln Center Orchestra. Despite how hectic
Photos by Rachel Varsano ’21
Goodman’s weekends are, she finds contentment in her music. “Being able to work alongside such talented musicians and faculty has been absolutely incredible, and despite rarely having any time to relax and chill on the weekends,” Goodman said, “I would not trade this opportunity for anything.” Goodman likes to sing and write her own songs. When she is having a bad day or is overwhelmed, moments later, Goodman finds herself with her fingers on the piano keys and a pencil in hand. “Singing and writing songs allows me to express myself in a different way than speaking words,” Goodman said. “I can’t exactly explain how that is.” But music is not the only art form that interests Goodman. Initially, Goodman became interested in photography when she shadowed her camp photographer. Now, during the fall and spring seasons, Goodman takes photos for the football and baseball team for the company Greershotz. Goodman has been a great asset to the program, and now has the label of the “second shooter.” “Dylan has an eye for composition and takes amazing shots,” Greer said. “Over the last two seasons, we have worked together to develop her
technical knowledge of photography. [...] She’s even developed her own website for delivering photos to her clients.” Goodman has loved her time, which started the fall of her sophomore year, working for Greershotz. “I love how you can capture such an important moment in a game and grasp a players’ life through a picture. I love seeing my pictures reposted and shared all over players’ Instagrams and social media— it has been a really rewarding process.”
Check out Dylan’s photos on her Smugmug account by scanning this QR code.
Graphics by Eliza Barr ’21& Poppy Livingstone ’21
MUSIC TO HER EARS Goodman started playing piano when she was 4 years old. Since she was a kid she’s played over 20 instruments. In addition to her work with the piano, Goodman travels to Manhattan School of Music every weekend to play percussion music. During her free time, Goodman takes sports photos with a Canon camera; she uses this camera for her work with Greershotz.
Staples High School • inklingsnews.com
sports Inklings News
Jan. 16, 2020
15 Graphic by Kate Davitt ’22
Skiers carve into new snow on slopes this year
Graphic by Kate Davitt ’22
Photo contributed by George Nelson ’20
Emma Smith ’22 Staff Writer
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cy air fills the lungs of many while their poles puncture the snow and legs bend side to side. The upcoming prime skiing months are in the near future, and the anticipation for the season runs high among the Staples student body. Olivia Marshall ’22 has high hopes for the upcoming winter. “I love standing at the summit of mountains and seeing the whole
mountain beneath me,” Marshall said. “My ideal skiing conditions would be a lot of natural snow so that there is no ice and so I can’t see the dirt beneath the snow.” Many would agree with Marshall’s statement that the more the snow, especially when it’s powder, the better conditions for skiing. Powder is fresh, fluffy snow that is light to ski on and it eases pressure on a skiers knees, especially when turning on steeper inclines. “Skiing is so much fun when the powder is super light and fluffy, but still covers the ground,” Ella Williams ’22 said. Although there are many high hopes for this season, there are some doubts based on last year’s conditions. Last season, the snow did not suffice for many skiers. In fact, the snow was quite scarce because of the warmer weather. Ultimately,
many slopes were filled with ice, dirt and artificial snow. “Last year,” Marshall said, “there were races where I was practically [skiing] on dirt or just ice.” No skier wants to face some of the nightmare ski conditions that took place last year. However, the past is the past and many skiers at Staples are excited for what’s to come in the new season. “I am very excited for the upcoming ski season [...] it’s always so much fun skiing with my family and just being on the mountain is so relaxing,” Emmy Marcus ’22 said. “I hope we have QUICK TURNS George Nelson ’20 races down the a good winter as predicted,” mountain. He uses a combination of speed and balance Marcus said, “but at least getting to get down this double black diamond. some snow is better than none.”
Winter sports teams look toward upcoming season Lys Goldman ’21
News Editor Winter sports are underway and these teams are striving for success with a strong start right from the get-go.
BOYS’ BASKETBALL
A young group heading into the 20192020 season, the boys’ basketball team has been working hard in the off-season to prepare for its upcoming opponents. Specifically, the team has spent hours in the gym working to refine its defense as well as improve its transition offense. The team’s biggest goal is to not only make the FCIAC playoffs, but to advance to the championship and come out with a title. Although much of the team is inexperienced, captain Jake Thaw ’20 is confident in their abilities. “We’re a young team—we’ve got four seniors, but after that the majority of our bench is sophomores,” Thaw said. “They’ve never been in this situation, but I’m confident they’ll rise to the occasion.”
GIRLS’ ICE HOCKEY
Combined with Stamford and Westhill, the Staples girls’ ice hockey team is looking to improve upon last season and utilize the promising new talent the team has acquired. The girls’ record last season was 3-17, but they’ve been working hard this offseason in an effort to see improvement as their games begin. Throughout the fall, the team completed a series of off-ice training sessions consisting of strength, agility and even some virtual reality. “We’ve started off strong with lots of conditioning and team building,” Daphne Baker ’21 said, “which has already helped to build the chemistry of the team through our lines.”
GIRLS’ BASKETBALL
After a long summer and fall of offseason training, the girls’ basketball team is ready for the season to kickstart. With a strong starting lineup and deep bench, every player will have an important role in this year’s team, hopefully leading the group to FCIAC and state titles. In contrast to past years, where season goals have been to make the playoffs or earn the fifth seed, this team’s goals are a little bit different: to win both the FCIAC and state championships. “This year it’s different,” captain Marisa Shorrock ’20 said. “With the shared team goal and belief that we have what it takes to outright win both titles, we have seen the increase in focus and determination. Every practice we work towards our goals. We walk in the gym everyday with a drive.”
BOYS’ SKIING
Although there hasn’t been much snow yet this year, the boys’ ski team is looking forward to the upcoming season as they set their sights on being the top team in the state. The team has had dryland practices since late November and has been working out, running and completing team building exercises to prepare for the season. With the limited time on snow to train, captain Ben Howard ’20 believes that the team will need to be focused on the hill at practices and on race days in order to accomplish their goals. “I believe that we have very good skiers on our team this year,” Howard said, “and we are definitely going to make a push to compete for the top spot in the state this year.”
Graphics by Molly Gold ’21
inklingsnews.com • Staples High School
16 Sports
Jan. 16, 2020
Inklings News
Photos contributed by Cindy Gioia
NEW SEASON NEW TEAM After going 3-17 last season, Jessica Xu ’20 (left) and Paige Tuccinardi ’23 (center) have been working hard with the girls’ hockey team in the off-season to improve chemistry and come away with stronger results in 2020. Graphic contributed by SWS girls’ hockey Twitter
Co-op teams allow players to connect, bond across town lines Claire Redmer ’21 Social Media Director
I
t’s 5:20 a.m. The ice is clear, the air is cold and the locker room is filled with chatter. The girls inside share their stories from the day about friends, teachers and experiences across separate towns and schools. Despite their varied experiences during the school day, once they hit the ice, they are one team. The Staples girls’ ice hockey team is a “co-op,” combining students from Staples High School, Stamford High School and Westhill High School into one team called SWS (Stamford, Westhill, Staples). “It gives me a chance to get out of the
Westport bubble before and after school,” close and not judgy at all.” Daphne Baker ’21 said. “[I get to] be with The team aims to attract new players people who come from a totally different like Chloe Hackett ’23. She has been background, which is nice for a change.” playing hockey since middle school, but The co-op team gives the girls a unique wasn’t planning to play on the Staples bonding experience. Since they are from team until captain Madison Andrews three different schools, the teammates ’20 explained what a unique opportunity the SWS team was. don’t have the same “It wound friend groups outside “I joined hockey because up being a great of the rink, which I wanted to do something decision, and I met coach John Fay feels new for a change. It’s been one of my closest is an advantage. “They mesh the best decision I’ve made friends from the team,” Hackett well,” Fay said. in high school.” “They don’t bring said. “[She] is from -Daphne Baker ’21 all the stuff from Stamford High their local schools, School. It is really in terms of friend groups. They cool getting to practice with other girls.” are more open to others.” However, being a co-op does present Ava Devlin ’20, a player from some challenges. Logistically, coordinating Stamford, is an alternate captain for the three schools and two towns for games and team. Like Coach Fay, she recognizes practices adds a layer of complexity that a that the players have connected, normal Staples team would not experience. despite attending different schools. “When we have to travel for games, we “I love the team,” Devlin need to meet all the Stamford players who said. “Everyone is super have already packed the bus,” Hackett said.
Staples High School • inklingsnews.com
“After the stops, we head for our game. It is kind of inconvenient and out of the way, but it is the easiest way we can do it.” The Staples boys’ ice hockey team used to be a co-op with Weston and Shelton; however, the team eventually became popular enough among Staples students to dismantle the co-op. Matthew Bohn is the current head coach of boys’ ice hockey. While the boys’ team was still a coop, he assisted with off-ice training. “It’s nice because a school might only have a handful of hockey players,” Bohn said. “Without the co-ops, the kids wouldn’t get to experience high school hockey.” Co-ops are necessary for certain sports, like girls’ ice hockey. Without it, Staples girls wouldn’t be able to join a school ice hockey team. The combined schools allow for increased funding, more players and a collaborative experience for the team. “I joined hockey because I wanted to do something new for a change,” Baker said. “It’s been the best decision I’ve made in high school.”