The
C r i mson Sun Vol. 20, No. 1
The Student Newspaper of Morristown-Beard School 70 Whippany Road, Morristown, NJ 07960
October 2018
“You can hear the noise of the glacier cracking.” (Dr. Elena Fiorica-Howells)
By BRIANA DIGGS
Before it melts away By ANIKA BUCH
On June 15, MBS students embarked on a week-long journey to the last frontier: Alaska. Each of the fifteen students on the trip had their own reasons for going, but the appeal of seeing the glaciers before they melt was a common thread between them all. Be it for a specific attraction or a lifelong fascination, the group of students found themselves in Fairbanks at the Trans-Alaska Pipeline. Dr. Elena Fiorica-Howells, biology teacher and lead chaperone on the trip, said the pipeline “was very interesting, a great accomplishment of engineering.” Specifically, what impressed her was the connection to nature in Alaska. “I have read in places that the Alaskan pipeline was interfering with the migration of animals, but they actually built it in a way that probably will have a minimal interference,” she said. The respect for wildlife is not merely a trend in Alaska; it is a way of life. People live with nature, rather than changing it. At an Athabascan Indian village in Fairbanks, students were able to see just how different this way of life was compared to their own.
Fiorica-Howells said, “they showed how they were fishing for salmon, smoking salmon, how they kept the dogs, how they cured the pelt for clothing.” “It gave me a glimpse into the past; what America might have looked like before large cities were established,” said Pamela Beniwal ‘19. Nature, of course, extended beyond Fairbanks. Afterwards, the group rested and travelled to Denali National Park. Fiorica-Howells said that the Denali National Park is “organized in a way that you can still really experience the wilderness. So in Denali you can’t go in a car,” she continued; “you cannot disturb the wilderness.” Many students felt they had never been as close to nature as they had been on the trip. Matt Lohmann ‘20 said his favorite part of the trip was “seeing a moose while hiking in Denali that was only 15 feet away with a baby.” After a stop in the village of Talkeetna, the group then trav-
New faculty arrive at MBS By ARI BERSCH and EVIE MITCHELL
This September, eleven new faculty join the MBS community. With backgrounds in secondary education, volunteerism, and athletics, the new faculty bring new insight and experience to the school community. Ms. Cheryl Bartlett joined the advancement office this year. She has three children, each of whom went through independent schools. Before coming to MBS, she worked part time in the New Providence Municipal Government. The Fall Family Festival and Homecoming are particularly exciting to Bartlett. Coming from the University of Alabama, “the original Crimson,” she loves college football. She also volunteers at St. Hubert’s in Madison and enjoys biking. MBS also added a quartet of new math teachers this year: Ms. Audra Fannon, Mr. William Fedirko, Dr. Lisa Ievers, and Ms. Philicia Levinson. Ms. Fannon, an educator for several years, said, “it is the most chalContinued on page 5
Continued on page 8
INSIDE THIS ISSUE College Conversation (p.2) Dress Code (p.3) Climate Change (p.4) Fall Play (p.7) Social Justice Board (p.8)
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P a g eO c 3t o b e r 2 0 1 8
COMMENTARY The Crimson Sun 70 Whippany Road
Morristown, New jersey 07960 973-539-3032
Editor-in-Chief Rebecca Tone Editors Anika Buch Julian Levy Ari Bersch Faculty Advisor Dr. Owen Boynton Thanks to: Bruce Adams, Barbara Napholtz, Steve Patchett, Carol Wooldredge, Mark Clar, Darren Burns, Darren Lovelock, Dr. John Mascaro.
How we (don’t) talk about college By REBECCA TONE
College: the subject of every conversation from mid-junior year all the way until acceptance letters are released. All complaints about work with classmates eventually shift to stress over applications. Yet somehow, despite endless anxiety-filled, stress-ridden discussion, we remain isolated from the only people who understand what we’re going through. It’s not ok to ask anyone where they’re applying anymore. It “makes them uncomfortable.” They’d “rather not say.” I’ve witnessed casual lunchtime chats spiral into cold wars as soon as someone dares to pose The Question. As if the process of visiting, evaluating, applying to, waiting for responses from, and deciding on schools does not do enough damage to our unstable adolescent brains, we don’t open up about the damage. Instead of commiserating and finding comfort in our shared experience, we wall ourselves into secluded caves of misery. Three prominent fears drive the CIA-level secrecy shrouding the college process. None, however, are insurmountable if examined from the right angle:
We welcome letters to the editor, opinion pieces, stories, cartoons and photographs.To contact the paper regarding submissions, send an e-mail to either rtone@mbs.net or oboynton@mbs.net. The Crimson Sun corrects its factual errors and accepts corrections.
The Crimson Sun is a 4-16 page newspaper, available in print and online through the mbs.net website. It is written primarily for the approximately 572 students attending MBS and the approximately 100 faculty and staff members, and is distributed free of charge to all members of the school community.
The Crimson Sun provides information and entertainment in addition to various viewpoints on debatable issues. We will not print anything that is deemed libelous, obscene or in poor taste. We reserve the right to edit or withhold anything submitted and correct spelling, grammar and punctuation when necessary.
By ANIKA BUCH
1. You’re afraid that people will judge your college list. One of the many difficulties of applying to college is coming to terms with your range of safety, target, and reach schools. It’s not easy to acknowledge that certain colleges just aren’t realistic, whether it’s due to test scores, a slip in grades, or financial difficulty. So, when you finally come up with a satisfactory list, it’s nearly impossible to avoid a deep emotional connection with the schools that make it past Phase 1. However, people are not always considerate. Raised eyebrows, pursed lips, rolled eyes, passive-aggressive remarks… everything a scared applicant could wish for. It’s easy to be convinced not to tell anyone where you’re applying, but there is hope for open dialogue. First of all, the percentage of people who either responded positively or totally forgot what schools I even listed by far outweighs the group who acted rudely. Second, it makes sense that other people won’t have the same opinions about colleges as I do — that’s why we’re not applying to the same places! If everyone had the same standards, then there would only be one college in the entire world that could be considered acceptable. Different schools are perfect for different people. Third, and most importantly, if someone is obnoxious to you about where you’re applying, you should take that as a cue to find some better friends!
3. You’re afraid that you’ll be put in competition with your friends. Finding out that another one of our classmates is applying to the same school as we are can be terrifying. It feels like only one person can win in the long run, and even then, you both have to suffer through extended awkwardness for a while. It seems possible that any given college will only want to take one student from the tiny community of MBS. After all, there are thousands of high schools in the United States alone, and thousands more abroad. If we were only in competition with people from MBS, this would be a totally valid point. Yet somehow, there is never an equal number of schools on the matriculation list as there are students. Why? Because we are competing against the entire application pool, not just people at our school! It doesn’t actually matter whether your classmates apply to the same places as you — no matter what, the admissions team is going to evaluate you in context of every application they receive. Not to mention, it is highly unlikely that anyone will hear about you applying to X University, and then apply there too out of spite. It’s a waste of precious time (writing supplements) and money ($70-$80 per application), especially if you don’t even like the school very much. For better or for worse, you’re up against thousands of applicants, so one more thrown into the mix makes absolutely no difference.
2. You’re afraid that people will gloat if you don’t get in to your top school. No matter how prodigious your academic, athletic, artistic, and charitable achievements may be, you are bound to be rejected from somewhere. If there were a way to guarantee acceptance, we would only apply to one school each. Making fun of another person for being rejected by a college, therefore, is essentially the same as making fun of yourself. Rejection often has absolutely nothing to do with your credentials or personality, and is purely based on statistics. On the same note, many people make the logical connection that if they judge you for being rejected, they are inviting you to judge them for getting rejected. No one likes to be judged, so you’ll probably be safe.
You will go to college. MBS prides itself on the fact that every single one of its students who intends to go to college ends up going to college. No one has been rejected from every single one of their schools. No one has been forced to take a gap year against their will. 100% of MBS students, regardless of their GPA, extracurriculars, or reputation, has found a place to go, and you will be no exception. The college process is (hopefully) one of the most stressful times in all of our lives to date. We have to acknowledge how lucky we are to be able to plan for a college degree, and even more grateful for all the resources we have access to, in and outside of school. Our friends are some of the most valuable of these resources, but they can’t help us unless we let them.
October 2018
C r i mson Sun
FEATURES Flying to new heights: Sarah Williams ‘19 By ALI STECKER and TALIA GOLD
“I learned that so many people stress about things that have absolutely no importance whatsoever, but as a pilot you are trained to only focus on what matters,” said Sarah Williams ‘19. Williams has taken one step, a big step, closer to her passion: she successfully earned her pilot’s license. We were fortunate enough to get to know Sarah and develop an understanding of what her passion truly means to her. How has flying impacted your life? “Flying has made me realize what I love. I always thought that when people say you should find a job that you truly enjoy, it was a bit of a cliche; but I have fallen in love with being in the sky. The feeling I have when my hand is on the yoke is one I always want to be feeling. Flying has made me realize I want to be a pilot. But it has also made me realize my privilege. I recognize that flying is a luxury and is not an opportunity everyone is given. Therefore, flying has also made me want to give back. I want to be a pilot in the military, specifically the Air Force, so I can serve my country while doing what I love most: flying.” What prompted you to begin flying? “Since I was little, I’ve always dreamed of being a pilot or an engineer. However, I never actually saw pilot as an option because it seemed like such an unrealistic dream. It’s not a common job; therefore, it seemed so out of reach from reality. Up until 10th grade, my goal was to become an electrical engineer because I loved math and physics, and the idea of being a pilot was nothing more than a unrealistic dream floating around in the back of my mind. But then my dad asked me one day if I was interested in taking flying lessons. It was April of my sophomore year and we were in the car on the way to school. I remember it like it was yesterday. He told me about a program he heard of through one of his friends called Eagle Flight Squadron. Before I knew it, I was flying Cessna 150’s with my instructor, Captain Lind. The program is located in East Orange where I have ground school every Thursday for three hours. But the real magic happened at Morristown Airport. There, I truly learned how to fly and am still learning today.” Is flying more of a passion or career path for you? “When I fly, I don’t see it as me preparing for my future. I see flying as a passion. It is something I do solely because I enjoy it. However, it’s just a bonus that flying is also a great career and comes with many job opportunities. As I see it, my passion is my career.”
Does flying benefit you in school, whether it is stress relief, etc.? “While having to study for flying definitely sometimes adds more stress to my plate, the pros significantly outway the cons. When I’m on a flight lesson, I’m stress free. I think flying has helped my mental health because school can be so overwhelming and flying is a way to escape from all the pressures of the world, even if it’s just for an hour. Flying has also helped me in classes like physics or environmental science because I learn so much about how the plane is made or weather conditions necessarily for flying that I am already covering some of what I learn in school.” Do you face any hardships when you fly that put certain aspects of life into perspective? “One day I was sitting at a restaurant with my flight instructor after my lesson and we were just reviewing our lesson; what I learned, what I could’ve done better, etc. But the TV was on, and everyone in the restaurant was so engaged in the football game that was playing. In that moment my flight instructor pointed out to me the difference between the worries of the world and the worries of a pilot. He told me that once you begin flying, other parts of life seem less important. I learned that day that so many people stress about things that have absolutely no importance whatsoever, but as a pilot you are trained to only focus on what matters. Obviously, football isn’t the only thing this idea can be applied to, but it helped me understand that as a pilot, you are constantly forced to focus on the important details, and eventually you forget about anything else besides what matters. Before I started flying, I was so pressed to go to an Ivy League school because that’s what I was always taught was best. But now I realize, what is the point in going to any Ivy, if I’m not happy? At this point in my life, I’m less focused on what college I go to and more focused on what I’m going to do when I get to college. And I’m praying that it will be flying.”
Why the new dress code matters By TATE VAN DER POEL
After a year of hard work by Spectrum and the Student Government Association, Morristown Beard’s dress code has undergone a few notable alterations. For the majority of the student body, the change with the most prominent effect is the addition of sneakers to acceptable footwear. Now, in any given classroom, the chances are that the majority of the students are wearing sneakers. However, most students likely haven’t even viewed the revised dress code, as many of the changes may seem uninteresting or inapplicable to most. While it may seem unnecessary, arguably the most significant difference is that the dress code is now completely gender-neutral. Rather than saying that girls may wear dresses and boys suits on dress-up days, the language was shifted to “Students may wear a jacket and tie... or an appropriate dress or skirt.” Besides gender-neutrality now exhibited in the dress code, the section on grooming has now vanished entirely, reflecting a
work environment where tattoos and u creasingly acceptable. The first paragraph of the new d and, despite significant subtractions of the same. The first two sentences state dress appropriately for School. Student reflects their desire to be a part of a colle and demonstrates their respect for them School as a whole.” When asked how the adjustmen the state of today’s society, Headmaster norms are always evolving. We try to be to these changes.” According to Ms. Kate Alderma duct, the school hopes “that the dress co and diversity.”
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he real whirlwind: the dangers of climate change By REBECCA TONE
In a contentious political environment where even the weather is no longer a neutral topic of conversation, information about hurricanes is not always thoroughly represented to the public. Media sources contradict one another, and for those without advanced scientific degrees, there is no avoiding the bias in all accessible sources of information. The recent surge of major hurricanes devastating southeastern states has drawn conflicting responses. While some have become more aware and afraid of environmental threats, others have grown skeptical about just how serious modern hurricanes may be. Some are altogether unaware that hurricanes may have broad implications regarding climate. “People only see the link between climate and hurricanes if it’s drawn for them,” said Mr. Jeffrey Yuhas, an environmental science teacher at MBS and Co-Chair of the Symposium on Education of the American Meteorological Society. “Especially for high school students, your worlds are a little smaller, and that’s ok. If it’s not affecting you directly, it’s harder to be empathetic for something that’s happening far away from you.” The media played a large role in the way that hurricanes were perceived by people around the country and here at MBS. “It seemed like there wasn’t as much coverage for Florence,” said Mr. Brad Turner, a science teacher at MBS. “Specifically because there was a debate over a Supreme Court justice and so much other stuff going on, it wasn’t as in your face as with Harvey, Irma, and Maria.” Regardless of public opinion, the scientific community has traced significant correlation between the severity of hurricanes and the looming threat of climate change. “Everyone thinks of hurricanes in terms of wind speed - that’s the way we measure them and categorize them. That part hasn’t really changed,” said Mr. Paul Fisher, Director of Academic Systems and former MBS environmental science teacher. “What has changed is the amount of rainfall. As we warm up the globe, we do a couple things. One is that we warm up the oceans, so they evaporate more easily, which provides fuel for hurricanes. We also are reducing the temperature difference between the equator and the poles, which changes the way steering winds work. So hurricanes aren’t necessarily more frequent or stronger in terms of wind speed, but they are moving more slowly and carrying more moisture. The tropics are essentially expanding.” Hurricanes are categorized only based on their wind speeds. The difference between a Category 1 and a Category 5 hurricane has nothing to do with amount of rainfall, persistence, or resulting storm surges: it only refers to wind. Therefore, while it may appear
By SAM HUTCHINSON
that recent hurricanes are no more severe and no more frequent than in the past, they are in fact becoming consistently more powerful and unpredictable. “I think there may need to be a discussion about incorporating some of the other hazards into classification systems and how we’d go about doing that,” said Turner. If information were presented in a more straightforward and accessible format, perhaps awareness would increase. If the general population is uninformed about the true dangers of hurricanes and unaware of their implications about climate, what is there to be done? Many professionals turn their attention towards education as the most effective agent of change. “On a local scale, I know the environmental science teachers here are already trying to make the connection between what’s happening with climate to what’s happening with the weather, and trying to paint it as something that’s worth paying attention to,” said Yuhas. “It’s up to politicians and teachers to get people to realize that there are some things we need to make long term investments in.” However, education cannot accomplish anything without corresponding changes in governments and businesses, the chief influences in climate policy. “We need to educate the public, yes, but there needs to be more,” said Fisher. “We need practical efforts to quickly change how our energy infrastructure works. We have to stop burning fossil fuels, it’s that simple.” Fundamentally, what is needed is a large-scale shift in attitude towards reputability, responsibility, and critical thought. Mr. Scott McCormick, an environmental science teacher, said “there’s a tendency to be closed off. It goes against every human instinct to be skeptical of information that doesn’t fit with our worldview, so the broader education lesson is really to get people to be more openminded.” As Yuhas said, “take the time to understand what’s in the news.” At MBS and around the world, people tend to take all their information from news sources that make them feel comfortable. It is extremely rare for people to consciously listen to broadcasts from the other side of the political spectrum when it is so easy to find one they agree with. “Take the time to really educate yourself across a broad range of resources to figure out what’s going on,” said Yuhas. It is the only way to start the conversation. In the words of Fisher, “a certain amount of climate change is a done deal. We need to stop waiting, because the more we wait, the worse it will be.”
A new GLOW
By IZZY SILVER
GLOW is known around campus as being a “feminist” club. But have you ever taken a moment to think about exactly what GLOW means? Some of you may be thinking of the hit Netflix show, GLOW, that stands for Gorgeous Ladies of Wrestling. While that might be an enticing idea for a future club, the ladies this year have added a new meaning to this mysterious acronym. Historically, GLOW has stood for Girls Leadership, Outreach, and Worth. While the club has taken pride in this name for many years, upon reflection, the members of this club feel as though it needs a makeover, a new beginning. GLOW is officially changing the acronym. While this may seem like a miniscule, borderline nonexistent shift in attention, it may be more. Why should leadership, outreach, and worth exclusively pertain to “girls”? Perhaps this acronym is emblematic of the unspoken thoughts of members of the MBS community. These are qualities that we value as humans, not on the basis of gender, right? To specifically label these traits to “girls” feels exclusive, and neglects the equal value in male counterparts. Perhaps more importantly than this, it should be assumed that these qualities are inherent in all the members of GLOW, all girls. Perhaps a trivial dilem-
ma in an unknown acronym for a club could be pointing towards a broader critique of feminism as a whole. The committed girls in GLOW have successfully created initiatives that have impacted many facets of campus, and are a great reflection of what this group of girls plans to do in the future. For this reason, GLOW now stands for: Girls Leading Our World, of which there certainly are many. As the title says, this club is one for a girl who wants to lead; this does not mean she has to talk the most, be the most ambitious, or fit the historically male definition of what it is to be a leader. It means defining how girls lead the world in a way that is fully distinct from men, and yet equally as valuable. Through the club, we can embrace all the ways in which girls are contributing to shaping the modern world, in a community in which leadership, and outreach are not just limited to the confines of women, but a world where the genders can work together progressively. We already know how men lead our world, but we have yet to fully explore how girls can lead the world, and GLOW intends on doing just that.
C r i mson Sun
Paved over
October 2018
FEATURES
This past August, Morristown-Beard officials made the decision to brick over the garden outside the new Math and Science Building. The garden had only been in use for less than a year before maintenance realized it was more of a hassle than it should have been. The school was trying to grow myrtle in the garden, but because of the increase in rainfall and students walking on the garden between classes, the plants were not able to grow. Headmaster of Morristown-Beard, Mr. Peter Caldwell, said, “we knew we needed an alternative, so we thought we might as well pave over the dirt to create a larger path for people to walk through.” During the process of bricking over the garden, Director of Buildings and Grounds Mr. Mark Clar was in charge of managing the construction. Clar manages any type of change to the Morristown-Beard School buildings or landscape. Clar said, “the small plants were pooling and collecting more water than usual.” He believes this was due to the heavier rain storms from the past year. Both Caldwell and Clar noticed students used to constantly walk right through the garden in order to get to class on time instead of walking around the small garden patch. Walking over the garden not only killed the myrtle, but it also caused the dirt from the students’ shoes to get on the new Math and Science Building floor. The dirt was often moist, which caused the entrance to the building to become slippery and dirty from the garden, making it less safe for students to walk through.
The business manager of Morristown-Beard, Mr. Bruce Adams, helped Clar to budget and make an effective change to the garden area. With Adams’ help, Clar successfully bricked over the garden and added an extra drain. During the process of renovation, Clar and the construction workers had to lay the brick on a downward incline parallel to the building in order to help rainfall successfully drain. Clar explained, “It [the rainfall] would tend to end up in the building of the Math and Science Center.” The new drain at the bottom of the incline can now hold twice the amount of water as before. Science teacher and head of the Morristown-Beard Weather Services club, Mr. Jeffrey Yuhas, believes the addition of the extra drain was an important decision. He said, “one of the possible effects of climate change is that while we do not think we will necessarily have more rainfall, there will be bigger and more extreme rainstorms than in past years.” The new drain will prevent flooding from more extreme rainfall if his theory is true. However, some faculty and staff have not even noticed the change. Science teacher Dr. Christopher Payette said, “I would not have even noticed had you not said anything.” Nicole Borowiec ‘19 thinks the change to brick over the garden was a perfect alternative. She believes the brick makes the space more open, making it easier to walk into the math and science building when all the students are changing classes. She said, “it gives you a couple extra seconds for when you are running late for class.”
New Faculty (continued) lenging work I’ve ever done and it’s very rewarding because of that.” She enjoys finding the best ways to help students understand content, as well as reaching out to them socially and emotionally. She is also looking forward to getting involved at MBS through clubs. Despite having taught math since she graduated college, Fannon also studied Art History and Spanish in college, traveling to Granada, Spain, to study abroad. Mr. Fedirko taught at the Park School in Buffalo, New York, prior to coming to MBS. He taught there for twelve years before deciding to join the MBS community. Fedirko has taught a wide variety of high school math and is particularly interested in the integration of Math and Art in the curriculum. Dr. Ievers looks forward to fully dedicating her time to teaching at MBS after simultaneously teaching and researching for the past three years in the philosophy department at Georgetown University. Her favorite aspect of teaching is “when students don’t think they understand something and they’re not willing to understand it and I sort of change their minds about that.” Ievers was especially impressed by the genuine sense of community at MBS when she came for her interview; she said, “it seemed like all of the students were really happy to be here and I think you can’t really fake that.” Ms. Levinson became involved with MBS before she was hired to teach; she is the mother of current MBS student Hannah Levinson ‘19. Prior to teaching at MBS, Levinson taught mathematics at Kean University. Levinson is looking forward to teaching her Business Math elective, as it “shows people how to use math” in the real world. Outside of teaching, Levison likes rap and hip hop music, as well as watching football, reading, and baking. Ms. Kate Muttick, an MBS graduate in 1997, returns to the school teaching Upper School English. This year Muttick teaches tenth grade English, Elements of Style, and Creative Writing. Her
favorite part of teaching is sharing ideas with students and discussing everything from current events to literature. Before teaching at MBS, she worked as a writer in New York City, writing speeches for the president of an organization. Muttick is happy to be back at MBS because she loves “the culture at Morristown-Beard,” emphasizing that “the school works hard to nurture students.” Ms. Sharon Phelan teaches seventh grade English and writing workshops for seventh and eighth graders. She recently moved back to the United States after living abroad for three years, teaching in Beijing and Cambodia as part of a volunteer program. She is excited to teach at MBS because “working at a school like MBS allows [her] to teach, coach, and be an advisor. And having multiple roles is a really nice way to meet students and watch them grow and develop.” Ms. Nicole Freeto joined the MBS faculty as a Latin teacher this fall. She is excited to bring her passion for Latin to MBS after teaching in the public sector for five years. In addition to teaching Latin, Ms. Freeto is particularly excited to teach an English course on Homer’s works, the Iliad and the Odyssey. Outside of teaching, Freeto enjoys speaking Latin, knitting, baking, and crochet. Ms. Aime Lonsdorf has joined the Science Department after teaching at the North Star Academy. She teaches chemistry and biology this year, and her appreciation for student discovery and exploration inpsired her to come to MBS. Lonsdorf ’s hobbies beyond the classroom include tennis, swimming, and reading. Mr. Eric Shea, an MBS graduate in 2005, joins the faculty fulltime after working for years as a coach. Besides his involvement in the athletic department, Shea is excited to take on the the responsibility of teaching Drivers Ed, work with more than just the students that he coaches, and become more involved in the MBS community. Shea is “glad to be part of the community again and make new memories.”
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FEATURES
Humans of MBS By ALI STECKER
From left to right: Kaya Moody, Amanda Fradkin, Tashana Noel, Emma Kenny
Do you have an MBS bucket list? “I want to be fluent in French by the time I graduate.” -- Kaya Moody ‘20 “I hope to break two of the three jumping records in track.” -- Amanda Fradkin ‘20 “I want to make the top 10% of the grade when I graduate.” -- Tashana Noel ‘20 “I want to push myself to take classes that I wouldn’t normally think to take.” -- Emma Kenny ‘20
Lauren Coyne, Camryn Ohl, Lucy McCarthy, Anna Ferrier, Carly Cipriano, Leah Stecker, Helena Kelly
What is one quote you all live by? “We would have to say, ‘You miss 100% of the shots you don’t take’ by Wayne Gretzky because it’s important to take risks and try your best.” -- Lauren Coyne ‘22, Camryn Ohl ‘22, Lucy McCarthy ‘22, Anna Ferrier ‘22, Carly Cipriano ‘22, Leah Stecker ‘22, Helena Kelly ‘22
By ANIKA BUCH
Dr. Jack Bartholomew
Did you play any sports in high school?
Annabel Plante
What is your idea of success? “Doing well in school, getting into a good college, and having a successful and fulfilled life that is full of happiness and family.” -- Annabel Plante ‘21
“I swam competitively throughout high school and middle school, and my family liked to sail. There was also a group of us that would play tennis regularly, a doubles group, and I’d take some tennis lessons. I started dancing after college, and I was inspired by seeing performances and realizing that the art form embodied so much. One thing I did a few years ago was participate in the choreographers’ lab at Jacob’s Pillow, and one of my driving motivations was to see how dance could be a way, at least choreographically, to provide common elements among various fields.” -- Dr. Bartholomew
Creating new bonds By RYLAN DeSTEFANO and ARIANA MARTINO
From August 26th to 28th, twenty-four seniors and two teachers made their way to Blairstown, New Jersey, for the annual peer leader retreat. During the retreat, the group of seniors were able to bond with leaders from other advisories. Lindsay Smith, a peer leader for Mr. Teasdale’s advisory, said that she had a great time getting to know everyone. “We were with a group of new and old friends who we can now all call friends,” she said. The retreat consisted of trust and bonding activities, along with deeper group discussions at night. Liana Tizzio’s favorite memory was
“seeing the people who were scared of heights doing the ropes course.” She said, “It was awesome watching people face their greatest fears.” The overall experience of the retreat was beneficial for both the incoming freshmen and seniors. Ava Siragusa said, “this experience showed me how to trust and really get to know some of my classmates on a really personal level. I think being part of this opportunity really helped me grow as a person and made me more confident about leading the freshmen and guiding them.”
C r i mson Sun
October 2018
FEATURES
Decoding the future: New programming classes
By JULIAN LEVY and MATT LOHMANN
With many declaring coding to be the job of the future, it has become increasingly important to have programming tools at students’ disposal early on. This year, Mr. Paul Fisher overhauled the Computer Arts and Sciences program to better prepare students for their futures. His goal with the new classes is to build coders who can think creatively and abstractly - not to produce machines that can all solve problems in the same exact way, but to give them the skills to figure it out themselves. This year, Computer Arts and Sciences (CaSci) 1 was returned to a full year course after being shortened just a year earlier. This gives students more time to explore material without feeling rushed, as they are courses that heavily focus on independent discovery. Fisher said that there is very little lecturing in the course, and that he is there to guide the students individually: “The goal is not to create a bunch of little mini-me’s that code like I do, it’s really more to use my experience to guide them in developing their own problem solving approaches.” Students can ask for help, direction on a project, or for general inquiries, but it is up to the students to come up with their own creative solutions. Fisher recommends CaSci 1 for all students who want to build their critical thinking skills, not just those who want to program for the rest of their lives. In CaSci 2, students build on their knowledge from CaSci 1
Mysteries abroad: MBS in the UK
and learn new scripts to help them learn new code. It follows the same mantra as CaSci 1, where creativity is crucial in the process of creating code. Fisher wants to emphasize the “art” in Computer Arts and Sciences; empathy and intuition, he states, are the most important tools in a coder’s arsenal. They are what guide programmers to think outside the box and look for new solutions. Finally, CaSci 3 was revived in order to meet demands for a more difficult programming class. Students take on increasingly difficult programming challenges as the year progresses; this class is more aimed at those who wish to pursue a career in the technical field, and is designed to meet those needs. The overhaul isn’t finished yet: in 2019, MBS plans to open the Center for Innovation and Design in the basement underneath the Dining Hall. The center is designed to simulate the actual process of creation, from an idea to a product. As Fisher said, “problem solving with computers is both a science and an art.” With new CaSci classes, he is hoping to not only increase the size of the computer science field, but also increase its cross-disciplinary applications. There are so many creative ways that coding can be implemented across multiple subjects, and the shift away from the one-dimensional reputation that it has had in the past is in the process of being corrected.
Lighting up the stage By WHITNEY McDONNELL
For the first week of spring break 2019, students will be travelling to London and Edinburgh. The trip gives students the chance to integrate their work in the humanities with the study of forensic science. Mr. Andrew Holbrook, an English teacher, will serve as one of four chaperones on the trip. “It’s more of an interdisciplinary experience that brings together different subjects in ways that probably would never happen in a classroom,” he said. The lead chaperone, Mr. Kyle Augustyniak, is also an English teacher. He shed light on the unique learning opportunities the trip provides. He said, “Students will have the opportunity to experience the rich cultural heritage of England, visit historical landmarks, many of which deal with the dark and chilling past, and partake in the forensic science workshops in order to feel like a modern-day Sherlock Holmes.” A successful execution of the interdisciplinary trip requires ample preparation, which can be difficult to fit into a busy school schedule. Nonetheless, chaperones have planned to expose students to Sherlock Holmes stories well before the trip. Augustyniak said, “Mr. Holbrook has recommended some thrilling Sherlock Holmes short stories, Ms. Cannito is researching the historical landmarks, and Dr. Howells is developing Forensic Science workshops for the students.” By reading Sherlock Holmes before traveling to 221B Baker Street, students will be able to see the stories come to life. Holbrook said, “each story shows a different facet of Holmes’ brilliant detective work, including fingerprint analysis and other forensic techniques that were quite cutting-edge at the time.” The unlikely combination of forensic science and literature will come together to create a unique, interdisciplinary experience. Sherlock Holmes is “known primarily for his very precise, logical mind, but when you see him in action, you find that he talks a lot about using his imagination as well,” said Holbrook. “I love that balance and I hope students take away the idea that you need both.”
Wall Street. Snakes. Fireworks. You Can’t Take It With You’s screwball comedy is coming to the Theater at Founders Hall, and is promising to light up the stage. Dr. Susan Speidel, directing her 34th show at MBS, said of the zany story: “An eccentric and loving family’s carefree approach to life comes into conflict with government bureaucracy and Wall Street tycoons. What’s special about MBS’s version is the addition of the Boswell sisters singing group who will set the tone of the 1930s.” Also unique to Morristown-Beard’s production is the impressive set that is soon to grace the stage. “Their home is like another character in the play. I’m excited about the way Jim Ruttman and the stagecraft class is going to capture that,” said Speidel. The cast is eager to start as well. “To me, comedies are more enjoyable than dramas, so I’m hoping people will want to see this show,” said Camryn Hartkern ‘20 (Rheba). “I started with a love story in Almost Maine my freshman year, and finishing on You Can’t Take it With You’s love story is a great way to finish off my four years here,” Iain Jaeger ‘19 (Tony) said. That said, the show brought with it significant challenges. “The hardest part was that there were 37 people who auditioned [for 24 parts],” said Speidel. “It’s about finding the best fit for the roles with this particular group of people. I had to make some hard choices.” Another difficulty involves the technical aspects of the show. Production Stage Manager Sanaah Aslam ‘20 is working on how to pull off fireworks onstage: “Mr. Marmo and I are doing our best to keep everyone safe while still including an important part of the show, which involves firework-making. Founders has never seen a challenge like that.” Ultimately, the show’s message is positive, according to Speidel. “The Sycamore family does what they love, even though they’re not necessarily good at it. To them, life is too short not to enjoy it.” You Can’t Take It With You appears at the Theater at Founders Hall on November 7th at 3:30 and November 8th-10th at 7:30. Tickets are free for MBS students and faculty.
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October 2018
FEATURES
Alaska (continued)
they took a glacier cruise. “The boat is full of people, but nobody’s talking,” said Fiorica-Howells. “The captain stopped the boat and said if you are quiet you can hear the noise of the glacier cracking.” But the boat wasn’t always silent. Beniwal said, “on the cruise, every time a little piece of the glacier capsized, everyone clapped, which was horrifying. Of course, I don’t think they knew, truly, what they were clapping for, but it was very sobering to witness mass ignorance.” At times, though, people also recognized the changes happening and voiced them. “People were talking about some glacier that you used to be able to hike close to but now you can’t anymore because they have receded so much that they are not accessible,” said Howells. The boat only stopped for fifteen minutes, but the impact of those minutes, as expressed by students, was nothing short of profound. “It was weird to think that when I left, the glacier would still be there,” said Diggs. “It’s been there for thousands of years in the same place every day, but when people aren’t there every day to see it, they stop caring.” Beniwal said, “it was haunting to see climate change happen before my eyes, as I was witnessing, firsthand, how an increase in global temperature was affecting colder areas.” The group then proceeded home with Alaska imprinted in their minds and hearts. They left with the idea that global warming was more than a statistic. Diggs said, “It was like I became part of a new world that I never knew existed, but at the same time I felt like I was meant to be part of it.” And now, people are forced to understand that the beauty of a natural haven like Alaska is finite. It can only be cherished until it melts away.
Spirit week
By ETHAN KIM
Students cheer after a touchdown at the Spirit Week games
Senior girls wave their class flag on the way to the girls’ football game
Groundbreaking growth By IZZY SILVER
The Social Justice Committee, in its first year on campus, is a conglomeration of student representatives from some of the diverse, groundbreaking clubs on campus including Kaleidoscope, GLOW, and many others. With around 20 students, this group is committed to serving the community in raising awareness, and acting on initiatives that will diversify the school. Quiya Harris ‘19, a member of the committee, said, “we try to represent the student body’s wants and needs at MBS and communicate with the faculty social justice board and administration. This committee, in my opinion, was founded because we felt there was a lack of communication between the students and the faculty for social justice-related needs, and we wanted to bridge that gap.” The committee has clear goals set out for the year. The group is placing an emphasis on the importance of mental health and safe spaces by setting aside specific areas for emotional support. Connectivity is another principle that the committee hopes to inspire by having the administration form closer relationships with students, and train teachers about mental health. Lastly, there will be a focus on the wellness curriculum, in teaching students about applicable tools and methods they can apply for their mental health now and in the future . Perri Easley ‘19 is eager to see the committee thrive: “I am so glad that we have officially started a social justice committee on MBS’s campus. There are so many students who are socially conscious and passionate about several social justice issues, and we are using our collective power to try to affect change in our community.” The committee is undoubtedly for the students and by the students who are ready to create change.
Seniors celebrate their Spirit Week win in the rain on senior circle
Ready, set, go By GEORGE BURKE
Challenge is not new to the Girls’ Volleyball team. With a more turbulent coaching history than any other team on campus—the Crimson have had a total of five head coaches in the past four years—the girls have stepped up to form the bedrock of the program. Despite the challenges the team has faced, the Crimson have stayed strong, with the girls rallying around their shared passion for the sport. “We’re definitely in the process of rebuilding the program” said Jackie Silvers ‘19. Regardless of wins, losses, or the coaching situation, the girls have focused their efforts inward, seeking always to improve themselves as players individually and as a team. “The volleyball team is an amazing group of girls who genuinely care about one another. It isn’t about winning or losing,” said Diana Nelson ‘19. With a new coach and a significant portion of the season still ahead of them, the Crimson hope to improve on their 3-9 record, but more importantly, enjoy their sport while they do it.