Salmagundy Spring 2024

SALMAGUNDY

Spring 2024

The Official Student Newpaper of Miss Porter’s School NEWS

SALMAGUNDY

INSIDE THE BUBBLE Nova Nine Shakeup Aims to Address School Needs

Some question new selection process

By Annabelle Horst ’26 & Sofia Garza ’26 Inside the Bubble News Editor & Staff Writer

For the first time in many years, the Nova Nine is changing. The nine student leaders who oversee all aspects of Miss Porter’s life are getting two new positions, while seeing both co-head positions eliminated.

Instead of the co-heads of Main and new girls, there will now only be one head for each position. Replacing these two positions are two new positions: head of day students and head of academics.

The head of day students will focus on day student life and how well the day students are integrated into the Porter’s community.

The head of academics will work with administrators to oversee the school curriculum and speak on behalf of students and their academic well-being. The Nova Nine application process was also reimagined this year, changing the way students look at the leadership group.

Instead of going straight to speeches, candidates had to undergo a lengthy application process that included not only two faculty recommendations but a 10-minute interview to ensure that the candidates selected were the ones that the selection committee felt were most passionate and suited the role the best.

Zaria St. Clair, ’25, who did not make it past the interview stage, wasn’t convinced the new system worked. “I believe that if the process hadn’t changed, all the people who gave speeches might have looked different,” she said.

St. Clair said that decisions made by the entire community might not align with those made by a few adults.

The new positions and the removal of co-heads is another major change in the Nova Nine system. In lieu of co-head positions, there will be committees, not just for the second head of school, head of Main, and head of new girls, but for all positions.

Nina Carvahlo, ’24, one of the current co-heads of Main, said the new system “might just be another task to put on the head of Main.”

“It’s hard to get people together, even if they are interested,” she said, referring to committees, “whereas, if it is co-heads, you’re both working on this together. It’s both of your positions, and you’re both equally dedicated.”

Carvahlo also expressed her fear of the new application process.

“Interviews I am worried about,” she said. “The teachers are choosing at the end of the day, which scares me.”

Administrators implemented new roles as well as new rules for this year’s election of Nova Nine. Photo Credit: Charlotte Kronholm

The idea for changing the Nova Nine and the application process began a few years ago, during the Covid-19 pandemic. Administrators, including Michelle Coster, assistant dean of students, began to create proposals for the new positions. Coster said she believes academics and day students could use more representation in the student body.

Coster said day students were feeling “disconnected” from the community, as seen in a senior capstone from the previous year, so it felt necessary to create a head of day students to serve as a bridge.

Additionally, Coster said, the absence of a liaison between students and the Academic Office ac felt illogical, as student perspective on changes being made to academics is important.

Coster said administrators felt that with the evolution of technology, the jobs of the co-heads for Main and new girls could be done by one person.

With the changes to the application process, Coster believes that now students who are genuinely interested and passionate about the Nova Nine roles — and not just looking for a check in their extracurriculars for college — will get selected because of the increased steps in the application.

Applicants were picked by a selection committee, consisting of Ana Calciano Pratt, dean of students; Elizabeth Simison, academic dean; Susan Martell Jenkin, chief equity and inclusion officer and the student head of school.

Applicants who made it to the round of speeches and student body voting, faced another new rule: Speeches were limited to two minutes, giving candidates less time to get their campaign message across.

Coster said the time limit “requires people to think long and hard and seriously about what they want to get across in two minutes.”

Overall, administrators said they hoped that with the new changes, the candidates who would best suit the role would be selected.

Whether the new implementations and changes to the Nova Nine system will be beneficial, it is obvious that the new system will have a major impact on the school.

Charlotte Kronholm, ’25, the first head of day students, said the new positions will be able to focus on different aspects of life at Porter’s, noting that the positions will “further improve how we get to know one another and how we interact as students, faculty, and friends — to build strong connections among all of the members of our school family.”

Photo Credit: Miss Porter’s School

Documentary Inspires Students to Embrace Gratitude

By Beatrice Kibler ’26 Staff Writer

“Appreciation is what we feel in the moment. Gratitude is what we remember.” This quote is one of many valuable lessons imparted by Louie Schwartzberg in his film “Gratitude Revealed.”

Schwartzberg, a cinematographer and director, has spent more than 40 years exploring a variety of places and people. He recorded his experiences through time-lapse nature photos and recordings of people from various backgrounds.

In 2022 Schwartzberg compiled his collection into a documentary called “Gratitude Revealed.” The film focuses on what it means to be grateful and how that connects to the human experience.

Anna Risoli, ’25, arranged a screening of the film on campus in April. Anna’s first experience with Schwartzberg came in the fall of 2022 when the filmmaker spoke to the nurses at the hospital where her mother works. At this time, nurses were feeling overworked and drained from having been on the front lines of the pandemic for over two years, and Schwartzberg offered a message of hope and gratitude.

When Anna’s mom told her about the experience, Anna was inspired to watch the film and explore Schwartberg’s website, The Louie Channel. Anna felt a connection to the film and the message it provided, as it came to her at a time of uncertainty in her life. Wanting to share the positive message, Anna worked with school officials to bring “Gratitude Revealed to Porter’s.”

Her vision came to life at the beginning of the spring.

“Gratitude Revealed” has the unique ability to feel deeply personal to everybody who views it. Each person may have a different take away from the film, and Anna hopes that every student who viewed the film was able to find what gratitude means to them.

Anna admires how Schwartzberg lives by his passions. An old man in the film speaks about how when you find something that you love, you wake up happier everyday. “Gratitude Revealed” uses expert cinematography to focus on the connection between humans and nature, and emphasizes how a successful life is one lived passionately.

OUTSIDE THE BUBBLE

Have You Ever Wondered Why Mooch Never Meowed to You? Tales of a campus cat

By Selina Huang ’27 Staff Writer

In case you don’t know, Mooch is a pet cat that belongs to science teacher Emily Bryk and math teacher John Bryk. Below are an array of facts and stories about Mooch that might not be known to many on campus.

First, Mooch was a stray cat before he was adopted from Plainville Animal Control by Mr. and Mrs. Bryk, who were convinced by their children. At the time of his adoption, Mooch was 3 years old, and was incredibly skinny and dirty.

Mooch has been called a variety of names, including Bugs, Sunshine, Hot Pepper, and “Here Comes the Hot Pepper.” Although worth just $5 when he was adopted, Mooch is now priceless in the hearts of the Porter’s community. .

Second, Mooch did not meow. Cats meow only to humans or their mother when they are very little. Since Mooch grew up as a stray cat, he never gained the habits common among his domestic counterparts. Now, he can do some full meows even though they still sound a little weird.

Third, although Mooch is always left outdoors, it did not start out that way. He was kept indoors when first adopted.But as he grew to be miserable and violent, Mooch attacked his brother Charlie, an older orange cat in the house. Once Mooch was let out, he became much happier, but this is just the beginning of his stories.

The Fox

Mooch was once found in a standoff with a fox on the front porch. Luckily, the cat came out of the fight unscathed upon the Bryks’ mediation. (Brave Mooch!) On another night, Mooch avoided a gray fox stalking the yard by hiding under the porch. He came out immediately after the fox left. (Smart Mooch!)

Car Accident

Years ago, Mooch decided to cross the road behind Olin. While usually a cautious pedestrian, Mooch bolted across Garden Street that day and was run over by a car. Luckily, Mooch went right between the wheels under the car. He suffered some road rash, a couple of bumps and bruises, but no broken bones. Since that day, Mooch has been rather careful when crossing the streets.

Attempted catnapping

In 2021, two sophomores were walking back from Starbucks, and they saw Mooch in the campus driveway. Then, a woman pulled up along the street and tried to pick up Mooch. The girls yelled, “Stop! That’s our teacher’s cat! The woman returned to her car and drove away.

Finally, but most importantly, Mr. and Mrs. Bryk genuinely hope that fewer treats are given to Mooch. The cat loves any baked goods that are cooked with eggs, including muffins and cakes. However, since cats are obligate carnivores, their diet should consist of meat and other unprocessed food. The Bryks would be very grateful if people do not feed Mooch treats, even though he begs for them all the time!

Once feral, Mooch now lives with faculty members Emily and John Bryk but still enjoys the freewheeling life of a street cat. Photo from John Bryk

Anna Risoli arranged to screen “Gratitude Revealed,” a film by Louie Schwartzberg, at Miss Porter’s in April Photo courtesy of Gratitude Revealed

Ancient: Determination Key to Thriving as College Athlete

By Bella McLaughlin ’27 Staff Writer

Here at Porter’s, almost every single student is an athlete. Countless ancients have graduated and progressed onto more advanced sports leagues. In the class of ‘24 alone, 12 athletes are committed to playing at a Division I college level. However, this transition is often challenging. To gain a deeper understanding of what this looks like, Salmagundy interviewed Molly Andrews ’22, a current DI soccer player for Quinnipiac University.

Andrews described her experience as a bit difficult, but generally the same as when she played for the FSA club throughout high school. However, she has noticed that the game has become a lot faster-paced.

Students Volunteer at Noah Wallace

By Jess Lin ’27 Staff Writer

If you walk past the senior dorms, then turn right, you will find yourself at the front doors of the Noah Wallace Elementary School. Noah Wallace is a local Farmington elementary school. The Porter’s community is closely in contact with them not just with the faculty kids who attend the kindergarten through fourth grade school, but also with the volunteer activities in their classrooms.

Dr. Tim Quinn recently introduced more volunteer opportunities at Noah Wallace in subjects such as math, writing, reading, and general classroom assistance. This has provided Porter’s students with the opportunity to take part in community service and share their learning.

The best of the best are coming together to be on a team, she said, and the

The best of the best are coming together to be on a team, she said, and the pace can be hard to keep up with. As a freshman, Andrews was put into the game straight away with a decent amount of playing time. However, as she headed into her sophomore year, her playing time decreased significantly, which affected how she viewed herself as an athlete. Still, she continued to stay positive, know her self-value, and work hard.

“Know that you can put in your work and at the end of the day you know what you’re capable of,” Andrews said.

When describing how college soccer differed from her experience in high school, she said her team consists of players who are dedicated to the game

“I wanted to volunteer for Noah Wallace to grow a better connection with the community around me,” freshman Gabbi Carpentier said. “ I also love working with kids when I get the chance and being a leader for others.”

Other volunteers said they also enjoy the teaching and learning experience.

Sophomore Zaiyi Yang said she volunteered to be a mentor and friend, saying what she is doing at Noah Wallace is “something I would’ve valued as a child.”

“I’m excited to go back and get to know as many of the bright minds as I can,” Yang added.

The feeling of returning to elementary school as a mentor instead of a mentee could be eye-opening and rewarding. The experience of volunteering at Noah Wallace provides Porter’s students with the experience to teach what they know while learning about their interests in positions of responsibility.

and much more “serious” about the sport as it can dictate their future. Maturity levels have drastically risen and the tension on the field has definitely increased as well, she said.

Quinnipiac had a successful season last fall, winning the league, moving onto the first round of the NCAA, and eventually going up against Brown University.

Andrews spoke passionately about her soccer career. She is regarded by many as an example of how to tackle the challenges of Division I sports with determination and confidence.

ART & TRAVEL

INSIDE THE BUBBLE Theater troupe members tackle challenging roles in festival

By Clara De La O ’27 Staff Writer

One Hacker Theater, eight student-written and directed plays, a small tech team with a dream, too many costumes to count, and only eight weeks to get it all done. As Rachel Sinay, the faculty production director said, “This is a student takeover of the theater.”

Casting occurred the last week of Porter’s winter trimester before students rushed off to their spring break destinations, but the work didn’t stop there. Sasha London-Thompson was in communication with the student directors over break, helping them carefully shape and detail their one acts before rehearsals started. The writers/directors were very precise with their crafting, given the unique opportunity to control the outcome of their visions.

Every student actor in the program was involved in more than one show, requiring a thoughtfully made schedule. Certain shows got “primary slots” during certain hours, getting priority on which actors they would have for rehearsal. A second show would be assigned the same time slot, but be considered “secondary,” only getting the leftovers of which actors weren’t already busy. Shows sharing time slots were planned to share as little of their casts as possible so both shows could optimize rehearsal time. It was complex, but it worked a majority of the time.

The student directors were put in charge of pulling their own costumes

Molly Andrews, who graduated from Porter’s in 2022, plays Division I soccer at Quinnipiac University. Photo courtesy of Molly Andrews.

The Miss Porter’s one-act festival featured eight student-written and directed plays. Photo by Stephen Wang Photography.

ART & TRAVEL

SALMAGUNDY

and props and communicating with the tech team for set pieces. Some chose to do their own lighting and sound design. To connect all the one acts, a central element was agreed to be used in the sets. This was the moving walls and benches. These moving walls were dubbed the “Sarahs” in honor of a past Porter’s student who designed them.. Sinay and the assistant production manager would send out Google forms asking what each director wanted as “working together was necessary.”

Directors had to sacrifice some ideas for practicality, but as Sinay said, “that’s true for any director.”

Ethan Wesson, director and writer of “Trinket Tales II,” described directing as “a really formative experience…an amazing experience to see my vision come to life with the actors that I’ve chosen. It was really fun.”

Student directors were put in charge of their own rehearsals – a new leadership position for some.

Actress Naomi Gramling, who played four roles this season, said it was “fun to put on a lot of characters.” Given short periods for costume changes sometimes it was “a jarring cut” from show to show sometimes. Gramling was cast in the first three shows of the festival’s first act. In reference to her characters, she said: “You have to know them well to make that quick jump.”

While it was not light work creating so many universes and pieces in this amount of time, the Porter’s theater troupe was able to perform the show on three times, each met with positive reviews.

The previous two seasons of theater had prepared the theater students for this, leading their one act festival being described as essentially a DoL (demonstration of learning). From the crew of three tech students who had only been on for the past two seasons, to the senior actors who’d been in this program since freshman year, they all came together to contribute to the successful festival.

‘Am I the Master Here or You?’ Faculty Take the

Stage in Spring Theater

By Dodo Bi ’27 Staff Writer

“Give me my long sword, ho!”

On a cloudless Sunday, the irritated voice of science teacher Emily Bryk echoed across the sunlit campus of Miss Porter’s. Frowning, Bryk was leading a group in red, pulling out their weapons as they saw the approaching group in blue, led by math and computer science teacher John Bryk.

Rarely would one see such tension on campus, but fortunately, it was not a fight between the Bryks but rather one between the House of Capulet and the House of Montague. The Bryks, along with other faculty members and students, were performing a stage reading “Romeo and Juliet.”

In a new twist, this season’s theater program brought faculty members and their children onto the stage, producing the show alongside the students.

According to theater department director, Alexandra London-Thompson, bringing faculty members into theater provided educational experiences for everyone by allowing students and teachers to know each other outside of the classroom setting.

Teachers also participated in the spring one-act festival. Their involvement brought a brand new element to the shows without limiting the students’ opportunities.

For instance, in one of the plays, having the Bryks in a tender family moment touched the audience in a different way than if students had acted it out. Offstage, faculty members also brought new perspectives to the theater program that melded with the students’ ideas. The adults also got a glimpse of what the students were doing to create a show. In the theater, the teachers were no longer the authorities, and they truly got to learn from the students who were all so dedicated to their show

The Bryks’ experience in the shows confirmed London-Thompson’s ideas. At first, neither of them planned on auditioning, and they were at the auditions merely to support their daughter Ivy, who was excited to try out for the one-acts. However, as soon as they sat down in the front rows of the Hacker Theater and read the scripts, both were inspired to audition.

This was Emily Bryk’s first time acting, while John Bryk had been a “theater kid” from middle school through college. Acting in the festival – his first performance since 2003 – reminded him once again of how much he enjoyed theater and made him more comfortable with acting. What was new to the Bryks, though, was the fact that they were acting with their family on stage and collaborating with their students. It was a chance for them to know their family in a different context, to know each other as the Capulets and the Montagues. It was also a chance for

them to support their students in a different way, where they were now guided by the students in terms of acting.

As for Tim Quinn, chief academic officer, the reason for joining the theater program was his devotion to Shakespeare’s masterpiece and his ambition of being an actor. He has been reading Shakespeare since he was a student, and over time, he was taking on new meanings from the plays. When he read “Romeo and Juliet” as a student, he found it more about the love between two young people. Now, he’s shifted his focus to the generation gap between Romeo and Juliet and their parents. In the play, the parents finally understand their children’s love after their death, while here, faculty members are walking into the students’ experiences by joining the productions.

Adults and the students coming together because of the play showed different perspectives in the community, which was perhaps what Shakespeare was suggesting centuries ago when he was writing “Romeo and Juliet.”

London-Thompson said the theater has the magic of bonding each and every member so that, in the end, the entire company becomes a family, regardless of age or background. Through the faculty’s participation in the spring theater program, the community was connected.

Dr. Tim Quinn, playing Friar Lawrence in a staged reading of “Romeo and Juliet,” presides over the marriage of Romeo (Anna Parker ’24) and Juliet (Jenna Iyengar ’24). Dodo Bi/Salmagundy

ART & TRAVEL

Chorus and Orchestra Concert Connects Community

By Claire Orfitelli ’26 Staff Writer

Musical chords drifted out of the Miss Porter’s School music building this spring. From altos to sopranos, everyone was conjoined in one harmonious song. Music has bonded the community for generations. From traditions to seasonal concerts, students have grown in the presence of music. On May 20th, the school chorus and orchestra demonstrated their work in the spring concert.

The chorus performed “Oceans and Stars” by Amy Bernon, and “Two Moon Songs” by Stuart Chapman Hill. The concert also included the songs, “Stars Above and Earth Below” by Rob Swenson and “Ad Astra” by Jacob Narverud.

Porter’s music director Patrick Reardon said his favorite piece was “Stars Above and Earth Below,” he then explained that “…it takes us through an extensive journey of emotions thanks to a powerful text by the poet Sara Teasdale…it’s about self-discovery in the midst of hardship.”

The orchestra performed Joseph Haydyn’s “Symphony No.53,” and Justin Elie’s “Danse Tropicale No.2” as well as “Merry-Go-Round of Life” from “Howl’s Moving Castle” by Joe Hishaishi, and a Beatles

suite: “Do You Want to Know a Secret,” “From Me to You,” and “She Loves You.” The orchestra section of the concert also featured a G.P. Telemann violin concerto played by Wei Li, Suri Jiang, Helena Hao, and Claire Lee.

Orchestra conductor Britney Alcine said that all the pieces were special, specifically the Haydn symphony movement which includes “syncopation, where weak beats become strong beats.” Elie’s piece, she said, “references the rhythm of Haitian music.” And the Beatles suite, she said, brought iconic rock songs to the concert, showing that orchestra is not just for classical music.

Reardon said what he loves most about music is “its ability to connect us. We’re physically together, in a room, breathing together and aligning our frequencies.”

Alcine believes that “music is innately human and inspires people to be the best versions of themselves.” As a conductor, Alcine said she is inspired to help others find the best versions of themselves through music.

OUTSIDE THE BUBBLE

House Director Reflects on ‘Hardest Job You Will Ever Love’ Peace Corps helped ancient realize mission

By Lauren Hannigan ’25 Staff Writer

Emily Surprenant, a 2011 Porter’s ancient and current house director and director of summer programming, discovered the meaning of the Porter’s mission upon graduating college.

“While I was a prospective student of Porter’s, the head of school frequently discussed her experience as a volunteer in the Peace Corps” Surprenant said. “I became super moved and motivated by the idea that there were opportunities to be in a fully new experience through cultural immersion, and I always knew I wanted to help others.”

This idea remained present throughout Surprenant’s Porter’s experience, and she continued to seek learning experiences to help her become a global citizen.

“While at Porter’s, I was a member of Model UN and other student diplomacy groups which allowed me to travel to several places to focus on conflict resolution,” she said. “Porter’s really taught me how to collaborate, and just have a better understanding globally.” Along with her involvement in clubs, Surprenant was an active member in community service in ways that promoted sustainable change, rather than momentary solutions.

A few years later, as a fresh graduate from Hobart and William Smith Colleges with a degree in international relations and a license to teach English as a second language, Surprenant decided to apply to the Peace Corps.

“I knew I wanted to be an educator, and I didn’t have a preference for where I taught,” she said. ”So I let the Peace Corps decide.”

After hearing she would be sent to be an educator in English in Kosovo, Surprenant found a Facebook group with other volunteers with whom she would soon spend the next two years.

“Going into it, I knew nobody,” she said. “Now, these are some of my closest friends, some were even at my wedding.”

Surprenant was excited to have her own classroom and be able to practice teaching. “But I was most excited to be able to expand my understanding of how different teaching styles work across the world,” she said.

Before the trip, Surprenant was most nervous about having to speak a different language, as she would be expected to live with a local host family who spoke Albanian.

The Peace Corps enrolled their students in a three-month language intensive, which helped her to learn this language. She said her host family was supportive and patient, which “made me feel even more comfortable in my learning process.”

Looking back, she said she wishes she had been more familiar with the complexity of volunteerism and what it means to be a “partner in volunteering, not just making a change because it is what is assumed to be right.”

Surprenant said that she would recommend the Peace Corps to any person who is interested. “This program is the hardest job you will ever love,” she said.

Before class every morning, Surprenant would have her students state a mantra written by Dr. Rita Pierson, a professional educator: “I was somebody when I came. I will be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here.”

Surprenant continues to have students she worked with reach out to her and send her this message before important events in their lives.

“I feel like this experience truly taught me what it means to be a global citizen,” she said.

Surprenant pictured with students from the English club that she started at a school in Kosovo. Photo courtesy of Emily Surprenant.

ART & TRAVEL

SALMAGUNDY

Students Explore the Intersection of Art, History, and Social Change in Berlin

By Charlotte Kronholm ’25 Outside the Bubble Arts & Travel Editor

This spring, the AIS Global Intensive class took a trip to Berlin, Germany. The class explored “making things” with the purpose of “making change.” By focusing on immersion into the contemporary art scene and Germany’s complex history, the students explored the connection between art and social change.

The students attended a variety of workshops, saw new sights, ate amazing food, and overall were able to experience the stories that the city of Berlin has to tell. Mixed into their adventures were many DIY meals and a great number of museum visits. Early on in the trip, the students visited the “Heavy Metal in the GDR” museum exhibit. Students were able to interact with some of the displays, strumming the electric guitars and making the connection between heavy metal music and the fact that the German Democratic Republic was once the Soviet-controlled side of Berlin – and, more specifically, that music became a popular tool of rebellion as the controlling communist government was on the rise there.

Viewing history through the lens of artistic forms was central to the experiences of the trip. The students got even more hands-on, experimenting with screen printing, a type of mass-printed art that was used during the World War II period in Germany.

The students also visited the East Side Gallery, viewing the murals that represent the feelings of East Berlin residents as the wall was taken down. Sara O. wrote in the class’ blog, “I felt like I could really see the feelings of excitement and new beginnings from the people on the East Side, and what they were dreaming of once the wall had come down.”

Seeing and learning about the history of Berlin allowed for a unique perspective of the city. Two students, Madeleine and Liza, recalled

a memorable visit to a church that had been heavily damaged during World War II, noting, “It is so fascinating to see so much history everywhere you look around the city.”

The students also visited the Memorial to the Murdered Jews of Europe during their trip. They said they were able to gain new insight and perspective during this visit. “This was eye-opening as we fully immersed ourselves in this experience to gain insight into the past,” Margaret J. said.

The tour guide, Holger, also provided a unique perspective as he took students around the Alexanderplatz and to see the Berlin Wall. The next day, instead of having a guided tour, the students were able to visit the memorials individually. The two experiences created the opportunity for thoughtful discussion about “the differences between our visits and how context, timing, and even weather shape these experiences,” Zayba recalled.

Throughout the trip, students were able to connect what they learned in class to the art and activities that they experienced. Charlotte I. stated, “[we went] around Alexanderplatz and [saw] the Berlin Wall. Today was so cool because so much of what we learned from the lectures was sitting right in front of us.”

And these first-hand experiences also involved unique, thought-provoking activities. In one activity, half the class created a piece of art as the “East Side,” and the other half created art as the “West Side.” The West Side group was able to talk freely, collaborate, and use materials of their choosing. The East Side’s paper was split into barriers that students couldn’t cross. These barriers inhibited any collaboration.

At the end of the project, the two groups put their pieces together, representing the reunification between the East and the West.

This connection between art, history and social change is essential and pivotal within the city of Berlin. By exploring this connection, the students of the AIS Germany trip experienced one of the most essential objectives of the trip: learning in the classroom, and extending their learning to the real world.

Students on their visit to the DeJa Vu Museum in Berlin, Germany. Photo from AIS Global Intensive Blog

Photos of MPS Students while visiting the community garden. Photo from AIS Global Intensive Blog

An image of the Memorial to the Murdered Jews of Europe in Berlin Photo from AIS Global Intensive Blog

ART & TRAVEL

SALMAGUNDY

The Best Museums to Visit this Summer

By Diane Ferragu ‘26 Staff Writer

As summer is around the corner, it is time to go out and explore some museums. There are thousands of options, from exhibits close by to a trip to New York City. In addition, the focus of each museum can range from historical to scientific to artistic to many other genres. This list will help you guide you through your museum journey.

Looking for a museum within walking distance? The Hill-Stead Museum is a historical building with an art exhibit inside. The HillStead has fantastic exhibits containing a mixture of Japanese woodblock, decorative art, and impressionist masterpieces by such artists as Monet, Degas, Manet, Whistler and Cassatt.

If you are looking for a scientific museum and ready to commit to a 15-minute drive, the Connecticut Science Center is the place for you. This museum has more than 165 hands-on and minds-on exhibits. Over 10 galleries have a 3D digital theater and four educational labs to explore.

Or are you ready to drive a little farther? Are you interested in fish and aquatic life? The Mystic Seaport Museum may be a little over an hour’s drive, but it is worth it. Multiple exhibits change frequently, in addition to different workshops and programs. This museum shows the power and beauty of the sea through innovations, art, arti-

and much more. There are over 300 species to see in the aquarium. Also, exhibits such as the Undersea Explorer VR and Mystic SeaPass allow you to explore these fantastic museums to complete your trip to Mystic.

Or are you planning a trip to New York City? There are so many unique and exciting museums in the city, although there are a few outstanding ones. Firstly, one of the most famous and well-known museums, the Metropolitan Museum of Art, is an incredible place that delves into 5,000 years of world culture from prehistory to the present across every part of the globe. The MET is one of the world’s largest art museums and is where the Met Gala occurs. There is so much to see and explore in this museum that it never hurts to spend extra time there.

Also, the Museum of Ice Cream is an enjoyable experience to share with your friends and family. There are multiple locations, including one in NYC, though if you ever find yourself in Austin, Chicago, or Singapore, check out those museums to compare them with the ones in NYC. This museum helps build powerful connections with others through realms inspired by ice cream. The most astonishing exhibit is the pool full of colorful sprinkles. This is the perfect place to boost your mood with all the fun and bright exhibits.

SPORTS

SALMAGUNDY

Athletes Break Records in Memorable Spring Season

By Kat Cokeley ’25 Sports Editor

As our athletes pack up their equipment and walk off the field, spring sports come to a close here at Miss Porter’s. From the lacrosse turf to the Farmington River, our athletes have put in countless hours of hard work and dedication. As our seniors unlace their cleats — for the last time for most of them — looking back on the season is nothing short of rewarding.

The varsity badminton team concluded the season with an 8-1 record, powering through difficult competitors and traveling far to crush their opponents. Captains Wei Li and Mary Zheng led their team fearlessly, earning the Coaches and Players Awards at the Spring Varsity Sports Banquet.

The track and field team showcased immense potential this season. Freshman soccer star Saige Chisholm ’27 broke school records for both the 100 meters and 200 meters during the first meet of the season. Co-captain Nyla Liburd ’24 won second place in shot put at the Founders League Championships with a throw of 33.3 feet.

Out on the water, the crew team had one of its best seasons in recent history. The varsity 1 boat came in second to Taft at the Dupont Cup. The novice program was one of the strongest ever seen, coming into the season with passion and determination. The new rowers will be cheering our top two boats on as they compete at the New England Interscholastic Rowing Association regatta at the end of May.

The tennis program saw players full of potential but also said goodbye to a beloved senior. The season concludes with a 3-10 record, but the current freshman class is buzzing with talent, playing singles and doubles matches. Senior Jianing Lin ’24 completed her last tennis match at Porter’s. Always with her tennis bag and tan lines from athletic tape, she shared her love for the sport and will be dearly missed next season.

On the softball field, the team displayed immense improvement from last season. Coach Peter Bevivino said players re-introduced them-

Freshman Saige Chisholm ’27 broke two school records this season

Photo from Miss Porter’s School selves as serious competitors in the Founders League. The team ended the season with a 6-9 record, with only one mercy loss.

Rounding out the spring sports stats, the varsity lacrosse team ended the season on a high note. Addy Boyd ’24 broke the school record for most goals in a season, finishing with 130 goals. We will miss her at Porter’s, but we know she will excel playing Division I lacrosse at Boston University. Another senior spotlight is co-captain Ella Babigian ’24, whose junior season was cut short due to an ACL tear. In the final game, Porters was tied with Ethel Walker 8-8. Ella scored the winning goal, securing a memorable victory.

Spring sports at Miss Porter’s bring fun memories, lasting friendships, and gratifying wins. Even if some teams did not have their most successful season, they powered through with smiles on their faces, learning from every experience. We eagerly anticipate what the future holds for Porter’s Athletics and look forward to seeing what next spring will bring.

OPINIONS

Freshman Year: A Life-Changing Time

By Naomi Gramling ’27 Staff Writer

Being new to high school is no joke— the question is, is freshman year a total catastrophe or an amazing new leaf in the book titled Life? For me, I’m leaning toward the latter. While some may believe that moving up to high school is only a change in school, it is also a chance for metamorphosis. Freshman year is a chance to start over, and while challenging at times, it gives students an amazing chance to blossom, showing that new experiences are not always as scary as they first appear.

When I consider my personal experiences at Porter’s, the first thing that comes to mind is that it lifted a major weight off my shoulders. In middle school, I did not feel the benefits of attending school. While I earned good grades and was overall high-achieving, I didn’t enjoy much of it. I needed a school that would support me and my growth and could help me find my passions. Upon arriving at Porter’s, I was introduced to many unfamiliar ideas and systems, including a trimester schedule and breaks built into the day. And for the first time in my life, I lived away from home, which was scary. However, the new environment allowed me to start fresh and try new things like soccer and acting. It allowed me to push myself out of my comfort zone, something I likely wouldn’t have done without entering a new and supportive community. Once I got used to it, Porter’s was less scary and more like a second home.

By conquering the fear of unfamiliar experiences, I was able to expand my horizons and gain the ability to grow into who I am today. Throughout my first year at Porter’s, I have been able to challenge myself in ways I never thought I could; I have fallen back in love with learning new things in a way I only felt when I was younger. I credit this to Porter’s being in a much smaller school, as the tightly-knit community has helped me to be less afraid to speak up. This new environment has shown me that school should help students to grow into their own person, rather than simply teaching one to take a test. Freshman year is and was so much more than I expected it to be.

Overall, I see freshman year as a chance to change and challenge myself. It’s important to highlight both changes in school and as a person. I wouldn’t exchange my freshman year for anything, as I feel it has made me a better person. I’m sure my experience isn’t unique. I hope all can see themselves in me and reflect on their own first times encountering something, not just high school.

Mental Health May Is Important: We Need to Take It Seriously

By Liv Minnehan ’26 Staff Writer

Around the Miss Porter’s campus, the general attitude toward Mental Health May is usually somewhere between the lines of ‘it feels unnecessary’ and ‘why?’ We say that we don’t need more awareness because we are aware, and that is true. There’s not a single person on campus who has no idea what depression and anxiety are, and a good number of us have probably been affected by them one way or another.

The problem isn’t that we don’t know what mental illnesses are, it’s that we don’t care. I’m sure you’ve heard the statistics about rising rates of anxiety among young people. According to psychologist Robert Leahy, director of the American Institute for Cognitive Therapy, the average high school student today has the same amount of anxiety as the average psychiatric patient in the early 1950s. My question is, why is this not raising more alarms? Mental health hasn’t been destigmatized; we’ve been desensitized.

When people feel emotionally and mentally ill, they can often discard it as something normal, or something they’re meant to feel, when in reality it’s the exact opposite. We can’t fix a problem without first acknowledging it as a problem. Mental health isn’t a personality trait or a rite of passage. It’s a vital part of a person’s life, and we need to start treating it that way. Just because suffering isn’t uncommon doesn’t mean it’s unimportant. Let’s all put our best efforts to be there for each other and for ourselves, because mental health really does matter.

Teachers Should Make Work More Challenging: Students Are Capable

By Storr Bostock Shefferman ’26 Staff Writer

Most Porter’s students’ capabilities rise above assigned work; not challenging students hurts us.

I concede, that at 17 I am a geriatric sophomore, unexposed to AIS courses, and of an intense temperament. That being said, the harm of un-challenge I observe and feel outweighs the limitations of my experience and character.

Hurt is multifaceted, but promulgated primarily by a lack of challenge - through low workload and/or low conceptual difficulty.

Low workload hurts students by taking away time-management practice, self-discipline, and routine. I’m sure many Porter’s students have such little work throughout the term that content rarely fills study hall; however, when summatives roll around, we get whiplash. Our heads snap forward with the impact of large assignments, and then back in avoidance and procrastination, leading many students to the ever-familiar all-nighter death march. Further, I am obfuscating if I do not acknowledge these 4 assignments’ emotional weight - as a result of their teacher-ease weighting. Four assignments quantify the value of a student’s understanding throughout the term. As such, the pressure of excellence (dare I say perfection), from summatives forges a kettlebell around student’s necks, exacerbating the rush forward and back of academic whiplash. A neck injury, no matter how metaphorical, always hurts. In a similar vein, unchallenging work hurts students by boring them, especially when distractions prove more stimulating.

One student told me, “If I can spend 20 minutes on YouTube learning something that actually matters to me, why would I spend 20 minutes on a worksheet that tells me five people died on Dec. 8, then asks me, ‘How many people died on Dec. 8?’ I’m going to watch [the YouTube video].”

When a worksheet feels more like a list of notes from a story as someone who derives wonder and joy from learning, I often ask, “What is the point?” Easy work doesn’t stretch our brains. We don’t get the opportunity to analyze, evaluate, or come up with creative solutions. Resting below high-order cognition negatively impacts critical thinking. We deserve more than a game of textual I-spy. More than search-and-find questions. We deserve challenge.

Finally, when challenge comes our way, the expectation should be on-time submission. Deadlines promote executive functioning, respecting community and nullifying exceptionalism. Encouraging students’ prioritization and time management draws students’ work out of a vacuum, and into a life skill. As a student with ADHD, deadlines push me, bettering how I show up in the world. However, when I lose sleep, during one-acts, regattas, articles, other summatives, etc., as other students get extensions I find myself asking again, “What is the point?” Why should students rely on faulty intrinsic motivation for deadlines when there is extrinsic value in meeting them? Shouldn’t students face a penalty when slowing down their class and themselves? (Yes!) Nonetheless, students harming their own and their classes’ learning face no natural or institutional consequences. Classes wait. Students become exceptions. Missed deadlines continue hurting learning.

What are we capable of? My peers and I want to know. We know we can do more than the status quo, and we want to test our limits. Easy work might bolster our confidence now, but what happens when extensions are not the norm? When we encounter more difficult material? We want to feel prepared for college; this is a college preparatory school after all. Above all else, we want to shape a changing world. How can we make an impact on the world, when we do not make an impact in the classroom? Let us learn. Make us think. Expect more. Please challenge us. Students are capable.