January 2013 Volume XXIX, Issue V
VOICE
the
January Interim Lizzie Whitney and Emily Dema Copy Editor and Staff Writer
Cianan Lesley in JanTerm course, Psyanky (Ukranian egg decorating)
During the first few days of January, most high school students are dreading their imminent return to classes, schoolwork, tests, and, worst of all, waking up before noon. Pembroke Hill students, on the other hand, have a unique opportunity to ease themselves back into the school routine: January Interim, affectionately known as JanTerm to students and faculty alike. JanTerm gives students several options to explore: they can take new classes, pursue a personal interest through an independent study, share those interests with peers by leading a class, or even earn community service credit, all while reestablishing the routine of school in their lives. This year’s JanTerm course catalogue showcased many classes, new and old, as well as courses offered by students and teachers. [Continued on Page 3]
The Official Newspaper of the Pembroke Hill School Inside the Issue Meet the Teachers Middle School Science Olympiad. . Page 4 Athlete of the Issue: Ereka Hunt . . . . Page 6 Club of the Issue: Spanish Club. . . .Page 7 Fiscal Cliff Discussion. . . . . . . . . . . .Page 9
Pages 14-18
From the Archives Learn about the disappearance of the Japanese program and the history of Jan Term. Page 12. Chu On This How to find a delicious biscuits and gravy meal. Page 7.
2 Feature Around the World in
7 Days
Paige Pepitone Staff Writer Jan Term is the perfect segue between a blissful twoweek break and getting back to the academic rigors of school. Unlike scheduled Jan Term class options, approved independent studies give students the opportunity to explore activities of interest during the first week back to school in the second semester.
Riya Mehta ‘14... helped Mark Adams, the National History Day regional coordinator for the Greater Kansas City region and the Education Director at the Harry S. Truman Presidential Library and Museum, prepare for the regional National History Day (NHD) competition that will be held this March at the Harry S. Truman Presidential Library and Museum, in Independence, Mo. This is Mehta’s fifth year being involved with NHD, in which, up until now, she has always been a successful participant. In seventh and eighth grades, Mehta placed at regionals and went on to state competitions. Her freshman year, Mehta placed second at regionals, first at state, and third at the national competition. Her sophomore year, Mehta placed first at regionals, first at state, and went on to the national competition. “I have learned a lot from participating in NHD for so long, so this year I decided that instead of competing, I would help new NHD students and the NHD administration,” she said. “I’m really enjoying giving back to a program that has been so important to me for so long.” Mehta also mentors middle school students who participate in National History Day as a year-long independent study.
Whether travelling abroad to learn about different cultures or staying in the Kansas City area to work with local organizations, academic Jan Term independent studies give students the chance to focus their learning on topics in which they’re interested. In order to conduct an independent study during this year’s Jan Term, a student had to submit a
proposal in the fall to librarian Ms. Erickson. The application conveys the goal of the independent study, describes how the student would execute the goal, and lays out the time frame of the independent study. All of this preparation and work culminates in the final product, which is usually a paper or a powerpoint presentation that is shared
with Ms. Erickson and other faculty members. Ms. Erickson wishes to broaden the audience of these finished presentations to the entire student body since many of the independent studies are truly fascinating. These Jan Term independent studies give students a fresh perspective on how learning doesn’t just take place in the classroom.n
Sarah Sampei ‘14... Kat Gentleman ‘14 and Quint Underwood ‘14... traveled to Paris, France. Gentleman worked with the help of art teacher Mrs. Creek to create three detailed sketches each day of the city life in Paris. She also went to see famous art museums and wrote about her favorite works of art. Underwood researched the various benefits and drawbacks of the privatization of space and will present them in a three-page paper. “Privatization of space isn't really an issue right at the moment, but it could be in the next few decades,” he said. “It might be the next global warming or nuclear proliferation issue that is widespread and ongoing.”
traveled to Zurich, Munich, Berlin, and Frankfurt, visiting friends she met at Pembroke Hill during short-stay and her AFS trip to Spain. In addition to many museums, Sampei also visited the Neuschwanstein Castle and the Berlin Wall during her trip to gain knowledge of the German culture. Sampei was inspired to take her trip when, last summer, she had the opportunity to work with German and Indonesian students who came to the States to work with the American government as ambassadors to share their cultures. “I was a group leader for some of the students before they returned back home, and I met some of the sweetest people,” Sampei said in anticipation of the trip. “I would have loved to go to either Germany or Indonesia, and my parents planned this trip for a little taste of Germany. I am just extremely excited to see my friends and learn more about Germany and Switzerland’s historical backgrounds... and eat a lot of chocolate!“
Continued from Page 1:
JanTerm:
Feature
3
A Time to Take Charge
JanTerm is a unique experience, and, on the surface, students understand that JanTerm is a great time to do all sorts of unique things they can’t usually do at school, while still getting back into the rhythm of school life. But beneath that lies the greatest aspect of all: for this one week, the school hands the students the controls to their own class time and opportunities.
Student-Led Courses This year, one of the first student-led courses to fill up was senior Ted Gallagher’s course, Survival, which covers basic skills such as making fires and navigation to help students to stay alive in dangerous situations. He enjoys teaching a JanTerm class because he sees it as a chance to study topics that interest him but aren’t necessarily related to the usual high school experience and, equally important, to share that interest and chance with peers. In addition to recommending the experience to other students, he elaborates: “Instead of submitting to the inclinations of others, you can claim agency over your own JanTerm experience.” Teaching one’s own JanTerm class is a rewarding opportunity, as emphasized by Gallagher, and any student interested should definitely consider teaching a course. n
Teacher-Led Courses Many teachers also anticipate JanTerm, as it is an opportunity to introduce topics outside of the normal curricula to encourage students. Mr. Lips, who is leading an unorthodox scavenger hunt around the city, called PHS ScavHunt1, looks forward to the week because he believes that JanTerm courses allow teachers to experiment and try courses that may end up in the year-round curriculum. He explains that JanTerm is a superb opportunity for teachers as well as students: “I believe that great teachers are essentially great students. By that I mean people who love learning and evolving. JanTerm allows for that evolution to take place on the job for teachers.” Not only does Mr. Lips support JanTerm for both teachers and students, but he would also love to see it expanded to include JanTerm-esque classes during the regular school year. n
Above: Lizzie Shulman, Shaina Desai ‘16, Mikaela Judy, and Alex Anderson ‘15 display their creations from Mrs. Menssen’s Papercrafting and Scrapbooking course.
Above: Isabella Pallotto and Molly Reardon ‘15 work on decorating their eggs in the popular Psanky class.
Above: Emily Ervin and Elena Humphrey ‘16 practice their ice skating skills at the Carriage Club ice rink.
Above: MaKenzie Yearby ‘16 reads a book to a prekindergarten student in Fun in Pre-K at the lower school.
4 Middle School Feature
Middle School Hosts Science Olympiad Tournament Davis Brooks Middle School Staff Writer On December 8, Pembroke Hill hosted its fourth annual Middle School Science Olympiad Practice Tournament. Science Olympiad is a program in which students from grade six and above can compete in events that pertain to a wide range of different sciences against students from other schools. Pembroke Hill has been participating in this competition for several years and feels hosting its own tournament definitely has its advantages. Sandy Longhofer, one of the head coaches for the Middle School’s Science Olympiad team, made those benefits clear: “It is much easier to travel to another school and let them do the work to set up and run a tournament, but having our own allows us another opportunity to compete with schools inside and outside of our region.” As Longhofer said, both teams from down the street and teams from miles away can come and compete in the tournament. This year the tournament was attended by teams from as far away as Colorado and Nebraska. Hosting a tournament like this helps get Pembroke Hill recognized as a top-tier school and at the same time provides, as Longhofer points out, “a great opportunity for students to learn while traveling down many different pathways.” The different pathways refer to the wide range of events one can choose to compete in while participating in Science Olympiad, whether it be an astronomy event, a physics event, a chemistry event, or a biology event. Once again, the invitational held at Boocock was a great success. Pembroke Hill finished with a margin of victory of 77 points. When the Science Olympiad program was started in Pembroke Hill Middle School, not even a fifteen-person team could be filled. Since then, the team has grown significantly, having over fifty participants for the past three years, and the team has achieved great success, placing ninth and eighteenth out of the 4,600 teams that compete in all fifty states during the past two years. This success is credited to the encouraging environment at Pembroke Hill and the fact the school is willing to put in the effort to host a tournament in order to give the kids the opportunity to be a part of a program they so strongly believe in. n
Above: Graham Boswell ‘18 participates in Road Scholar, an event primarily focusing on the use of maps. Photo credits to Beth Bryant.
December 8th Tournament - Achievements ˃ ˃ ˃ ˃
Pembroke placed first out of twenty-two teams 13 first place awards 2 second place awards 3 third place awards
Above-left: Two students participate in the “Mousetrap Vehicle,” an event in which you create a motorized car using mousetraps. above-right: students participate in “Rotor-Egg Drop”, an event where you make helicopter-type objects that will (hopefully) transport an egg safely when dropped.
Feature
Voice of the Internet Michael Rubel Web Designer This month the Voice launched its first can stay connected to all of those artiofficial website. While print copies of cles and the Voice’s always-updating the Voice are read all around campus Facebook and Twitter pages. In the soon after a new issue is published, future, we have plans to extend the the hype largely website far past “...this website has just content from fades until the next month’s issue. The the potential to make the print edition Voice wants to - everything from the Voice the go-to videos to interchange this cycle and always propolls. We source for Pembroke active vide a popular believe that this news source for website has the poHill news...” Pembroke Hill. In tential to make the an increasingly technology-domi- Voice the go-to source for Pembroke nated world, the best way to do so is Hill news whether you’re at school, with a website. On our site, all of the at home, or on a JanTerm trip across Voice’s articles can be accessed from the globe. But most importantly, we computers, tablets, or smartphones need you to tell us what you think. by anyone using a changing, month- Drop a note in the commons sugly password. On the website, readers gestions box or browse to bit.ly/suggestvoice to send us feedback, ideas, or anything that floats across your mind. We have a feeling you’ll love the new janterm website as much as we do, so come on by. You won’t regret it. n
5
Scan the QR code to access the website. Photo credit to Raymond Fang
Pembroke Hill Launches Official Facebook Page
Ellen Cagle Copy Editor Pembroke Hill has jumped onto the social media bandwagon and recently launched a Facebook page. “More and more people are using social media to stay in touch and Pembroke Hill wants to have a presence in the social media world,” said Beth Byrant, Director of Communica-
tions, in an email interview. The page, which officially launched on January 14, targets students, parents, faculty, alumni, prospective families, and anyone in the community who wants to interact with the school. Allison Palmer, Website and Internet Marketing Coordinator, hopes that club leaders and people involved
with sports and other organizations will begin posting about events and other student activities. To further encourage interaction, the school plans to host a video competition on the page and award a $50 gift card to the winner. “I think [the Facebook page] can be a great place for people to get information on what is going on,” com-
mented Palmer. Pembroke enlisted MMGY Global, which is headed by Don Montague, a current Pembroke parent, to design the page. A student committee is helping to spread the word. “Ideally . . . the page will be a place people want to visit because it is fun and informative at the same time,” Palmer said. n
6 Sports
Ereka Hunt: Athlete Extraordinaire
Gunjan Gaur and Laura Hibschman Staff Writers Ereka Hunt ‘13 is well known at Pembroke for her exceptional talent in basketball. Hunt has been playing basketball since she was 5 years old and has been playing competitively since she was in 4th grade. Hunt has been a key player on the Pembroke Hill basketball team since she began playing as a varsity starter her freshman year. In addition to being one of the team captains her junior and senior years, Hunt has been selected for First Team All-District twice and All-Tournament team a total of five times so far. On Monday, January 7th, Hunt scored her 1000th career point in a game against Odessa at the Pleasant Hill Tournament, a mighty accomplishment in Pembroke Hill history. During her freshman,
Above: Hunt dribbles past a Grain Valley defender. Right: Hunt takes a two-point shot. Below: Hunt takes a two point shot amidst many Grain Valley defenders.
sophomore, and junior years, Hunt also ran cross country, but she quit this year in order to focus entirely on basketball. When asked why she enjoys the sport, Hunt said, “I love the excitement I feel before a game, the adrenaline rush of hitting a big shot, and I love how I can forget everything else and escape from o ff
reality while playing basketball.” But above all, her favorite part of playing is having close relationships with her friends. She says, “[S]ince basketball is such a long season, I definitely wouldn’t enjoy playing as much if we weren’t so close.” Hunt plans to continue her basketball career at Washington University in St. Louis
after she graduates, and will miss these close friendships with her teammates. Looking back, Hunt says that playing basketball has greatly influenced her life. Over the years, playing basketball has taught her about time, dedication, and sacrifice. Also, her coaches and teammates have taught Hunt how to be a good leader. One of the most influential figures in Hunt’s life is her trainer, who taught her the fundamentals of the game when she was young and continues to inspire her to improve her game today. Hunt was also inspired by her older sister, Shaina, who played on a travel team in high school and motivated Hunt to join a competitive team as well. To sum up her basketball experience, Hunt says, “Through the ups and the downs, I can’t imagine my life without basketball.” n
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Spanish club members and officers wrapping Christmas presents to Photo credit to Maya Patel donate to families. Maya Patel Managing Editor Once a month, a long line of excited students waits to order their succulent, overflowing Chipotle burritos. A Spanish Club tradition, Chipotle days are among the most anticipated days of the month. Everyone is eager to order their burrito on Wednesday and anxious by the time lunch comes around on Thursday, dreaming about the delicious meal they will soon devour. However, some may not know the real reason why Spanish Club holds these special lunch pick-ups. One of the officers, Sarah Sampei ’14 explains: “We charge a little extra so that
we make a profit after paying for the food and we save up all the money to buy the presents before Christmas.” Spanish Club buys presents for families with children ranging from babies to teens. This year, the club bought presents for four of the largest families in the program. A couple of officers also went gift shopping based on the families’ wish lists. A few weeks before winter break, the club held a wrapping party during Meetings period for students to help wrap the presents. With bags full of presents, endless rolls of festive wrapping paper, and the warmth of giving, the Spanish room was filled with holiday spirit. Spanish Club
is truly able to give back to the community with their muchloved Chipotle runs, bringing happiness to both the students with a delicious lunch and the families for whom they provide gifts. As for the rest of the year, Spanish Club plans to continue both the charity and the fun. There are hopeful plans for a community service activity with connection to the Spanish-speaking community, as well as the possibility of having another get-together event. Spanish Club encourages more students to come out and engage in learning more about the culture and language because, according to
HU
Jon Chu
on this... A couple days ago I was eating a breakfast of biscuits and gravy when I began to comment on what I thought the restaurant could use in their gravy to make it better. It was then that I realized I had eaten this meal at almost every breakfast restaurant I’ve been to. Indeed, from lukewarm hotel breakfasts to delicious restaurants around Kansas City, I have devoured every fluffy biscuit, scrap of sausage, and drop of gravy I could find. Biscuits and gravy is always a filling breakfast, and I especially enjoy it because I usually prefer a salty breakfast to a sweet one. In this relatively simple dish, it’s the little details that count, and texture plays just as great a role as flavor. A biscuit that is too dry or gravy that is too runny just won’t do. You may expect me to tell you where to find the best version of biscuits and gravy, but it’s actually really hard to say. Most have at least some good qualities and many are similar; to find a true winner, I would need to devise a rating scale. But for now I will say that the best biscuits I’ve had were from The Big Biscuit (naturally), and the best gravy, which includes chorizo, was from Eggtc. I’ll also give a strange suggestion: mix in a little ketchup to the leftover gravy and eating it with breakfast potatoes. It tastes
biscuits and gravy...
Spanish Club
Student Life 7
Sampei, it’s “so much fun!” n
Library Lookout
Cynthia Wang Managing Editor
Need to brush up on your table manners before WPA? Look no further than the Kemper Library’s collection of books on manners. From George Washington’s own Guide to Civility to fashion designer Kate Spade’s colorful rulebook, Manners, you can find out everything you need to know
about how to handle yourself properly among your peers. There is even a series of books from the 1940s that delve into the subject of how to get along with the opposite sex. This collection about etiquette will be on display throughout January, and make sure you read How to Get Along With Girls to know when and where to wear pomade, or what the word “pomade” even means. n
Graphic made by Maya Patel
8 Opinion
“God Bless America” Cormac Chester Staff Writer It says in Article VI of the first amendment that “no religious Test shall ever be required as a Qualification to any Office or public Trust under the United States.” In other words, a person isn’t required to believe in a religion in order to work for the government. The idea is not only present in those two examples but also in Article XI of the Treaty of Tripoli, where it says, “The Government of the United States of America is not, in any sense, founded on the Christian religion.” The idea of the separation of church and state is a prevention against theocracies, which are often corrupt due to their creation of laws based on a religion, rather than those based off of democratic principles. Even though the United States government is just the opposite of a theocracy, religion threatens to seeping into law, thus undermining the idea of the separation of church and stateas established by various founding government documents. One example of religion seeping into the law is the Pledge of Allegiance. From its creation in 1892 until 1954, there was no reference to a god or any other religious figure. However, in 1954, a push from certain religious groups aided the passage of a bill that added “under God” to the Pledge. While this act may seem harmless, the insertion means that citizens of the United States are not only swearing their allegiance to the flag of the US, but also to a god, whether they believe in that god.
As such, the whole idea of the separation between church and state was undermined. There have been recent challenges to this non-secular pledge. One instance was in February of last year, when a family in Massachusetts asked a judge to order the removal of “under God” in a school district. Another instance was in June of 2012 when an atheist family asked the for the removal of the religious portion from the Pledge for the entire country, not just a school district. Both of these instances have happened in the last year, meaning that this is indeed a current and contro-
instance, there are many atheists living in the United States. With this motto, that segment of the population is automatically ostracized. The purpose of a motto is to represent the entire population, and our motto once did so. With no official motto until 1956, the unofficial motto was e pluribus unum, meaning “out of many, one.” This phrase is still on the seal of the United States. There are also some current issues with the national motto. One instance was in 2007, when the motto celebrated its 50th anniversary. In Indiana, the American Civil Liberties Union had a lawsuit against the motto which appears on the some of the license plates. Another instance was in November of 2011, when the House of Representatives reaffirmed the motto. President Obama had mistakenly stated that e pluribus unum was the motto, and Congress demanded that the issue be clarified. What this shows is that religion has flowed into the government, and Congress spends its time on trying to ‘fix’ the religious piece of the law. When looking at these two examples, they have an interesting similarity: both the Pledge of Allegiance and the US motto used to be secular. It can be concluded that as time passes, religion will trickle into the government more and more. While not everyone considers this a problem, it is undermining the Constitution and the Treaty of Tripoli. In the end, it is best not to cripple the basis of our country. n
“Article 11 of the Treaty of Tripoli..says, ‘The Government of the United States of America is not, in any sense, founded on the Christian religion.’” verisal issue. Another example is the national motto. On coins and paper money, “In God we trust” is printed or engraved. The motto is a blatant violation of the law of the separation of church and state that is in many government documents. It would be one thing if the motto was ‘In law we trust,” but the association of God automatically excludes a portion of the population and violates their basic human rights that are guaranteed by the Constitution. For
Opinion
FISCAL C L I F
9
America’s Invisible and Self-inflicted Economic Woes
Some of you may have been glued to your television screens over break, anxiously waiting to see if Congress would pass the all-important “fiscal cliff” bill. Apparently, our lawmakers kept the country from rocketing over some economic precipice. I feel like they accomplished as close to nothing as they could while still claiming to have a bill to sign. Is this compromise? If so, I guess I’m not a fan. Our country is currently barreling toward a terrible end. At this point, can we avert the crisis? A realist, falsely labeled as a pessimist, would say probably not. Our debt accumulation has reached an intangible sum. What’s even scarier? This colossal number is only a fraction of our true debt. Its size is only due to the government’s unique accounting methods. The government’s accounting, like much of its dealings, is less than transparent. If the government were to report its debt like other enterprises, the sum would be overwhelming. Concerned c i t i z e n s might faint
in their homes. Treasury debt, federal employee pensions, and postretirement health benefits are included, but Medicare, Social Security, and other fiscal obligations are not. In other words, the government includes what it strictly must pay, not what it could choose
not to. However, if it were not to pay its other debts, a public uproar and political nightmare would ensue. If these other liabilities were included, the total would presently sit at around $86.8 trillion dollars. Though this number is not included in government reports, it was reported by the Wall Street Journal in November. Tax increases just will not cut it. If the IRS were to take the entire yearly income of all the people earning over $66,193, they would only be able to collect $5.1 trillion dollars. Yes, “only.” To avoid enlarging the debt, the IRS would need to collect a whopping $8 trillion in taxes. Even including the total income of all U.S. corporations, $1.6 trillion, the total would still be short by $1.3 trillion dollars. Don’t be swayed by politicians’ plans to tax the wealthy. Not enough wealth exists to bail the country out. If the government continues its current spending trajectory, we have a much more perilous fiscal cliff to worry about. n
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10 Feature Riley Sloan Managing Editor
Most people think that the Second Amendment guarantees the right to own guns: “A well regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed.” People may argue the relevance or degree, but the second amendment does seem to say that we have an inherent right to have guns. Only one problem: the actual grammar used is still being debated. Apparently the specifics were garbled somewhere on the way to the Na-
ation” to “The Right of the People to Keep and Bear Arms Shall Not Be Infringed” in 1977. The NRA conceived of the new interpretation of the Second Amendment and cast gun ownership as a patriotic duty. In 1980, Ronald Reagan was the first candidate to receive
tional Archives. In fact, the Second Amendment passed by Congress and ratified by the states was punctuated with three commas: “A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.” These commas drastically change the meaning of the text. In the version passed and ratified, it is clearly not the right to guns that shall not be infringed upon, it is the militia that shall not be infringed
an endorsement from the NRA, and the new NRA was accepted with open arms into the GOP’s new coalition. This is when gun control became controversial and partisan and when the popular definition of the Second Amendment changed. In 2008, the Supreme Court cemented
upon. Under this interpretation, the right to keep and bear arms is only protected for citizens in state militias. For years, the Second Amendment was interpreted as follows: “A well-regulated militia (being necessary to the security of a free state and the right of the people to keep and bear arms) shall not be infringed.” For much of our nation’s history, the Second Amendment protected militias, not people’s guns, from the federal government. This was upheld as early as 1842 in Arkansas v. Buzzard. Gun control was
this interpretation. In District of Columbia v. Heller, the Court officially separated the right of individuals to own guns from service in a militia. Four of the nine justices stated in a dissenting opinion that “the ‘right to keep and bear arms’ protects only a right to possess and use firearms in connection with service in a state-organized militia. Had the Framers
widely supported by states, the people, the courts, and even the NRA. Founded in 1871, the NRA was simply a sporting and hunting association for its first 100 years. But in the ‘50s and ‘60s, gun violence became a serious problem in cities. After the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, members of both parties got together in 1968 and passed the largest federal gun control expansion in history. But then something inter-
wished to expand the meaning of the phrase ‘bear arms’ to encompass civilian possession and use, they could have done so by the addition of phrases such as ‘for the defense of themselves’.” Gun control is a controversial issue, and everyone seems to have his or her own position. But whatever
esting happened. “There was a bureaucratic coup d’etat within the NRA,” Mark Tushnet, a constitutional law professor at Harvard, explains. “Washington insiders took the organization over… and converted it from an organization that was involved in supporting gun-related sporting activities into a Washington lobbying organization.” The NRA’s motto went from “Firearms Safety Education, Marksmanship Training, Shooting for Recre-
our beliefs, the interpretation of the Second Amendment under which everyone has the right to gun ownership is relatively new. Five justices agree with the NRA. But many constitutional scholars agree with the interpretation that courts had
for two centuries: The Second Amendment is about militias, not individuals. The fact that popular and official interpretation of the Constitution can change this quickly should make you think about the constitution, laws, rights, and even punctuation. n
Feature 11 On these pages would normally be the Voice’s annual sex, drugs, and alcohol poll. However, the editors have chosen not to print statistics about the student body in light of the administration’s recent use of such results in infringing upon students’ rights.
“Liberty is always dangerous but it is the safest thing we have.” --Harry Fosdick
Riley Sloan Managing Editor Last week, Rockhurst High School announced that it would begin annual testing of every student for drugs and alcohol. Starting next fall, the first time a student fails a hair sample test for drugs and alcohol, parents will be notified and the student will talk with a counselor. Multiple offenders will face disciplinary action. The policy was decided on after two years of discussion with parents and students, but many are not happy. “This is a ridiculous. It is a waste of money that will cause students to leave [the school],” one Rockhurst senior declared. As tensions mount over this controversial new policy and Pembroke parents begin discussing the issue, it is worth discussing an episode in our own school’s past. The Voice would once post an annual poll on the student body’s participation in drugs, alcohol, and sex by grade. When looking in the ‘04/’05 archives, however, we found only two blank pages with a small amount of type in the center [recreated above.] This statement was a big accusation against the Pembroke Administration. Apparently, Principal Sue Bloemer made an announcement in assembly on April 18, 2005, telling the students to keep safe at the upcoming prom and on
April 20th, a day associated with smoking marijuana. The student body broke into laughter. The next week, however, they weren’t laughing. The week after the prom, only a few days after April 20th, the school began administering drug tests. The Voice covered all sides of the story. The April issue was filled with anonymous articles protesting the administration’s actions, with such titles as “The New Pembroke Dictatorship” bordered by images of marijuana leaves and a McDonalds-esque ‘M’ with the text “Marijuana: over one billion stoned.” The administration defended the testing with a passage from the student handbook, which reads, “The school reserves the right to randomly test for drug and alcohol usage at school and at school-sponsored events.” Many students, however, claimed that there were flaws with this logic. Urine tests only show up positive for marijuana days after use. So just because the tests were positive did not mean that students were breaking school policy by doing drugs or being under the influence at school. Some students also pointed out that the tests weren’t random. The administration chose whom to test by what they referred to as evidence, although they refused to release such evidence. The school also used the obvious
argument that marijuana is illegal. One of the anonymous articles, however, stated: “The fact remains that the police department exists to punish these crimes, and the last time I checked, neither Mrs. Bloemer nor Mr. Schmidt [then head of discipline] owned a badge.” The Student Handbook was also quoted as saying that “when a student’s misconduct is brought (with supporting details) to the administration’s attention, the school will notify the parents. At this point, it is the responsibility of the parents to determine appropriate action (21)”, and “what a student does at home or elsewhere off campus at any non-school-related activity is the concern of the student and the student’s parents (20).” At least half a dozen students, however, found themselves in trouble without definitive proof that drug use occurred on campus. The administration pointed out that students breaking the law affected the entire Pembroke community, and as many students sided with the school as protested against it. The administration also started discussions on whether to eliminate open campus and senior off-campus privileges, ban water bottles in class, and introduce hall passes. Angered by what they called an “infringement of our rights,” the wrath of the students was unleashed. Not only
(Text from March 2005) were the walls covered with posters about students’ rights, some students anonymously circulated the poll in an underground newspaper. An anonymous student said, “Our rights were infringed because some parents didn’t like what they read…freedom of speech is dangerous but not as dangerous as its absence. All this accomplished is a wider gap between students and faculty.” The administration responded, “As a community, we need to take care of each other. To turn our eyes away is to be negligent. We have to embrace and deal with the good and the bad. For the community to bury its head in the sand is to ignore the problem.” Pembroke acted within its legal rights, as Rockhurst is doing now. But is Rockhurst infringing and did the Pembroke administration infringe upon student rights? Should private schools in general be drug-testing students? Rockhurst is a very similar school to Pembroke. While many students there seem satisfied with the testing policy, it will be interesting to watch how the student body responds once the policy is implemented, and whether it affects future Pembroke policy. This is a contentious issue, as drug testing affects every student. What will the future of drug testing be at Pembroke Hill?n
12 From The Archives
Sayonora! Pembroke Stops Japanese Language Program
Laura Walker Contributor Reprinted from January 1997
Pembroke Hill, a private school with many unique options for students, is destined to have an advantage over public school students. Or is it? On January 16, all Japanese students were informed that the Japanese program would no longer exist at Pembroke Hill. This enriching and unique program was and still is an important part of our curriculum. This decision was made on the basis of lack of interest and the need to consolidate because of funding. There was no attempt by the administration to ask for feedback from Japanese students or the Japanese teachers. It was just “decided.” Well, I don’t like the decision and neither do many more students and faculty. Grant Triplett, Lance Feagan and Peter Chung are three sophomores whom the decision will affect greatly. All three have been committed to learning Japanese since their eighth grade year. Now they are left with a promise of a “replacement” course where levels are grouped together. That is only until the end of their junior year. No options exist for their senior year. The opportunity this non-European based language provided was a necessary addition
to French, Spanish, and Latin. The academic value of Japanese far exceeds any funding necessary to sustain its future. Though the school is not replacing it with another language, the school would not completely fall apart financially from its continuation. The administration went about this in the wrong way. We could have worked positively for the course by seeking interest instead of killing the program. The letter sent home to parents of Japanese students stated the administration’s motives ambiguously, saying they could no longer sustain four languages. OK, but WHY? I am a senior and the decision will not affect me directly, but I care about how this decision affected my classmates, my teachers, and the school’s academic integrity. The school should have heard Japanese students’ thoughts about the importance we place in this option. I place studying Japanese among the most enjoyable and memorable experiences I have acquired in my thirteen years at Pembroke. The loss of the program, Mr. Nemiccolo [Japanese teacher], and the J-LEX assistants will leave a definite void in Pembroke Hill that will be felt by all students, all faculty, and the administration whether they like it or not. I just hope other programs as integral to our school will never have to experience this. n
The academic value of Japanese far exceeds any funding necessary to sustain its future.
What language would you take that is not offered at PHS? “Hebrew; it would be cool.” - Laura Fried “German; so that I could yell at my parents and they wouldn’t understand me.” - Anna Austenfeld “German; it sounds cool” - Briana Cameron “German; I guess I could use it at some point.” - Marne Zahner “Japanese; it used to be here, and if it survived here for awhile, why not continue it?” - Jack Dempsey
Reprinted from January 2005
The History of January Interim How and when it began and why it’s only a week Emily Crenner and Claire O’Laughlin Staff Writers Reprinted from January 2006
Students pose on the Habitat for Humanity in Austin, Texas, Trip led by Dr. Salinger during JanTerm. Reprinted from January 2000.
January Interim, or Jan Term, has been a part of the Pembroke Hill High School curriculum from even before Sunset Hill and Pembroke Country Day merged in the eighties. Jan Term started as a part of a liberal education movement to give the stu-
dents more control over their academic lives. Ironically, Jan Term was shortened to two weeks, and finally just to one week, to satisfy the demanding requirements of the AP programs. According to Mr. Medlock, [former] head of the Jan Term program, the AP teachers originally included their classes as a part of the curriculum, but eventually the school decided to
change the whole program to make way for more of a structured academic syllabus. Pembroke Hill is the only high school in the Kansas City area that includes the Jan Term program. Some colleges also use this program as a way to allow students to have more influence over their education. n
Feature 13
Pembroke Hill Auction Cindy Wang Assistant Editor One month away. For those of you who have been eyeing that gorgeous pink vintage nightgown, you most likely already know what I’m talking about. If you don’t, get ready to start looking for some spare change. Once again, the Pembroke Hill Awesome Auction, held once every two years, is about to get started. This year, the auction will be held in the Starlight Theater on Saturday, February 23rd, 2013. Along with a new blog, which was beautifully created and designed by Lina Dickinson, this year’s auction will also start text bidding through
the use of Qtego, a type of mobile phone bidding technology. Text bidding will allow bidders to have fun while still allowing them to keep tabs on the “one darn thing [they] care about.” Once you decide on a maximum bid, just text it to Qtego, and updates about your item will be texted back to you. Another plus (and marriage saver): you will be unable to bid against your spouse. If this whole process is a little too confusing, don’t worry: Qtego as-
sistants in bright orange shirts are there to save the day. This year’s Awesome Auction is co-chaired by Jennifer Bailey and Rachael Sabates. Knowing the highly successful and popular nature of the event, we wanted to know exactly how these two talented women managed to plan, organize, and communicate at the same time, while still having fun. So, ladies and gents, pull out those cocktail dresses and tuxedos and get ready to engage in some fierce bidding wars. Oh, and don’t forget
“get ready to engage in some fierce bidding wars”
your cellular device; it’s about time those five inch touchscreens came in use. Interested in learning more about the auction? Visit the newly created PHS Awesome Auction blog (http://pembrokeauction.wordpress. com/), where author Lina Dickinson will “inform, excite, and delight the pants off you with all of the thrilling pre-auction drama.” Even better than just visiting the blog? Subscribe to the blog email, where Dickinson will be reporting “juicy auction developments” and not “inundate [you] with a ton of a junk.” I don’t know about you, but I’m sold. n
A few Auction items: far left: Artwork completed by Carol Scheizer and PHS Kindgergarteners middle: Hand-made wooden bowls by Mr. Bartelli left: Winter Arizona Retreat
Interview with the Co-Chairs Voice: What kind of a role does the auction serve financially to Pembroke Hill?
Voice: What’s your favorite thing about working with the auction?
Co-chairs: The money raised goes into a general fund, which in turn supports faculty development and financial aid. It supports education in every way, really.
Co-chairs: I enjoy working with the other people, who are so talented and committed to the auction. I like being able to support the school while working with fun people for a great cause. It’s just a fun way to get involved with the school and meet new people.
Voice: What types of items are typically auctioned off? Co-chairs: All kinds of items, ranging from amazing trips to dinners for groups of people. We also have sporting event tickets, artwork, tickets to performances, and three amazing internships to private sectors. Our new blog has information about all of the items, so check it out when you have time! Voice: With so many items, how much preparation goes into the auction? Co-chairs: Since the auction is every two years, we normally begin preparing one and a half years in advance. We start creating a team and an acquisition committee, who solicits parents and businesses for donations.
Voice: Do you have any advice for others who are organizing big events similar to the auction? Co-chairs: Being organized and having a good team are both very important. The school is so phenomenal, and we love working with great people who make everything so seamless. Voice: What’s your favorite auction item? Co-chairs: There’s a trip to Mexico that I’m interested in. Also, there are two tickets to the LA premiere of the next Hunger Games movie, so that’s something that I might look out for. It’s hard to decide, really! There’s so much jewelry, artwork...
Voice: What has been your biggest challenge? Co-chairs: Time. As people’s lives get busier, time becomes so valuable. That’s always a challenge. It seems as if time always slips Voice: Any additional comments or thoughts? Co-chairs: We really hope that high school students will get more involved with the auction this year. We have so many great opportunities, such as the three wonderful internships, that we hope will appeal to the students themselves, and not just their parents. You can also bid for first place or second place in line for schedule changes in the coming school year. There are so many options to choose from, so we hope that everyone will be able to find an item that they would like to bid on. Voice: What do you think has made the auction so successful in the past? Co-chairs: Definitely the community. They really care about the school, and so many people always attend the auction and donate.
14 Feature
Mrs. Piper Abernathy
Cynthia Wang Managing Editor
“I always knew I wanted to teach, and I can remember being five or six and teaching reading to an invisible classroom. Words have always been my friends,” recalls Mrs. Piper Abernathy, Pembroke Hill’s newest addition to the Upper School English Department. Mrs. Abernathy, a Kansas City native, has taught at both Park Hill High School and Park Hill South High School. After several years, she left teaching to be home with her children, but her interest in English eventually led her back to school to pursue a degree in poetry. Most recently, she found herself teaching again at Penn Valley Community College.
When did you begin teaching? I was 22 years old and barely older than my students. Did you face any problems when you began? I was constantly being yelled at for being in the teacher’s lounge and always being mistaken for a student. I managed to overcome that problem by making myself part of every committee that would get me in front of the faculty (it was a BIG school) so they could see just how adult I really was. Boy, I showed them. I was so busy that first year that I became pruned, stooped, and gray. No one mistook me for a teenager ever again! What do you do in your free time? I love to spend time with my children (Clayton Blue, 7 and Remmy Ember, 3) and husband (Nick, ‘91)! We like to play outside, watch movies, laugh, dance, read, and eat! I also write poetry and short stories, love to read non-fiction, especially about the brain or science, and I get over to the Nelson-Atkins as often as I can for some quiet reflection.
Mrs. Abernathy settles in on her first day of
What is your favorite book to teach? I have had some amazing experiences teaching Thoreau’s Walden, Vonnegut’s Cat’s Cradle, and Ralph Ellison’s Invisible Man. I also love teaching anything by Flannery O’Connor. Did you ever doubt your desire to teach? No... is the short answer. I did doubt that I would return to the high school setting. I planned to teach as an adjunct or possibly fulltime at the university level, and write. However, Pembroke is the one high school I always said that I would go back for, so when the opportunity arose, I couldn’t resist! What is your biggest English pet peeve? My pet peeve as an English teacher is when students claim they are not creative. Every human being is creative, but some are simply unwilling to create. I
also can’t stand passive voice, school. Photo credits: Rachel Kennelly unless it is intentional and useful. Fun Fact: Mrs. Abernathy loves horror Was there ever a specific interaction with a student or a moment in movies. She shares this passion with your career that you can recall that her father, and her favorite films epitomized your love of teaching? are: Poltergeist, The Shining, and The There were many moments, honestly. Exorcist.” Here is one of the most vivid: I had my 11th grade students write a paper about a loss of innocence they had experienced...anything from realizing Santa wasn’t real to losing someone they loved...and I remember when they turned in their papers, one class asked if they could each speak a bit about what they had written, though that wasn’t the planned activity for the day. I was impressed they wanted to share, and their level of honesty, self-reflection, and a willingness to put themselves in such a vulnerable position in front of their classmates astounded me. There were some serious revelations that day, and I truly believe it was an important catharsis for us all. n
Photo credit to Kim Firestone
Feature 15
Mrs. Elizabeth McIntyre
Megan She Staff Writer When going from class to class, teacher to teacher, students don’t always realize that teachers actually do have a life outside of the classroom. Even when bumping into a teacher outside of school at, say, a grocery store, the occurrence is often considered strange and a little awkward. What are our teachers actually like when they aren’t teaching? What secret lives do they have that we don’t know about? These are the untold stories of 9th grade biology and AP Environmental Studies teacher Mrs. McIntyre. Elizabeth McIntyre has worked at Pembroke Hill since 2003, teaching various classes in the science department with her main classes being 9th grade biology and AP Environmental Studies, both of which she still teaches today. She has also taught Botany and Zoology, both semester classes. Starting out as a
part-time teacher, she became a full time teacher during her second year of teaching here at Pembroke; however, not everyone is privy to her secret life outside of teaching. Apart from teaching, Mrs. McIntyre also
ically trail riding. Not only does she ride for leisure, she also takes part in endurance and competitive riding. Today, Mrs. McIntyre does not have much time to train outside of her other activities, but she still fits
“Biology is not for sissies.” partakes in many activities to better the environment in her community. She specializes in prairie restoration, something on which her JanTerm class is also working. In some cases, these vast fields are also used for scientific research. Mrs. McIntyre thoroughly enjoys the natural environment; in fact, one of her favorite activities is horseback riding, specif-
in whatever riding she can do. She is the owner of a “30-year old Arabian who is semi-retired, and a very lively, opinionated Mustang.” Although she is talented in many outdoor aspects, she also says she has an “unfortunate weakness for bad puns” and is a pretty good cook too, but she does not have much time for it. But life for her teaching here at Pem-
broke is not dull either. She has accumulated numerous memories over the years: A few years back when she was teaching Zoology, she had the class dissect sharks. Dissection projects can smell horrid and often leave hallways smelling of their odor for days on end. But this was no ordinary foulness; teachers as far as the third floor were complaining of the smell. If this were not chokingly bad enough, Mrs. Mclntyre says that shark dissection in college is much worse. She adds, “Biology is not for sissies.” Mrs. McIntyre believes herself to be a very ordinary person, but even ordinary people have aspects to them that make them unique. Mrs. McIntyre believes that it is very important not to take oneself so seriously and instead to lead life with a more carefree attitude. Both of these characteristics help one enjoy life to the fullest and take advantage of all the opportunities one have been given.n
16 Feature
Mademoiselle Maud Croibier-Muscat
Kate Berkley Managing Editor Whether she’s traveling to a new country or learning another language, Maud Croibier-Muscat is constantly absorbing new knowledge and worldly insight that she brings into her French classroom at Pembroke Hill. “I have always been fascinated with languages and I remember [from an] early age having a particular curiosity for different cultures” says Croibier-Muscat, affectionately known around school as Mademoiselle. Having studied English since the sixth grade, Mademoiselle first came to the U.S. as an exchange student when she attended her senior year of high school in Chicago, wanting to improve her English and learn about American culture. For Croibier-Muscat, having grown up in Moulins, a small town in central France, moving to the United States was quite a “depaysement complet,” or culture shock; however, she says that she found wonderful hospitality in the Midwest. After high school, Croibier-Muscat went on to earn her master’s degree in applied modern languages with a focus on international business from the University of Blaise Pascal in Clermont-Ferrand. During her university studies, she was offered a European scholarship - entitled Erasmus - to Oxford Brookes University to work towards an advanced diploma in Business. “The rigor and prestige of the University taught me a lot about perseverance and adaptation skills and offered me new approaches on life...[the] experience was a significant enrichment and motivated me to live abroad and explore new cultures.” After working at the French Consulate in San Francisco, Croibier-Muscat went back to school and obtained a master’s degree in Education, focusing on teaching French to foreigners, from the University Stendhal of Grenoble. “I have always had a profound interest in sharing my love for academia and knowledge for my native tongue and culture.” Having lived in Kansas City since 2002, Croibier-Muscat does miss France, particularly the food, her family, friends, and pets, and the slower pace of life there the most. However, she has found considerable joy in teaching at PHS: “The best reward
Above: Croibier-Muscat in Bali, below-left: attending a cooking class in Indonesia , below-right: at a meditation retreat in Bali. Photo credit to Maud Croibier-Muscat.
for me is to see when all the students are actively engaged in a challenging learning environment, when there is palpable positive energy in the classroom, and smiles on the faces of the students.” Outside of teaching, Croibier-Muscat’s interests include watching foreign movies, hiking in the Alps, taking art classes, cooking, meditating, reading, and swimming. And on top of all of that, she still finds time for her passion: traveling around
the world, with her favorite places including the Seychelles, Bali, and Mykonos. “With globalization, preparing students to become better citizens of the world is essential,” Croibier-Muscat says, and for her students, she not only provides enthusiasm and passion for language and culture, but offers a window to the world. n
Feature 17
Madame Kathleen Johnson Isabella Way Middle School Staff Writer Meet Madame Kathleen Johnson, Middle School French teacher. She teaches students about language, culture, and areas of France in a fun-filled learning environment. In classes of about eleven students, the atmosphere is very relaxed, making it easier for students to learn to their fullest ability. The students participate in various classroom activities, such as acting out thier own original stories. Challenging tests and quizzes are given periodically, and projects including writing short stories require students to use and improve their vocabulary. However, French class is not all work. Students have occasional parties, where they are allowed to bring French foods, such as crepes or macaroons. When asked about her journey to become a French instructor, Johnson replied, “I really loved French, and I liked my French teacher. She really paid attention to me, and not a lot of teachers did. When I first started, I worked at inner-city schools.” She eventually chose to work at Pembroke Hill because her son was a student at the pre-school. “He loved it so much that I thought it would be a wonderful place to teach.” Johnson’s love of French is reflected in other aspects of her life. Her favorite book is A Moveable Feast by Ernest Hemmingway. She also loves the French art film Le Ballon Rouge. Her favorite travel destination is southern France. “I really like Menton, on the Italian border. The food there is Italian, and it is really good.” n
Above: Madame Kathleen Johnson teaches Middle School French students. Her class is enjoyed and fondly remembered by many students. Photo Credit to Riley Sloan
What are your favorite hobbies to do outside of school? I love to walk, especially with my border collie, Junie B. Jones. Did you play any sports when you were our age? No. I’m non-athletic. Are there any secret facts that most people don’t know about you? I’m not a spy. I have many old friends. My best friend is from second grade and I have some very dear old friends. Do you like to listen to music? I love all kinds of jazz.
If you were an animal, which one would you be and why? I’d be a cat because I love the way they relax. They really understand how to stretch out and be calm. What was your favorite subject in school? I had a nun for a teacher who I really liked who taught a class called cultural diversity. We would go to different places in the city. She even took us to a jail one time - it was a weird experience. What season of the year do you like most? Summer. I love the weather.
What’s your favorite ice cream flavor? Homemade vanilla or peach ice cream with strawberries. Did you have any siblings? No, I was an only child. I just had dogs. What advice do you have for young people transitioning through their years at school? The most important thing is to be able to laugh at yourself. If you do that, you will be able to deal with many different people and situations.
18 Feature
Mr. David Longhofer Cindy Wang Assistant Editor I recently had the great privilege of interviewing Mr. David Longhofer. For the few of you who don’t know him, he is the notorious sixth grade science teacher with homemade (shhhh) Pembroke Hill shirts and an (unhealthy?) obsession with caveman diets. Oh, and don’t forget about his complaints about gas, science, people stealing his grills, computers, tech-
nology, yelling, people asking for money, girls, boys, students, teaching, school, working out, diets, ...The list goes on and on. For those of you who do know him, well you’re wrong: you don’t. Let me just make it clear right away that interviewing this “crazy” teacher, as described by one of his students, is not an easy job. Lizzie Whitney ‘15 and I spent a good ten or fifteen
minutes just trying to track him down; when we finally did, we found him nestled in the corner of the lunch room, avoiding our gaze by staring intently at a smushed banana peel on his plate. We then proceeded to have a long conversation with him about why he should share his very valuable life experiences with us. Spoiler alert: we didn’t have much success. n
Interview with Mr. Longhofer Cindy: Mr. L, I’m here to interview you for the Voice and find out what you did before you came to Pembroke.
Parker: Nods. Yeah.
Mr. L: What? I don’t want to be in the paper. Make stuff up.
Parker: Three? Where’s...the third one?
Parker: I can tell you what he does everyday after school.
Mr. L: Three, actually. Cindy: What’s that?
Cindy: Come on, Mr. L. Tell me something. Anything.
Mr. L: You don’t know about the one on my butt. It has your name on it.
Parker: He goes home and does the P90X workout. Then he eats. Mr. L: I am a serial killer.
Cindy: My name? That’s a little creepy, Mr. L. Mr. L: In 1975 Communist Russia,, I was a part of You know, my father was in “Posse Comitatus.” Cindy: How do you spell that?
Cindy: Oh, really? Mr. L: Y-O-U-R -N-A-M-E. The next time you date someone, you can tell them that they can’t break up with you because you have “your name” tattooed on your butt.
Mr. L: I don’t know. But it was a Native American organization that encouraged violence. They had illegal weapons and stuff. They would blow things up with them.
Cindy: That’s a good idea, Mr. L. Now, tell me about your time in prison.
Cindy: Great. Tell me about your tattoos.
Parker: I can tell you. He had a good friend named Bubba. He was in the Vietnam War, and after that, he and Mr. L started a shrimping business named Bubba L. Then he went on a lifelong search for his wife and son.
Mr. L: Of squirrels. I’m up to eleven now. Squirrels mock me. They stand in my backyard and make this face at me (Makes a vulgar squirrel face). I see them and then I_______them in the face. Cindy: What was that? You “snook” them in the face?
Mr. L: Make stuff up! Mr. L: I serial kill them in the face.
Mr. L: What? My shoes? Mr. L’s son, Parker Elsberry ‘17, walks in. Cindy: No. Your tattoos. Mr. L: Oooooohh.
Cindy: That sounds vaguely like Forrest Gump. But that doesn’t tell me anything about his time in prison.
Cindy: You have two, don’t you?
Mr. L: Well, I
Cindy: Seriously, Mr. L, what did you do before you started teaching at Pembroke? Mr. L: Make stuff up and I’ll sign it! Unfortunately, due to legal issues with the Peruvian government and “questionable citizenship,” Mr. David Longhofer was unable to answer any further questions.
Crossword Puzzle
Meet the Teachers
Feature 19 Recipe of the Issue
Fried Mozzarella Ingredients 16 pieces string cheese, removed from wrappers 2 cups Panko bread crumbs ½ cups all-purpose flour 2 whole eggs 3 tablespoons milk 1 tablespoon dried parsley flakes Canola oil, for frying Marinara sauce, for dipping Instructions: Slice string cheese pieces in half, for a total of 32 pieces. Place flour in a small bowl. In a separate bowl, whisk eggs and milk. In another separate bowl, combine panko bread crumbs with parsley flakes. To Assemble: One by one, roll mozzarella sticks in flour, then dunk in egg/milk mixture, then place in panko crumbs. Use your hand to sweep crumbs all over the mozzarella stick. Gently remove and place on a tray or cookie sheet. Repeat until all mozzarella sticks are coated. Place tray in freezer for 20 to 30 minutes to flash freeze. To Fry: Heat 1 1/2 inches canola oil in a large skillet over medium heat. When hot, add mozzarella sticks 8 at a time. Watch closely and turn over to evenly brown, cooking less than 2 minutes. Remove to a paper towel-lined plate. Serve immediately with warm marinara sauce.
Across: 3. Ex-CIA agent 5. Has two tattoos, got one in recognition of his favorite school cub 8. Majored in trains at Harvard 12. Found a $2000 show cat in his backyard 13. Author of The Promethean Illusion 15. Writer and sailor 16. Used to tutor people in prison Answers on the new Voice website
Down: 1. A minister who performed a wedding on New Year’s Eve 2. Crochet and Croatia 4. Enrique is her Cuban man friend 6. Figure skating judge 7. Broke a water fountain in Boocock 9. Secret hobby: Wood working 11. Built her own house in Costa Rica 14. From Mardi Gras City 16. Fond of bunnies
Paige Pepitone
20 Voices Letter from the Editors Dear Readers, #LastPrintIssue, as the cover of the final issue of Newsweek sadly declared—journalism is dying. Times are changing, and everything is becoming more electronicallycentered. Consequently, a printed newspaper is becoming a thing of the past. It’s inevitable. The new year is bringing a change in the journalism industry as one iconic magazine will no longer be on the shelves in the market or the newsstand. But, we love a printed paper, here at the Voice. To us, there’s nothing like the feel of newsprint in your hands and freshly printed ink on the page. For us, this feeling is irreplaceable and priceless. The articles come to life as you flip through those slightly flimsy pages, strengthened only by the words they contain. Unlike Newsweek, our publication is not dying; it’s flourishing. However, this changing industry makes it hard to solely stay as a paper; this month, we are launching a Voice website. You can learn more about the website within this issue in an article written by the Web Designer. Our main objective is to
have an interactive website, in which you can directly communicate and voice your opinions to us. We are hoping to grow our website into something notable, not just a copy of our printed paper. Though this dream may not become a reality during our time as editorsin-chief, we are working hard to make sure it will in the future.
and Pembroke Hill then. We hope our From the Archives section will make you reflect—as you read about the students who walked these halls before you—and smile as you see your favorite teachers with classic 80’s and 90’s funky hairstyles. We hope you enjoy these pages within our paper as they give you a window into the past. In addition, in every issue from now on, we will run a Special Feature Spread in which we discuss something outside of the typical news and feature pieces. In this month’s Special Feature Spread, we are delving into the secret lives of the Pembroke Hill faculty. We’re learning a little more about our teachers and what they do outside the classroom. Our goal with a Special Feature Spread is to give us a reason to explore something that’s not so current, or not so time-pressing. We realize there are many events occurring at Pembroke Hill that are worth mentioning but can easily be overlooked; we are trying to find those things and give them the attention they deserve.
“This month, we introduce two new content-based changes to our paper: From the Archives and a Special Feature Spread.”
The Pembroke Hill School 5121 State Line Road Kansas City, MO 64112
Alas, we have come to a few conclusions about how to strengthen the paper and keep it alive in an unfortunately dying industry. This month, we introduce two new contentbased changes to our paper: From the Archives and a Special Feature Spread. In our From the Archives section of the paper, we are digging back through Voice history and looking into those articles that helped define past issues. Every month, we will publish one or two articles from corresponding months from past Voices. We’re trying to bring light to the juxtaposition of the Voice now and the Voice then, and, in a more general context, Pembroke Hill now
PRSRT STD U.S. Postage Paid PERMIT NO. 3976 Kansas City, MO
theVOICE
Official Newspaper of the Pembroke Hill School
whispers
news blurbs about pembroke
pembroke hill... is joining the global academy online, which will offer online classes
emily ramza... will be representing the epilepsy foundation for kansas and missouri at the national epilepsy convention in d.c.
tammy lee and cindy wang... are dancing with a group at the chinese new year celebration gala at johnson county community college on january 22
pembroke hill... is getting a bus service next year, which will be available to all students in johnson county, ks
kat gentleman ... sings opera with the american opera studio
Sincerely, Jeffrey and Ritika
The Voice is published monthly by the students of the Pembroke Hill School during the academic year to inform the Pembroke Hill Community about pertaining events and news. The paper is an open forum, distributed to the students, faculty, parents, alumni, and other members of the Pembroke Hill community. All decisions concerning grammar, layout, content, and photography are made solely by the editors themselves. All comments, concerns, and complaints should be forwarded directly to the Editors in Chief. As an open forum, The Voice encourages its readers to submit Letters to the Editors. The editors reserve the right to not publish letters. The Voice also accepts advertising and like articles. The editors reserve the right to not publish advertisements. Like us on Facebook at The Pembroke Hill Voice and follow us on Twitter at PHSVoice. The Voice is YOUR newspaper. Please read responsibly.
Editors-in-Chief Ritika Abhyankar and Jeffrey Rubel Head of Design Wanda Czerwinski
Faculty Sponsors Matt Clothier and Joel Causey
Business Manager Miriam Swartz
Managing Editors Kate Berkley Taylor Carr-Howard Sarah Koch Anna Levitt Riya Mehta Maya Patel Riley Sloan Cynthia Wang
Photo Editor Kathleen O’Keefe Web Designers Michael Rubel Copy Editors Ellen Cagle Aden MacMillan Ben Shadid Lizzie Whitney
Assistant Editors Raymond Fang Arianna Lane Neha Sahgal