The Merionite

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What’s a Coxswain?

Civil Rights at LM

Senior Dan Cohen tells all

Taking a historical look at race at LMHS

The Merionite February 26, 2010 Volume 81, Issue 4

The official student newspaper of Lower Merion High School since 1929

New building, new electives for ‘10/‘11

Zack Schlosberg

Rodent infestation problem plagues LM once again

Class of 2011

It’s easy to be overwhelmed by the amount of electives that LM has to offer. Even more choices will be available next year with the arrival of a new school.

Starting next year, there will be two new music electives: Electronic Piano Lab and Music Technology and Production. A new science elective has been introduced as well, Landscape Architecture and Horticulture, which will be offered in two levels, CollegePrep and Honors. Other new electives include new physical education electives: Swimming Instruction and Lifeguard Training. Within the English department, Creative Expression and Performance will be available for those interested in the humanities. Introduction to Sports Medicine is being implemented at Harriton for the 2010-11 school year and may be introduced at LM for the 2011-12 year.

The Electronic Piano Lab elective “…will consist of 16 stations, i.e., full size state-of-the-art keyboards and headsets… the class is designed for beginner students with little or no musical experience, although inter-

See Electives, page 2

Cap n’ Kill You loved Avatar. And even if you didn’t love Avatar, you loved Avatar. Captivated by its cinematography, left speechless by its special effects, you exited the theater thoroughly blown away by the film, an instant tour de Avi Chatterjee force of Class of 2011 stunning totality.

The Academy of Motion Pictures Arts and Sciences, the body responsible for the Academy Award (Oscars) voting, is sure to feel a similar way in a week’s time; indeed, I will recant everything I’ve said about mandatory abortion if the movie receives less than two awards. The movie is Medusan in nature: so transfixing is its presence that it is impossible to turn away from it, but so dangerous are its consequences

See Avitar, page 7

Gilad Doron

Photo illustrationby Madeline Berger/Staff

Scandal hits LMSD

Conor Ferguson

Class of 2011

On February 11, 2010, Michael E. Robbins and Holly S. Robbins on behalf of their son, Harriton High School sophomore Blake J. Robbins filed a class action lawsuit against the Lower Merion School District, The Board of Directors of the Lower Merion School District, and Lower Merion School District Superintendent Christopher W. McGinley.

In the case documents, the Robbins’ family lawyer Mark Haltzman alleges that, “unbePhoto by Jenny Ma/Staff knownst to Plaintiffs and the members of the Class, and without their authorization, Defendants Action news 6ABC awaits in the school parking lot as the camera crew sets up for a broadcast have been spying on the activities of Plaintiffs and regarding webcamgate.

Class members by Defendants’ indiscriminate use of and ability to remotely activate the webcams Community and Public Relations Director Doug incorporated into each laptop issued to students.” Young stated that he could not “speak to that.”

Haltzman continues by accusing the School DisLower Merion School District was informed trict that, “continuing surveillance of Plaintiffs’ and of these allegations on February 18, 2010. School the Class members’ home use of the laptop issued District Superintendent Christopher McGinley by the School District, including the indiscriminate stated that upon hearing of the allegations listed in remote activation of the webcams incorporated into the aforementioned lawsuit, the district made the each laptop, was accomplished without the knowl- decision to “completely disable” the LANRev softedge or consent of the Plaintiffs or the members of ware that was able to remotely access the webcams the Class.” Haltzman later alleges that after, “an that were on every school-issued laptop. McGinley examination of all of the written documentation went on to state that, “this [software] feature was accompanying the laptop, as well any documen- limited to taking a still image of the computer user tation appearing on any website or handed out to and an image of the desktop in order to help lostudents or parents concerning the use of the lap- cate the reported missing, lost, or stolen computer.” top, reveals that no reference is made to the fact In every subsequent statement that the School that the school district has the ability to remotely District released, it was explicitly stated that the activate the embedded webcam at any time the LANRev software was used only to track down a school district wished to intercept images from reported missing, lost or stolen computer and was that webcam of anyone or anything appearing in never used to “spy” on students and their families. front of the camera at the time of the activation.” Insofar as this is concerned, Doug Young states, “we The Robbins family claims that on November have a log of every time it was utilized and I think 11, 2009, Harriton High School Assistant Principal, that we have been pretty adamant that at no time Lindy Matsko, informed Blake of the district’s ca- had it been turned on for any other reason then for a pability to obtain images from the webcam through reported lost, stolen, or missing laptop.” In a statetheir remote access software. According to case ment released to the Lower Merion School District documents, the Robbins family alleges that Matsko community, McGinley mentioned that there were, accused Robbins of engaging, “in improper behav- “fewer than 50 instances in which the tracking softior in his home, and cited as evidence a photograph ware was used this school year, its sole purpose was from the webcam imbedded in minor Plaintiff’s to try to track down and locate a student’s computer.” personal laptop issued by the School District.”

In a statement released on Monday, AbIt should be mentioned that the Philadelphia solute Software, the owner of the LANRev Inquirer and the Philadelphia Daily News have software stated that they would be shipping reported that the district data has been subpoe- an updated version of their software to all of naed by federal prosecutors and that an investi- their clients within the next few weeks. Stegation has been launched on both federal and lo- phen Midgley the company’s head of marketcal levels. When The Merionite inquired about this development, Lower Merion School District See Webcams, page 3

Class of 2012

The ever-present anecdotes regarding scurrying rodents and pests have yet again resurfaced throughout the school. Both the administration and the custodian staff are combating the problem, a problem that may never be solved unless students pay heed to the trash on the school floor.

On February 2nd, five mice reportedly were spotted scurrying about the floor of the boy’s locker room after school. The sudden infestation took most students by surprise, having never witnessed infestations in the school’s past. “It was quite a surprise to see multiple little mice in a place that you go to practically everyday,” said sophomore Aziz Kamoun, a witness to the scene. This was, however, not the only occurrence. There have been multiple sightings of mice in ordinary classrooms during the school day.

“We were sitting in Mr. Levy’s class one day and someone saw a mouse run across the room,” said sophomore Aviva Gillman, “Someone pointed it out and it ran under the heater.”

It was not long before the school took action.

“Once that occurred, our head custodian immediately handled the situation,” said Principal Sean Hughes.

The head custodian immediately combated the problem. While fixing the problem, he followed the Lower Merion School District protocol for pest control, which includes increased sanitation, modifying storage practices, sealing entry points, and physically removing pests. In the process of eradication, custodians use control products that are least toxic, isolating the area applied with the pesticide from the staff and students.

Of course, the situation posed no threat to the staff and students, and was handled nicely.

Although infestations have not been common in the school’s history, students are still able to prevent such intrusions from occurring.

“All the students need to clean up after themselves, especially in the cafeteria,“ said Hughes. “This is our home during the day and we each need to do our part and keep it clean.”

2

February 26, 2010

SPORTS NEWS

The Merionite

LM in court again: Mock Trial going strong More options at LM Eric Cohn

case in front of professional judges and a jury comprised of volunteer lawyers.

Class of 2012 “You really need to work together,” said Cohen. “You Lower Merion mock trial team starts off its season with get scored by the jury on the team performance as a a great start, winning both court cases against The Baldwin whole.”

School and LaSalle College High School at their February Before and at the competition, the club is broken up into 9th competition at the Montgomery County Courthouse. two groups: the prosecution and the defense. At the event, “The judges were very impressed,” said junior Erika Bar- each group competes against another group from another David. “Both sides of our team did exceptionally well.” school and is judged based on its performance. Both the The club’s aim is to realistically mimic court cases, and prosecution and the defense had strong performances at it attracts students with a wide variety of aspirations. And their first competition this year, winning their trials. while some see themselves having a future in law, others “We won by a rather large margin,” said Adenbaum. do not.

“Our scores for the prosecution team were some of the “I became involved sophomore year when I was just highest in the county.” looking for some new club to be involved in the winter,” The team’s high scores at its first set of trials mean that said senior Rachel Cohen, Mock Trial’s president. “A big it will move up to the next round of competition. The team misconception about the club is that it’s for kids who want has yet to find out when the next competition will be. to be lawyers. While, sure, it could help if that’s your per“As for the future… we’re hoping to win the county this sonal ambition, it’s definitely not about that.” year and move on to states,” said Adenbaum. “As of right One of the great attractions of the club is its effective now, our prospects are looking good.” creation of a social, team-oriented activity rooted in academics.

“It has all of the great things about being an academic club, but at the same time we really get a feeling of camaraderie on the team,” said senior Jacob Adenbaum. “We’re all friends.”

“Our team has a lot of chemistry,” said Cohen.

“We have fun together.”

In the club, students participate in a yearly statewide competition in which the Young Lawyers Division of the Pennsylvania Bar Association distributes a specific court case to high schools across the state.

This year’s case centers around the hypothetical murder of Ophile Sarat.

“In October, we get a copy of the case materials,” said Adenbaum. “We spend the next few months preparing a case.”

Photo courtesy of Joyce Acton Then, around February or March, the club goes to Members of Mock Trial outside the Montgomery County Courthouse; the Montgomery County Courthouse to act out the the team won both of its most recent cases and will continue in districts.

Students donate to Haitian relief effort Aziz Kamoun

“I saw on CNN a picture of hundreds of bodies just lying in the street,” said sophomore class treasurer Nico Lake. “The sheer number, and the fact that the few living people walking among them seem like they can’t believe what happened is powerful.”

As countries throughout the world sent aid to Haiti, LM students began to think of ways they could help.

“Once I read about everything that happened, I tried to look for things that organizations were doing to help the Haitians,” said Lake. “I did also wonder if there was anything that we, as a normal high school, could help.”

Immediately, student government members and class officers held a meeting in the aftermath of the earthquake. It was at this meeting on January 15 that the “Change for Haiti” drive was developed. In the ensuing days, seniors went around tables during the lunch periods, asking for spare change for Haiti. In return, donors received a Hershey Kiss’ chocolate. Students could donate two dollars at a table adjacent to Savi’s Hut and receive a ribbon. Chief organizers included student government president JJ Hoffstein, head of community service committee Bea Abbott, and NHS president Jacob Adenbaum.

“I felt it was important that LM have some Photo by Madeline Berger/Staff kind of immediMembers of LM’s student body sell baked goods at one of two ate response to bake sales held over the past two weeks to raise money for Haiti. the crisis and ask

Class of 2012 While the sights and sounds of a crowded cafeteria in mid-January are certainly not unfamiliar, the students of Lower Merion High School felt a distinctive sense of purpose in the air. With banners reading “Help Heal Haiti” strewn along the walls and tables throughout, it was clear that the LM student government had embarked on a mission.

“I first heard about the earthquake in Haiti, when my dad was reading the newspaper the day after it occurred,” said sophomore class president Sarah Schwartz.

“As I heard kids talking about it at school, and discussing the amount of death and destruction, I began to realize how terrible the situation truly was.”

As images of the capital Port-au-Prince reduced to rubble surfaced on the Internet and news, the seriousness of the earthquake hit people all over the world. Horrific images of countless bodies crushed under debris, looting in stores, and utter panin circulated the public.

for student donations while Haiti was still fresh in everyone’s minds,” explains Abbott.

“We needed something we could implement first thing Monday and I thought a change drive would be the easiest to throw together quickly. A lot of kids that don’t normally help out with student council events happily volunteered their lunches to collect money, and a lot of people donated!”

Although the aforementioned fundraiser for Haiti has since concluded, student government has a multitude of plans for the upcoming weeks.

“Dr. Marseille called me and Aniqa [Hassan] to his office, where we discussed ways that our grade, and our whole school can help the situation in Haiti,” said Schwartz.

“So far, student government has done a coin collection, and we are planning bigger events, such as a walk-a-thon and possibly a Soup Bowl.”

Student government has yet to decide where the five hundred and fifty-five dollars raised thus far will go. One possibility is Yéle, an organization established by Wyclef Jean specifically dedicated to Haiti. The Red Cross, however, remains a favorite relief organization of many student government members.

“I think that its important that people continue to donate money and time to Haiti even a couple months after the earthquake, “said Lake. “Haiti is going to need help for many years to come and it’s important that the general public and relief groups doesn’t just forget about them in a few months.”

Lower Merion and the student government strive to play their part in the world community, and hope to provide continuous aid to “Help Heal Haiti.”

“Hopefully if everyone around the world contributes, things will turn around,” said Schwartz.

From Electives, page 1

ate students will be able to further their technique in the class,” said the likely teacher of the class, Daniel Belmondo.

The other music elective, Music Technology and Production, “…will cover basic aspects of different types of music technology,” said probable course teacher Aaron Datsko. “The course serves as a very broad overview of different aspects of music technology… we’re trying to expand the music electives to reach out to those students who are interested in music but haven’t been doing things like band, orchestra, or choir.

We know there are many drummers, guitarists, bassists and pianists in the school that we’ve never met, as well as students who are interested strictly in the music production aspect of popular music. This course is for them.”

Belmondo describes Electronic Piano Lab as a “…perfect prerequisite for either the Music Major or Music Technology and Production classes,” and Datsko said “We are working so the classes are scheduled with [Electronic Piano Lab] in the fall and music tech in the spring... [as] it is highly recommended having some basic level of piano skills before entering the class.”

One sophomore, Leo Koorhan, is excited that classes such as Electronic Piano Lab will introduce new people to the music department, “It seems pretty fun, no previous skill required… and having another music class never hurt anybody,” said Koorhan.

One of the new Physical Education electives, Introduction to Sports Medicine, would be, according to Harriton gym teacher Todd Curyto, “…for those interested in medicine, orthopedics, athletic training, occupational therapy, physical therapy, chiropractic chair, nursing, personal training, physical education, and coaching or for those with an interest in expanding their knowledge about the body as it relates to exercise and injury.”

Curyto, the teacher of the class next year at Harriton, also states, “The purpose of the class would be to present practical applications of medicine/rehab on the body to expand on some of the things they have learned in health, biology or anatomy and physiology.”

Although the swimming electives are not necessarily new, there are some students who may not be familiar with them.

“Swimming Instruction, regardless of a student’s skill level, will allow students to expand their knowledge, improve their skills, and learn new aquatic skills,” says the teacher of these electives, Jeremy O’Boyle.

O’Boyle, who also teaches Lifeguard Training, says, “ Lifeguard Training’s primary purpose is to provide entry-level lifeguard participants with the knowledge and skills to prevent, recognize and respond to emergencies and to provide care for injuries and illnesses.”

Landscape Architecture & Horticulture is described in the course guide as “…the art of planning the appropriate use of land and designing the built environment based on an understanding of natural and cultural site characteristics, human need, and sound artistic and technical competence,” as well as dealing with “…the creation, production, distribution and use of fruit, vegetable, ornamental, greenhouse, turf and specialty crops,” and “…students will use the greenhouse for ‘hands-on’ lab activities.”

Susan O’Bannon, who will be teaching the new science elective (both Honors & College Prep), states, “Mr. [Mark] Ferraro is teaching the class at Harriton. I will be modeling LM’s course on his model for the time being… we are using the same textbooks that Harriton is using this year.”

It is clear that the administrative powers that be have no problem adding to the current plethora of electives offered at LM. Hopefully, the amount of teachers at the high school will be able to keep up with the constant stream of new classes added.

3

February 26, 2010

NEWS

The Merionite Course introduced for native speakers Maya Afilalo

Class of 2012

For the first time, the LM and Harriton language departments will be offering the course ‘Spanish for Spanish Speakers’ to bilingual students. The course will begin next year and will be structured like a regular English class. The class will focus on topics such as reading, writing, expanding vocabulary, and studying grammar.

“This will benefit Spanish speaking students by providing a community of learners who have similar Hispanic cultural heritage,” said Language Department Chair Maryeileen Kirchner.

Spanish for Spanish Speakers is a course that offers credit for language study. Additionally, the course will possibly offer native Spanish speakers the opportunity to take the AP Spanish exam in senior year.

“The idea for the ‘Spanish for Spanish Speakers’ course is something that the World Language departments at both high schools have been researching and discussing over the past year or so,” said Director of Curriculum Services Steve Barbato.

Before registering for the course, students must participate in an oral interview and submit a writing sample. Although a teacher for the course has not yet been determined, several teachers have “expressed interest in teaching the course,” said Kirchner.

The course is targeted towards students who speak Spanish at home or learned the language in another setting. These students are fluent in Spanish, but have minimal reading and writing skills, and until now have been placed in lower level Spanish classes that do not match their speaking skills.

“With a class specifically designed for these students, the class can focus on building on the students’ strengths, and in developing the reading and writing skills that they are lacking,” explained Barbato.

“The course will also provide the students with cultural knowledge about the places that speak Spanish and give students a sense of cultural heritage,” said Kirchner.

However, some see the course as redundant and like the AP Spanish class that is already being offered.

“It depends on the person, and the way they learn, but I think whatever [Spanish for Spanish Speakers] teaches is already being taught by AP Spanish, so I don’t see it being very revolutionary,” said senior Magali Roman, a native Spanish speaker.

Others are concerned about the workload of taking the equivalent of two English classes.

“It’s a good idea, but it would be too much work to take two ‘English’ classes,” said sophomore Monica Morgenstern, another Spanish speaker.

Some Spanish speakers see the course as a positive step for the language department.“[The course] is a great progression for the Spanish program and if it has a solid group of kids then I think it will be great for not only the students but the school,” said one Spanish speaker, sophomore Sophia Winston.

The content of the course will focus on cultural topics like Hispanic heritage, art, revolutions, civil rights, music, and traditional food. Students will apply the formal reading and writing skills they learned and speak, read, and write about these themes.

“We are looking forward to the development of this course and initial implementation to see how it benefits our students,” said Barbato.

TOLM returns with huge success Ian Cohn

Class of 2012

The annual Junior Class fundraiser, A Taste of Lower Merion, was held on February 21st, from 5-8 PM. Organized by the junior class, TOLM was made up of food stations provided by various restaurants from around the township.

“This year’s theme was ‘There’s No Place Like Home,’” said Shelly Marine, one of two 11th Grade Representatives. “The main purpose of the event was to bring the community together to bring the culinary delights of the area as the backdrop for an evening of fun, food and entertainment to support the ABC House - A Better Chance House in Ardmore, the Lower Merion Township Scholarship Fund, and the Class of 2011.”

TOLM was almost completely run by students, who were divided into committees.

“Students who volunteered to help with the ATOLM were divided into different committees based on their interests,” said

junior class president Shira Barlas.

The event was not possible without sponsors and food vendors, who provided A Taste of Lower Merion with food and fundraising opportunities.

“Finding vendors for the various food stations was also a process,” said Marine. “Of course having a fundraiser of this magnitude in this economy has been a challenge. We have gone out to get restaurants/caterers to be vendors and we had a great presenting sponsor - Infiniti Motors in Ardmore.”

Vendors this year included Whole Foods, Primo Hoagies, Milkboy Coffee, Shangri-La Inn, Sang Kee Asian Bistro and many more local restaurants. This year LM junior Nick Normile was one of the vendors at A Taste of Lower Merion. His passion for cooking and connection to the school inspired his involvement.

“I wanted to be a vendor because I thought it would be a good way to support the school,” said Normile.

This year’s event was full of firsts. Since TOLM was not held last year, this was the first time in two years that it occurred. This was also the first time that it was held in the Cafeteria.

Photos by Madeline Berger/Staff

District and family clash over allegations From Webcams, page 1

ing stated that this updated version of the software would disable the “Theft Tracking” element, which allows administrators to switch on the laptop’s camera and take a photograph of the supposed thief of the stolen computer.

When The Merionite asked Young to confirm if the student mentioned in the above cases laptop was reported lost, stolen, or missing. Young stated that, “I can’t comment to the specifics of the case, but what I can confirm is that there would not be a scenario where the security feature would have been turned on unless there was a reported lost, stolen or missing laptop.” Young later went on to say that this would also include “a loner laptop that would be taken off campus without the consent of the district.”

In another press release, Superintendent McGinley responded to allegations mentioned in court case documents that stated that the district never expressed anywhere that they had the capability of remotely accessing student webcams.

“There was no formal notice given to students or their families. The functionality and the intended use of the security feature should have been communicated clearly to students.” Young echoed those sentiments: “We have done some pretty amazing things in providing laptops but there is a responsibility that when you implement an initiative like that and when you are on the cutting edge of technology, that policies and procedures are clearly communicated and the features and functionality as they may relate to privacy are clearly communicated… and there is no question that we came up short as a district in communicating as best as we could.”

Young

then went on to state: “the idea that the district intended to spy on its students is just completely off base. That’s not who we are. That’s not what we would do and, it’s regrettable for the community to be put in this position—it is incredibly regrettable.”

Most recently, the American Civil Liberties Union (ACLU) and the Electronic Frontier Foundation (EFF) have spoken out in support of the Robbins’ family. In a statement released by EFF attorney Kevin Bankston, he stated: “there is no federal statute that criminalizes or creates civil liability for such secret videotaping unless it involves sound, because then it is an intercept of a verbal communication.” Bankston goes on to state: “that’s something that congress should address particularly now that everyone potentially has a surreptitious video device staring them in the face when they’re at their laptop.” ACLU attorney Vic Walczak released a statement in support of the Robbins family’s allegations and states that they are supporting the family so they can share their knowledge about both civil liberty and constitutional laws: “we filed the amicus brief to share our expertise in this area of constitutional law and to support the plaintiffs’ efforts to make sure this surveillance stops immediately.” Both the EFF and the ACLU agree that they hope this lawsuit will make entities think twice about spying on the people that they provide laptops for.

Despite the current controversy, Young made clear that the district is steadfast in its commitment to be a vanguard of technology. “There is always going to be questions about the efficacy of those elements of technology and there are always going to be proponents. Technology is controversial but we won’t stand pat and be afraid to expose our students and our school community to the benefits of technology. “ As of February 23, three Lower Merion School District parents created an online petition that supports both Lower Merion School District and Superintendent McGinley and urge them to resolve the issue in a “non-litigious” manner. On the petition website it states: “As parents who consider the teachers and officials at our schools to be respected partners in educating our children as well as people to whom we entrust some of the work of molding their character, including their understanding of moral behavior, we wish to express our solidarity with Dr. Christopher W. McGinley, the Superintendent of Schools for the Lower Merion School District as he handles the issue of privacy with regard to the free laptop program.” In the petition, it acknowledges that the district “should have clearly communicated to students and parents alike” the capabilities of the software that were on the school issued laptops however, they still stand strong with the School District. At the time of press the petition had been signed by 210 parents.

4

February 26, 2010

The Merionite EDITORIAL

EDITORIAL/LETTERS

Establishing jurisdiction from day 1:1 If we wanted to read about the trivialities of WebcamGate, we could easily turn to the tabloids. Instead, we need to elevate this issue to the level of serious discussion about the broader implications of this case. What seems to be a catty blame-game between a Harriton student and a flustered LMSD is actually rooted in one of the greatest questions facing 21st century education: that of a school’s jurisdiction over students. Because this issue can be applied on such a wide scale, we must remember to remove some of the blame from LMSD, which now serves only as a vehicle to investigate the fine line between our rights in school and outside of school. While this transgression may currently be rocking the foundation of our school district, it relates to the very foundation of American government and the rights on which we pride ourselves as citizens and students.

These rights are protected and upheld by a single document: the Constitution. The Fourth Amendment, which protects us against unreasonable search and seizure, stops policemen from kicking in our doors without a search warrant. Under no circumstances could they creep through our bedroom windows and snap pictures as evidence of illicit behavior. If our computers have the ability to do this, we should have known from day one. If the allegations turn out to be founded, this means we may have been forfeiting our Constitutional rights at home for months already without ever consciously signing them away.

And so we must ask ourselves the underlying question: Where does school’s jurisdiction end? In a 21st century brimming with new technology, the line between school and home is blurring uncontrollably. As we bring the school’s property into our homes and use it to blog, post, tweet, and chat, we run into a conundrum. We know that by attending school, we give up some specific Constitutional rights. At school, we’re not allowed to curse out our teachers, and our lockers and backpacks are subject to random search and seizure.

In no way have we been asked to surrender such rights outside of school.

But what constitutes school: time, place, subject, or property? Or all four?

The question of school jurisdiction is daunting. But instead of simply paying for WebcamGate to disappear, carefully crafted solutions must be offered. This is not an isolated incident and these problems will not just go away. When educators faced segregation in schools, they embarked on an arduous but worthwhile process to create a concrete national policy. When women were deprived of sports funding, officials passed Title IX. Permanent policies offer templates; we need a template to determine how far school can reach into our lives. We need a students’ Bill of Rights.

Of course it is unfortunate that our school district is being sued; we are all unsettled. Simultaneously, however, we find ourselves in a position to remodel the aging face of educational jurisdiction and finally answer these crucial questions. We can establish a precedent not only for LMSD but also for the school districts nationwide that could be watching our every move.

Unsigned editorial on this page reflects the general opinion of student editors, not the views of individuals.

The Merionite Published since 1929

Editors-in-Chief Managing Editor News Editors

Op-Ed Editors Features Editors

Arts & Entertainment Editors

Sivahn Barsade, ’10 Hana Rouse, ’10 Hannah Weilbacher, ’10 Hannah Goldberg-Morse, ’10 Jenny Ma, ’10 Matt Rublin, ’11 Isaac Lindy, ’10 Leah Rosenbloom, ’11 Rachel Cohen, ’10 Bina Peltz, ’10 Emily Sorensen, ’10 Han Tran, ’11 Jake Wellens, ’11

Sports Editors

Layout/Web Editor Photo Editor Photo Manager Copy Editors Business Manager Advisor Business Advisor

Emily Eisner, ’10 Conor Ferguson, ’11 Xinran Wang, ’10 Noah Zuares, ’10 Madeline Berger, ’11 Dann Weitz, ’11 Avi Chatterjee, ’11 Connie Hua, ’10 Ben Forer, ’10 Mr. Chad Henneberry Mr. Sean Flynn

The editors believe all facts presented in the newspaper to be accurate. The paper acknowledges that mistakes are possible and welcomes questions as to accuracy. Inquiries regarding accuracy should be directed to the editors of the paper. Editors can be contacted via e-mail at merionite@gmail.com or in Room 116. To represent all viewpoints in the school community, The Merionite welcomes all letters to the editor. Letters can be sent via e-mail or dropped off outside the Merionite office. The Merionite reserves the right to edit letters to the editor for length or clarity.

Letters to the Editor

A message to students: Say no to self-pity Dear Merionite, I was just as interested as anyone about the laptop scandal—“WebcamGate,” as it were—when I first heard about it during my AP Bio lab. I, like everyone else, find that juicy gossip (especially that which is on its merry way to the Supreme Court) makes my routine second-semester-senior days a little more interesting. As such, I took the time to read every article and watch every video I could get my hands on regarding our quaint high school’s alleged crimes.

However, I was disgusted, to say the least, when I saw the unfair manner in which so many students represented our school administration in so many of these reports. I recall one student’s quote in an NBC report going a little something like this: “We can’t let the administration get away with this!” Similarly, groups popped up all over Facebook that made unfounded rumor into truth, with names like “I hate it when my school uses macb00ks to spy on me.”

Why is it that a wild number of students are so eager to victimize themselves? I get it—we live in an environment where we’re encouraged to formulate opinions and act as contributing members of every community of which we are a part—but are we so unhappy here that we seek to furiously attack the school in the eyes of the public at every chance we get? Especially the freshman and sophomores, who seemed to volunteer for interviews most frequently—where does this anger come from? I’ve been here for close to four disillusioning years, and I’m giving it at least a little time before I go spew some ignorant rumors at the local NBC camera guy. I hope it’s clear—I’m not trying to sway anyone either way on this case. If and when the time comes that I discover that the little man in the Macbook-observation tower has been watching me undress every night, I’ll gladly join the club, raise my finger and yell a resounding “Ah hah!” But until then, try stepping back and gaining a little perspective—you’re not as much of a victim as you think you are.

Love, David Zucker Class of 2010

February 26, 2010

5

The Merionite

“

OPINIONS

Have we placed enough emphasis on Black History Month at LM? LM attempts to put an emphasis on Black History Month, but the message the school tries to send fails to come across to the students. Kids rarely pay attention to announcements in general, and it doesn’t help that the teachers find the announcements to be interruptions and a waste of instructional time.

“

- Daniel Freedman, ’12

I guess we tried with the whole cafeteria thing…

[But] we didn’t have anything that showed the history of black people, we just had stereotypes.

- Carlton Grandison, ’10

”

”

You can never get too “much of a good thing.

- Jeremy O’Boyle, Health and PE Teacher

”

LM’s library: the next chapter

The double doors of the library loom ahead, and behind them wait the printer and a vast open space of potential productiveness. After pushing past a gather-

Class of 2010

Talia Gottesman

ing of students at the door you find that many seats are taken, and the cacophony of talking and shushing is not so conducive to concentration and learning.

In December, as many of you may remember, we raised a question about the workings of our library, the practicality of its uses, and what could be done to help it. Let’s follow up and assess what has been done.

First, we need to keep the mission and purpose of the library in mind. Our library at LM needs to be and is more than just a place to store books. It is a resource room, workspace, and semi-social space for students. We must be allowed to collaborate, and discuss, work and rest.

Have problems like printer back up, noisy atmosphere, and incorrect use of the library resources been fixed? The answer: Yes and no.

Of late, the single printer has been a bit less crowded, and the prospect of making progress towards a more functional library seems bit more reachable. The printer in the auditorium lobby has certainly helped the problem. I commend the administration and faculty for making that change, and they should know—it really has made a difference. However, talking and shushing continue to foster frustration between students and librarians. The back of the library still seems to be the go-to spot for any group presentation or meeting.

If the librarians and the administration do not intend on changing or fixing any of the other problems that plague our library,

I simply ask why? Because we are getting a new school, and there is no reason to focus on the old one? So what? These problems we are addressing involve minimum investment, and really, no one has to put a great deal of time into the solutions.

As evidenced by the printer shift, these problems are solvable, if people in charge are willing to consider the solutions.

We cannot delay these changes, and we cannot bring our current problems into the new building with us. Our new library may turn out to look perfect— and be designed with every detail in mind—but we will still run into the same problems if nothing is done now.

I know that at this point it is time to start looking forward to the new building, since everyone is so excited about its completion. What are we going to do differently, and how will we avoid the traps in which we are currently caught?

A paradigm shift is really what I am suggesting—let’s change our attitudes about the library once and for all. We need to put effort into both the current and new school’s library—it’s not too late to change our policies. To you second semester seniors: don’t deny that you would still appreciate a better library environment. Why don’t we move small meetings that waste space in the back of the library into empty classrooms, and allow the front of the library to be more of a talking, working, and collaborating space? Don’t worry, for those of you who need quiet: we’ll keep the back strictly a “silent work and study space.”

So what do you say? Let’s change the library now, in this school, and the path of all future libraries to come. Let us finish this school year on a good note, and start the new school year on even better footing. Who knows? By the end of this year, we could set a precedent of a productive and dynamic space in the library that would carry through to the new building.

Sarah Winston, ’10, contributed to this Opinion piece

collective perception of the importance of black history and black culture. When we lump the achievements of Martin Luther King, Jr. in with the times and dates of bake sales and club meetings, we associate the achievements of a prominent black man with things that we usually don’t listen to or regard as very important. If this association continues, I believe it will slowly and steadily ingrain into the student body an increasingly ambivalent attitude about the topic of black history, as well as about the culture of those whose achievements deserve genuine, effective recognition.

Satisfactory recognition could take a variety of forms. A schoolwide assembly or some allotted time in history classes would both work well. However, our school should either fully support black history and black culture or avoid commenting on them altogether. A watereddown, half-hearted, ineffective attempt at showing support is worse than showing no support at all.

- Adam Saltzberg Class of ’10

I think LM has placed enough “emphasis on Black History Month.

The sweet potato pie was good…

- Niles Davis, ’12

”

“

I think that we have placed emphasis but not in a way that is positive or valuable. When they make morning announcements they are either not heard or taken as a joke.

They should approach it differently so kids take it seriously.

”

- Maddie Guss, ’12

There is no such thing as club credit.

It may relieve you or it may frustrate you, but it should be cleared up immediately: “credit” is

Rachel Cohen a myth at LM, and anyone who tries to tell you otherwise has not done sufficient research.

But then why does the term “club credit” persist in our academic vocabulary? Simply because people have found, over time, that holding the illusory threat of this so-called credit creates a docile and obedient membership.

The school, in recent years, changed its procedure and stopped writing down the activities in which students participate on their official transcripts. We now write resumes ourselves. And, as we know, the content on our resumes plays a significant role in the admissions process.

“The transcript, legally, was really only supposed to be a representative of students grades,” said Guidance Counselor Marsha Rosen.

So while we might be under the impression that the right to tell a college we participated in an activity lies in the approval of a higher authority—a club president, a faculty sponsor, the Athletic Department—it turns out, we really are the Masters of our Fate in the end.

Yet clubs and sports still cling to the antiquated notion of club credit. When I participated in Interact, I was told that if I did not participate in at least 2/3 of the activities I would not get credit for the club. Coaches may point to drug and alcohol use as a surefire way to get kicked off the team and lose credit for any time spent working during the season. It’s time understand these threats are simply untrue.

“Players, for instance, is based on implicit and explicit trust that you fulfill an obligation—but that there really is no punishment or loss of socalled credit if you don’t,” says faculty sponsor John Grace.

”

Art by Leah Rosenbloom/Staff

To our credit, we create our own...

Class of 2010

“

Dear Merionite, Our morning announcements now feature a “Black History Month” section, during which a different prominent black historical figure is profiled each d a y. T h i s f e a t u r e t r i v i a l i z e s and demeans black culture and the achievements of those who deserve far more effective and respectful recognition.

A couple of minutes in the morning, (or whenever the announcements might be), is not the right time to talk about black historical figures. No one is paying attention. Those who are paying attention to the announcements do so only until they hear when the play is or if their team’s practice is cancelled, and then quickly go back to doing whatever they were doing. Martin Luther King, Jr. and Maya Angelou and Barack Obama deserve more than being selectively ignored.

The idea that it is acceptable and even respectful to talk about black history during the announcements is also damaging to our school’s

So, it seems that no one is playing Big Brother during the college application process as we craft our resumes. Do we hope people are honest about their extra-curricular activities? Of course. But as James Madison kindly reminds us, “If men were angels no government would be necessary.”

Thankfully, just because there is no such thing as club credit, it does not mean people can get away with writing anything they want on their resumes.

“When student embellishes on applications it comes across pretty clear,” said University of Chicago Admissions Officer, Kathryn Volzer.

One might argue that we should reinstate authoritative oversight so that we can legitimately have club credit. The problem is, guidance counselors already have so little time to oversee transcript truthfulness. So, I’m not arguing to reinstate oversight. I’m simply advocating we abandon pretending credit exists now that oversight is gone.

Is there really anything stopping you from saying you were the President of Speech and Debate when you were really only a member?

Couldn’t you say you did French Club for three years, when in fact it was only two? Couldn’t you write that you did Varsity tennis sophomore year instead of writing Junior Varsity? The answer is yes, because there’s no such thing as club credit to prevent these little subtle lies. Big glaring discrepancies can be noticed, but the smaller ones probably would go undetected by college admissions counselors.

As we move away from the now-nullified idea of club credit, we must also face the fact that students embellish their resumes. Administrators, however, tend to be unrealistically optimistic.

“In all my years that I’ve worked with high schoolers I cannot think of an instance where someone has really lied on their resumes,” said Assistant Principal Dr. Arnold.

Activities and Athletic Director Don Walsh agreed. “Just as the schools assume that the students are being honest we’d assume the same,” said Walsh.

And I agree. It’s regrettable that kids resort to lying on their resumes. But I also think it is time authority figures in clubs and sports stop threatening us with this supposed loss of “credit;” lying happens here, and we need to face it. We must revise our current system. We must encourage integrity.

6

February 26, 2010

The Merionite

OPINIONS The new Senior Project: essentially useless Class of 2010

During the first week of February—to the chagrin of many a library-goer—presentations were given to groups of newly-minted second-semester seniors outlining the “last

Lucas

Van Houten

formal learning experience” of their LM stewardship— the Senior Project. Handbooks detailing the entire process were distributed, along with composition notebooks for recording our every thought—because nothing screams “every student has a laptop” like printouts of online handbooks and physical versions of Microsoft Word.

But environmental travesties are not the focus of this editorial—instead, I would like to address the “Essential Question.”

A little background, for the uninitiated: this is not just any old question. No, it is essential: essential to you, essential to me, essential to this culminating educational experience. According to the handbook, it is “an overarching query, unable to be answered with a simple yes or no, that drives any large research project.” In the presentation, it was stated that choosing a mere task for The Project could not possibly yield the same deep discovery and understanding that one essential question could. So, I pose my essential question: what makes a single question a more potent tool for education than an entire task?

Let’s turn to the conveniently labeled “Essential Questions Presentation.” Its first example is an apparently ambitious student who “wants to build a cello and play cello music” for his Project. I don’t know much about classical string instruments, but I do know that constructing one is no small feat. However, the slide lambastes this idea because it “emphasizes a ‘product’

rather than a ‘process.’” Excuse me? Constructing one’s own cello and playing cello music are the very definitions of processes—a systematic series of actions directed to some end.

The presentation proceeds to detail three sub-concerns: 1) “It doesn’t have an academic question as its center,” 2) “It emphasizes what the student ‘makes’ rather than ‘thinks,’” and 3) “It begins with a task rather than begins with a question.” The first is factually correct—it doesn’t have “an” academic question as its center, it has many academic questions as its center: What type of wood will create the sound I want?

How will alterations in design affect musicality? How can one translate a design into a physical manifestation? How does a oneoff handbuilt cello differ from a massmarket piece?

You get the idea. As for the second and third—a “task” does not limit academic inquiry, it necessitates it. Over the course of executing and investigating a task, one must constantly pose questions, and therefore devote one’s mind (“think,” if you will) to the task at hand.

To direct students away from these apparently thought-light tasks, the presentation offers the ESSENTIAL QUESTION— because, of course, it is impossible to “engage your sense of

curiosity proactively by having you initiate, develop and engage in a plan of action” (the stated purpose of The Project) through something like building a cello. Instead, seniors should ask only “Why is cello music so relaxing?” I’m serious— that’s a suggested essential question for our aspiring cellist.

Wait a second while I call up Holden Caulfield (RIP Mr. Salinger): you’re a big fat phony, Project. Drop the convoluted veil of intellectual inquiry. Every senior, mentor, and advisor knows that The Project boils down to a task—and strapping an “essential” question onto that task neither guarantees nor encourages deeper thought.

Essential questions have their place—truly groundbreaking research Art by Liora Ostroff/Staff (as in, answering a question that has never been answered before) necessitates a question that nobody can currently answer.

But, that is the stuff of dissertations and lifelong quests for answers, while the mandated “Essential Question” found in The Project’s curriculum is just one more unnecessary hoop. Oh, and Project? Please stop wasting paper with those handbooks and composition books—we know how to use those magical white boxes that the school gave us.

Public school funding of federal impor tance Jess

Lebow

Class of 2011

The U.S. has deemed each of us worthy of 12 years of subsidized schooling; in fact, they have made schooling up to

age 16 mandatory, placing immense value on the enrichment of the mind. How is it then, that we justify one person’s educa-

tion to be more valuable than another’s?

Why is it that our parents’ money gives us the opportunity to benefit from a more expensive education? Our parents’ money surely allows us the upper hand in many ways beyond the control of the government. Why then does the federal government recognize the immense discrepancies between money spent on urban and suburban educations, something that is at least to a degree controllable, and then absolve itself from the duty of enforcing equality?

For those who don’t know, public school funding typically comes from three places: locally-raised money chiefly from

property taxes (roughly 40% of funding), state funding (about 50%), and federal funding (10%). Through this system, individual public schools receive drastically varied funding. The way I see it, if each student is entitled to a certain level of education, then this standard should be high and should be maintained universally.

An exactly equivalent education in every public school is admittedly unachievable, but there are glaring discrepancies that could be muted by federal distribution of funding to public schools. Property taxes are already being collected to go toward schooling, so why not send this revenue to the federal government and then allow the federal government to redistribute the money to school districts?

State governments cannot create equality from district to district, much less regulate schools in other states. Federal funding is the only way to ensure that public education equality is upheld nationwide.

To those who deem this argument socialistic, I offer that the federal government could redistribute the money in terms of need, not pure “equality.”

To determine the appropriate allocation for each school, the government would have to be able to compare the price of living (which affects teacher salaries), the cost of school amenities

(student resources) and external community factors that widely impact students.

The government would have to start by referencing the cost of living index, a compilation of statistics determining the difference between living costs in different regions. In addition, the federal government would need to partner with the state and local governments to discover imminent needs for supplementary funds.

Certain areas have higher crime rates, more poverty, more latchkey kids or a higher number of special needs students – direct communication is necessary to understand and compensate for these extenuating circumstances. We can never create an entirely equal distribution of money but we can attempt to soothe disparities by compensation in, for example: food stamps, in-school security, extracurricular programs, childcare, free tutoring and equipment to aid the mentally disabled.

Perfect equality is unattainable, but this is no excuse to fail to strive for it.

The original premise of public schooling was to provide America’s youth with an opportunity for an education regardless of families’ socioeconomic status; this purpose should be upheld. We must remember that simply because we were born to parents with the financial capability to live in Lower Merion Township does not make us more entitled to a privileged education. It is disheartening that we bluntly provide certain students with more compensation toward their educations than others. If we wish to enrich student minds—as the mandatory schooling age implies—we need to at least attempt to endow each student with equal opportunities to be enriched; otherwise, we are ingraining in certain students a sense of lesser value and forcing them to diminish their own future opportunities.

February 26, 2010

The Merionite From AVITAR, page 1

that it threatens our very existence. Its critical acclaim, its influence, its sheer power and beauty: all these factors become exponentially concerning when you consider exactly what this movie is saying. Hidden beneath the façade of the sensual, pastel landscape, perhaps unseen amidst the presence of exotic marauders and the gravitas of the Na’vi courage, lies an ugly and damaging reality. Avatar is nothing less than the perfect manifestation of the liberal environmental movement in America, which is to say, it is nothing less than a vehicle by which to propagate policies that will ensure the destruction of our country’s economy, and by extension, its lofty world standing.

Pardon my fatalism, but there is truth where I tread.

The first flaw, albeit peripheral to the real problem, is the abject liberal hypocrisy that the movie promotes.

Director James Cameron and his liberal cronies idolize the Na’vi lifestyle, romanticizing their holistic, “back-to-nature” way of life. But actual liberals, Cameron included, hardly emulate this lifestyle.

Their reverence for nature doesn’t actually exist. From San Francisco socialite Nancy Pelosi to climate-change aficionado Al Gore (who drives a car that gets only 10 miles per gallon, and spends $500 to heat his pool every month), liberal “environmentalists” are anything but. They masquerade on the political front as such

only to advance hideous policies that make no sense, environmentally or economically.

In short, the liberal environmental movement is founded on lies, but lies that too often go unchecked by the average person. Something like Avatar only compounds this ignorance, simultaneously galvanizing audiences and brainwashing their minds. This incidental support allows liberal environmentalism to be excused, most notably in the political realm, where a cap-and-trade bill is currently in the works on Capitol Hill. It is a piece of legislation more dangerous than any voracious, magenta-hued pterodactyl on Pandora. You might as well call it “cap-and-kill.”

The idea behind cap-and-kill is that the government sets a limit (or cap) on the amount of a certain pollutant (carbon dioxide) that can be emitted. Emission permits are then distributed amongst companies as allowances to emit, but their collective total does not exceed the cap. A company that pollutes less can sell its bonds to companies that pollute more (the trade aspect); the selling company is encouraged to use the revenue generated from this transaction and pursue alternative energies with it.

The logic, or lack thereof, is horrific on so many levels. There is no way to definitively predict that any level of carbon dioxide phase-out will prevent any rise in sea level and its associative climactic disasters. Any claim to that is absurd. In fact, it may already be too late. We are left, then, with carbon dioxide caps that are arbitrary at best, wholly ineffective and economically crippling at worst. The continual lowering of carbon dioxide emissions will ensure a great decline in American industry. With such restrictive caps, factories across the country will be forced to shut down, unable to maintain sufficient productivity to survive. The economic ramifications of this should be clear enough: mass unemployment, a shrinking middle class, waning consumerism, subsequent recessions. All

OPINIONS

7

of this is bad (real bad), and is made worse by the fact that our government will still support free trade with China. Any and all of our industry will simply be shipped there, where no cap-and-trade laws are in place. Any carbon dioxide we’re not emitting here will just be pumped out in China! It’s anti-Americanism in its most extreme form. Kill American industry, strengthen China’s economy, and accomplish nothing in the way of climate control: the liberal recipe for success, but in actuality a recipe for disaster.

What we need is a carbon tax – a clean and simple measure to stymie carbon dioxide emissions while retaining American industry. The market would dictate the price on one ton of carbon dioxide, which would then be translated into a tax on utilities or oil. Companies emitting however many tons of carbon dioxide would have to pay these additional taxes. The tax revenue would then be distributed to families with low or middle income, families who would have otherwise felt the brunt of the tax. The tax also makes alternative energies, specifically nuclear power, more competitive, since they would be comparatively cheaper. A carbon tax would be the first, monumental step towards a sensible solution.

Like I said, I anticipate Avatar dominating the Oscars, a premonition that unsettles me. Its passage into the ranks of the cinematic elite is not nearly as devastating as the dissemination of its nefarious undertones. But its message, the same message of the liberal environmentalists, can be defeated if enough like-minded people see through it. So let us rally, rally like the Na’vi, and destroy the true enemy: the hypocritical liberals and their lethal legislation.

Art by Zach Ostrum/ Noah Zuares/Staff

Rated “R” for restriction, regulation, and real life

Jake

Class of 2011

Censorship of literature, film, and the Internet has always been a hot topic at LM. In January, the censorship debate erupted

Delman

at two similar suburban schools, Council Rock High School North and South. Earlier that month, Diana Nolan, a parent from Upper Makefield Township, suggested to the school board that all R-rated films in the Council Rock curriculum be removed and banned from the classroom. The proposal met immediate opposition from students, parents, administrators, and the school board. Students at North and South ought to be commended for their immediate and appropriate reaction to the proposed censorship. The organized, dedicated students and the intelligent school board ensured that the proposal would be dead on arrival.

A good example of their defense against censorship was the creation of a student group by Ryan Carlin, an 11th grader at South. He called it “South Students against

Literary and Cinematic Censorship,” and its primary order of business was to plan a school board meeting “sit-in.” Students were encouraged to attend the next Council Rock School Board business meeting, or better yet speak during the public comment section of the meeting. Hundreds of students were in attendance and many of them spoke eloquently of their experience watching R-rated films in an educational setting.

Here at LM, we get to watch R-rated films such as Schindler’s List, Into the Wild, and many film adaptations of literature already taught in English classes. Unlike Council Rock, however, LMSD has no policy governing R-rated films.

This allows teachers to “wing it” when it comes to procedure. Some use permission slips as Council Rock does.

Some teachers don’t even mention that the film is R-rated. Others attempt to censor the films down to PG-13 themselves by un-focusing the projector during scenes of nudity.

I have spoken to the school board about the lack of a specific policy – many members are in favor of a policy that allows any

R-rated film of taste to be shown in high school after a permission slip, or at least a notice, has been distributed to parents. It may seem strange to suggest regulation of R-rated films while trying to prevent cinematic censorship; but in fact, that is exactly the right thing to do. Having a policy can act as a “safeguard” against censorship.

What made the anti-censorship effort at South so successful was an already existing district policy. It was there, it was specific, and it could be defended.

At LM, we would not have that luxury.

We receive a world-class education at LM, and it is our job to be vigilant against malignant forces such as censorship, that seek to deprive us of that. I am not suggesting that Ms. Nolan is on her way down the Boulevard at this very moment to propose cinematic censorship, but I am suggesting that our community needs to be aware of the threat.

Because, in a way, censorship has already affected our education: The Road

by Cormac McCarthy is the Pulitzer Prize-

We receive a worldclass education at LM, and it is our job to be vigilant against malignant forces such as censorship

winning story of a father and son navigating a post-apocalyptic America. Why is it not in the 11th grade English curriculum?

Because cannibalism is present in the book, and teachers at Harriton have apparently run into trouble with parents when they used the book in the past. Parents at LM have previously complained about portions of The Interpreter of Maladies and The Kite Runner. Thankfully, teachers did not fold to these objections; the books are still in the 9th grade English curriculum.

Students and parents at the Council Rock board meeting spoke favorably about the educational value of certain R-rated films. They don’t “sugarcoat real life,” they pointed out.

Instead, they put real life in front of you. We hear a lot about our high school education preparing us for “the real world,” but how can education achieve this if it is forced to “sugarcoat” or hide unsavory aspects of life?

So what can you do to prevent your education from being censored? You can keep your eyes and ears open because the stakes are high. And if you do come across a threat, don’t keep it to yourself.

Be loud about it, talk to other students and teachers, talk to your parents, speak to the school board, write an Op-Ed! Do whatever it takes because, as Ryan Carlin of Council Rock put it, “Censorship is the true offense, not the material itself.

Every February, we learn about Black History “The minority perspective - which would be mine - would in Montgomery, Alabama, Washington, D.C., and not be very flattering. LM was polite but extremely whiteLittle Rock, Arkansas. But Lower Merion, Pennsylvania has a dominated. While there were people who purposely disblack history of its own worth exploring. With the help of LM alumni and couraged black students from considering college, I found the Lower Merion Historical Society, The Merionite offers a glimpse into the Civil that most people in power (all white) were rather polite.”

Rights movement viewed through the eyes of LM students of the time. Many alumni (graduating between 1950 and 1975) were eager to give commentary on a time that for some was peaceful and pleasant, and for others was filled with turmoil and PETER FREEDMAN | Class of 1960 discrimination. Most alumni were happy to report the lack of racial tensions “LM was a big, fat zero when it came to at the time, but did acknowledge that students of different races did tend to social responsibility while I was a student self-segregate. Despite the school’s de jure integration, alumni reported that there.” the sports community was the only place in which true de facto integration existed. “The white kids and black kids didn’t mix very much at all, except on KAREN PERNET | Class of 1960 sports teams,” observed Howard Lenow, ’72. Edward Smith ’57, a black stu“There were some of us who did occadent, agreed: “Sports was probably the arena in which we could be most proud sionally cross the color line, but it was of our diversity and social integration.” Classrooms remained segregated as not considered the norm - in fact it was black students were encouraged to study in lower-level classes and vocational looked down on by other kids and also training, in contrast to the white students who were encouraged to enroll in considered kind of exotic.”

Photo courtesy of The Merionite, 1968 college-preparatory classes. As Michele Soffian Simon ’60 said, “My sense is that black kids were directed toward what was called the ‘ commercial’ program,” a 1963 - ARDMORE AVENUE SCHOOL CLOSES more vocational track. We hope that these anecdotes shed light an important issue that In August 1963, the Lower Board of Education closed Artook place right in these halls. Compiled by Bina Peltz and Hannah Weilbacher, ‘10 dmore Avenue and voted to “bus” or transfer the students of Ardmore Avenue throughout the various (virtually white) elementary schools in the district... Hence, about two weeks after TOM BROWN | Class of 1963 Martin Luther King gave his historic “I Have a Dream” speech “Black students that caused a ruckus in school were suspended - white students (except for in Washington D.C. ... I and my classmates (K thru 6) started repeat offenders) were scolded and given detention... As far as race relations were concerned, our first day of school. The bussing experiment in Lower Me- there were never any open discussions or communications. Open conversations about race rion School District began. I was 11 years old. were about as taboo as discussing girl’s periods and boy’s anatomy in that era.”

--Wendell Holland ‘70

EDWARD SMITH | Class of 1957

CAROL STEIN | Class of 1965

“There were no African-American students in the academic tracks in the junior and senior high schools. They were all funneled into technical or vocational courses.... When I was in high school I never socialized with black students. No one I know of did!.... The cafeteria, the hallways, and the classrooms (at least in the academic track) were all entirely segregated. The races did not mix anywhere except perhaps in the gym and on the playing fields.”

1966 - THE NAACP PROTESTS

In 1966, the NAACP protested LM’s hiring policies, claiming they did not hire enough blacks as teachers, bus drivers, janitors, or other positions of power. “We feel that white students who live on the Main Line rarely see Negroes in positions of responsibility,” said a Mr. KaPhoto courtesy of The Merionite, 1966 lman in the October, 1966 issue of The Merionite. Students as well as NAACP members protested outside of the Administration building to rally support, as shown above.

TERRI ANN POLLOCK Class of 1969

Photo courtesy of Enchiridion, 1969

The Committee for Understanding presenting the program “Black Arts and the Black Theatre” at a 1969 meeting at LM.

“I remember...the formation of the ‘Committee for Understanding’...

[It] was formed to deal with issues of race and civil rights after King’s assassination....There wasn’t a great deal of interaction between the black students and the rest of the school (which was mostly caucasian). The Committe for Understanding was an effort to change some of that.”

1969 - THE SIT-IN On Tuesday, March 11, 1969, 60 black students and one white student sat outside the office of LM principal George Dinich for five hours. Organizing and participating in the Main Line’s first sit-in, these LM students exposed racial discrimination at LM and publically questioned the equality in the Lower Merion School District.

The sit-in was prompted by the suspension of William E. Holland, a black LM senior from Ardmore who was the captain of the basketball team, after he hit mechanical drawing teacher Anthony Schultz. Holland claimed that Schultz had called him “boy” and then spat on him. After Principal Dinich suspended Holland on Monday, black students gathered at the Soul Shack (known today as Ardmore Avenue Community Center) to form tactics and to prepare the next day’s event. Superintendent Philip Koopman revoked Holland’s suspension on Tuesday after Koopman talked to Holland, Holland’s family, and the Pennsylvania Bar Association’s Committee on Rights.

According to the 2003 Main Line Time’s article “When Billy stood up, we all sat down”, Koopman stood behind Holland, but most teachers and citizens quoted in the local papers felt as though the sit-in was blown out of proportion.

There were rumors that Schultz, who is quoted in The Main Line Times saying “Koopman…satisfied the desires of the colored element” was facing suspension as a result of the incident.

Bill Holland was the “Kobe” of the day. Scouts poured in to watch his games and he was offered multiple college scholarships. When he hit Schultz, he knew he was risking his chance at playing college level basketball, and in fact, after his suspension, many of the colleges did rescind his scholarship.

“We staged a sit in to protest disciplinary action by the administration regarding an incident involving Bill Holland, a student and basketball star, and a teacher.

While Billy’s incident largely involved student-teacher-contact (literally), it became a commentary on race issues at LMHS broadly... the administration suspended Billy from school. The African American students believed that the discipline was unfair...The very next day, nearly all of the African American students at LMHS staged a protest in the form of a sit-in... When Billy stood up, we sat down.”

--Wendell Holland ‘70, Class President, Bill Holland’s cousin

HOWARD LENOW | Class of 1972

“I recall vividly the Junior High graduation dance where there was actually a roped off section where white kids hung out and black kids were on the other side of the rope. It didn’t say ‘white and black’ but that was the effect of it. I had a friend, a young [black] woman, who was a cheerleader and more “accepted” by the white kids for all the wrong reasons. She was a friend of mine from elementary school. We decided to cross the ropes and I asked her to dance with me. The room truly went quiet and the teachers were horrified, scared, but couldn’t really do anything to stop it. It ended without a disruption, but it was talked about for a long time.”

Photo courtesy of the Main Line Times The Merionite would like to acknowledge the help of the Lower Merion Historical Society, the Lower Merion/ Harriton Alumni Association, and the hundreds of alumni who so generously supported this project.

Title Graphic by Noah Zuares/Staff

February 26, 2010

The Merionite

FEATURES

9

Mr. Lower Merion: The crown’s up for grabs

Marta Bean

going to be nervous, so the playing field will be evened sort of act to perform during this portion, so they will out. So there’s basically no reason to be nervous.” only have their sexy strut and stylish garb to impress Class of 2010 Of course, the future Mr. Lower Merion won’t be just the judges.

Move over Miss America, there’s a new pageant in any average student, and therefore, During the brief intermission, the contenders’ town. must exhibit his exemplary spirit escorts will walk around the auditorium lobby with Joey Shallow ’10 On March 18 at 7 p.m., the first annual Mr. Lower a n d f o n d - AJ Schiffrin ’10 donation buckets. If you like a specific competiMerion competition will take place and the tor you will be able to put a few dollars into their contenders will duke it out for the esteemed bucket and the competitor will get extra points! title of Mr. Lower Merion. This competition, The audience, through this process, truly gets a modeled after the famed Miss America compesay in who receives the title. tition and (sort of) stolen from the Mr. Harriton The competition will grow steamy with the talcompetition, will showcase the talent of four ent showcase. Each competitor will have two and junior and six senior male students. Proceeds Josh Weinberg ’11 a half minutes to showcase a talent. Some talent will benefit the ABC house and LM Township categories are dancing, singing, or playing Scholarship Fund. an instrument. Others include comedic or The night will start with an introduction by magical acts and “having an astoundPrincipal Sean Hughes and a few words from ingly high reading level” said juthe student emcee. Each competitor, nior Aaron Freedman.

Carlton Grandison’10 looking sharp in tuxedos, will enter Although junior Steve Lipman the stage, accompanied by a female Chris Turton’10 refused to disclose any inforescort. Senior Marlee Madora, who mation about which Griffin Schwartz ’11 will escort senior Julien Aoyama, of his many talents is “really excited to participate in he will perform, this school event and to show off he “can’t wait for her boy friends. Not one word of the endless number Steve Lipman’11 course…” of groupies he will get Julien “can’t wait to strut his stuff from being a contestant.” on the stage” but “is a little afraid Oh Steve, let’s hope you do a that Marlee will fall on him.” comedy act!

Now the real fun begins! The Senior Chris Turton said he contestants will be invited one by “may or may not break dance…

Isaac Lindy’10 one back onto the stage and will be you better come watch.” asked questions. Only Mr. Hughes Schwartz “will probably play and the student emcee will know guitar and sing.” the questions in advance, so there Towards the end of the comwill be no way for the contestants to petition, all the contestants will rehearse any kind of response. This come out with their dancing shoes on and event will show if the guys can take the heat, and grace the audience with their…grace? Seif they are worthy of the prestigious title. nior Aliza Berger, who will choreograph Part of being a local celebrity is dealing with the the dances, is “excited to see some booty pesky paparazzi. The next event will be structured shaking and pelvic thrusts. Boys are alto show that the contestant embodies what a Mr. ways silly when they dance.” You’ll have Lower Merion should be. Senior Jen Weidner, one Peter Johnston ’10 to come to the show to see what kind of Aaron Freedman’11 of the Mr. Lower Merion coordinators, hopes that dance they do!

Julien Aoyama ’10 “in these pre-prepared videos, the contestants will After the competition ends, the judges Photos courtsey of Madeline Berger/Staff show that they are involved in the school as well will count up the points and the winner will be anas outside of school, and of course, that they are really ness for LM culture. The “runway” portion will show nounced. Hopefully, the nine who didn’t walk off with funny, because that’s what sticks with the audience.” contenders decked out in LM fashion items. May the the crown won’t cry too hard, and that the one who won Junior Griffin Schwartz is “nervous, but everybody is most spirited win! The stylish models won’t have any won’t get trampled by raging fans.

The real low-down on Shusta-Brown Elizabeth Dunoff

Class of 2011

You may have seen her walking down the hallways, huge white purse swinging by her side. You may have seen her in the back of one of your classrooms, headphones in her ears and a paper on her desk.

Or, maybe you’ve just heard the name: Ms. Dana Shusta-Brown. With her reputation for hard grading and multiple essays a week, she inspires either fawning devotion or powerful apprehension in her former students. But there’s more to Ms. Shusta-Brown than her work.

She’s a writer, a very competitive athlete, and a loving mother of a twelve-year old daughter.

Ms. Shusta-Brown didn’t always want to be a teacher.

She started off in broadcasting and media, working as a desk assistant for Channel 3. A friend of hers invited her to work for a show called ‘Teacher TV.’ She remembers, “We’d go all over the country and we would interview students and teachers. So I was responsible for interviewing students, he was responsible for interviewing teachers, and then we would put together a package and all. I just found that closer and closer to graduation, I was spending more time with the teachers during our off time.”

Eventually another friend sat her down and told her, “You’re always gravitating towards the educators, you know you might want to think about this.” She followed

the advice to the letter, worrying for a month over her interviews and things. But when I was going for it, it was decision before finally deciding to return to school and instant that I wanted a dolphin. I always loved swimming; get a masters degree in teaching. “And I have never ever my daughter, her favorite toy was a dolphin– that was looked back,” she confides. one of her first words– so I instantly knew that was what So besides all of this I wanted. I remember when I came home teaching, what else does from getting it; she was thrilled that I had Ms. Shusta-Brown do? “I gotten a dolphin. I do love that it’s someplay piano– not well, but I thing really sentimental, because of her.” have a tremendous teacher.

Well, there you have it. Ms. ShustaThat’s what I mostly do.”

Brown is a closet sweetheart. Under Any family? “I have a twelveher tough, competitive exterior lies a year old, so I often go to her softie who just wants to make her daughter basketball games. And she’s a happy. drummer, so we do lots with Since I’m always on the prowl for new both band and orchestra. Since books to read, and I currently have an Engshe’s getting older, she likes to lish teacher held captive, I take my chances go shopping and all that stuff. It’s and ask for a book recommendation. “Well, really fun.” Her enthusiasm for I don’t have a favorite book, but I do have her daughter is contagious, and I a favorite author. José Saramago.” feel myself smiling in tandem.

Why is he so good? She tells me about Finally, I decided to broach the first time she read a book by him. “It the hard question– Ms. Shustawas just so interesting because it’s really Brown has a tattoo of a dolphin dense, it was the first book, I think, that on her ankle, and I’m about to I felt so driven by the words and his lanask about the origin. Expecting guage versus the character or the situation Photo by of Madeline Berger/Staff and it was through the words that he really a story about a scandalous night back in her college years, I’m surprised by the real an- developed the character and the situation.” swer. “It’s sweet. I like the reasoning behind it. I got it With all of her literary expertise, will Shusta-Brown when I was twenty-nine—it was a birthday gift to me. I break out the pen herself? “I’m hoping after next year; I always liked the idea of a tattoo, but I didn’t want to get would like to get back to writing creatively. I like short it anywhere where as you get older its not so attractive. fiction. That would be my genre.” So should we expect I knew that I wanted it on my ankle, because I always the name Danaby Shusta–Brown to appear on a book spine Photos Emily Sorensen/Staff thought that would be fun and I could cover it during job any day soon? I guess we’ll just have to wait and see.

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February 26, 2010

The Merionite

Rachel Cohen

Class of 2010

Philosophical quotations. Beautiful works of poetry. Lists of the hottest guys from the sophomore class.

Welcome to Lower Merion’s girls bathroom stalls. What they lack in locks and toilet paper they make up for in underrated artwork and prose. What was once a simple place for humans to ‘relieve’ themselves has transformed into a public forum that unites the freshman to the senior, the athlete to the poet, the actress to the Science Olympiad captain.

It has become commonplace for graffiti to be scribbled onto the doors and walls that line the restrooms in our high school. But take a second before you pass disapproving judgment on this vandalism. During a year of construction and destruction, where kids are constantly reminded of what state-of-the-art facilities are to come in the future, kids are just coming up with ways to create beauty in what they have left.

The special aspect of the stall is that everyone shares it. Contrary to the classrooms, sports teams and clubs where these sort of homogenous groupings exist—everyone shares the same stall. This includes every race and ethnicity coming from all kinds of classes. Granted they’re single gendered, but it still remains as

the kind of conversation and dialogue you’re really not going to find anywhere else.

Do you not believe me? I implore you to turn to Facebook where “Bathroom Graffiti at LMHS” has become a fanpage, with over 205 fans to date.

“The anonymity of graffiti tells us a lot about what people really think. It has a place in our society and culture. With that comes the

FEATURES risk of getting caught and paying the consequences,” said art teacher Russell Loue.

Then, every few months, we return to the stalls to find everyone’s thoughts, complaints, pictures and dreams painted over in an offwhite cheap coat of paint just thick enough to still see the traces of what was left behind. The “hot list”--gone. The infamous tech building debate--erased.

Photo by Madeline Berger/Staff

Doodles and declarations in the girls’ bathroom in the tech building

“In general, our custodians check the bathrooms and other areas of the school every morning and afternoon - if they find any graffiti - it is reported - photographed - investigated via the camera system, and then removed. We do not take this type of behavior lightly - when we find a person that is vandalizing our school - we go through the appropriate disciplinary actions and that could involve the police,” said Principal Sean Hughes.

“There’s a lot about the style of graffiti that I like and it has influenced contemporary art quite a bit. But there is still the fact that when done without permission, it is illegal and can really be a costly form of vandalism,” said art teacher Louise Pierce.

Yes, the lavatories at LM still remain as a place for the tremendously bored teenager dying to have a break from their double Chemistry period to find refuge. Yes, it can provide a place for kids to sit before class to finish those Spanish worksheets they forgot to do. But it also appears to be a place for students to exercise their First Amendment right in an anonymous forum, free from ridicule or judgment. And in a place like Lower Merion, where it’s popular to cynically point to our equipment bikes and SAT-prep driven students—it’s nice and comforting to know these types of humanistic conversations still exist.

Tips to catch-22[lovers] next year P. Johnston/ L. Van Houten/ J. Warshaw/ D. Witte

Class of 2010

The candles are lit, the pants are on, and yet again, you are all alone on Valentine’s Day. You all know how this ends. While everyone else seems to be snuggling up to that special someone, you’re watching National Treasure 2, bawling and pining after the Book of Secrets. And what’s worse, you fully expect to be in the same situation next year. YOUR SUFFERING ENDS TODAY. I’m going to whip you into shape so that next year, you will be drowning in snuggles. DROWNING I SAY. Who am I? I’m Dr. Spoon n’ Swoon. I’ve got a list of 14 suggestions for next February 14 that will send your “National Treasure” into “Colonial Philadelphia.”

1. Look sharp

I know you fancy that sweet TripleWo l f s h i r t that your Mom bought for you in seventh grade and those Costco brand sweatpants that let the stuffy air in, but ENOUGH is ENOUGH. The ladies are TIRED of these Monday to Friday outfits on your monkeyfighting body. Sure, the ladies may say things like “Those wolves make you look like a man in this light” or might ask “Did you just get back from the gym?” with those shweaty sweatpants all up in it, but you might be surprised by what they’re saying on the inside. Trust me bro, time to move out of the kids section and into gentleman’s quarters. We’re going to go all the way into the far future, and that future is..... Justin Bieber onesies – people, don’t confuse his last name

with a wood-chewing woodland creature for nothing. Ladies go gaga for this prepubescent sex symbol, and it’s not just because he threw a party at Usher’s. So get smooth, get loud, and find yourself in a good time with your wooly onepiece (butt pocket optional).

still while the other does some bizarre convulsions near them while appearing to have an epileptic fit. Moves such as the “Tiger of the Woods” and the “The Corinthian Column” work perfectly, and are particularly easy to pull off in onesies. So just check out the local discotheque and get your grind on with some sweet honeys.

4. Serenade your lover

2. Don’t be afraid to show your love Most people can only express their love by getting cheap greeting cards or buying pre-shaved llamas from the local Arby’s, but what people really look for are true exclamations of love. How should you go about doing this? By a helicopter that throws marshmallows out of its engine. While the marshmallows are falling, maneuver the copter so that the pre-melted marshmallows form the shape of his/her favorite daytime talk show host (preferably Rosie O’Donnell in the nineties. Ellen ain’t got nothin’ on Rosie).

That should really show your potential lover that you care.

3. Get your groove on You love to dance, I love to dance, America loves to dance. So dig those platforms out of your closet and prepare to get your jive a-jumpin. Lucky for you, modern “dancing” only requires that one person stay absolutely

No man or woman can resist a sweet serenade of “Can You Feel The Love Tonight” (Pro-tip: bring a recorder, it’s just better that way). Like Simba got Nala, you can catch your own cat. But just so we’re clear, it will not be an actual cat. It will be a human. Or a Butterfinger BB. Your choice.

If possible, get a friend to accompany you for a duet—the triple entente won World War I for a reason.

And if you’re feeling extra freaky, try my personal favorite - the Ghost Busters theme song - and you’ll be busting ghosts all night long, if you catch my ectoplasmic drift.

5. Find yourself a steed

Has there ever been a story of successful love without a faithful beast to carry you to your lover ’s abode so

that you might serenade her? Channel your best “Planes, Trains, and Automobiles” here, as it is imperative that you roll up (preferably on Dubs) to her love lair in style. Get that engine rumblin’, and put the pedal to the metal till the cows come home.

To find the remaining nine tips, pick up my new book “How Tall Is My Mountain: Conquer the Heart in the Age of Cervantes— The Lover’s Almanac.” And don’t complain about me plugging my book - it’s the only chance you have at love in this proverbial club that is life. Anyway, I hope that next Valentine’s Day, you find a snuggle buddy that is just right in all the right ways. And no tradesies. What is this, a dental office?

Signed, with gobs of affectionate applesauce,

Dr. Cornelius P. Spoon n’ Swoon

February 26, 2010

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FEATURES Seniors, welcome to the celebrated second semester The Merionite

On teaching second semester seniors

Ms. Leslie Pratt

Tension Ends - Life Begins

Sana Shtasel

English Teacher

I love teaching second semester seniors; I absolutely love it.

Senior year is a rare time when many students, long working to build a transcript or to accumulate credits, realize their education is more than the sum of completed assignments. After mid-year reports are sent to colleges, grades don’t matter like they once did. And this is a good thing, especially when grades rather than learning drive so many students. Second semester, then, becomes a moment of potential, a moment when seniors can apply what they have learned and consider how it will affect their lives when high school is complete.

American Government classes inspire discussions about how Supreme Court decisions might influence future election cycles. Anatomy students ponder the ethical implications of genetic interventions to alleviate disease. Students studying CADD imagine the possibilities of robots carrying out tasks humans are unable or unwilling to do. Literature students make and create rather than take meaning from texts. As students write college admissions essays, they wrestle with genuine questions about audience, purpose, tone, detail, and nuance—the very elements English teachers have been inviting them to practice throughout high school.

As students sit in interviews for post-secondary positions, they speak in effortless ways about their understandings of circuitry or integrals or parallax or artistry. Without grades being the ultimate concern, they write and say what they think rather than what they think a teacher wants them to write or say.

This creates the wonderful paradox of the second semester of senior year: students assert risky, original ideas. These risky, original ideas, when well-presented, are more successful than when students dutifully follow directions. Many second semester seniors are delightfully surprised when, for the first time since middle school, they find themselves in a place where they can take academic risks they would not have dared to take in previous years. Students write what they mean, write what they are genuinely thinking, in ways that honor their insights instead of navigating what they imagine “a teacher expects.”

And ironically, this is exactly what the teacher wants.

Class of 1968 The following article is from a 1968 issue of The Merionite, written by the editor-in-chief at the time, Sana Shtasel. It appears as though “senioritis” has been an existing concept for decades. Call it dumb. Call it a rite of passage. One thing is indisputable: it endures.

Seniors: Enjoy! Enjoy! Such is the second semester slogan, command, and dictate for all twelfth graders. It is a motto age-old, a tradition handed from each graduating class to its successor, a message revered for its applicability and durability.

For today, with the distribution of report cards, college pressures cease. No more tension-filled Saturdays, no more elusive essays, no more fate-determining grades and scores.

Applications, recommendations, board results, and school records have all been submitted and cannot be improved or altered. April 15 will culminate twelve years of working and waiting; nothing done now can either positively or negatively affect the final outcome. Second semester, then, can become a true Camelot.

In no other time of life will the stigma of grade comparison, the pressure to achieve, and the competition for stature be so completely removed. Here is “that one brief, shining moment” where learning can be measured in terms of self-satisfaction not the alphabet, and the extra-curricular activities and responsibilities be pursued for pleasure instead of college transcripts. Now is the time when visiting the museum can become more than a Music, Art and Lit assignment, and seeing a play can do more intrinsically than eliminate the necessity of reading it for English. It is a time for probing, for striking out, perhaps even for falling in a new Art by Liora Ostroff/Staff endeavor. It is an opportunity to question, to search, to learn.

It is an interval in one’s life--perhaps the only interval--free from penalties for stumbling and tensions while achieving.

Seniors, then, can regard the upcoming second half of the year not as the end but as the beginning. They can accomplish more now by “sweating it” less. Seniors can: ENJOY! ENJOY!

Too cool for real school? Try the virtual one Sarah Zimmerman

Class of 2011 Educational opportunities at LM are by no means limited, but when course selection rolled around last year, I felt a bit restricted by the course offerings. As a sophomore, I had felt unchallenged, and wanted to try something new.

After I was finished complaining about my lack of choices, I decided to do something about it.

I talked to some teachers, and one of them pointed out the signs that were hanging all over school. It’s strange; I never miss a “Ginger Snaps: made for dunking” or an “Oliver Garden” poster, yet the important ones never seem to catch my eye. This particular poster was advertising Virtual High School (VHS) courses. I went to talk to Mr. Piotrowski, who is the Virtual High School coordinator at LM. He told me how easy it was to apply, and asked me to peruse the online course catalog. I did as he requested and was immediately impressed with the choices.

Virtual High School (VHS) has everything—Bioethics, Zoology, Forensics, Foreign Policy, Psychology, Economics, Number Theory, Statistics, Engineering, Caribbean Art, Music Composition, Animation, Creative Writing, Portuguese, Mandarin and more. The list is endless. And it’s all free. The only restriction is that you cannot take a class that LM offers, such as AP Literature, or Anatomy and Physiology.

I looked long and hard, and finally decided on “World Conflict: A United Nations Introduction.” It was a mix of history, philosophy, and foreign policy: perfect for me. The course started out with an introduction to the website, which uses Blackboard, also used by many universities. Blackboard is a software program, which incorporates lessons and grades. At first, it was hard to navigate, but once I got the hang of it, it became second nature. The VHS “school week” is Wednesday to Tuesday, with most work due on Tuesday.

This schedule has its pros and cons; there’s no cramming on Sunday, but it’s sometimes hard to remember to turn in work on Tuesday. The site has discussion boards with the

teacher, and a place to talk to your classmates.

The whole virtual classmates thing is very interesting.

My class started out with 14 students, but by the end the number had dwindled down to 11. The gender ratio was extremely female-heavy: ten girls and one boy. The majority of the students came from New England; there was one girl from Reading, Pennsylvania, and one girl from Australia! It was neat to be able to talk to her and compare our educational experiences. Once or twice, the “student lounge” emptied out and I felt a bit alone. It’s strange not being able to ask the person sitting next to you what they got for #12.

According to Mr. Piotrowski, “the district joined VHS to give students the opportunity to expand their academic opportunities to take courses that currently don’t exist in the building and to give students the opportunity to take courses online, which is becoming very popular at the college level.”

VHS courses go on your transcript, but are not incorporated into your GPA. There is a grade tab on Blackboard, a lot like Powerschool, where you can check how you are doing. The grading (at least in my class) was not challenging.

An online class does not incorporate the same kind of interaction between students as a traditional classroom course, of course, but the “student lounge” area provides a place where students can talk amongst themselves. We talked about our favorite classes, hobbies, and hopes for the future. We all had similar interests The work was relatively easy compared to my LM classes (no real quizzes or tests, and obviously everything was “open notes”, with the internet at my fingertips), but it was OK. My VHS class gave me a chance to go outside the boundaries of a conventional classroom and pursue the things I am most interested in. The lessons and assignments were not demanding, but they required thought and Google skills. Most of the time there was no teacher there to pat me on the back and say, “Great job, Sarah!” I learned to learn for myself, which is really the most important lesson of all.

Should I take a VHS Course?

YES • I am an independent learner • I feel limited by course selection

at LM • I feel comfortable with computers • I have extra time

NO • I like a lot of feedback on my work • I do not feel comfortable with computers • I am stressed with my current workload • I just want to beef up my transcript

Interested? See Mr. Piotrowski’s eBoard or visit him in room T101. Registration for the fall semester is open until the end of August; interested students should contact Mr. Piotrowski as soon as possible to ensure that they get a spot.

12

February 26, 2010

The Merionite

ARTS & ENTERTAINMENT

J. Smith: The smiling face of Hip-Hop at LM Jake Wellens

Class of 2011

Whether you’ve seen the “Smile Girl” Tshirts, the “Smile Girl” music video on YouTube, or just heard his music blasting from a peer’s 1:1 laptop, you’ve undoubtedly heard of LM’s newest hip-hop prodigy, Jordan “J.Smith” Smith.

Surprisingly, J. Smith first started writing and recording music this past summer. Since then, he has released a full-length mixtape, a number of freestyles, and of course, “Smile Girl” and its corresponding music video. His mixtape, “Kid in Me,” features 15 tracks, and is available for free download on his MySpace page.

His fan base is largest within the LM community, but J. Smith says he also has fans in Philadelphia, New Jersey, D.C., and Jamaica.

What sets J. Smith apart from many of his hip-hop contemporaries are the positive messages and wholesome language found within his lyrics. While so many hip-hop artists achieve success by bragging about the legally questionable means through which they have profited, J. Smith takes the high road and sticks to subject matters that are not only family-friendly, but are themes to which we as students can all relate. The themes that run consistently through the mixtape’s diverse array of tracks undoubtedly make up large parts of our lives and identities at this age: life in school, and the fear of growing up.

Photo by Madeline Berger/Staff

J. Smith shows off one of his “Smile Girl” t-shirts as well as his own smile.

The theme of school life is conspicuous in the mixtape’s fifth track, “Klass in Session,” with rhymes like: “The principal and the secretary endorse me, even that administration building supports me,” and “I’m gonna do all my work as I pay homage, attend a great college, and shake away nonsense.” In “Rock Out,” a song about having fun and getting work done, J. Smith expresses some healthy pride in his academic achievements: “I made honor roll, look Mama! I’m a young Barack Obama.”

As suggested by the mixtape’s title, J. Smith’s lyrics frequently express anxiety about growing up and a fear of leaving childhood behind. “I got that Super Mario Smash flow; music, fun, and the girls in my lasso; too confused I’m about to be an adult – while I’m young, just lead me to the castle,” raps J. Smith in his sixth track, “Super Mario Smash Flo.” The collection of tracks also touches on some other topics that J. Smith, along with many of us, finds important, such as family, basketball, and young love.

As I was listening through the mixtape for the first time, I became a little nervous as “Hater Song” began to play. It seemed like J. Smith was about to break his streak of clever wholesome word play and get instigative. My worries were almost immediately mollified.

Not only does J. Smith keep up with his trademark purity, but he also puts his own remarkably witty spin on the classic “hater dissing.”

His approach: sarcastic flattery. Not once does he insult or challenge his opponents; he only tells his haters how much he needs them. The song finishes with a brilliant dose of obvious sarcasm: “I might make a whole album for haters. I just love you…can I just kiss you?”

Aside from J. Smith’s uniquely virtu-

ous subject matter, his music is legitimately enjoyable. As some of you may know, I am very critical of the lyrical quality of today’s music, but I gotta hand it to J. Smith – his clever rhymes, puns, and word play outmatch the lyrics of nearly everything I have heard on any of the popular radio stations in the past year or so. His lyrical prowess propels him ahead of rappers like 50 Cent and Akon, and puts him in the class with artists like Mos Def and Jay Z. Generally speaking, hip-hop songs gather dust at the bottom of my iTunes library – but J. Smith’s “Kid in Me” has been steadily acquiring a hefty play count.

Not surprisingly, J. Smith plans to continue making music while attending college next year. However, he intends to major in business, not music.

To those of you out there with passions of your own, J. Smith extends his wisdom: “Do what you love and talk about what you know.

It doesn’t matter what anyone thinks as long as you love it.”

It is rare that children find role models more appealing and honorable than J. Smith. He is doing more than making a name for himself; he is changing hip-hop. Like all of us, he must balance his schoolwork, his friends, his family, and his passion. Unlike many before him, he does it while broadcasting his genial message: “If you hate me, I love you; if you love me, I love you; if I don’t know you, I love you.”

Check out “Smile Girl” by J. Smith on iTunes, and the video on YouTube!

Also check out J. Smith on MySpace at: myspace.com/ realjsmith

SPRINGTIME FLICKS COMING SOON

The movie reprisals that will rock your movie loving mind Leah Rosenbloom

Class of 2011 As the title so alludes to, the dawning of spring 2010 means a big boom for the film industry. This is especially true for filmmakers that have reworked well-loved plots and characters, recycling the revered and creating something totally new and different. That’s right – as the ridiculously intimidating four feet of February snow begins to melt and little green buds begin to poke through thawed ground, the rabbit hole will reopen to reveal Tim Burton’s new take on “Alice in Wonderland.” But fear not, horror lovers: Freddy Krueger will be back from the undead come April, reprised by Jackie Earle Haley in a contemporary “A Nightmare on Elm Street.” As April’s bloody showers bring May flowers, Robert Downey Jr. will be kicking major bad-guy buttocks while wearing his signature suit in “Iron Man 2.”

Be they fantasy, horror, or action, these movies all have one thing in common: an all-star cast of talented actors that will most certainly make these reprised roles worthy of the already-famous names they bear.

Alice in Wonderland If there is anyone we can

trust with Alice in Wonderland, it’s Tim Burton. Snapshots and trailers of the film reveal magnificent, extremely imaginative scenery, costumes, makeup, and stunning digital craftsmanship.

All of the painfully articulated artistic aspects coalesce to form the ultimate Wonderland: full of invention and originality yet still expressing the old charms. Somehow, Johnny Depp, Helena Bonham Carter, and Anne Hathaway are able to breathe undeniably human life into the Mad Hatter, the Queen of Hearts, and the White Queen, while still maintaining their sense of animated, inhuman quirkiness. The seasoned cast also includes Alan Rickman, Crispin Glover, Christopher Lee, and Timothy Spall. A film sure to delight audiences of all ages, “Alice in Wonderland” is will knock you off your feet. Opens in theatres everywhere: March 5, 2010 A Nightmare on Elm Street The director of “A Nightmare on Elm Street,” Samuel Bayer, hates to call it a “remake.” Instead, he prefers the lingo “re-imaging.”

What does this mean exactly? It means a whole new plot, a whole new set of victims (except the movie’s famous heroine, Nancy Thompson, now played by newcomer Rooney Mara), and the same

old Freddy in all of his horrific undead glory. Well, not completely the same: Jack Earle Hayley, who starred in “Watchmen,” will reprise the role and is sure to do it justice. And that’s not Freddy’s only change: although his characteristics and outfit will remain true to the old film, new makeup and digital technology is enabling the design staff to completely redo Krueger’s burnt face.Aaron Eckhart in “The Dark Knight,” anyone? Freddy’s new face is sure to scare the wits out of you. That’s not the only change Freddy’s undergoing, though. Filmmakers say Freddy’s dialogue and demeanor will stay truer to the 1984 version, as opposed to the film’s numerous remakes. He will be dark, serious, and incredibly terrifying. Opens in theatres everywhere: April 30, 2010

Iron Man 2 If you saw the original Iron Man, you probably liked it.

Maybe you liked it because of its thrilling, non-stop action. Maybe you liked it because of its strong anti-war message. Maybe you just

lett Johansson, Paul Bettany, and even director Jon Favreau. Not only is this an all-star cast, but the movie’s plot promises to be better than ever. The whole world knows about Tony Stark’s identity, and this means a whole lot of new pursuers. Among these is the Black Widow (also known as Natasha Romanoff), played by Scarlett Johansson. And this Black Widow is definitely not your average spider; she is an ex-Soviet special agent that just happens to know a thing or two about seducing super heroes. The film’s unique team of Downey and Johansson as two of Marvel’s well-loved characters is sure to satisfy any comic-book lover, as well as any action-movie fanatic.

Opens in theatres everywhere: May 10, 2010

Long story short, spring f af St a/ yM Painting by Jenn is bringing some pretty serious liked it because Robert movies to the big screen. The fact Downey Jr. is a hunk. Maybe, you that all three are remakes, or “reliked it for all three. Regardless, imagings,” rather, is totally irrelIron Man was a stunning suc- evant. These movies are nothing cess, and Iron Man 2 is definitely less than carefully crafted pieces worth a trip to the movie theatre. of art, and will undoubtedly repRobert Downey Jr. and Gwyneth resent the meticulously artistic Paltrow will reprise their roles process of filmmaking. This alone as Tony Stark and Pepper Potts, is reason enough to check these respectively, but the sequel will films out come springtime, and include seasoned, dynamic ac- chances are you won’t regret it in tors like Samuel L. Jackson, Scar- the least.

February 26, 2010

13

ARTS & ENTERTAINMENT LM Artistic Accomplishments Aces of The Arts The Merionite

ceramic piece chosen for the second year in a row.

Despite the students’ humility, the fact that LM is so Class of 2011 well represented at the show is no surprise. Anyone who LM art students stormed this year’s Annual PSEA has ever taken an art class at LM or even observed one can Touch the Future Student Art Exhibit, occupying a mas- feel the artistic charisma just radiating out of both teachers sive 10 percent of all chosen work from 26 local schools. and students. The staff members, Russ Loue, Daniel HaThe show, which is celebrating its 23rd birthday this zel, Louise Pierce, Harriet Ackerman, and Kay Moon, are year, is open to schools all over Pennsylvaearnest and skilled teachnia’s Mideast Region. Out of the 226 pieces ers. They are all serious chosen from 1200 works submitted, LM and passionate about was more than well represented with 25 both artistic creativity submissions in all different mediums. The and teaching, providing Metal Arts and Ceramics programs were constant attention to stuespecially showcased, followed closely by dent projects and offercharcoal, print making, painting, and 2D ing honest, frank, advice Mixed Media. and critique.

“I am especially pleased that the ceramic The staff’s thorough work selected was original, creative, and and unique teaching is demonstrated wonderful craftsmanship,” solidified and intensibeams Ceramics teacher Kay Moon. fied by frequent student According to art teacher and department critiques throughout the chair Russ Loue, the sophistication of LM’s school year. This proart program has always been acknowledged cedure offers students a by the PSEA art show. chance to observe and “I’m always confident that we’re goevaluate each other, a ing to have a large number of pieces,” said process continuously enLoue. “Not only do we get a lot of work Photo by Madeline Berger/Staff couraged year round. It chosen, but we usually get a lot of awards. Sophomore Desmond Ellis at his craft. is no wonder LM’s art It’s a quality of both the kids and the staff program is recognized here, something we are proud of.” annually by the PSEA as noteworthy.

LM’s art program has always been a point of pride for To see the selected pieces and LM’s own first-prize both students and staff all over the school, and both are winner Desmond Ellis’ printmaking, the PSEA Touch the appreciative of the recognition LM has received over the Future Student Art Exhibit will continue at Lansdale Cenpast 23 years. ter for the Performing Arts through February 28.

“It’s an honor,” said senior Jen Jovinelly, who had a

Leah Rosenbloom

Hamburgers: The cornerstone of any nutritious breakfast Jess Lebow

Class of 2011

main line burger joints as Elevation Burger, Five Guys and Ruby’s. If you are a burger connoisseur, surely one of these options will appeal to you and you will most likely be willing to argue and defend one of them as the undeniable superior. The way I see it, each establishment appeals

The burger is a timeless delicacy.

Though ground meat wasn’t always paired with the modern drive-thru cast of sesame seed bun, tomatoes, pickles, lettuce and ketchup, it has been a dietary staple since 1209, the era of Genghis Khan.

In the thirteenth century, Mongolian cavalry soldiers went days without dismounting their horses. As they rarely had the luxury of cooking over a flame on the battlefield, they simplyflattened ground lamb and mutton into patties, which they placed under their saddles.

Photo by Madeline Berger/Staff After, or even during batElevation Burger’s burger will elevate tles, soldiers could reach your taste buds to new levels. between the bottom of their saddles and their horses’ skins and to a different era and consumer. remove bits of tenderized raw meatRuby’s seeks out the “classic” hence the original hamburger. The Main Line family. With kid friendly burger has indeed matured through shakes, a forties diner décor and an the centuries, evolving to minced electric miniature train circulating and hashed beef and then to steak the restaurant, Ruby’s is the obvious tartar, then to the hamburger steak choice for those nostalgic parents and, eventually, with the invention of and grandparents hoping for a fairly meat choppers to the modern ham- predictable meal. However, Ruby’s burger, but its beginnings were evi- burgers are tender and succulent and dently humble. the elusive Ruby’s sauce (though If your appetite withstood that visually daunting) adds a refreshing crude description of the burger’s though not overly daring originality. birth, I propose an examination of the The burgers are satisfying and comcontrasting appeals of current burger plete the stereotypically American joints. meal when paired with fries and a I see the three most prominent shake.

Conversely, the more recent Elevation Burger has stirred up much controversy for its forward thinking.

With its motto, “ingredients matter” and its “vision for an elevated experience” Elevation Burger replaces some of the focus from the actual burger onto the restaurant’s mission.

Its use of grass-fed organic beef is notably respectable and undeniably increases the quality of the burgers’ taste. Their atmosphere, while innovative, lacks the laid back quality of other burger joints. Elevation’s emphasis on health for the body and for the environment can infringe on the customer’s dining experience.

Its tiny burgers and fries are noticeable and make the consumer conscious of the detriments of some nourishment, distracting them for the wholehearted enjoyment undergone at Ruby’s. Simultaneously, though, this forwardthinking divergence from the diner experience attracts the Main Line health nut and the environmentally conscious sub-hippy. The Elevation burger is a first look into the future world of food that entices some while causing others to turn away.

A marriage between the two: the intensely modern Five Guys. The Five Guys burger could be considered a much more refined Big Mac. Five Guys appeals to the casual but current teenager. Though its meat is neither organic nor free range, it makes its use of peanut oil to fry its fries very public. The burger comes with all of the expected amenities and reverts to the appeal of convenience. While you can dine in, many customers choose to take out, creating a sort of classy drive-thru.

In all, the Main Line presents opportunities to all burger seekersthe progressive, the traditional and the current.

Liora Ostroff, Class of 2011

Photo by Madeline Berger/Staff In what arts do you dabble?

Painting, drawing, and occasionally sculpting.

Who is your artistic role model?

I admire artists (Shepard Fairey, for instance) who use their work for political activism.

Where can we see your artwork? http://www.flickr.com/photos/liorart/ Advice to artists Keep practicing and do what you love.

Rachel Deery, Class of 2010

Photo by Madeline Berger/Staff In what arts do you dabble?

I’m mainly a singer, but I can act, dance, write, and I dally in creative arts.

What are your artistic accomplishments?

Over the past years I’ve really improved in sight-reading music, enough to make it into District 11 Choir 2010. Also getting a lead in West Side Story felt like a pretty big accomplishment.

Who is your artistic role model?

My mom. She practically raised me in art galleries and music venues. She is currently working as an artist doing mosaic murals and installations in schools Where can we see you perform?

My next performance is the LM A Cappella concert, Saturday, April 17 in the LM auditorium. COME!!!

Advice to artists The key to surviving a career in the arts is to maintain a level of confidence. If one guy doesn’t like you, don’t just quit. If your true passion is art you’ll fight until you find someone who’ll listen.

14

February 26, 2010

The Merionite

SPORTS

110% Effort, 100% of the time Jon Hirsch

Photo courtesy of David Greenspan

Coxswain: \’käk-s n\ biased, but let me explain what it is that we “annoying” people actually do.

Yes, we are small. Yes, we don’t weigh “Aren’t you that little annoying one much. And, in all honesty, before I entered who sits at the end of the boat?” is a ninth grade I didn’t even know what a question I am frequently asked. In an ef- coxswain was. Now, as a senior who has fort to elucidate the enigma, I will admit coxed for four years, I know the role and that coxswains are highly misunderstood value of a coxswain. creatures. We are stereotypically defined As an insecure and intimidated freshas obnoxious and sadistic beings with man, I felt intense pressure to join an activity. The hallways were plastered with flyers inviting participation in myriad sports, clubs, and associations. To my surprise, I was approached by two upperclassmen and asked to join the crew team, a sport of which I knew nothing about.

Yet I soon learned that standing five feet tall and weighing less than ninety pounds, I had the perfect build for a coxswain.

No, the coxswain does not sit at the back of the boat and shout “stroke” all practice, nor does he sit and count every stroke. A coxswain’s primary goal is to keep his rowers safe.

After that, his duty is to steer the boat in a straight line.

Photo courtesy of Wharton Crew This consists of making slight adjustments to the tulley, or Senior coxswain Daniel Cohen sitting in LM’s rope, connected to a rudder boat during a team practice. located underneath the racing Napoleon complexes, known to yell at shell. Driving a boat is not like driving a anybody for infractions small and large. car, as a boat does not respond to the rudWe are also accused of being lazy and der the way a car responds to the steering of not doing any physical work while wheel. Instead, it takes several strokes simultaneously criticizing our rowers. of the blade before the boat responds to The truth, however, reveals that coxswains movements of the rudder. The coxswain are essential figures in the sport of row- thus works hand-in-hand with the rowers, ing. In fact, they are just as important as often commanding particular athletes to the rowers. I realize that this may sound apply more or less pressure in order to Class of 2010

e

Daniel Cohen

keep a point. Boat handling is a technical process, mastery of which comes with experience.

You might be wondering what it is we tell the rowers. Well, during practice we act as assistant coaches. Prior to hitting the water, our coach tells us what we will do during practice. Even though the coach drives a motorboat alongside the crew sculls, it is the duty of the coxswain to properly execute all drills. It is important for us to keep track of each rower’s progress and to correct technical errors.

Obviously, if we are the ones leading drills and pointing out errors, gaining the crew’s respect is the key to a winning coxswain.

Rowers won’t listen to our commands if they don’t trust and respect us!

Race day is always a challenge. It is the coxswain’s job to make sure that the boat is in tip-top-shape, that the rowers know the race plan, that a number is placed at the edge of the bow, and, of course, that all of the rowers are in attendance. It is imperative that the coxswain remain calm on race day, because he sets the mood for the boat; if the coxswain is calm, the rowers are calm. The actual race is the fun part. After practicing with his boat for several weeks, the coxswain needs to motivate the rowers to win, to cross the finish line first. Because the rowers cannot see what is going on, since their backs face the finish line, the coxswain becomes the eyes and ears of the boat. Coxswains must consistently inform the rowers about everything that is going on during the race. For example, we must tell the rowers what place we are in, if there are waves approaching, or if anything is going wrong. At the end of the race, the coxswain makes sure that the boat is safely tied down to its rack and that all equipment is properly put away. We are always the first to arrive and the last to leave. Over time, we become one with the boat, with the water, with the rowers.

I hope it is clear that instead of annoying little people who yell and criticize, coxswains work in tandem with the rowers – directing them, leading them, and navigating the way to the finish line.

Class of 2011

Boys’ swimming is not the most glorified sport at LM. Its members may admit as much, but they also know this provides the certain grit and determination needed to compete at the Central League level of competition.

This was not the Aces’ best season, defeating only Glen Mills High School early in the season. Despite discouraging results, swimmers like junior Alek Klincewicz and his sister, freshman Nadia, and senior JJ Warshaw continue to perform with excellence. Senior captain Oren Lawit said to his teammates, “Don’t get discouraged, keep on truckin’, and don’t let Alek’s head get too big.” Within that sarcastic comment exists an undeniable sense of brotherhood on the swim team. While they bond in the pool itself, the fun continues into the locker room, as captain Jim Stellato confirmed: “The locker room is always fun – always in high spirits.” The camaraderie extends so far that the squad members have nicknames for one another, including “Big O,” “White Lightning,” “White Chocolate,” “Jimbo,” and even “Pickles.”

Having lost key seniors from last year’s team, this year’s captains, Warshaw, Lawit, and Stellato knew that they had to step it up.

In the final meet versus Harriton, Stellato and junior Justin Shapiro rose to the occasion when their team did not have enough divers to compete. Having little to no diving experience, the two combined to score enough points to put their team into the lead for the second part of the meet.

Despite the absence of proper facilities at LM (i.e. a pool) the team has made St. Joseph’s University’s new campus on City Line Avenue their home. The commute,

Photo by Madeline Berger/Staff

Senior rookie Jake Bosin has quickly joined the team brotherhood.

though not unbearable, is another display of dedication by these swimmers.

This season, Stellato and Lawit were able to achieve high individual accolades. Stellato ascended to the upper echelon of the Central League, competing in the 50-meter freestyle.

Lawit also had a successful season, dropping his 50-meter time below 24 seconds, and competing at the top of the Central League in the 200-meter medley relay, a feat accomplished by few high school students. As senior captains, it may have been tempting to slack off at times, but these captains take their sport as seriously as anyone. It is their job to make sure everyone shows up to practice and gives 110% effort, 100% of the time.

Although this season may seem unsuccessful, there is a lot of depth on the squad and the Aces are hopeful that underclassmen will step up and provide the most coveted stroke of all-that of success.

15

February 26, 2010

SPORTS

The Merionite

Seeing through the Olympic rings Olympic flame is extinguished.

While it is convenient to think that the Olympic village is the ultimate example of international brotherhood, it’s simply unrealistic. The Olympics are like

gin to unravel as it collides with the reality we try so hard to conceal behind the Olympic rings. Slowly, the veneer of Olympic fraternity fades as our thoughts turn to the global problems that not even Shaun White can overcome with a double McTwist.

Disillusionment sets in as we remember the nations’ economic, religious, and political disparities will remain as the

taking the best students from each public and private school in the United States and bringing them together for an Academic Decathlon. Surely the display of academic aptitude and enthusiasm would silence all critics of the American education system. During this hypothetical Academic Decathlon, however, it would be easy to forget that students in innercity schools would be struggling with secondhand materi-

als while students at privileged districts would enjoy 1:1 laptops. Such an all-star academic decathlon would sugarcoat the multitude of problems that would remain among strug-

gling students

Varsity Ice Hockey

Favorite Jersey Shore Member: Snooki Favorite Athlete: Quote:

Alexander Ovechkin

Sports: Varsity Basketball, Varsity

Volleyball, Varsity Track Favorite Jersey Shore Member: The Situation Favorite Athlete:

“We are more alike than Quote:

unalike.”

Jayson Werth

Junior

Mike Buchwald

Freshman

Sophomore

Jessica Porter

Maurice Grimes

Faces of the Aces Sports:

Sports:

represent an elite few brought up with the exact same goals, extracting the very best of what their countries had to offer to obtain an Olympic berth.

As they come together in the Olympics, they are working towards a common goal: obviously there is going to be fraternity between them. This fraternity is exaggerated and premeditated: not to say it isn’t real, it just isn’t a realistic representation of globalism.

Despite broken torches, broken hearts and broken visions of a perfect world, we are drawn to it: it gives us hope for a utopian world community. The Olympic rings represent an excessively lofty, unrealistic standard of excellence in internationalism and global goodwill, but when did we stop striving for perfection? We do not mean to eliminate optimism; we just mean to qualify it.

“back home.”

These struggling students represent real life: the racial, cultural, and economic tensions between nations that are so easily overlooked during the Olympics. We must remember that the Olympics are like a loaded Academic Decathlon; the athletes truly

The best athletes that LM has to offer

Senior

Vancouver, British Columbia is bustling with an unusually electric excitement. The athletes have arrived. Their helmets, boots, gloves, poles, and shimmery spandex tights [hang] in the closets of the Olympic Village. The Olympic Games are here again, with a sense of global unity and tolerance trailing in their wake.

And really, who can blame us for getting in the spirit?

Not only are the Olympic Games a spectacle of sports, they offer a visual confluence of cultures that cannot be found anywhere else.

The beaming athletes enter the Opening Ceremonies, carrying hopes of Olympic glory and national pride in the most fraternal sense. We find ourselves rooting for athletes in such obscure sports as Nordic Combined and curling because for these two weeks, we genuinely believe in the Olympic spirit. These young, charismatic athletes serve as epitomes of honest and judicious ambassadors. Through the course of the Games, the athletes, and subsequently the fans, transcend international boundaries. The bar has been set. Yet again, we have used the Olympics as a representation of the possibility of global unity and international tolerance.

We think of the Olympics on a global scale, of the Games that never stop bringing the world together. Our optimism inevitably runs rampant as we see a microcosm of a perfect world in which we would love to live.

But when the mechanical gears controlling the torch grind

to halt and an athlete dies on national television, the Olympics are irrevocably tinged with an oft-forgotten sense of reality. We see our favorite utopian community be-

Nora Lashner

Class of ’11/’10

AP Photo

L. Rosenbloom/I. Lindy

Favorite Jersey Shore Member: The Situation

Sports: Varsity Field Hockey

Varsity Swimming Favorite Jersey Shore Member: The Situation

Favorite Athlete:

Favorite Athlete:

“Anyone who doesn’t Quote: make mistakes isn’t trying hard enough.”

Varsity Basketball

Kenny Powers

“Last night I lay in bed Quote: looking up at the stars in the sky and I thought to myself, where the heck is the ceiling.”

Chase Utley

“We may not win, but we’re funny” -Roy

16

Volume 81, Issue 4 February 26, 2010

SPORTS

The Merionite

Dawg Pound barks back at Administration’s bite Kyle Peters

respective cheering sections. I agree with the administration’s initial response but disagree with just how far they have taken it.

Cleary each student understands that what happened at Upper Darby was a mistake, but our administration must realize that the amount of censorship put into place has taken away a lot of the fun from our games, and from the Central League as a whole. I remember last year when Lower Merion played Conestoga, the yelled the traditional “A@#-H#!E, A@#-H#!E” chant at the referees.

Though the students were told to stop, no one was thrown out and no one received detentions or were banned from the game. No fights broke out after the game and in the end it was another great Aces win. The fact that students were able to do that just last year and yet a member of the Dawg Pound recently had to leave for saying “Your shoe laces look dumb,” illustrates the fact that the administration has gone too far. Cheering not only builds both team and fan camaraderie, but takes the game to the next level. The players and coaches love when the fans come out and support the team. The administration doesn’t realize that with more and more rules established, the amount of fun greatly decreases and so too will the number of students attending the games.

After having meetings with some of the student leaders at Upper Darby to discuss what happened at that first game, many of

Class of 2010

Kyle Peters is one of the senior leaders of the Dawg Pound.

It was the first game of the season, the Dawg Pound was packed into the Upper Darby gym, and the Lower Merion Aces boy’s basketball team had taken a 25-point lead. Then things turned ugly.

After a couple of dumb cheers from both schools, what was a great first win for the Aces turned into a mayhem full of threats and media hype that caused the rest of the season to be heavily censored.

Every student acknowledges that some of the chants were wrong, but we also have recognize that the censorship imposed in the aftermath of it all was wrong. When I attended my first basketball game as a freshman just four years ago I wasn’t surprised at some of the things I heard. I’m not sure if it’s the fact that growing up near a city whose professional fan base is known as one of the most “distasteful” in all of sports readied me for it, but I can tell you that if I were to step into that Dawg Pound today I would be shocked at the things they let by. So what changed? Why did the last minute of one game have such an impact on the fans in the Central League? The administration’s answer is simple: they want no risk of a fight or of people being offended, and there should be a common respect between each team as well as between their

the students as well as the principle acknowledged that their fan base has diminished greatly due to the fact that kids are afraid to get in trouble by saying the wrong thing. So how far is the Central League administration going to go before they draw the line? The fact that head officials of the Central League were contemplating making everyone sit, and banning the harmless “Air ball” chant is an obviously misguided step in the wrong direction--a direction that will inevitably hurt many teams’ fan bases, and will especially hurt our own.

What this year’s Dawg Pound hopefully showed administration is that we understand our mistakes. However, we can also have respect for one another while still maintaining a fun, intense atmosphere. We want to show the administration, both at our school and at Central League headquarters that we can say certain chants without them having to worry about a brawl or with them having to reprimand every student. We are responsible enough to understand that things can’t escalate to the level they did at Upper Darby.

The administration needs to realize that we understand and accept this responsibility. So my message to the administration is this: pick and choose your battles; what you may think is helping the Central League could very well be hurting it. As kids we are able to adapt to the rules handed down to us, but we need you to be flexible too.

Photo by Noah Zuares/Staff

From LA to LM: Kobe Bryant returns known as DJ Cucumberslice (although I tip my cap to him as well.) When Kobe Bryant finally walked in forty-five minThe tension in the air was palpable. utes after the scheduled start time the The forty-odd people sitting in the choir entire room erupted. A sense of pride room, which now doubles as the forum swelled in the room as everyone realfor an impromptu press conference, were ized that they had a direct connection all fidgeting, craning their necks every to the defending NBA world champion minute, waiting for his arrival. The boys and league MVP. Shock and awe made and girls basketball teams, selective its way into the emotional mix; the best members of Lower Merion High School, player in the world wanted to come here, and old friends eagerly awaited the re- sit five feet away from me, and just talk. It turn of LM’s favorite son. And no, I am was a little overwhelming to say the least. not talking about Bobbito Garcia, better Everyone in attendance received the opportunity to write down a question for Kobe. The questions ranged from, “What is your favorite memory from high school?” to “What was it like to meet President Obama--did you play him oneon-one?” and he answered all of Photo by Noah Zuares/Staff them sincerely Senior Alon Seltzer and LA Lakers star Kobe Bryant hug it out. and graciously.

Mike Buchwald

The Merionite

Class of 2010

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Lower Merion High School

Kobe dishes it off, Seltzer hits it After the question and answer session, Bryant offered star senior Alon Seltzer a little help with his love life.

Kobe looked around curiously and then inquisitively asked, “Is there some girl named Emily here?” Sophomore Emily Seidman, sitting in the back of the room, bolted up in sheer confusion. Attention then returned to Seltzer, standing there with flowers, and ready to ask for a prom date. And of course, she said yes.

Following the initial press conference, the varsity team was told to go to a different room to talk about practice that night. We all sat in a classroom, nerves gone, anxiously waiting for our face time with someone who once wore our maroon and white. As Kobe and some of his 1996 state championship teammates entered the team went silent. Everyone was at a loss for words. Kobe asked us “So, how is your season going?” and it seemed like an eternity of silence before senior captain Conor Foote mustered the courage to mutter “It’s aight.” After some nervous laughter, Assistant Coach Doug Young called upon Foote to describe in a little more detail how the season was going.

Again: “It’s aight.” I have to commend Foote--he had more courage than the 16 other players in the room. Seeing Kobe

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Ardmore, PA

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Bryant in the flesh is quite intimidating, and this may help to explain our described timidity. But as time went on, we began to feel a bit more comfortable; Kobe started reminiscing with Coach Downer about their days together and we told him about our big wins and tough losses, and soon two things became evident. One, he was a lot like us: he had played for Coach Downer and worn the same jerseys we wear. He quested after a state championship and hated our rivals just as much as we all did. He was part of the Lower Merion basketball family, and it felt good to know we would always have Kobe Bryant in our corner. Secondly, he may be a legend, but he is also just a funny, normal, polite person, (who happens to be the best basketball player in the world).

“It was really great to spend some time with Kobe, the best basketball player in the world,” said senior captain Oliver Cohen. “He’s an unbelievable resource for basketball knowledge and to be able to have him answer any question we had was great.”

After a bit more talk about the season and an inspiring speech about appreciating your position in life from his teammate Jermaine Griffin, we took a team picture, shook his hand, and off he went to dismantle the Sixers.

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