November 2016 | The Pine Needle by St. Christopher's School

The Pine Needle St. Christopher’s School ● Richmond, Virginia ● Volume C ● Issue 1 Cover story on page 23 “Should students sleep in?” by Kinloch Nelson ’18 Cover art by Grant Mistr ’17

Artwork by Baylor Fuller ’18.

Head of School Mason Lecky is installed as new Head of School by Bishop Shannon Johnston on Tuesday, Oct. 11.

Table of Contents News

New Faculty

1 Writing Center 2 Gray Hart’s Baja 3 Chris Whalen goes to Scotland 4 Reclassing 5 Pokémon 6 Chamberlayne Renovations 7 Syracuse 8

17 18 19 20 21 22

Features 9 11 13 15

Getting to Know Mason Lecky Aidan Messick goes to NASA Stuart Ferguson in Alaska Grading Scale

Jeb Britton Josh Thomas Scott Van Arsdale Dan Fisher Christian Cousins Whitney Edwards Shawn Moore Sazshy Valentine Jon Waite Corydon Baylor

Editorials 23 25 27 28 29 30

The Oak Needle 31 Ask Alex 32 Look-Alikes

School Start Time Candidate Positions The Deplorables Table Topography Drink Machine A Cultural Education

The Pine Needle Staff Editors-in-Chief Gunther Abbot ’17

Neil Dwivedi ’17

Senior Editor Staff Alex Rowe ’17 Durk Steed ’17 Kinloch Nelson ’18 William Rodriguez ’18 Will Bird ’18

Ricky Stockel ’17

Faculty Advisor Mrs. Kathleen Thomas

Photo/Art Credits Dylan Gibbs ’17 Grant Mistr ’17 Baylor Fuller ’18 Connor Maloney ’20

Masthead by Grant Mistr ’17

Contributors Austin Cashwell ’17 Drake Wielar ’17 Trent Levy ’17 Monty Hannaford ’18 Henry Barden ’19 John Fitzgerald ’19 William Tune ’20

Writing Center Writes History Books By William Rodriguez

Junior Staff Writer

r. Sherman Horner’s pet project of four years is finally taking off thanks to renewed interest from the school, a freshly designated environment and the help of a new faculty addition. The project? A full-fledged “Writing Center” for students to practice and ultimately master skills in writing, syntax, comprehension and editing. The idea of an environment where students can improve their writing was the brainchild of Mr. Horner, Upper School English teacher and coach. “It started with the prospect of helping guys who needed strengthening of certain skills,” said Upper School Head Tony Szymendera, who sees the Writing Center as part of the school’s encompassing Second Century Vision. “Mr. Horner has been eager for a chance to get the project off the ground.” Starting last year, Mr. Horner first used the Student Council and some of his classes as “guinea pigs” for the idea, getting the older students to peer edit classwork with younger, inexperienced writers. The results were encouraging and Mr. Horner’s project began to come to fruition. Contrary to the developing opinion that students need to only focus on STEM subjects to succeed later in life, Mr. Horn-

(Above) Mr. Thomas goes over an essay with an eager student.

er believes that written communication skills are a necessity. “There is currently a disconnect in the adult world where people are required to write and in school where students do not write as frequently as they used to,” he said. The Writing Center offers a plethora of writing-based assistance, including grammar correction, thesis formation and help on English and history essays. The area will be open all day, all the time, with at least one staff member present. New World History teacher Josh Thomas’ skills will also be available at the center; he will help sophomores struggling with the annual history paper, among other things. Any interested student can drop by and request help, but if a student has trouble with writing-related issues in classes, the teacher can recommend that they visit the center. Still, Mr. Horner doesn’t want the Writing Center to become a stigma or an insult to a person’s

ability. “We want to work with teachers and students, not in lieu of them.” Plans will start slowly but steadily, with efforts this fall primarily focused on helping seniors craft college essays. By the spring of 2017, Mr. Horner hopes that he and Mr. Thomas will assemble a team of older students skilled in writing and grammar to mentor underclassmen and improve their own abilities likewise. He envisions that, if interest perseveres, eventually there could be a website or SIS link for the center. Like an aspiring author sitting down to pen ideas for a new work, the possibilities are endless for the future of the Writing Center. ■

News

“Old Faithful” Still Gets the Job Done By Alex Rowe

Senior Contributor

n the Junior Lot filled with Tahoes, Denalis and other “West End” cars, one vehicle stands out in particular: a mustardyellow 2003 Subaru Baja driven by Gray Hart ’18. “There are no other Gray Harts,” he said. “One Baja, one Gray Hart.” Hart’s dad bought the Baja new in 2003 and used it to haul his bike to triathlons. Once he bought a new truck, he passed the car down to his son, which was for him a dream come true. “This car is all I’ve ever wanted, and now it’s finally mine after 13 long years,” he said. With 156,000 miles and averaging roughly 27 miles per gallon, the stick-shift roadster that seats four is still running better than ever. “With a car that low to the ground it is super fun driving stick,” he said. “At times driving the Baja is as exhilarating as Denny Hamlin whipping it on the track.” The interior is decked out with slick black leather seats complimented by a bumpin’ stereo system. The pickup bed

also allows for optimal storage capacity, whether it is holding his wrestling bag or backpack or taking a trip to the dump. Hart noted how Subaru probably wanted to create a powerful machine that had the ability to whip, but also the storage capacity to keep up with the type of busy lifestyle led by people like himself. The most impressive feature? “There are too many things to count,” he said. “All pros, no cons.” The Baja gets a lot of attention when out and about. When spotted outside of school, no one questions who is behind the wheel. Hart’s friends often like to lay on the horn when they see him driving. When asked how the car fares with the girls at St. Catherine’s, Hart declined to comment. Hart doesn’t let other people get under his skin when they give him grief about the Baja. Some people ask him a lot of questions. Are you going to lift it? Put turbo in it? Get a camper shell for the bed? All of

these questions are light-hearted, and Hart does not take them personally. “I think it’s pretty funny,” he said. In all seriousness, the car represents much more than just a mode of transportation. The one-of-a-kind car represents Hart’s personality. “When people give me grief about my car it does not bother me,” said the two-time state runner-up in wrestling. “I enjoy driving the car and the car is pretty unique, and people know it is me.” Hart certainly stands out at St. Christopher’s with his humor, energetic personality and athleticism. The Baja seems to represent who Hart is as a person, someone who is down to earth and memorable. “We definitely joke around with Gray about the car he drives,” said Henry Schroeder ’18. “But at the end of the day, Gray is proud of his car because it sets him apart from the crowd and lets everyone know that he isn’t caught up in what others think.” ■

The Pine Needle

Whalen goes to Scotland

Walking with the Likes of English Legends

By Trent Levy

Senior Contributor

his past summer, British Literature teacher Chris Whalen advanced his knowledge by taking part in a department tradition that Mr. Horner, Mr. Wood and Mr. Smith have all previously undertaken: a trip to Edinburgh, Scotland to study English. Following in the footsteps of English teaching legends, the journey was highlighted by a daring swim to a castle on a lake. Mr. Whalen is no stranger to studying abroad. On a previous trip to Exeter, England during his junior year in college he saw a striking 32 plays. On a second voyage there this summer, he attended Lincoln College of Oxford through the Bread Loaf School of English in Middlebury. While there, he worked on a 25-page dissertation on meta theatrics and meta fiction (where the fourth wall is broken and suspension of disbelief is lost). Prior to the visit, Mr. Whalen attended

an exclusive eight-student program at Kenyon College. To be accepted, he had to first qualify, then apply and write a 15-page proposal. Instead of reading the regular 10 books assigned, Mr. Whalen read 20 along with delving into the world of poetry. Mr. Whalen also worked on his massive 120page thesis on parent and spousal grieving in literature using works like Wonder and Room as support. In July, Mr. Whalen finally set out for Scotland. While there, he climbed four mountain peaks in one day and swam to that castle in the middle of the lake, or as it is called in Scotland, “the loch.” The journey to the peaks was exhausting but worthwhile. In order to get to the castle in the loch, he had to swim about 100 yards in frigid 57-degree water. He persevered and made it to the castle. Unfortunately, Mr. Whalen was unable to explore the castle because thorns covered the ground. He regrets not having explored the ancient tunnels of the castle.

Mr. Whalen’s visit to Scotland was just another continuation of his dedication to the study of the English language. He said that he would do it again if he had the chance. As the fourth member of the English Department to travel to Scotland for study, Mr. Whalen has a promising career awaiting him. ■

Damgard & Mitchell Break Records By Alex Rowe

Senior Staff Writer

arsity football captains John Damgard ’17 and Hayden Mitchell ’17 have great chemistry and share an uncanny connection on the field. “I don’t even know what is going through his head when I drop back,” said starting quarterback Damgard about his star wide receiver Mitchell . “I just know where he is and that he will be open.” After an 0-2 start to the season, they knew something had to change. After boosting team morale, Mitchell and Damgard led the Saints on a five-game winning streak. It seems that every game they play they break more records. After eight games Damgard totaled 2,276 passing yards, ranking him fourth in the state among both public and private schools. During their 50-42 win over Fork Union Military Academy, Damgard passed for 419 yards while throwing six touchdowns, smashing two school records. Mitchell started his senior season on an excellent note. After the first eight games Mitchell has 41 receptions for 1,146 yards, averaging 28 yards per catch. With 12 touchdowns and a career high 88-yard touchdown, Hayden is definitely a recurring target for Damgard. Much of Damgard and Mitchell’s success stems from offseason preparation with their coaches. Both agreed that football camp at Washington and Lee University in July provided a great foundation for the year. They also worked hard in the weight room during the summer and made it to every football skills session. The connection between the two athletes is so strong because Damgard has been throwing to Mitchell since seventh grade. They realize that their success is due to the whole team playing well, and that they are part of something bigger than themselves. Both give credit where it is due, and do not let their record-breaking statistics get to their head. For Damgard

and Mitchell, these statistics motivate them to do even better the next game and hold them to a higher standard. Mitchell, who was out nearly all of last season with a collarbone injury, said “another game without an injury is a blessing.” He is thankful that he is able to play and wants to go above and beyond his senior season for the team. Each captain was more than willing to recognize the other’s strengths. Damgard wants people to know that although Mitchell is physically gifted, the most impressive thing about him is how he leads by example first. People respect him and look up to his success on the field and in the classroom. He is an excellent practice player and makes sure to do all of the small things that some people may overlook, Damgard said.

Mitchell said that Damgard is a good listener and will do whatever the team needs. He is charismatic and is there for every one of his teammates. He makes people comfortable with actions such as giving them nicknames or talking to them outside of practice. Both Damgard and Mitchell lead by example. Their values are similar and the team respects their hard work and determination. “More important than their collective success on the field this season, which has been record setting, is the uncommon and consistent effort that each brought to every practice beginning this summer through the season,” said Head Coach Lance Clelland. “They work as hard as possible without exception and it has paid off with great senior seasons.” ■

The Pine Needle

Pokémon GO to School By John Fitzgerald and Henry Barden Sophomore Contributors

rguably one of the most popular trends of all time is now behind in the count after hitting a home run with the St. Christopher’s community mere months ago. One student succinctly captured the situation: “It was fun for a little bit.” Shortly after its July 6 release, Pokémon Go rapidly rose to the pinnacle of the App Store, becoming the most downloaded free app ever with more than 240 million players, which equates to roughly 75 percent of the American population. In this free mobile game players move in real life with the goal of capturing digital monsters called Pokémon, a Japanese abbreviation for “pocket monsters.” To measure the effect of these virtual creatures on the school, a short survey was sent to the whole Upper School; unsurprisingly only about a third of students responded. While most of them downloaded the game initially, less than half continue to play. When asked for thoughts regarding the trend itself, answers were overwhelmingly negative; the word “stupid” pervaded written responses. The most striking and counterintuitive statistic is why so many students downloaded this game to begin with. Rather

than the expected “it was trendy” response, more recipients expressed either genuine interest, a mix of both conformity and enthusiasm or the most common response -- different reasons entirely. So, in truth, not everyone jumped on the bandwagon, which means the game may be losing its touch. Results indicate that Pokémon Go has

probably reached its height and is declining. If even the true interest many had for the title is failing to keep it aloft, without enough enticing future updates, a descent into obscurity would be unsurprising and inevitable. In the words of William Rodríguez ’18, Pokémon Go fizzled out like the tail of a Charmander in a downpour.” ■

Chamberlayne Change-Up

Renovations provide new learning spaces for students

By Ricky Stockel

Senior Editor

tudents had quite the surprise waiting for them in Chamberlayne Hall and Luck Hall when they returned this year. From the outside the buildings appear the same as always. The inside was revamped with new classrooms, oddly shaped desks and more artwork. Construction on both buildings began July 1 and wrapped up just before school started. To many students, the change might seem unwarranted, but there are legitimate reasons for the updates. “The primary reason was to get more classroom space,” said Upper School Head Tony Szymendera. “We had lost space [to accommodate] The Center for the Study of Boys.” Five Chamberlayne main floor offices were replaced with two classrooms. In addition, the layouts of some existing classrooms have changed. The most noticeable is the room of former Upper School math teacher Jim Boyd, who retired in June after teaching at St. Christopher’s for 50 years. Raised platforms, which created a setup similar to a large college lecture hall, were taken out in favor of a more traditional high school

setup. Mr. Szymendera said that the legendary room was changed because it fit Mr. Boyd’s teaching style. “Mr. Boyd can pull off the college arrangement,” he said. “It’s not for everyone.” Another change is a new way of displaying student artwork. Before, pieces of art were only displayed on a few old bulletin boards. Mr. Szymendera and Upper School photography teacher Amanda Livick worked together to make a more efficient way to showcase student artistry. By removing old clipboards, they freed up more space. They also ran a track system along the ceiling with wires hanging down to hang frames on. Each piece now also has its own small light behind it, which allows the art to be illuminated. The oddly shaped desks have drawn attention. They were first used by the Middle School because they had whiteboard surfaces and shapes that allowed for group arrangement. Mr. Szymendera said he likes the addition of these desks because they allow for “guys to be more cooperative.” A major change occurred in Luck Hall where the Student Publications office is.

The office now runs along the front of the building facing St. Christopher’s Road. This new layout, along with blowing out a wall that was formerly a faculty apartment, has allowed for the creation of another classroom and two offices. Student Publications Head Kathleen Thomas said that there are great improvements to her office layout: a cozier space with windows facing inside halls, natural light and improved overhead lighting. “It’s not so awkward,” she said. “People can work more collaboratively.” ■

Syracuse 8 Visits Campus

News

By John Fitzgerald and Henry Barden Sophomore Contributors

ith a powerful “Good morning St. Christopher’s,” Head of School Mason Lecky introduced the Syracuse Eight, five figures of perseverance and fortitude. One of the Syracuse Eight, Gregory Allen, said, “It’s not the strength of your might, it’s the strength of your will; that’s what kept us together.” The St. Christopher’s community heard from five of the historic Syracuse Eight in early October in a program sponsored by the school’s Center for the Study of Boys. Dana Harrell, Gregory Allen, Alif Muhammad, Ronald Womack and Clarence “Bucky” McGill proved inaction can be just as meaningful as action. During the 1969-1970 season, the players boycotted the football team demanding equal medical treatment, equal opportunities for starting positions, tutoring regardless of race and a fully integrated and diverse coaching staff that caters to the needs of all players. The result? “As punishment for [their] demanding conditions which are now taken for granted, they were denied their careers as athletes,” said NFL Hall-of-Famer and Syracuse alumnus Jim Brown. They tell a tale far greater than just overcoming oppression: they searched their spirits to discover their purpose. Joe Ehrmann, who spoke to St. Christopher’s last year, played alongside the

Syracuse Eight yet didn’t join in their cause. He said that he deeply regrets his decision every day and wishes he could change it. But as one member of the Syracuse Eight said, they don’t always get it right the first time, but the important thing is to go back and fix it. Mr. Muhammad started the boycott when he was asked at a press conference to quell rumors regarding racial issues at the university. The expected answer was “No coach, there is no problem,” but he seized the opportunity and responded, “We have problems, and we have to address them.” He knew that was the moment he could make a difference. Mr. Harrell, along with the others, realized that they would jeopardize their football careers for the greater good. They all emphasized they went to Syracuse to get an education and have since forgiven the university for its past actions. Because of their bravery, Syracuse created the Syracuse 8 Scholarship, which grants a full scholarship to a Latino or AfricanAmerican first-year student. In 2006 all the members of the boycott were finally recognized for their athletic contributions at a football ceremony. They received an apology from the university along with their letterman jackets and the Chancellor’s Medal, Syracuse’s highest award. ■

Getting to Know Mr. Lecky By Neil Dwivedi

Co-Editor-In-Chief

ost people think of the head of school as an inaccessible figure far removed from regular school life. However, he is human just like the rest of us. The Pine Needle asked new Head of School Mason Lecky some questions about his personal life to help bridge the gap. I was told that you run. How far each week? I do love to run and to exercise outdoors in some manner. On good weeks, I’ll run 12-15 miles per week, but sometimes it’s as little as 3-5 miles. It just depends on my schedule for the week. Any other hobbies you’d like to mention? If so, to what extent do you participate in them? If I had more free time, I would choose to read and also to be outdoors as much as possible. I enjoy running, hiking and biking—anything in fresh air and preferably in remote areas. When I was younger, I enjoyed hunting and fishing here in this state and am hoping to resume those activities soon, along with my children. In New Orleans, I spent many Saturdays coaching youth football and basketball and

would like to volunteer in that capacity here in Richmond. What book is on your nightstand? Over the last few years, I have developed the unhealthy habit of keeping six or even seven books on my nightstand and simultaneously reading at least two or three. I worry that I, along with many in the current generation, have lost some sense of a long-term attention span and require varied and at-times competing stimuli to remain engaged. Thus, the reading of multiple books at once. Right now, I am primarily focused on Tony Jarvis’ With Love and Prayers. Jarvis was the longtime headmaster of Roxbury Latin School for Boys in Boston, and his book is a collection of essays and homilies he compiled over the years. Though a bit dated, many of his messages and words of encouragement to young men are still relevant today. I am also reading Mathews Men, an account of the heroic and tragic lives of several young men from nearby Mathews County, Va., who served and died for our country while serving in the U.S. Merchant Marine in World War II. I am also just about finished with A River Runs Through It, Norman Maclean’s Montana fly fishing classic (and the basis for the

movie of the same name). I read the book flying home from an amazing long weekend in Jackson Hole, WY in June and just need to finish two of the short stories at the end of the book. It’s a very enjoyable read. What is your comfort food? Pepperoni Tombstone Pizza. I probably ate 250 of them from ages 13 to 18. I still eat one every month or so. What do you miss most about New Orleans? New Orleans has a certain unpredictable and festive spirit that I think I will always miss. I like to tell people that even on a Tuesday morning, living in New Orleans felt like a vacation—there was something about the tropical climate, the pace of work and life and the social prioritization there of life and family first, school and work second, that created a light ambiance that is hard to replicate or understand without living there. Dream car? I’m not a huge car guy—I’m currently driving a 2003 Chevy Tahoe that is probably due for a replacement, but I’m inclined to fix it up a bit and try to get a few more years out of it. My favorite car I have owned was my first—a

1985 Ford Bronco II. It was tough and (mostly) reliable. It had manual transmission, and I still miss driving a car with stick shift. Most embarrassing moment? Early in my teaching career at St. Alban’s, I was attending a faculty/staff Christmas party. I had chosen to wear bright red pants and new leather shoes to the party, which had become the source of some discussion and attention from my new colleagues. For no reason other than my own poor coordination and inattention, as I was descending a set of stairs, my new shoes slipped on the wood below me, and I slid—a flying flash of bright red and shiny leather—from the top of the stairs to the bottom. Only my ego was injured, and many former St. Alban’s colleagues like to remind me of that story to this day. What is your greatest success? Professionally speaking, I am proud of the work I did as a young (started at 28) director of admissions at St. Alban’s in Washington, D.C., We were able to expand the quantity, quality and diversity of applicants to the school, something that has been sustained and even enhanced since I left nine years ago. I am also proud of the work many of us did together in New Orleans during my seven years as head of St. Andrew’s Episcopal School, ensuring that a great school with a strong spirit survived and thrived in a difficult post-Katrina environment. I like to think I left a positive legacy on both of my prior schools—St. Alban’s and St. Andrew’s. Personally, my greatest pride is in my family—my remarkable wife Megan and awesome kids Patrick, Carter and Mary. They are definitely the most fun parts of my life. What is your biggest failure? I look back with some measure of regret on the first two and a half years of my college career. I did not apply myself as fully academically as I now wish I had. I really only took advantage of the richness and breadth of a terrific institution such as UVA in my last three semesters of school, so in some ways, I view much of my college career as a failure on my part. I would like to help our boys here enjoy and appreciate the fullness of their college experience sooner than I did.

Features

Best way to spend a Saturday? Outdoors breaking a sweat in some manner. A weekend afternoon nap is a rare and sublime treat. I love to end Saturdays with a homecooked dinner with the family, preferably something grilled, followed by family movie night.

me to excel in a manner beyond my natural comfort zone. Those are traits I try to emulate when I work with young people.

Who/what motivates you? It’s an interesting question. If I’m being honest, I think I am probably equally motivated by a fear of failure or embarrassment and a desire for success. I wish more of my motivation came from positive, rather than negative, incentive, but I suppose both can be effective. I think I have always had some form of inner drive to be successful for myself and for my family. Like all of us, I simply feel better about myself and my place in the world when I work hard at a task, come to a job prepared and then perform in a manner that makes myself and others proud. I think that’s a very natural human characteristic. The best form of motivation is intrinsic and unique to each of us.

What are you most proud of ? Today I take the most pride in the degree to which my children are positive forces in the world—the extent of their kindness, their empathy and their level of conscientiousness, both as it applies to themselves and to their surrounding environment.

What job did you think you would have when you were 6? I’m not sure I got beyond fireman or football player when I was 6. As I got a bit older, I thought about being a veterinarian, because I loved dogs, but I quickly gravitated academically to language and history and so thought about going to law school and even had a stint as a Capitol Hill journalist. I think I always knew, in my heart, that I would be an educator, but for some reason I have resisted it at different points in my life, not wanting to simply conform without a reflective and critical analysis and a breadth of life experiences. Who is your hero and why? I can’t say that I have had heroes on my life—just women and men I admire deeply. I can think of three right now, and each one made a profound impact on my life by making a personal connection, demonstrating interest in me and my capabilities and pushing

Favorite athlete? I had several favorite athletes growing up in Richmond—John Riggins, Art Monk, Darrell Green, Ralph Sampson and Bryant Stith, to name a few.

Any weird/uncommon talents? As for talents, I used to be pretty fast—I ran the 100, 200 and 400 [meter] fairly well in high school—but I’m afraid I’ve lost way more than a step since I was 18. I’ve had to really work hard to keep up with some fast Middle School boys here, which has been both exciting (we have some great runners) and frustrating (part of me thinks I should still be just as fast as I was when I was 18 and that I should easily outrun eighth graders). I used to outrun our eighth graders in New Orleans, but I have not done that here-either our guys here are faster, or I’m getting slower. It’s probably a combination of the two. ■

The Pine Needle

Messick Takes on Astronomical Challenge Completes online NASA course with distinction, spends week at Wallops By Gunther Abbot

Co-Editor-In-Chief

ou’re up late. It’s a Saturday night. The deadline ticks closer and closer. Last week’s assignment was easier than this, consisting only of math and physics problems. This week’s is a challenge, applying those basic academic skills; you are working actual engineering problems, involving astronomy, Earth sciences and rocket science, just to name a few. That’s right, junior Aidan Messick is a rocket scientist. At least, he has proven smart enough to be one. Having scored among the top few of a NASA online course, he was invited to spend a week at NASA’s Wallops Island Flight Facility and explore the cut-throat craft of aeronautic engineering.

His team’s first task: design a robotic, hydraulic-powered arm that can pick up objects. “I didn’t know anything about hydraulics before I got there,” Messick said. However, this deficiency was fixed in due time by NASA camp leaders, who gave him and his team of eight others a hydraulics crash course using “syringes and wood pieces” to make pistons. Next task: design a mission to resupply the International Space Station (ISS). Messick and his team formulated a plan to launch an unmanned supply capsule aboard an Antares rocket (pictured right), which would dock with the ISS. Not only did they make a plan, they presented it to a roomful of NASA personnel, while being livestreamed for the public to see. “Presenting, once you’ve started, is actu-

ally pretty fun,” he said. “It was really just the period building up to it that was sort of stressful.” Before NASA extended an invitation to the Virginia Space Coast Scholars program, he had to prove his merit via an online course taken during the school year. Out of the 350 people who took this course, 36 were admitted to each of the three weeklong sessions. The online course consists of five modules, with due dates at two-week intervals. Each module contains assignments related to math, physics and an array of applied sciences. Modules also contain “engineering design challenges,” which included writing a paper. Messick said these took a large amount of time. “Say goodbye to Saturdays,” said Zane Buono ’17, who took the online course but did not go to Wallops Island. Buono

attested to spending upwards of eight hours home, I hit my bed. It was lights out.” His experience also spotlighted the every other Saturday on the assignments. human side of physics, engineering and Messick similarly admits to having “a spaceships. During his stay at Wallops, he bad habit of saving assignments to the last got to know NASA personnel and bonded hours,” although this should be viewed through the lens of a busy sophomore year. with other campers, particularly his team. “I still have contact with them; they were Wallops was no different from the ona lot of fun to work with. line course in this regard. “All of the campers were All of the campers were “We were constantly brilliant, funny and brilliant, funny and credoing something from 8 in the morning to 9:30 at creative in their own way ative in their own way and I learned almost as much night,” he said. However, and I learned almost as from them as I did from this time the work was much from them as I did the academy.” “manageable.” Messick’s from the academy.” He also talked about only gripe was that “they how Wallops made a didn’t really give us a lot “mean fried chicken,” one so good “the big of breaks,” but added “I guess that’s… not execs [came] down and were sitting next to really a genuine complaint.” [us] in line.” Dubbed Chicken Wednesday, Regardless, the week took a toll. “It it shows a side of NASA not always appardidn’t hit me until I got back to Richmond, ent in the pictures of rockets, hangars and how tired I was,” he said. “Once we got

launch pads. Messick advises those considering the program to “stick with it,” especially during the hard times. “Just enjoy the process, enjoy the ride, appreciate all the stuff you’re learning,” he said. “Don’t worry about being one of the ones who gets selected.” Also, he recommends doing the bonus assignments. “They give you an edge. They’re not worth any points, but in the long run they give you an edge over the other people.” His experience at Wallops transcended engineering, and served as more than an off-site science lecture. Even though engineering serves as a “probable” career he will pursue, “these [kind of] experiences are sure to help in life no matter what path I choose.” ■

The Pine Needle

Ferguson Takes Alaska By Drake Wielar

Senior Contributor

ave you ever seen a blue whale surfacing for air? Well, St. Christopher’s swimming coach and teacher Stuart Ferguson witnessed that and experienced more this past summer in Alaska. Prior to teaching at St. Christopher’s, he spent a year in Gardiner, Mont. as a raft guide on the Yellowstone River. In addition to his job as a raft guide, he worked as a snow maker and a ski tutor during the winter in Deer Valley, Utah. This summer, he took part in an outdoor education course known as the National Outdoor Leadership School (NOLS) for 28 days in the last frontier of the United States: Alaska. Mr. Ferguson said the class is inviting for “anybody and everybody.” He joined a large group of people ranging from college

students, teachers and outdoorsmen whose goals were to be educated on the outdoors and have leadership techniques to bring back to their respective fields. After a nine-day vacation with his wife in Kenai Fjords where they saw killer whales, Ferguson began the 14-day portion of the NOLS course in the Prince William Sound. During this portion, he spent a lot of time sea kayaking and was amazed by the amount of wildlife, especially the 93 bald eagles he recorded seeing. While sea kayaking, he camped at the mouth of a salmon run where there were thousands of migrating fish. “Your paddle would hit them as you were paddling; it was nuts,” he said. Following the 14 days in the Prince William Sound, the group spent another

two weeks backpacking in the Eastern Chugach Tundra. The course is not just for adults. Teenagers as young as 14 can take part in adventure courses where they simply explore the wilderness. But if Alaska doesn’t interest you, courses are available everywhere, including Norway, Patagonia, Arizona, Washington, Wyoming, New York, New Zealand and India. Mr. Ferguson said he would love to become an NOLS instructor. Of course, with his job as a teacher and having a family, it’s kind of hard to “live in the woods for 300 days a year,” but he has that as a goal in mind for the future. ■

Artwork by Connor Maloney ’20

The Pine Needle

Grading Scale By Ricky Stockel

Durk Steed Gunther Abbot

Senior Editor Senior Staff Writer Co-Editor-In-Chief

our teacher hands back your test, and you see that you got a 90. You breathe a sigh of relief– that’s an “A-”... right? Well, not exactly. You know that a 90 is an “A-” in history, but what about in Spanish? Then you remember that in Spanish, a 90 is actually a “B+.” It is common for students not to know the grading scales in their classes, not because they don’t take the time to learn it, but because different classes have different grading scales, and students simply cannot remember them all. St. Christopher’s does not have a standard, numerical grading scale that is used by all classes. The transcript has the traditional marks of “A,” “B,” “C,” “D” and “F,” but the averages to earn each letter grade vary from class to class. Why? The system allows for teachers to run their class the way they want. Upper School Head Tony Szymendera

said the school has its unique grading scale policy because it give teachers freedom to teach how they want. He said that teachers have different teaching styles, and if allowed to grade on a scale that they deem appropriate, they will be able to teach in the most effective way possible. Mr. Szymendera said that although a single grading scale may give the impression of fairness, the current system is justified because teachers can reward effort and performance as they see fit. For example, in some teachers’ classes, a 70 on a test might be worthy of an “A,” but on a typical grading scale, students would receive a low letter grade. “In the end… you’re letting people use whatever tool they need to use to get to the finished product,” Mr. Szymendera said. St. Catherine’s, on the other hand, has a schoolwide eight-point grading scale. While this creates a single system for all teachers at St. Catherine’s, the scale can create conflicts in co-ed classes. For example, up until this year, AP U.S. History classes taught at

Features

Dilemma Explained St. Christopher’s were on a 10-point grade it as “thin at the top and fat at the middle,” scale, but classes at St. Catherine’s were leaving it harder for students to fail. With held to their eight-point scale. Dr. Andy his scale, there is a smaller margin to score Smith, a former A.P. US History teacher an “A” than usual. Part of this is associated and history department chair, declined to with Mr. Wood’s inability to give an “A+.” comment. In reality though, Mr. Wood said he only Often, teachers in the same departuses a rigid grading scale for objectively ment, such as the graded assignments, language depart“In the end... you’re letting people such as vocabulary ment, will agree use whatever tool they need to use quizzes. For exams to use a uniform and papers, he scales to get to the finished product.” grading scale. “We grades based on class wanted to have averages. similar expectations so that guys coming While the St. Christopher’s grading up the street and girls coming down the system is unorthodox, most teachers agree street would have a similar expectation for that the freedom to grade how they want performance,” said Language Department allows them to develop distinct and fair Head Sue Varner. Mrs. Varner said that the classes. ■ language department has discussions on multiple occasions about the efficiency of the grading scale. Upper School English Department Head Jay Wood, reputed for having one of the harder scales, said he “cringes” when people muse on its difficulty. He described

The Pine Needle

Josh Thomas

New

Teachers Jeb Britton By Durk Steed

Senior Staff Writer

student at St. Christopher’s for 13 years, Mr. James “Jeb” Britton ’99 had already left his mark when he graduated. He was a member of the varsity basketball and outdoor track teams, the Glee Club and editor of the school yearbook, Raps and Taps. Mr. Britton left for the University of North Carolina at Chapel Hill and earned a B.A. in economics. At the time, teaching had never crossed his mind, much less teaching back at St. Christopher’s. “Teaching was very much a profession I fell into,” he said. Mr. Britton was first introduced to teaching as part of a senior year course that involved volunteering in local schools around Chapel Hill two days a week, When the semester ended, he decided to continue volunteering because he found that he enjoyed it. After college, Mr. Britton returned to Richmond, and like most college graduates, was looking for a job. He substituted at several Henrico elementary schools as well as the Lower Schools at St. Christopher’s and St. Catherine’s. It wasn’t until he got a full-time job at Caroline High School that he began to “finally fall in love with teaching.” There, Mr.

Britton found a community similar to that of St. Christopher’s. As the math department chair, Mr. Britton served 12 years as a teacher for AP Calculus, Calculus and Honors Algebra II. During that time, Mr. Britton pursued a master’s in education leadership, administration and supervision at the University of Virginia. Mr. Britton reconnected with St. Christopher’s in 2009, helping Coach Hamill Jones ’00 with the varsity basketball team’s scorebooks and stat sheets. However, teaching at St. Chris was always in the back of his mind. When the opportunity presented itself, he jumped on it. “I’m really excited to be back here,” he said. “The whole community piece is really important to me in terms of getting to know my students, helping them be successful.” Mr. Britton is teaching Algebra II, Honors Precalculus and Calculus. He will continue coaching ninth grade and varsity basketball and will supervise the Raps and Taps. Most importantly, he said, “St. Christopher’s has always been a special place to me. I’m glad to be back.” ■ Mr. Joshua Thomas with his daughter (right)

By Neil Dwivedi

Co-Editor-In-Chief

fter teaching for nine years in a room without windows at James River High School, new Upper School history teacher Joshua Thomas returned to the sunlight as he stepped foot on the airy St. Christopher’s campus. Mr. Thomas was born and raised across the river in Bon Air where he attended James River High School. After high school he attended the University of South Carolina to pursue his educational certification. He always knew he wanted to teach. “I was always passionate about teaching and working with kids,” he said. Mr. Thomas was inspired by one of his high school history teachers. “He made history and learning and going to class so much fun. I always knew I wanted to be like him,” he said. Mr. Thomas struggled to get his dream job. After his sophomore year, due to financial reasons, he ended up transferring to James Madison University where he majored in history and minored in English but never got his teaching certificate. He then worked odd jobs in the Northern Virginia area. He worked for an excavation and construction company and later for the American Physical Therapy Association before heading to the University of Richmond to finally get his teaching certification. Following a stint at Clover Hill High School, Mr. Thomas returned to James River to teach for the next nine years before landing at St. Christopher’s. Here he teaches sophomore World History and 9/11 to Now and coaches junior junior varsity soccer and junior varsity baseball. “I love working with boys; it’s really fun and different. I love the difference of having classes with all boys. It’s a different dynamic,” he said. Outside of school Mr. Thomas loves to spend time with his wife and daughter and travelling with his family. He has been all over the United States and parts of Europe. ■

New Faculty

Daniel Fisher By John Fitzgerald

Sophomore Staff Writer

xpect to see big changes in the way chemistry is taught by new teacher Daniel Fisher through many unique experiences. Mr. Fisher plans to bring in guest instructors from VCU throughout the year and divide the class up into small groups, called learning teams, allowing students to draw their own conclusions and gain further understanding of the subject. He has taught a wide variety of courses such as Algebra I, Geometry, General Chemistry and Organic Chemistry. He taught the latter two while studying in graduate school but had to resign because of the time it took out of his work towards getting his degree. Mr. Fisher played basketball and baseball in high school, but the upstate New

Scott Van Arsdale By Kinloch Nelson

Junior Staff Writer

hile being interviewed for a teaching job at Monacan High School, Mr. Scott Van Arsdale was asked to coach tennis. Though he’d never played a day in his life, he accepted. The talent had been there, but the team in recent years had never coalesced with a revolving door of coaches. Mr. Van Arsdale realized early on that the players didn’t need an expert, they just needed someone who cared. “I convinced them that I believed in them, whether they won or lost,” he said. He taught the players that the only people they needed to play for were themselves, and that their mindset was the most important part. The team lost only one game that season: the state semifinal. This coaching philosophy parlayed to his history classes there for 13 years and now here at St. Christopher’s where he’s teaching AP U.S. History and coaching football. At Monacan, he also coached

York weather didn’t allow for yearround baseball, so he focused on basketball. His senior year, he led his team to sectionals for the first time in 20 years. That game was even more memorable because his sister was cheerleading. This daring new science teacher plans to make labs great again by having many dispersed throughout the year because he believes his class will not only help students learn chemistry, but also will help them learn what he calls “process skills.” These include communicating, collaborating, inferring, having self-confidence and time management, all of which can help when applying for a job. This will definitely make his class a must-take at St. Christopher’s. ■

basketball, track and football. Along with history, Mr. Van Arsdale has a deep passion for sports. One of his favorite hobbies is playing pickup basketball. He also participates in competitive adult football. Mr. Van Arsdale was born in New Jersey and graduated from the University of Richmond. There he met Señorita Asha Bandal, who has remained a lifelong friend, along with his wife. Mr. Van Arsdale spends a lot of time gardening and hanging out by the James River. While he enjoys his hobbies, his true passion is teaching. What he really enjoys is “seeing the faces of students when they realize something they had not previously known, whether it’s the cause of an event that they’ve always known happened but never known why.” He described his teaching style as helping students make connections to history, like a family history or a present day application. “We all have our own history,” he said. “With history in particular, it’s one of those things that connects everyone.” ■

Christian Cousins By Ricky Stockel

Senior Editor

hen new Upper School Spanish teacher Christian Cousins isn’t teaching during the school year, you might find him out west hiking and fishing. Mr. Cousins, who has returned to St. Christopher’s after spending a few years teaching in New Jersey, said that aside from Spanish, he is also passionate about the great outdoors. Mr. Cousins grew up in Dallas. He enjoyed playing soccer and always enjoyed school. He found that he had an interest in Spanish and eventually went on to major in the language at Trinity College in Hartford, Conn. While growing up Mr. Cousins grew passionate about the outdoors. He cited a month-long hiking trip to Wyoming when he was young as the experience that really made him love being in nature. This past summer, Mr. Cousins took a trip by himself out west where he fished and hiked in the Sangre de Cristo mountains in northern New Mexico and southern Colorado. After college, Mr. Cousins started teaching Spanish at St. Christopher’s. He then moved to Princeton, N.J. to teach Spanish at Princeton Day School. After a few years, he decided to come back to Richmond. Mr. Cousins said not much has changed since he left. “A lot is the same,” he said, “A few things are different with new administration; most of it is the same.” ■

A photo taken by Mr. Cousins during his travels

The Pine Needle

The Rev. Edwards Alters the Altar By John Fitzgerald Sophomore Contributor

“S

he has no fear and goes on mission trips I would never think about,” said History Department Chair Dr. Andrew Smith. The Rev. Whitney Edwards has been to India, the Dominican Republic, Haiti, Panama, Appalachia and many more. In these places she has done everything from digging a church out of mudslides in Gonaives to being a prison chaplain. The new Upper School Chaplain’s mission trip to Haiti was her most profound. The Very Rev. Randy Hollerith, her employer at St. James Episcopal Church, said, “she knows being an ambassador for Christ to God’s people in the most difficult places on this earth is one of the holiest things we can do in this life.” She plans to be different this year by allowing the students, especially seniors, to participate more in chapel and possibly incorporate her work on mission trips into the services. She wants everybody to try their hardest to push themselves out of their comfort zones in hopes to help students find their passion. Former Upper School Chaplain Melissa

Hollerith said “She is very smart, but she is so much more than that ... she has an incredible connection between head and heart, and she believes there is always room for second chances with God.” ■

“She is a servant who is compassionate, intelligent, engaging and cares deeply about other people.” --The Rev. Melissa Hollerith

New Faculty

Moore than Just Football By Alex Rowe

Senior Staff Writer

ne might think that football was a defining factor in Director of Community and Inclusion Shawn Moore’s life, but he admits to never loving the sport. For the former University of Virginia and National Football League standout and All-American, the sport opened doors, paid for a college education and allowed him to travel the world. Nonetheless, in his new role here, he wants to be known as more than the “football guy.” Mr. Moore was born in Martinsville, Va., a small basketball town about 10 minutes from North Carolina. Although he started playing football at age 11, he had no aspirations to play at the next level. Originally, he was going to use football as a platform to play basketball in college, but that all changed his junior year when he started to get looked at by Division 1 schools. When Mr. Moore played football in college, his game escalated to a whole different level. He moved around the field a lot playing safety and then returned to play quarterback. Football allowed Mr. Moore to travel to nearly every state and all over the world, which had a profound impact on the rest of his life. Once he graduated from UVA, he played in the NFL for the Denver Broncos; however, Mr. Moore claims that it was more of a career than a passion. After his four-year career in the NFL, he was hired as an investigator by the National Collegiate Athletic Association, a job that allowed him to see different parts of the world and opened

his eyes to the many different cultures. He also worked as a scout for the XFL Football League, in college athletics at Howard University and later ended up at St. Alban’s School in Washington, D.C. Mr. Moore initially came to St. Christopher’s seeking a job in the athletic department, but after talks between outgoing Headmaster Charley Stillwell and incoming Head of School Mason Lecky, his potential was recognized to enact change as director of community and inclusion. “It all came together,” said Mr. Lecky who worked with him at St. Alban’s. “We have this wonderful leader, someone who has been in community relations and community building, and we want to create this position.” Mr. Moore’s first impression of St. Christopher’s was that it is similar to St. Alban’s with outstanding facilities but needed work to increase diversity. In his new role he wants to help increase diversity in the student body as well as faculty. Other goals include fostering a better relationship between St. Catherine’s and St. Christopher’s as well as improving community

outreach, while being the “face of St. Christopher’s school.” Mr. Moore said he would like for students to know that he is more than “that guy who was good at football,” and that his role here at St. Christopher’s is more important than being an assistant football coach. He is already building relationships and rapport with students, and he hopes to connect with everyone on campus. Mr. Lecky describes him as a man with many gifts. “He is a community builder,” Mr. Lecky said. “He brings people together.” Outside of school, Mr. Moore has many pastimes such as playing golf and running every day. He also loves to travel and has been to nearly every state except Alaska. His favorite place to visit is Los Angeles. He often travels to watch his son, a UVA graduate, who plays professional football for the Ottawa Redblacks. Mr. Lecky is excited to see what Mr. Moore can accomplish. “His charge here is to take a great environment that we have at St. Christopher’s in terms of being a hospitable, inclusive and welcoming place, but enhancing that and making it even more inclusive,” he said. “We think we can do a better job of partnering with the city, forming even better relationships with different community partners, whether [those are with] churches or nonprofits or other schools, and really working hard to make St. Christopher’s an institution that is as reflective as it can be of the greater Richmond area.” ■

The Pine Needle

Sazshy Valentine By Kinloch Nelson

Junior Staff Writer

rom a young age, Middle and Upper School Counselor Sazshy Valentine wanted to help others. At age 6, she narrowed it down to two options: doctor or president. During her time as a student at St. Catherine’s, she worked as an emergency medical technician. She soon gave up on studying medicine because science had always been her worst subject, but she still wanted to spend her life helping people. She attended the University of Virginia and majored in history. She was happy to say that she didn’t take a single science class in college. After college, she moved to Washington, D.C., where she worked in catering. In her catering job, she enjoyed forming relationships and helping people, but she longed for more. “A few of my friends had been seeing counselors, and I was lucky

enough to get to talk to a few of them,” she said. “After that, I knew I wanted to go into helping.” After Ms. Valentine finished her master’s in counseling at Wake Forest University, she found a job at St. Christopher’s. “I found a place that already feels like home,” she said, “This is the first job I’ve had where I really feel like I’m jumping out of bed in the morning.” Her favorite part of the job is the people she gets to work with every day. She said, “I like the relationship building; learning about people and what makes them tick. It’s interesting seeing the great things about the people.” Ms. Valentine said that working at a school is a lot of work, but so far it has been well worth it. In her counseling position, her vision is simple: “foster relationships and support our boys, their parents and our faculty. In

the years to come I’d also love to explore how to incorporate mental health into the current curriculum both in the Middle and Upper schools.” ■

Andy Taibl

Air Force, he learned at a young age the importance of togetherness. Mr. Taibl said, “There is a good sense of community feel when you grow up in an environment like that… I very much feel that when I come to a place like St. Chris.” Ironically, the time in Mr. Taibl’s life where he felt the least amount support and community was during his high school years. The place he felt the least amount of connection is now the same kind of environment where he strives to create relationships with the students. Due to the nature of a large, public high school in Northern Virginia, he fell through the cracks. “As long as your grades [were] okay, no one [would] ride you about it. But no one was going to push you over the top,” Taibl said.

He currently views St. Christopher’s as the environment he didn’t have in his school years, one in which he is excited to raise his family. He and his wife Mrs. Bethany Taibl, whom he met when working together at St. Stephen’s & St. Agnes School, have two children, Bailey and Oliver. Mrs. Taibl now works in the St. Catherine’s athletic department. While he loves his job and the work he does, he strongly feels that the most important thing in his life is family. Athletic Director Ren O’Ferrall said he is impressed with Mr. Taibl’s focus: “He knows one of our primary goals is to develop relationships with the kids and with the families.” ■

By Will Bird

Junior Staff Writer

fter playing lacrosse in high school and college, working in athletics for 15 years and marrying a woman with a similar track record, Mr. Andrew Taibl still doesn’t consider himself overly athletic minded. The associate director of athletics and leadership planning is driven by a passion “to work with young people and have a positive impact on their lives.” Although Mr. Taibl enjoys lacrosse, he doesn’t want that to be solely what his relationship with students is based on. “Lacrosse is a connection I have with some kids and a way for me to get to know them and find a way to support them,” the assistant lacrosse and football coach said. Mr. Taibl’s main focuses are support and community. He grew up in an environment where those two things work in tandem: a military base. With his father in the U.S.

New Faculty

Jon Waite By William Rodriguez

Junior Staff Writer

eonardo Da Vinci. Galileo. Ben Franklin. Jon Waite. What does this group of men have in common? They’re all Renaissance men: people who excel in a wide array of subjects. Math teacher, Minor League Baseball player, two-sport coach, and singer, Mr. Waite brings to St. Christopher’s a smorgasbord of skills. Mr. Waite, a Virginia Beach native, first entered Hampden-Sydney College with the dream of triple majoring. He later went to Georgia Tech to become an engineer. At Hampden-Sydney, he also played baseball and football. Mr. Waite’s path changed one summer when he volunteered to coach Little League baseball with his father. “I found I loved working with kids,” Mr. Waite said. “It literally changed my life.” Already burdened by having to balance two sports with a boatload of classes, he decided to focus on math. Mr. Waite graduated from Hampden-Sydney with a degree in math and then earned a degree from Old Dominion University in education. He went on to teach at Christchurch School and Norfolk Academy, balancing teaching with playing on the Chicago Cubs Minor League baseball team for two years. As a Hampden-Sydney man, Mr. Waite appreciates “the value of a single-sex education.” He was impressed by STC athletics, having faced off against St. Christopher’s many times in baseball games. In Mr. Waite’s math class, personal responsibility is key. He believes that students often try to convince themselves that they are naturally bad at math or blame other people for their mistakes “instead of bettering themselves.” Students in his class learn personal responsibility and resilience. His repertoire of talent also reaches into the coaching realm. He will help Mr. Szymendera on the varsity baseball team. His passions at home also extend into the athletic realm; he is an

Corydon Baylor By Henry Barden

Sophomore Contributor

emember that feeling in a video game when you start a new level? You know the challenge will be greater, but at the same time you have higher goals for yourself ? Ask new Upper School English teacher and motorcycle enthusiast Corydon Baylor— he knows it very well. “I like taking risks,” he said about his first attempt at teaching the ninth grade. “Although you’re always risking failure, you’re pushing yourself.” This Harley-riding Middle School English teacher approaches his first Upper School year primarily as an opportunity to take his teaching ability to the next level, with an ultimate goal for himself in mind: “I want to get as comfortable teaching freshmen as I do eighth graders.” His other goals include adjusting to the advanced reading curriculum. “It will be interesting to see how students carry over what they learned about Shakespeare in the eighth grade,” he said. Mr. Baylor also hopes to bring his notoriously humorous mannerisms, special projects and comma rules to Chamberlayne Hall. Mr. Baylor was inspired to move up by the great, positive change he saw in his son as a result of his freshman year. He hopes to generate similar change in his students: “I am interested in seeing the ownership concept, where students own their work, behavior and persona.” In the midst of all of this change and

adjustment, one constant remains: his hatred of squirrels. Although he claims to hate them less, supported by his transition to a paperless class, his statement still stands: “They’re rats with tails, and that’s all there is to it.” ■

advocate of physical training even as he feels his body getting older. Mr. Waite has three children: two daughters, one who graduated from the University of Virginia and one who attends James Madison University, and a son, Josh, who is a junior at St. Christopher’s. He also has two dogs, Buddy and Tucker. Mr. Waite’s booming voice can often be heard through the

second floor of Chamberlayne Hall. This, he said, is due to a lifetime of performance. Mr. Waite sang in various pageant and school choirs and still practices to this day. In fact, he was disappointed by St. Christopher’s lack of a faculty choir but believes he will enjoy Lessons and Carols. “After years of singing and coaching, I learned to project my voice,” he said. ■

The Pine Needle

Should students sleep in?

Studies show early start times have negative health effects

By Kinloch Nelson

Junior Staff Writer

certainly don’t get enough sleep, and almost no one I know does either. All over the country, high school students slog through the morning, wishing they could get a few more hours of sleep. At St. Christopher’s, getting enough sleep is almost unheard of. Older students and faculty might remember Dr. James Maas, renowned sleep psychologist and Cornell professor, who came to talk in the Upper School chapel during the 2014-15 school year. He told the students they don’t sleep nearly enough and espoused a trend that has been taking hold across the country: moving the start of school to a later time. Backers of this idea include the American Academy of Pediatrics that writes on

its website, “The evidence strongly implicates earlier school start times as a key modifiable contributor to insufficient sleep, as well as circadian rhythm disruption.” The consequences of insufficient sleep include increased risk of obesity, depression and other mental health issues, lower test scores and lower attendance. The effects of delayed school start time on test performance are striking. Colby College economist Finley Edwards found that a one-hour delay in school start time resulted in a three-percentile-point jump for standardized testing in both math and reading. St. Christopher’s students have a lot of problems related to sleep. According to a survey from the 2015-16 school year, 72.16 percent of St. Christopher’s student respondents said that they did not get enough

sleep to feel well rested. One student said, “I sometimes worry whether I am putting too much effort into things. That is why I am getting a smaller amount of free time and sleep.” At St. Christopher’s, the administration

Editorials

has not officially put much thought into best practice for boys?” Her answer: “The the issue, but there is some hope for the science behind it is pretty well studied. We future. Director of Health and Wellness know enough now about circadian rhythms Ann Vanichkachorn said the subject has and what happens during puberty in terms been broached. Head of School Mason of that shifting and melatonin release.” Lecky said, “The research The primary concern “I sometimes worry is clear that a later start to whether I am putting too is not in the science but the school day would be in the logistics. “We are much effort into things. beneficial to adolescent interested potentially That is why I am getting in implementation, but learning.” Dr. Vanichkachorn has a smaller amount of free we’re running into some put a lot of thought into practicality issues,” Dr. time and sleep.” the subject. Her perspecVanichkachorn said. Her tive is to ask herself, “Are we doing what is primary concerns include athletics, driving and making sure students buy in to the change. Mr. Lecky also expressed concern about logistics. “There are a number of logistical challenges to changing the start of the school day that we would all have to consider and overcome,” said Mr. Lecky. The athletics issue comes up frequently in school start time debates across the country. At St. Christopher’s, there are no athletic lights, so that could become a problem if competitions were moved to a later time. The driving issue is a double-edged sword. On one hand, the more well rested

students are, the safer their morning drive to school will be, but on the other hand, there could be a conflict between parents’ work schedules and school start times. Dr. Vanichkachorn’s primary concern is getting students to buy into the value of sleep. She said that her main concerns are how to get students to realize the importance of sleep and to prioritize to allow time for sleep. “What the students are feeling is kind of an ‘I know I have to do this, but I still have to achieve this,’” she said. She said that feeling is owed in part to expectations of students. She suggested that one step could be to have a wider campaign to “ask [colleges and universities] to stop doing this to us.” She also cited extracurricular activities, some of which don’t end until after 7:30 p.m. There’s no doubt that a change in something with the magnitude of school start time poses great challenges, but if St. Christopher’s prioritizes student health and success, it should deeply consider the topic. ■

The Pine Needle

Presidential Candidates: On the Issues By William Rodriguez

Junior Staff Writer

ase insults, lies and dogma have perforated the 2016 presidential election cycle, but simple facts have yet to surface above the mudslinging. Propelled by partisan, reactionary websites whose content can be quickly shared over social media and spread across the country, some Americans have lost all focus on the important thing: real policies. Instead, many of us obsess over whether those lumps on the back of Hillary’s pantsuit are lizard spines or if Trump really keeps a copy of Hitler’s Mein Kampf on his bedside table. I hope to help these people, or at least those in the St. Christopher’s community, learn some of the candidates’ positions on more obscure and less sensational issues that still matter.

General Qualifications

Trump

Clinton

Trump’s positions on the minimum wage are complex. While his party officially opposes raising the minimum wage, Trump has stated that “the minimum wage has to go up,” estimating that at least $10 an hour would be optimal. However, he supports individual states’ rights to adjust their wages to various standards of living, but wants the lowest amount states can set to be $10.

Hillary Clinton earned her law degree from Yale University and first served as First Lady of the United States during her husband’s presidency from 19932001. She earned her first political position when she was elected to the U.S. Senate in 2001, representing New York. From 2009 to 2013, Clinton served as secretary of state under President Obama.

Trade & Manufacturing

While he has no previous experience in political positions, Donald Trump has been involved in the business world since before he graduated from the University of Pennsylvania, learning about real estate under his father, Fred Trump. He first started his solo career with Trump International, now a massive real estate group, and has owned, invested in or been involved with more than 500 businesses.

Clinton

Clinton Clinton is in favor of raising the minimum wage unilaterally but also believes that different states and cities may need to raise or keep their wage according to the cost of living in the area. She has said that “nobody working a full-time job deserves to be in poverty.” She also supports paid parental leave as well as workers’ rights through collective bargaining.

Foreign Policy Clinton

Trump

Wages

rival countries. He described China as a “currency manipulator” (i.e. a country that intentionally devalues its currency.) The most striking part of Trump’s trade strategies are the tariffs he would impose: a 45 percent tax on imports from China as well as an unspecified financial punishment for U.S. firms that choose to manufacture in Mexico.

In the past, Hillary Clinton has supported the Central American Free Trade Agreement and Trans-Pacific Partnership, but now says she disagrees with it. She still strongly supports overseas trade, maintaining that it is essential for the health of the American but wants to strictly regulate trade agreements to make sure they fully benefit the United States. Like Trump, Clinton supports strong investment in American manufacturing as a way to provide jobs, in ways such as providing tax breaks for companies that produce in America.

Trump Trump’s campaign platform favors protectionist, or trade-restrictive policies, to encourage American job growth. Trump wants to immediately exit the North American Free Trade Agreement and forgo the TPP, seeing them as beneficial only to the economies of

The threat of radical jihad and ISIS is very real to Clinton, who supports ramping up airstrikes on ISIS forces. She is a strong supporter of close cooperation with both European intelligence agencies and Kurdish and Arab allies to “root out terrorist networks” and fight insurgents on the ground. Clinton also proposes a lengthy policy to rebuild relations between Sunni and Shia Muslims, as well as the shattered country of Syria.

Trump Trump disapproves of the frequent interfering and nation building of the American military in recent decades. He has stated that his administration would withdraw from international partnerships such as NATO if other countries don’t pay up and wants the United States to tighten relationships with the Russian and Syrian governments rather than European ones. Despite Trump’s isolationist views, he also sees ISIS as an existential threat to freedom that must be eradicated, including floating such measures as

Editorials

The St. Christopher’s and St. Catherine’s Political Awareness Clubs gathered in Scott Gym during an X Block in October to discuss party positions before the student body.

torturing possible terrorists and intentionally bombing their families if they do not surrender.

Social Issues Clinton Clinton believes that an abortion should be the decision of a woman, whether as a personal choice or because of rape or incest. Though being against it in the 1980s, Clinton’s position on Credit: Jewel Samad / AFP / Getty

same-sex marriage has “evolved” and she now approves of marriages between gay couples and rights for transgender people, voicing severe disapproval of Indiana’s Religious Freedom Act. Clinton has not taken a strong stance on marijuana, but has claimed she would reschedule the drug to make it easier for scientists and doctors to research its positive effects.

Trump After changing his opinion several times, Trump is officially opposed to

abortion in all cases except rape and would remove government funding for abortion services. He has stated that he will find “some form of punishment” for women who get an abortion illegally. On same sex marriage, Trump has commented very little, only stating that it should be left up to the states to decide. However, he breaks from his party’s position on the “bathroom issue,” having said that he does not care which bathroom a transgender person uses. On the issue of marijuana, Trump has only said that Colorado is suffering “big problems” after legalizing dope. ■ Credit: Julio Cortez / AP

The Deplorables

Kinloch Nelson at the Political Awareness Club’s all-school debate

By Kinloch Nelson

Junior Staff Writer

atred is alive and well in America. Hillary Clinton’s “basket of deplorables” comment was largely viewed as her own “47 percent” moment, reminiscent of when Mitt Romney seemed to suggest that almost half of the country was leeching off of rich people like himself. But there’s truth to the assessment that about half of Donald Trump supporters could be seen as xenophobes, Islamophobes, racists or otherwise bigoted. In June, a Reuters/Ipsos poll came out saying that 58 percent of Trump supporters held a “somewhat negative” view of Islam. Reuters also found that “nearly half of Trump’s supporters described African Americans as more ‘violent’ than whites,” along with 40 percent saying that black Americans were more lazy than white Americans. Some Trump supporters hold views that are even more overt in their bigotry. According to a Public Policy Polling sur-

vey of Trump voters in South Carolina, 38 of West York, Pennsylvania Charles percent wish the South had won the Civil Wasko posted images on his Facebook War, 33 percent believe that practicing Ispage comparing the Obama family to a lam should be a crime, 62 percent want to group of orangutans along with jokes create a national database of all Muslims about lynching President Obama. and 38 percent agree with the practice of In 2013, Republican activist Don YelJapanese internment during World War II. ton said that he agreed with voter ID laws Perhaps the most striking statistic of on the principle that “if it hurts a bunch them all was from a YouGov/Economist of lazy blacks who want the government poll of Trump supporters, which indicated to give them everything, so be it.” that one in five disagree with Abraham Even among Donald Trump’s inner Lincoln signing the Emancipation Procla- circle there’s more despicable behavior. mation. Roger Stone, one To me, these The mindset of the Republican of Trump’s closest statistics are not party has quickly been reduced to advisors and a longreally shocking. time well-respected a mindset grounded in nationalism The mindset of Republican strateand hatred of the other. the Republican gist, tweeted at Rep. party, which on Allen West (R-FL), the outside used to be one promoting calling him a “know-it-all negro.” He also small government, fiscal responsibility called CNN contributor Roland Martin a and some of the traditional principles that “stupid negro” and a “fat negro.” helped to build the values that Americans The Trump campaign and the Repubbase their lives on, has quickly been relican party as a whole are institutions duced to a mindset grounded in nationalriddled with racism and bigotry. It perism and hatred of the other. vades the GOP through the supporters, Earlier this year, Texas Board of local politicians, and finally, the national Education member Mary Lou Bruner level. This election is not a new sentiment said, “The Democrat party had JFK killed coming to light. Trump is not an anomaly. because the socialists and communists The racial and religious prejudices of in the party did not want a conservative millions of Americans have simply been president.” She also blames school shootexposed for what they are: hatred. ■ ings on science classes and claims that President Obama was a drug addict who paid for his addiction with prostitution. Just in September, Republican mayor

Editorials By Austin Cashwell

Senior Contributor

alking into the dining hall last year, one would behold a wondrous but now extinct organism. Composed of students in their respective grade levels, the long dining hall tables allowed a swarming mass of students to flourish. The constantly changing and rearranging movement of each grade’s table resembled the beautiful chaos only seen in the animal world. Caused by FEA, or the fear of eating alone, each individual would find themselves dining next to unlikely neighbors. However, this year the tables have turned—90 degrees to be precise—dividing the tables in half and killing this beautiful creature. Now, isolated pockets of each grade are scattered throughout the cafeteria. These pockets are further divided by sport played or academic proficiency. Discouraged by

the stares saying, “What are you doing trying to sit with us?” Some feel comfortable eating only with their specific group. The change of table layout is causing a loss of community. Last year, some of my favorite lunches occurred when I sat next to people outside of my friend group. Listening to football players was not only enjoyable, but more importantly, it expanded my understanding of the troubles they face. The fact that I could sit next to anyone in my grade and would be included represented the sense of community at St. Christopher’s. But now the new layout encourages exclusive groups to form, as shown by the huge numbers of chairs pulled up around the table corners. It may just be a coincidence, but the St. Catherine’s dining hall seating is very similar to the new layout.

Do we want the same social stratification that is ubiquitous on their campus? I think the new layout could be leading us there. Also, the new layout is just unconventional. A mass migration of chairs to wherever your friend group is located causes extra work for the cafeteria workers and creates areas where you physically can’t walk, not to mention the horror of having teachers awkwardly dispersed amongst students. Unlike their nice secluded section from last year, huge buffer zones can appear since sitting next to a teacher can stifle conversations. So next time you go to lunch, think of where you sit. Don’t wait for a seat to open next to your friends; just sit down and start a conversation. The long tables may be gone, but that doesn’t mean our sense of community has to disappear as well. ■

A Tale of Table Topography

The Pine Needle

Driving Drinks Down the Drain

Dining Hall substitutes some favorites for healthier options

By William Tune

Freshman Contributor

fter taking a hot bite of pasta or Yankee pot-roast you might want to wash it down with a cold drink. But what if there are no options that you want? There is always water, but who really likes water at lunch? What the student body wants is something sugary, preferably full of caffeine, to keep them going for the rest of the day. And what will happen if those drinks are taken away and replaced with other drinks that taste worse and have no sugar or caffeine? Lunch will certainly be less enjoyable. This is the exact predicament students

were aghast by on the first day of school. The most notable change was Powerade getting replaced with Vitamin Water. Health and Wellness Director Ann Vanichkachorn has a lot to say on this subject. She explained that she and Sage Dining made the decision for health reasons, specifically the unhealthy ingredients. The most used ingredient is high fructose corn syrup (HFCS), which carries troubling side effects. HFCS is used more and more for drinks that are meant for athletic use. Side effects include mercury exposure, increased chances of developing Type 2 diabetes, high cholesterol, liver failure and significant weight gain. Back in the glory days when Powerade

was still served, these side effects did not affect students who only drank it at school. Although there is reason for concern, these effects come from a substantial amount of HFCS, not a cup or two during lunch. “Drink water,” Dr. Vanichkachorn said, but this is not the first time we have heard this. I asked what should we drink right after athletics. She said that chocolate milk is another great option because it has much needed calcium that makes bones and muscles stronger. Overall, the drink changes were made with health reasons in mind, but some students are unhappy and long for the return of old favorites. ■

Monty with his host family, the Peters, below Monticello. Photo credit: Jesse Peters

Editorials

A Cultural Education By Monty Hannaford

Junior Contributor

ore than 61,000 people attended the 2016 College Football season opener between California and Hawaii in my home city of Sydney. In “true” American fashion, the spectators enjoyed two foot-long hotdogs and generous servings of French fries and nachos, and in quintessential Australian fashion, lent the majority of their support to the underdog Hawaiians. I was unable to attend the game, having just arrived in Richmond from Sydney via Boston to undertake my junior year at St. Christopher’s. So, while Sydney had its taste of America, I was enjoying the full three-course menu, and what an escapade it has been so far! My culinary experience in the United States has been varied, generally positive, and mostly fried. After arriving in DallasFort Worth, I quickly made my way to the shopping precinct and selected what I judged to be the ‘most American’ looking food on offer, keen to begin my cultural immersion. This led me to Louisiana Popeyes, whose cooking method and menu set a precedent for what I have come to expect and should undoubtedly continue to expect over the year.

Since my arrival in Richmond, the varsity soccer team has taken great pleasure in further immersing me into the wonders of American fast food. In a little over a month, I have been to Buffalo Wild Wings, Chick-fil-A, Five Guys, Genghis Grill, Einstein Bros and Qdoba. Next up are Chipotle and Outback Steakhouse, the latter of which—from what I have heard—should be as enlightening for me as it has been for countless Americans. I have also discovered the grandeur of American sport, both professional and collegiate. Nowhere has this been more apparent to me than at Buffalo Wild Wings, which I left knowing I would be content if those few hours encompassed all the football I was to watch over the entire year! After watching more of the game in these past few weeks than I had in 17 years back home, I have begun to pick up on the rules and feel comfortable watching it without having to ask too many questions. In my first experience of high school football, when the Saints played Benedictine College Preparatory School,

it was surreal to discover and enjoy the exact image that years of American movies had cultivated in my mind. A further cultural idiosyncrasy that I have been able to draw, firsthand, is that the universality of the English language is not total. Certain phrases and words pertain uniquely to geographic regions; “y’all” for example, was not present in the vocabulary of the people I met in Boston, let alone of anyone back home. Similarly, I have yet to hear an American say “cheers” instead of “thanks” or refer to someone as “mate.” This excludes some of the guys who have demonstrated great initiative in making me feel at home. I look forward to my continued cultural education and hope to be able to reciprocate this to the STC community. Cheers! ■ Monty is an exchange student from Australia.

The Pine Needle

Ask Alex By Alex Rowe

Senior Staff Writer

What made you decide to do this column? How has the response been so far? I was sitting at home over a hot cup of herbal tea snuggled in an afghan that my grandmother made for me and I thought, “How fun would it be to have a column where I can answer people’s pressing questions?” I then proceeded to dress up in a bow tie and sweater, my daily attire, and had my mom take a picture of me so that I could put it on the front of a box and name it AskAlex. I then took the box and put it in the front office and had people ask me questions anonymously. The responses so far have been wonderful. The great thing about St. Christopher’s is that no one takes advantage of the anonymity and only asks appropriate questions, and I’m not being sarcastic when I say that. I appreciate all of the questions asked, and I look forward to answering more!

How do I dab properly? First, we need to establish the definition of “dab.” Its definition: a dance move in which the dancer simultaneously drops the head while raising an arm and the elbow in a gesture that has been noted to resemble sneezing. I assume you are asking about this definition, and I can fill you in on how to perform this popular and growing dance move. I suggest you go on YouTube and watch the music video “Lean and Dab” by iHeartMemphis. Take note of how they perform the “dab” and also try to mimic the dance moves portrayed in this video while enjoying the song.

What do you consider the most valuable extracurricular activity at STC to boost a college resume? This is a really tough question… I’m torn between two: Movie Analysis Club and Chess Club. Movie Analysis Club lets a college know that you are inquisitive and interested in different pieces of art. On the other hand, chess is a challenging game that requires great mental effort to succeed at higher levels. As a former tournament chess player I have heard many stereotypes about chess players as a whole: nerdy, intellectual, socially awkward, quirky, quiet and crazy. I think chess club takes the cake in boosting a college résumé due to the fact that it symbolizes intelligence and strategy within a person. It is going to be these “nerdy” and “socially-awkward” kids who get into the most selective colleges of the nation rather than the jocks who peaked in high school and made fun of us playing chess in the library during break.

Soon Alex’s box will return to the front office of Chamberlayne Hall for anonymous questions, or you can send them to rowea17@stcva.org.

The Oak Needle

Look-Alikes Not many people know about Jackson Begley’s hidden talent; he is an amazing singer. Begley is a personal favorite of Mr. Vick due to the fact that he brings his talent to both the Glee Club and the Beaux Ties. Also, many do not know that Begley is part of an English-Irish pop boy band based in London. During the winter when he is off from football and lacrosse, Begley travels all over the globe spreading his talent of singing. Although Begley remains humble, his boy band has achieved international stardom. With a net worth of nearly $5 million, it looks as if Begley may pursue singing rather than going off to college next fall. Jackson Begley ’17

Niall Horan

Most of you know Paul Thompson as the All-Prep linebacker who has turned himself into a Division I college prospect. Although he may seem like an intimidating football player, off the field Paul has a softer, more sensitive side. He enjoys leading an introverted life and writing poetry at home over a hot cup of tea. He is also an avid contributor to the Hieroglyphic and was kind enough to share some of his works with us which he named “Success is Counted Sweetest,” “Because I could not stop for death,” and “Faith is a fine invention.”

Emily Dickinson

Paul Thompson ’17

Mr. Horner has aroused suspicion within the St. Christopher’s community for doing some pretty sketchy things. Some accusations include burning down his own car dealership and killing his brother Keith in cold blood. Other witnesses say they have seen Horner being too hard on his son, Nathan, during basketball practice. After being accused of murder and arson, Mr. Horner has tried to fly under the radar and attempted to disguise himself by shaving off his eyebrows. He claims that his eyebrows were singed off due to a “grilling accident” while having the varsity lacrosse defense over for a cookout, but we all know his true motives. Sherman Horner

Dan Scott from One Tree Hill

p. 23

Should students sleep in?

p. 17

New Faculty p. 29

p. 9

Getting to Know Mr. Lecky Drink Liquidation