The Tower Issue 01 MMXVIII by The Bishop's School

THE BISHOP’S SCHOOL | | JUNE 2018

THE

TOW E R ISSUE 08 MMXVIII

IN THIS ISSUE: •TUTORING •FACULTY DEPARTURES •STUDENT ART EXHIBITS •SPRING SPORTS •HEAD OF SCHOOL SEARCH •NEW ASBC PRESIDENT •COLLEGE MAP • STUDENT

IN THIS ISSUE: RIGHTS • LEVELS OF HAPPINESS • SPIRIT WEEK • SELF- IDENTIFICATION • BEING MALE AT BISHOP’S

The Details PHILOSOPHY: The Tower is a student-run publication at The Bishop’s School in La Jolla, CA. Writers and editors work together to enhance the Bishop’s community and evoke meaningful conversation through the collection and distribution of news and other information. The Tower aims to educate The Bishop’s community about issues that pertain to the experience of young adults. Sections of The Tower include Academic News, Culture, Sports News, Arts News, Beyond, Opinion, and The Bell. POLICY: All materials featured in The Tower are student-done and/or from the Bishop’s community. All articles connect to the Bishop’s community even when covering an international or domestic story, issue, or event. The Tower works with the administration by communicating about sensitive topics to ensure the safety of Bishop’s students and to confirm all topics are approached in an appropriate manner. The Tower accepts anonymous quotes when the privacy of the individual is a concern. COLOPHON: The Tower was printed by Streeter Printing Company in Mira Mesa, CA. For this issue’s layout, the Staff used Adobe InDesign, Adobe CC (CS9), and Photoshop CC (CS9) to arrange photographs and graphics. We printed and distributed 500 copies of Issue 08 to the Bishop’s community. Typefaces included Bookmania on our cover, Cochin Italic, for our headlines and covers, and Times New Roman for our body text. Issue 08 and previous issues of The Tower are available on issuu. com.

CONTRIBUTORS: Editor-in-Chief: Emma Oliver Managing Editor: Isabelle Kenagy Copy Editors: Amy Carlyle, Annie Zeigler Graphics Editors: David Brewer, Sara Michael Sports Editor: Collin Douglas Online Editor: Collin Douglas Consulting Editor: Jake Stenger Staff Writers: Harper White, Maya Minagawa, Olivia Ralph, Alyssa Huynh Faculty Advisor: Ms. Laine Remignanti

CONTACT:

The Bishopâ&#x20AC;&#x2122;s School 7607 La Jolla Blvd, La Jolla, CA 92037 Email: thetower.tbs@bishops.com Website: thetoweronline.squarespace.com Facebook: tbsTower Instagram: thebishopstower

I n t r o d u c i n g N e x t Ye a r ’s Editors

here’s an ancient Chinese philosophy called the Five Elements. The elements— wood, fire, earth, metal, and water— symbolize the five types of chi found in nature, and have their own archetypes. They are: “boldness” for wood, “liveliness” for fire, “sympathy” for earth, “discipline” for metal, and “curiosity” for water. I remember the first day of my sophomore English class, Mr. Radley had us choose the elements that best described our personalities. At the time, I described myself as fire and wood, not because these felt true, but because I wanted to be like these archetypes. Writing for The Tower has taught me to self-reflect. This past year, I wrote two opinion pieces on two issues that are very important to me— my biraciality, and what being a female golfer means to me. Initially, I was hesitant to approach these topics because they felt too per-

he publisher of the Washington Post, Philip Graham once said, “The news is the first rough draft of history.” A few years later when his wife Katherine Graham and editor Ben Bradlee reported on the historic Pentagon Papers, Graham’s prophecy took form. Graham so eloquently states the aspect that lured me into journalism: the ability to dissect a social issue and make people care, make people notice. There is so much power in that art form. In the past, journalism has been the first rough draft of history with cases like the Pentagon Papers or Watergate and most recently we are seeing journalism change lives with the New Yorker exposé on Harvey Weinstein and continuous coverage and support of the #MeToo movement. This February, after various attempts, I tackled the issue of sexual assault in an Op-Ed. And to my great joy, the community considered what I had to say. My English class discussed the article and although there is still far more of the story to be told, my class took a moment to

sonal to be shared. Through the support of Ms. Rem, our current Editor-in-Chief, Emma, and the staff, I was able to discover my voice and my truth. Writing these articles made me consider the qualities that I value, not the qualities that I feel like I should value. My time on The Tower has taught me to to find the beauty in my “water” and the “earth” characteristics. As this school year ends and summer begins, I challenge you to consider what your truths are. Along with my brilliant Co-Editors-in-Chief, Amy Carlyle (‘20) and Isabelle Kenagy (‘19), I look forward to another year of self-discovery and self-reflection. Sara Michael

think about sexual assault and think about the victims who experience this. Sexual assault is just one of many many issues journalism addresses. In the past The Tower has tackled gun control, race issues, drug abuse, academic dishonesty, and more. Through each issue of The Tower next year, my fabulous Co-Editors and I hope to continue this written advocacy. I want to write about what our community needs and cares about; I want to listen to this community and I want the community to listen back. Phillip Graham came from the perspective of a national publication, but even in high school journalism, his quote rings true. I hope that next year this community, our school, can come to further value The Tower as a platform for truth and progress. I look forward to a great year with this wonderful staff and community. Isabelle Kenagy

’ve written a lot of editor letters this year. In all of them, I’ve concluded with a nod of some sort towards our community, the placce I’ve considered my home base for the past six years—Bishop’s. This time, I begin my letter by addrressing the community: thank you readers for listening and engaging with The Tower this year. And thank you Bishop's for providing us with a space for such conversations to take place.

s any of my closest friends can attest, I have quite the affinity for Coldplay. Featured in one of my favorite songs — “Kaleidoscope” — is this spoken excerpt of a poem composed by the philosopher and poet Rumi: “This being human is a guest house. Every morning a new arrival. A joy, a depression, a meanness Some momentary awareness comes As an unexpected visitor. Welcome and entertain them all! Be grateful for whoever comes, Because each has been sent As a guide.” Before starting high school, I never paid much attention to the news. It was merely the car radio or a television show my parents watched or the forecast on Weather. com. Since joining The Tower in the fall of my freshman year, however, the news has crept into my everyday life. My thoughts. My class discussions. My email inbox. I believe news illustrates the passage of time through significant features or events that shape the community — our achievements, failures, gains and losses, differences of opinion, and identities included. The daily happenings at Bishop’s are visitors venturing into our guest house, becoming the articles our staff pursues; they are guests, some gladly welcomed and wanted, others feared

Amy, Sara, and Isabelle, I know will continue to shape this space via their leadership and commitment to journalism. Enjoy issue 08.

Emma Oliver Editor-in-Cheif

or anxiously anticipated. Either way, they are meaningful. Perhaps my favorite part of The Tower is its diversity in content. In this issue alone, articles discuss topics as close-to-home as the Head of School selection process, covered by Annie Zeigler (‘18), and as globally relevant as organ donation, covered by Alyssa Huynh (‘20). As varying as our thoughts are, our articles connect by one common unifier: the word ‘why.’ Why is this topic relevant to the Bishop’s audience? Why should I care about this? Why did I choose to write about this? Just as Rumi said, each story or defining moment are the visitors mean to guide us. It is in asking the “why’s” of our stories and our lives that we find truly meaningful answers worth sharing, and sometimes, even more questions to inquire. Emma Oliver (‘18), our current Editor-in-Chief, fosters thought among her staff, challenging us to consider our pieces’ relevance, timeliness, and audience. She reminds us to search for ties between every subject we discuss; in collaboration with my fellow Co-Editors-in-Chief, Sara Michael (‘19) and Isabelle Kenagy (‘19), I hope to continue Emma’s legacy in seeking knowledge and truth. I am beyond excited for the road ahead and the inquiries we will chase together. Here’s to a year of new discoveries. Amy Carlyle

Photography by Jordan Howard ('18). For more information about Jordan and her work, see pages 20-21.

8. 16. 24. 28. 38. 39. 40.

ACADEMIC

GETTING THE UPPER HAND WITH A HELPING HAND - AMY CARLYLE BORED WITH AWARDS? - COLLIN DOUGLAS FACULTY DEPARTURES (4) RETIREMENTS (3)

ARTS

ANON(YMOUS) PLAY - EMMA OLIVER LIGHTS, CAMERA, CONFIDENCE - HARPER WHITE TANGIBLE CONNECTION - ISABELLE KENAGY MULTIMEDIA MAGIC - EMMA OLIVER

SPORTS

SPORTS SPREAD GIRLS JUST WANNA PLAY GOLF - SARA MICHAEL

CULTURE

HEAD OF SCHOOL SEARCH - ANNIE ZEIGLER WHAT HIGH SCHOOL TAUGHT US - DAVID BREWER PROM - ISABELLE KENAGY PROM SPREAD THOMASONIAN ERA - OLIVIA RALPH

BEYOND

ITâ&#x20AC;&#x2122;S A BEAUTIFUL DAY TO SAVE LIVES - ALYSSA HUYNH

OPINION

(NOT) DRESSED TO IMPRESS - MAYA MINAGAWA

THE BELL

SUPERLATIVES COLLEGE MAP TOP TEN: WHAT YOUR COLLEGE SAYS ABOUT YOU

ACADEMIC

GETTING THE UPPER HAND (WITH A HELPING HAND) Amy Carlyle

ne day at the end of February, I found myself watching my mom in mild disbelief as she spoke on the phone with a local tutoring company; never did I think that I would need a tutor. But alas, I did. The problem was math: no matter how many hours I studied, I could not do as well on tests as I knew I could; I wasn’t bad at math, but I needed a fresh perspective and rephrased explanation. No amount of “self-teaching” via Kuta worksheets, Khan Academy, or other methods could save me. As soon as I began tutoring, my once stressful math quizzes and tests seemed so simple; not only did I understand the material better, but my math confidence improved. I shared my thoughts with my friends, thinking I had made some colossal discovery — little did I know, many of my friends and classmates had tutors, too. Tutoring is not something that we often discuss openly or confidently, but it is vital to student success in the Bishop’s community, serving as a little extra help for some and a lifeline for others. Inspired by my own immediate findings within my peer circle, I sent a survey to the upper school about tutoring to gather information about the larger scope of how tutoring affects the lives and success of Bishop’s students. The Breakdown Out of all the 67 survey respondents, 27.7% use paid tutors or tutoring services for help in their academic classes, not including SAT/ACT preparation. Within this percentage, math and science are the subject areas in which most students receive tutoring, with 72.2% of the students tutored in math and 44.4% in science. English, history, and language courses collectively make up 33.4% of tutored students. In the survey, students also explained why they sought tutoring. Some students wrote that the material in class was too difficult to thoroughly learn without additional help and explanation. The majority, however, was the 88.9% of students who said they receive tutoring to review and prepare for tests, quizzes, and/or other assessments. Another 66.7% of students responded that the problem they faced was not with the topics themselves, but the way their teachers taught. This disconnect made for a difficult class experience, but one easily remedied by a tutor who could approach the topics from a different angle than the teacher’s. One specific reason why students seek tutors is the apparent disparity between how teachers and students define independence. While teachers rely on students to com-

plete their assignments and study for assessments on their own, a student might feel like their academic independence is burdensome. An anonymous sophomore, tutored in math, said: “Forcing students to ‘learn the material on their own’ is not effective... feel like before I came to Bishop’s, I really thought I could learn so much in these immersive classes. I almost feel cheated that I have to pay even more money to get a tutor.” S.A.G.E. Tutoring One beneficial and cost-effective alternative to paid tutoring is the Students as Grassroot Educators (S.A.G.E.) program, organized by Academic Support Coordinator Mrs. Jane Mattox and currently featuring forty one tutors. S.A.G.E. is a peer tutoring program that matches tutors, who are approved by Mrs. Mattox through an application process, with tutees. It is free of charge, and provides tutees not only with tutors, but with valuable, individualized Bishop’s insight. An anonymous junior said of the program, “I like what Mrs. Mattox does; she always provides a safe and comfortable environment for kids to do their work and is always there to provide help for the students who ask.” Although tutee privacy is a concern for some students hesitant to seek a S.A.G.E. tutor, Mrs. Mattox and the tutors ensure that the confidentiality of the tutee is upheld; all tutors are required to agree to a list of guidelines prior to beginning tutoring, including a point about privacy. The purpose of this part of the guidelines is not to keep tutoring a secret; rather, it is to provide tutees the choice to tell others about the help they receive, should they want to do so. Mrs. Mattox said, “It’s not a secret and there’s nothing wrong with getting academic support and tutoring, but it’s also not anybody’s business if you are tutoring someone.” Students and faculty alike see the S.A.G.E. program as a good choice for any student seeking extra help. An anonymous sophomore who is not tutored responded to the survey: “I think it is great that students will tutor other students. It leads to a deeper understanding of the material for both parties involved.” Academic Dean Ms. Janice Murabayashi also praises S.A.G.E.’s building of student-to-student connections. She said, “I love the idea that you’re building a community where people help each other and look out for each other as opposed to one where everyone is just worrying about themselves.” How Much Help is Too Much With any form of academic help can come skepti-

Issue 08 • June 2018 • The Tower

ACADEMIC cism— is a student cheating when they work with a tutor, or just getting advice? Bishop’s cannot monitor external tutors, so it is up to teachers to determine the authenticity of their students’ work. According to Ms. Murabayashi, “I think there’s a lot of trust because [tutors helping their tutees cheat] is not supposed to happen, and I think any tutor with integrity knows that in any school setting, that’s not the purpose of tutoring. We hope the teacher knows the student so well that if work comes in that seems inconsistent with work the student had done earlier in the year, the teacher notices and then asks some questions. It’s possible that the tutor has done everything correctly and the student has actually evolved in those skills and that’s what’s being reflected in the improved work; it’s also possible the tutor has overstepped the line and that is what the teacher is noticing.” However, in the S.A.G.E. program, tutors must follow the Cheating and Collusion Policy, a document to distinguish the differences between collaboration and overstepping. In addition to the honesty policies that all students must uphold, this S.A.G.E.-specific policy includes the following as examples of academic dishonesty: “Copying someone else’s answers to homework problems, exercises or study questions; copying someone else’s worksheet, workbook, lab report, research project or essay (in whole or in part); using someone else’s original idea or essay outline as if it were one’s own (without giving credit); purposefully not following the directions on an assignment to gain an advantage; letting someone else correct or improve one’s work (as opposed to taking someone’s suggestions and making the corrections or improvements oneself, which is admirable); depending solely on someone else’s class notes in place of taking notes oneself (except in the case of absence).” In any of these instances, if both the tutor and tutee played some part in the cheating, both parties are held equally accountable.

Even with the large amount of tutored students, tutoring is often seen as a secret to be kept at all costs. “The presence of tutoring is strong and helpful, but I feel like it is not super publicized which means not many people take advantage of SAGE. I think there is also a stigma surrounding seeking out structured, ongoing help since Bishop’s is such a high-powered, independence-forming community,” wrote an anonymous senior. A sophomore said, “[Tutoring] isn’t very discussed. I think that people are embarrassed to say that they are tutored even though it’s really fundamental in our success.” The high-achieving, academically focused environment at Bishop’s makes students uncomfortable asking for help, despite the benefits they may reap with a tutor. Senior Bennett Hixson shares advice from personal experience: “I’ve found tutoring to be a life-saver in classes where I’m struggling and I hope that nobody is being made to feel bad about getting the help they need.” For a multitude of reasons, students seek tutors. Whether they meet once a week, once a month, or anywhere in between, tutors appear to provide invaluable academic assistance that is often vital to achievement at Bishop’s. Whether off campus or on, all of these tutors have one common bond: their support of students and dedication to academic success.

The Stigma Bishop’s emphasizes the importance of teens learning independence before going to college; however, the School is missing one key component in the lesson: the acceptance of failure (or, in most cases, difficulty). Asking for help isn’t always easy, but at Bishop’s, it can be the difference between hours of worthless stress-induced Quizlet reviewing and one hour of efficient and beneficial studying.

Issue 08 • June 2018 • The Tower

ACADEMIC BORED WITH AWARDS? Collin Douglas

or the first time in my long tenure at Bishop’s, Awards Day occured during a school day. On May 25th, the entire school donned dress uniform for the final time this year and gathered for this extended enrichment-esque function to celebrate the accomplishments of the student body. Similar to past years, many white chairs remained unfilled. Although it is a required event to attend, many students convince their parents to call them out in order to avoid the (sometimes) three hour ordeal. “I’ve never been to Awards Day,” said senior Ellie Lunsford a week before this year’s ceremony. “I’ll go this year because there are so many senior awards, but before, I just got my mom to call me out.” While it is hard to blame a student for wanting to escape sitting in the sun for hours to honor, in most cases, people who are not in their grade, maybe it is time to assess the importance of Awards Day. Beyond Honor Roll pins, which were mailed to recipients rather than announced at this year’s ceremony, the majority of awards go to members of the senior class. This makes sense, as graduating individuals receive commendation for their achievements and consistency spanning across their entire Bishop’s career. While logical, this does not engage the underclassmen, most of which do not know any seniors. “The entire Aawards Dday has always been catered to seniors, so it would be weird if that changed,” said Conner Noon (‘19). “I feel like the seniors go up [to the stage] and the rest of the school just sits and watches. Obviously there’s reason for that because they’re graduating, but it’s a little annoying for the rest of the school.” Conner continued by suggesting that the entire school should not have to attend an awards ceremony directed mainly at seniors. “I liked the Cum Laude ceremony because [the juniors] know the seniors and there’s a focus on the transition to senior year, but in many cases the middle schoolers don’t even know seniors.” Even current seniors, who have finally waited to see their class take the spotlight at awards day, think there is room for change. “I’d like to see the award distribution spread a little more evenly across grades, especially juniors

and seniors,” said Kelsey Chodorow (‘18). “It would definitely be nice to direct a couple more awards towards juniors to put on the ‘Honors’ section of the Common App,” she added with a smile, glad her college application process is over. “I’ve skipped probably four years, I’m not going to lie, so I do like that it’s during the [school] day. You get yearbook signing after (as part of the school day), so it’s a much better vibe and not as wasteful of a day.” It would be an interesting experiment to move many of the senior-oriented awards to graduation. This would continue the effort to shorten Awards Day; and with Honor Roll name-calling already gone, the ceremony could reach an equilibrium of ample time spent publically honoring students for their achievements while keeping the rest of the student body from losing their minds...or simply not attending.

“I’ve never been to Awards day.”

Ellie Lunsford (‘18)

Issue 08 • June 2018 • The Tower

ACADEMIC FOND FAREWELLS Isabelle Kenagy

Ms. Alex Cabral Computer Science

Computer Science teacher Ms. Alex Cabral will both be leaving the Bishop’s community after spending one year here. One of her middle school robotics students, Chiara Kenagy (‘22), reflected, “Ms. Cabral has made my time in robotics both fun and educational. She gives us freedom to do our work while helping us get better. I will miss her as a robotics mentor.”

Coach Jenn Velcio

Physical Education & Health

Coach Jennifer Velcio will also being leaving the school this year after a valued career as a health teacher, PE teacher, and coach. Her work with students and faculty alike was enjoyed by all. As lacrosse player Elle Schneider (‘18) said, “Coach Jenn is so instrumental for the lacrosse program and I don’t know what we’re going to do without her. She balances Coach Carr out so well and knows how to be supportive while critiquing us and making us better as a team.” Elle also reflected on Coach Jenn as a person saying, “She is just so amazing and also her kids are the absolute best.”

Issue 08 • June 2018 • The Tower

Ms. Ashley Hurlock Science

Ms. Ashley Hurlock will be departing Bishop’s after two years as a science teacher. Although her time at Bishop’s was short, the community is sad to see her go and wishes her well in her future endeavors. As her former student Presley McDonald (‘22) recalled, “Ms. Hurlock was a really nice and great teacher who helped me with my organizational skills and made class very interesting.”

ACADEMIC

FOND FAREWELLS (CONTINUED): MS. AIMECLAIRE ROCHE Emma Oliver Head of School Ms. Aimeclaire Roche

“AT BISHOP’S WE BELIEVE THAT THE MOST EFFECTIVE SCHOOL ENVIRONMENT IS THE COMBINATION OF PLACE, PURPOSE, AND PEOPLE, THROUGH WHICH ALL LEARNING HAPPENS”

nder the glass covering of her table, there lives many eclectic objects: car keys, a playbill, a gum wrapper, a pair of sunglasses, a Bishop’s parking pass, a deck of cards, and about 100 other small treasures. It was a gift from the class of 2010. It is the essence of student life, distilled into a glass table. This is the desk of Head of School Ms. Aimeclaire Roche, who’s table can only begin to explain the many memories Ms. Roche harbors in her office. But next year, her office will begin anew, as Ms. Roche moves on to her next adventure. After nine years of her fearless leadership and honest guidance, Ms. Roche will depart our community this year. She will be moving eastward, closer to where resides her and her fiance’s family. Next year, Ms. Roche will join Cranbook Schools, located in Bloomfield, Michigan, where she will become their next Head of School. She will be replaced temporarily by current Head of Middle School Ms. Carol Barry. Ms. Roche said in a statement to the community this past August: “It has been my unparalleled privilege to be Bishop’s Head of School. I was called to and have come to love Bishop’s because of its rich history, its

founding and contemporary life in the Ms. Roche will be remembered Episcopal tradition, and its commit- by many students as a leader of our ment to academic and co-curricular community. As Sheridan Spain (‘20) excellence.” said, “I will miss Ms. Roche when she’s *** gone and I think her time at Bishop’s “At Bishop’s we believe that the will have an effect long into the future.” most effective school environment is Ms. Roche’s colleagues felt similarly, the combination of place, purpose, and and as math teacher Mr. David Johnpeople, through which all learning hap- ston eloquently stated, “While her inpens: the physical structures that form a tellect and curiosity are certainly hallschool, the authenticity of the tasks stu- marks of her style, we’ve also benefited dents are asked to perform, and the peo- greatly from her warmth, kindness, and ple—the classmates and teachers—who highly amusing sense of humor.” are as central to an education as any Much has happened during curriculum or campus.” Ms.Roche’s tenure. Under her This is Ms. Barry’s favorite leadership, we have seen the perfection quotation of Ms. Roche’s. When think- of an academic schedule and the reing about the legacy Ms. Roche will construction of the terrace and cafetehave on this campus, Ms. Barry looks ria. Great speakers have imparted their to these lines. “She has worked to pro- wisdom. Sports teams have won CIF. vide more time for teachers to develop Our community has, to say the least, their craft and many of our teachers flourished. enjoy a reduced workload,” said Ms. While the glass table of misBarry. “This frees up teachers to work cellaneous objects may be removed, on their courses and to collaborate with Ms. Roche’s legacy and hard work will their colleagues. She has overseen in- live on. The community is sad to see credible improvements to the campus Ms. Roche depart, but excited to see all and it is an even more beautiful space that she accomplishes in her future. We to work and thrive. Of course, AC will know it will be a bright one. also be remembered for her endless Latin references and her aversion to all For more on Ms. Roche’s tenure, see issue 04. things green.”

Issue 08 • June 2018 • The Tower

ACADEMIC FAREWELL TO FLAN Emma Oliver

n campus, she is known as the woman who’s laugh is not afraid to pierce any silence. The woman who walks her dog in the prayer gardens. The theatre visionary. The improve master. But perhaps most importantly, to many, student and faculty alike, Director of the Performing Arts Ms. Courtney Flanagan is known as a lifelong friend, mentor, and inspiration. Ms. Flanagan— or “Flan,” as her colleagues and students call her— joined the Bishop’s community in 1984. Shortly after, around 1987, she started the Acting Workshop class. In these years, Ms. Flanagan has directed over one hundred productions, ranging from Strange Case of Dr Jekyll and Mr Hyde, to Rent, to a Midsummer’s Night Dream. Ms. Flanagan’s experience with theatre began far before her career at Bishop’s. Her mother an ex-professional actress and theatre teacher, Ms. Flanagan grew up going to plays with her family and friends. But it was in first grade, when she played the troll in Billy Goats Gruff, that she discovered her passion: “Hearing the cries of terror from the kindergarten when I roared did a lot to convince me that theatre was the path for me!” Ms. Flanagan said. She’s come a long way since first grade, but Ms. Flanagan’s experience with theatre has continued to embody spontaneity and excitement. Her moral in approaching theatre is, as she said, “just plunge in and you’ll find joy”—which is exactly what Ms. Flanagan does. She is not afraid to attempt the difficult or try new things. She’s entirely reconstructed the theatre, allowing the space to transform into a cabaret-like layout or a pit like that of the Globe Theatre.

Ms. Flanagan has also involved the faculty in many of her productions, most recently in this year’s production of Romeo and Juliet. “I have to say I loved working with my colleagues” said Ms. Flanagan, “But honestly, there have been sublime times working on most of the shows with my students.” For those who are not a part of the theatre community, it may come as a surprise to learn just how invested Ms. Flanagan is in her students. She “IN MANY WAYS, I FEEL LIKE I CAME OF AGE IN FLAN’S CLASS, AND WITHOUT HER, I WOULD NOT BE WHO I AM TODAY.” MATTHEW KERR ('16) picks the shows each year according entirely to her students’ strengths and interests. “I have tried to make sure the season was varied, and that this variety included contemporary works and classic plays that I thought high school students needed to see,” said Ms. Flanagan. For this reason, she explained, she has repeated shows such as The Diary of Anne Frank and Fiddler on the Roof and You Can’t Take it With You— all plays Flan believes contain “important messages for students.” “In many ways, I feel like I came of age in Flan’s class, and without her, I would not be who I am today,” said former student and current student at USC Film School Matthew Kerr. “She has the ability to turn any measly student into a strong performer, and achieving such a feat would be difficult if she didn’t have such strong compassion and patience. Always willing to be goofy, she gave me a space I could be myself and a family that I would love for the entirety of my high school experience.”

Issue 08 • June 2018 • The Tower

Doing plays with a moral message or significance is very important to Ms. Flanagan. “Although language has never been a particular criteria for me, it is important to me that the shows have to do with concerns that I think students can relate to at their age and plays that are morally sound in message,” Ms. Flanagan explained. When thinking about her time at Bishop’s, Ms. Flanagan recalls many moments and conversations with great fondness— especially her interactions with her students. “I am happy with remembering various kids along the way that I think I was able to give some support too in tough times,” said Ms. Flanagan, who humbly added, “And I guess I’m proud of starting really the acting program and seeing it grow.” Although she’s not the first to admit it, Ms. Flanagan has, in fact, had students go on to become professional actors. It’s no secret that Ms. Flanagan’s fiery persona and quick wit together provide the perfect director, equipt to take on any production. Everyone on campus knows that Ms. Flanagan’s productions are always top notch. But at the end of the day, the community is not in awe by the amount or light or sound cues she gave to the theatre production crew or the deliverance of a tricky soliloquy. Rather, we are charmed by a woman who can do it all— on and off the stage. As Matthew said, “It would be easy for someone as intelligent as Flan to be one of those callous creative types. Where many talented figures allow their vision, efficiency and honesty to come at the expense of kindness, Flan has always struck a beautiful balance between fierce creativity and familial warmth. She facilitates environments that are creatively challenging, yet filled to the brim with love.”

ACADEMIC

A TENURE WE WISHED WOULD NEVER END

e’s got a singing voice that outperforms anyone in chapel and never fails to charm during a chapel talk. His white collar is a staple on campus, as are the words, “Go in peace to love and to serve one another.” Reverend Brian Fidler has been serving this community as school chaplain and religion teacher for nine years. He announced, at the beginning of this year, that he would be retiring. On June 5 he is set to give his last senior chapel. Rev. Fidler began his career in the Episcopal Church during college: “I was raised religious and tried to get away from it as a teenager. But when I went to college, I turned towards religious studies and decided to pursue a religious career.” After a year in the seminary, Rev. Fidler tired of his academic life and pursued an internship with a school chaplain. The experience, “refocused me and reassured me that this, working with religion at school, was what I wanted to do.” He then returned to the seminary, graduated, and spent three years at a parish. “After my parish work, which I felt some duty to do, I knew I had to go into the schools and work as a chaplain,” recalled Rev. Fidler. The idea of being a spiritual educator had always felt incredibly important to him. At Bishop’s, Rev. Fidler has been a crucial part of the community, teaching several religion courses, including Biblical Literature, and leading the chapel services. In a recent chapel talk to the junior class, Reverend Fidler reminisced, “I have been at several schools and they all hold a special place, but Bishop’s truly means a lot to me.” While the school and community are certainly grateful for Rev. Fidler’s presence, he is a just as grateful for theirs. As he said, “Working with young people is energizing and exhausting… Young people are a joy but they also aren’t afraid to question adult figures. I certainly have grown from being pushed to think through and answer the questions of the students here.”

Isabelle Kenagy

Revered Fidler sits his office in lower Scripps.

“WORKING WITH YOUNG PEOPLE IS ENERGIZING AND EXHAUSTING… YOUNG PEOPLE ARE A JOY BUT THEY ALSO AREN’T AFRAID TO QUESTION ADULT FIGURES.” REVEREND BRIAN FIDLER

Issue 08 • June 2018 • The Tower

ACADEMIC

DEL RIO DEPARTS, BUT HIS INFLUENCE REMAINS David Brewer

fter gaining his master’s degree from the University Mock Trial process. He was always there when we needed of California, San Diego, Mr. Richard Del Rio en- help, and trusted in all of us to do what we had to do. This tered the profession of teaching. Twenty-eight years year’s class was a great learning experience for me thanks to later, he is leaving Bishop’s as a cherished member of the him.” Tommy Kimmel (‘18) felt similarly: “Mr. Del Rio made community. Mr. Del Rio expressed that he looks forward to a point to get to know all of us on Mock Trial personally. He being free from his work obligations. He hopes to use some is exceptionally knowledgeable about the history of our govof his newfound time volunteering. Particularly, he hopes to ernment and always knew how to help us improve.” use his free time and skills as a teacher on causes that benefit In addition to getting to know his students, he redisadvantaged children. peatedly demonstrated how “Working at Bishop’s MR. DEL RIO POSSESSES ALL THE much he cared for them and has been a great privilege. I success both in and QUALITIES OF A GOOD HISTORY their have had so many talentout of school. Mr. Del Rio’s TEACHER: KNOWLEDGEABLE, ed and energetic students care for his students comwho have made the experibined with his overwhelmPASSIONATE, PROFESSIONAL, ence so worthwhile. I had ing knowledge of his submany unforgettable experijects will be greatly missed AND PERSONABLE. ences in the classroom, on on campus for years to come. ROBYN KAZEMAINI (‘18) trips to foreign lands and, Clarke Eastman-Pinto (‘18) of course, in the world of shared a personal memory academic competitions. with Mr. Del Rio: “I will Likewise, I can’t thank my never forget that in one colleagues enough for sharof our scrimages before a ing their enthusiasm and tournament, Mr. Del Rio expertise with me so freely was in the corner, pressover the years. I will miss ing a ton of buttons trying those lunchtime conversato get the video camera to tions,” Mr. Del Rio said. work. In doing so, he was Through his pasmaking a racket and the sionate teaching and clear judge had to tell him to love for all things governstop. We all thought this ment, Mr. Del Rio has inwas funny, but also saw the spired many of his students extent he was willing to go to pursue a career in law. As in order to help us improve. Robyn Kazemaini, a senior Mock Trial sudents Elaine Wei (‘18) and Kendall Lobo (‘18) smile with He didn’t mind being emMr. Del Rio. on the Mock Trial team put barrassed if it meant that the it, “Mr. Del Rio possesses all the qualities of a good history footage would help us get better.” teacher: knowledgeable, passionate, professional, and per- Mr. Del Rio will be seen significantly less next year, sonable. He has inspired so many students to pursue study- but will not leave the Bishop’s campus entirely. Students may ing history and law, including myself and my older brother. see him around campus mentoring the new AP Government His commitment to the Bishop’s Mock Trial program will and Mock Trial teacher Mr. Raul Rivas. In addition, Mr. Del leave a lasting impact on the future of the team.” Rio will be on campus to do work as a member of the Jacobs In addition, Mr. Del Rio’s lively personality and de- Prize Committee. sire to know each student on a personal level was appreciated The community thanks you, Mr. Del Rio, for all your by all of his students. His immeasurable role in the Mock Tri- years at Bishop’s and for all the students you have positively al team and ability to keep students of all varieties engaged impacted. Enjoy your retirement; it is well deserved. will be greatly missed. Senior Ibi Velasquez said, “Mr. Del Rio has been exceptionally supportive throughout the whole

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ARTS

NOT SO (ANON)YMOUS Emma Oliver

An overview of Acting Workshop’s final production of the year

he black box theatre is a multifunctional space, where lighting, sound, and stage design transform the atmosphere for each production it undergoes. Universal theatre guidelines indicate that the space must include ample area for both an audience to sit and actors to perform, four walls, a roof, and a floor— all of which must be painted black. But that’s it, the only criteria. From there, it is up to the actors, technical theatre designers, and director to make meaning of the space. The key role of this theatre is to connect with the audience with artists in a deep, and uninterrupted way. On May first, second, and third, Acting Workshop, Advanced Theatre Production, and Director of Performing Arts, Ms. Courtney Flanagan connected audience with with artists. Together, the actors transformed the black box into the story of a young refugee named Anon as he encounters a wide variety and situations, all in his Odyssee-inspired journey through the United States, searching for his family. Anon(ymous) was Acting Workshop’s final production of the year. And for their fearless leader, Ms. Flanagan, the production marked her last ever after a 24-year-long tenure at Bishop’s— making the show all the more significant for Flan, the actors,

and audience alike. Playwright Naomi Iizuka wrote Anon(ymous) in 2007. Many reviews of play indicate that the scripts echoes its time, such as the 2004 tsunami off the Indian coast, immigration-related violence, and refugee waves resulting

the time when nine refugees were found dead in a van parked outside a Walmart in San Antonio,” said Ms. Flanagan, which made the play especially significant for her because the play includes a similar scene in which a van full of immigrants die in a car crash. In fact, to further strengthen the modern day relevance of the play, Ms. Flanagan altered certain lines of the original script. “I changed a few lines in the play because she [playwright, Iizuka] wrote it before the intensity of the Syria situation, and I wanted to make more references to that,” said Ms. Flanagan, who appreciated Iizuka’s acceptance of the script alterations. As long as Ms. Flanagan maintained the play’s poetry and original cadence. For example, the play begins with the entire cast— a group of immigrants from all over the world— on stage, taking turns calling out where they are from, why they left, or where they wanted to go. “I showed her [Iizuka] what I changed, and she really liked it,” said Ms. Flanagan. “I love that flexibility on her part.” “I like to do plays like this,” said Ms. Flanagan, “plays that are about things that I think are important for people to consider. Especially after doing a classic play by a dead man [Shakespeare], I was excited to do a more contemporary play by a living woman.”

“TO DO A PLAY LIKE THIS EFFECTIVELY, THE ACTORS NEED TO FIND SOME SORT OF PERSONAL ROOT IN IT. BECAUSE IF YOU DON’T, IT DOESN’T MEAN ANYTHING.”

MS. COURTNEY FLANAGAN

from civil wars. As Iizuka said in an interview by American Theatre, “I want very much for the play lo speak to our times—and these are times that have been particularly harsh and unforgiving to refugees and recent immigrants. I hope the play begins to honor some of their experiences and their stories.” While Iikuka actually wrote the play before the 2004 tsunami, the messages that underpin Anon(ymous) undoubtedly harbors plenty of parallels to present-day events. “I actually read the play for the first time right around

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ARTS “Doing a piece like Shake- rary text with characters that I could country. That’s got to make one think speare would have been easy for Flan connect to,” said Gabe. “Taking that about immigration and the impact it’s as well as the actors who are familiar story and telling it through the lens of had… and the richness students like with those types of productions,” said immigrants and refugees, to me, makes them have brought to our community.” lead actor Daniel Ardjmand (‘18) how- the story more tangible.” Beyond his personal connecever, when she chose to do this play, The play became particular- tion, Gabe believes that the producshe knew it was going to be a challenge ly meaningful opportunity for Gabe, tion provided a channel for important both theatrically and conversations about technically, which it immigration at Bishwas.” op’s: “I think this is a The only topic that isn’t really thing that Ms. Flatalked about in the nagan regrets about Bishop’s communithe production is not ty, and I feel like this doing a “talk back” show really inspires after the final show people to think about of Anon(ymous). others’ experiences Talk backs, essentialthat differ from their ly, provide the actors own and empathize and anyone else in with those stories of the community with adversity.” an opportunity to Anon(ymous) convene and discuss brought forth the the societal issues pain, uncertainty, that a play may adand fear of leaving dress. home and landing While there in another land as may not have been a an immigrant or ref“talk back” about the ugee, often feeling show, the play regardunwanted in a new less made its mark on The character, “Anon,” stands on stage in the original production of (Anon)ymous by country. As actress Naomi Iizuka. our community— and Sydney Greylarch (‘20) especially on the actors who put on the whose mother’s family fled Cuba for said, “One of the things that I love most production. As Ms. Flanagan said, “To the United States during the rise of about doing theatre is that it gives me do a play like this effectively, the actors communism. the opportunity to tell stories and dive need to find some sort of personal root And Gabe was not the only into aspects of the human condition in it. Because if you don’t, it doesn’t actor who harbored a personal con- that we don’t really think about in our mean anything.” And many of them, nection to the play. According to Ms. day to day lives. I think that through indeed, found such a root. Flanagan, thirteen of the fifteen Acting this play, I gained a lot more insight For actor Gabe Worstell (‘18), Workshop members have a relative that into the personal, immigrant experiAnon(ymous) helped him to better un- was born in another country. “When ence and the human side of the issue.” derstand The Odyssey, the Greek epic you see that we are at a private school, that forms the base of the play’s plot. where students are fairly wealthy, yet “I have always been a fan of Greek my- still, in this class [Acting Workshop] thology and it was really cool to see alone, thirteen of the fifteen students that story translated into a contempo- have a relative that was born in another

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ARTS

TANGIBLE CONNECTIONS: SARAH BARRETT ART EXHIBIT Isabelle Kenagy

S “September 11, 2001”

enior Sarah Barrett has, according to Chair of the Visual Arts Department Ms. Elizabeth Wepsic, “been actively involved in the visual arts department since her first days at Bishop’s. She has given a tremendous amount of herself to not only sustain but also to develop our program.” Her artwork was on display in the Manchester Library from April 11 to May 25.

When did you start doing art? I started drawing the summer before fifth grade. I watched a ton of Youtube videos about how to to draw people and then I tried following the tutorials. The drawings have definitely improved since then, but I remember being so proud of my work and teaching my friends how to draw like me. What is your favorite medium to work with? I work with a lot of different mediums and they all have their advantages. I work in watercolor, acrylic, pencil, colored pencil, and pen. I choose different mediums depending on what kind of piece I want to create. More recently, I’ve been working in pen often and trying a minimalistic style for drawing people like my friends. What do you think about when you are creating your work? I don’t necessarily think about anything. I have an idea of what I want to create and then create a piece based on that idea. When I’m trying to convey a certain feeling I sometimes listen to music that I believe conveys the same feeling.

Is there a uniting theme or message that you would like your art to communicate? I draw a lot of people because I’m fascinated by our differences and similarities. I hope that my pieces, particularly my series of my friends, show how we’re all united by our humanity. My concentration for AP Studio Art was about the intersection of people and our environment, particularly climate change. How did you select the pieces for the exhibit? Is there a theme you created? I wanted to include a variety of pieces to show my development as an artist. I included pieces from my AP concentration to show my creative process from last year, which focused on more tangible connections between people and our surroundings. I also included some more recent pieces to show how my voice has changed into exploring the connections between everyone and an exploration of space in art.

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ARTS

“Eje Cafetero”

“The Human and the Sea”

What kind of thoughts or feelings do you hope your pieces evoke in their viewers? I hope that people think about their lives and their close friends and family members, and how some moments are so crystal clear that they’ll stick for years. I want people to think about that beautiful sunset they saw the other day and how they want future generations to enjoy it too. I don’t have an explicit goal with each piece, but I hope my work makes people think about their world. What does your art mean to you? It’s always been a hobby for me. It helps me relax and take a break from school. It’s a way to channel my creativity and it’s like a habit that I started in fifth grade. I really like looking at art and whenever I find my inspiration, it’s an amazing feeling to take an idea and put it on paper. Especially since I’ve been practicing so long, it’s really neat to see my pieces turn out more and more like what I’ve been thinking in my head.

What does your creative process look like? I don’t have a complex creative process. As I said earlier, I think of an idea and create a piece about it. A lot of my pieces are also based off of photos, so I find a photo I like and work from that. How do you choose the subject of each piece? For those based on real life, I find a photo I really like and I want to recreate. For my ideas that originate in my head, I think of an idea and go with it. A lot of my sketches of people are what my pen or pencil happens to draw. I start with an idea and it evolves into a certain set of features. How has your style changed over the years? My style has changed quite a bit over time. I usually get caught up in bursts of creativity that inspire me to make a bunch of pieces in a certain style, then I get bored and move on to something else. My series of line art drawings were all drawn in the span of a month last summer. I got inspired and I kept going with that style until I moved onto another idea.

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ARTS

MULTIMEDIA MAGIC: JORDAN HOWARD ART EXHIBIT Emma Oliver

rom crisp and colorful photographs to intricate oil paintings and pen sketches, there is truly no medium that student artist Jordan Howard (‘18) cannot master. An aspiring architect, Jordan will attend the University of Virginia School of Architecture next year— a path that will only be aided by her years of drawing, painting, and photography. But her pursuit of art has embraced impressive endeavors; two summers ago, Jordan attended a summer program at Columbia University, where she studied architectural design for a month. Since then, Jordan has also moved into professional photography, working as both a photographer for portraits and for a children’s clothing line. “Jordan Howard is of a different caliber when it comes to art,” said Chair of the Visual Arts Department and art teacher Ms. Elizabeth Wepsic. “She stood out immediately years ago in Drawing and Painting, when she already was combining media and incorporating her love of photography with her interest in design.” Ms. Wepsic has watched Jordan mature as an artist, ultimately developing an aesthetic that Ms. Wepsic describes as “calm, clean, and beautiful.” And it seems Jordan’s demeanor very much reflects the tone of her art. As Ms. Wepsic said, “Jordan is one of the most endearing people I have met in the art studio. Her genuine interest in others and in the betterment of our school is extraordinary. I think she will be and do anything she sets her mind to, no doubt we will hear of her fame and happiness in the years to come.” Her art, while embracing a wide breadth of forms, seems to be united by one thing: stunning balance and vibrant color. No doubt, any archi-

“Rusted Scallops”

tectural space of Jordan’s will brighten people’s days, just as her art did in the Manchester Library from May 31st through July. When did you start doing art? I started art in second grade, but I really found my passion for photography in freshman year when I traveled to Europe and took Photo I and II at Bishop’s. I started drawing and painting more often in sophomore year during my Drawing and Painting I class. What is your favorite medium to work with? I love working with pen and sketching because it allows me to be creative and document what I envision in my mind. I also love photography because of its convenience and my ability to share my traveling and experiences with others through my photos.

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“French Lavender”

What do you think about when you are creating your work? I mainly focus on composition when creating my work because I want to create a well-thought-out piece that is aesthetically pleasing and catches the eye. I am constantly comparing what is on the page to what I see in the world around me, and I try to saturate the colors and choose a perspective that best expresses the beauty in the scene I am depicting. Is there a uniting theme or message that you would like your art to communicate? I want to express the beauty in nature and architecture through my drawings, and I want to represent, through photography, the beauty in the cultures I have encountered through my traveling. How did you select the pieces for the exhibit? Is there any sort of theme you created? I chose the pieces for my exhibit by first including each piece from my AP Studio Art Concentration,

ARTS How do you choose the subject of each piece? For photography, I find my subjects while traveling by always holding out my camera and shooting anytime that I see potential for a good composition. I bring my camera everywhere with me, and my shoots are usually spontaneous or inspired by reference photos and research that I found before traveling. Occasionally, I shoot portraits for people that hire me for advertising photos or for senior photos.

“Reflection: Joffre Lakes, Canada”

which is a series of twelve pieces that I have been working on throughout this year. Those twelve pieces are mixed media and highlight the contrast between architecture and nature. I wanted those to be the majority of my pieces, but I also chose my favorite photography pieces and acrylic pieces in order to show a well-rounded representation of my art. The exhibit is colorful, and I want it to be a bright and thought-provoking breadth of pieces. What kind of thoughts or feelings do you hope your pieces evoke in their viewers? I hope that my pieces bring joy to people’s lives. I want them to be easy to look at and visually appealing, while transporting viewers to the scene I am depicting. I want viewers to be challenged to see how the built world interacts with nature and to see the color in the world around us. What inspires you? I am inspired by other artists and my travels. Traveling is the main

“Observation Drawing: Clothes Pins”

source of my subjects for my drawings and my photography. One of the artists that inspired me when creating my concentration was Sunga Park, who uses ink and watercolor to create beautiful mixed media depictions of architecture. What does your creative process look like? For drawing and painting, my creative process consists of getting reference photos, which usually are either my photography or a mix of photos that I find on Pinterest. Next, I sketch out my pieces in pencil, which usually is the longest part of the process because I focus on the composition and style that I want my piece to feature. For photography, my creative process starts with going to a specific location and shooting many different angles in order to give myself options later. I tend to take way too many photos to start off and then edit them in order to color-correct and bring the image to life and express what I saw in real life.

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How has your style changed over the years? My style has transformed into a consistently colorful palette with high contrast and angles in the composition. I find that my pieces often have diagonal lines and a composition that follows the rule of thirds or has the subject somewhere besides the middle of the piece. This, I believe, has changed over time mostly because of my education in Photo I and II and through learning how to properly compose pieces in classes. Do you think you will continue with art? How will it influence your career path or future? I am definitely planning to continue art, especially because I will be going to college for architecture, which will require me to continue expressing my designs creatively, specifically through sketching. I also want photography to play a large role in my life because I really enjoy documenting my daily life through photos, which I see myself pursuing as at least a hobby for the rest of my life.

ARTS

LIGHTS, CAMERA, CONFIDENCE Harper White

The cast of You’re a Good Man, Charlie Brown stands together.

rom Broadway to the La Jolla playhouse, the stage to your television screen, Hamilton to Bishop’s production of Anon(ymous), it is no stretch to say we are surrounded by the dramatic arts everywhere we look, on both a national and local scale. The dramatic arts is a huge part of American culture and the rest of the world. In the US, around 46 million people attend theater productions a year and 493,000 are employed in the entertainment industry or the dramatic arts in some way. Much of our entertainment centers around theater companies like Broadway and the West End. At Bishop’s, acting makes up a large part of many students’ day to day lives. There are countless performances, shows, and behind-the-scenes op-

portunities for students of all ages and experience levels here, with many large scale productions taking place each year. From Pride and Prejudice to the annual musical, there are opportunities for everyone. With many students involved in the dramatic arts on campus, the question of what sort of effect acting has on young people becomes an important one. There have been a number of studies held to see how participating in the dramatic arts impacts a person’s self confidence or general happiness levels, from the renowned journal Modern Psychological Studies to the Royal National Theater in England. While most of these nationwide surveys appear to have the general consensus that acting is beneficial, it is interesting to see the

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effect acting has when considering it from a more localized point of view.

“I GAINED NEW CONFIDENCE, NOT ONLY IN THE CLASSROOM, BUT IN MY DAILY INTERACTIONS WITH PEERS AND PROFESSORS” MS. LARA KORNEYCHUK

ARTS

Joseph Aguilar ('22) and Emma Hong ('22)

From the perspective of several Bishop’s teachers, acting tends to have a positive impact on students. Director of Dramatic Arts Ms. Courtney Flanagan has been involved in the theater world since she was in kindergarten. For her, acting has always been a source of joy and confidence, and she can see this reflected in the students at Bishop’s. She said that those who do act regularly “have grown in presence—that is major—and also grown in empathy—also major— and in their craft.” Performing Arts teacher Ms. Lara Korneychuk says that acting has left a positive mark on both her and the students she teaches. It gave her a sense of self and a way to channel her emotions and will to understand people. She said, “I gained new confidence, not only in the classroom, but in my daily

interactions with peers and professors, because I had established a more refined sense of self.” And when asked if she thought acting had benefited students in the same way that it had benefited her, her answer was straight to the point: “Absolutely,” she said. It seemed that many students, both in middle and high school alike agreed with Ms. Korneychuk on how it had helped them. Many high schoolers cited the improv classes at Bishop’s as huge helpers in raising their confidence. Nick Moseley (‘18) stated that, for him, acting and improv work helped him “completely come out of his shell” and meet a lot of the friends he has today. The number of middle schoolers who participated in the recent production of You’re a Good Man, Charlie Brown had nothing but a positive expe-

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rience, saying it helped them improve in areas ranging from making friends to memorizing lines. Sarah Kaplan (‘23) summarized the feelings of the actors who participated by saying that “by the end of the production we [the cast] became a family.” So it seems that, both in the eyes of the students and the faculty, acting does have a positive impact on those who partake in it. Ms. Korneychuk said she thinks those who are involved in acting can “better love all the unique parts of themselves, and appreciate human interactions on a higher level,” a sentiment her colleagues and the students she teaches all agree on. And while not everyone at Bishop’s participates in the dramatic arts, it is safe to say that those who do have been changed for the better because of it.

---- Spring Sports ---William Olsen (‘19) strikes a return.

Clarke Eastman-Pinto (‘18) picks up a backhand return.

Men’s Tennis

Pierce Dietze(‘19) springs into the Bishop’s pool.

Softball Alex-Rose Molinar (‘20) finds a ball in her wheelhouse.

The Bishop’s Swim Team gathers on the wall before a relay.

Swimming

Sophie Mulgrew (‘19) fields a grounder at second base.

SPORTS GIRLS JUST WANNA PLAY GOLF Sara Michael

“AT AUGUSTA NATIONAL, WOMEN WEREN’T ALLOWED TO BE MEMBERS THERE UNTIL JUST SIX YEARS AGO, WHICH IS KIND OF UNBELIEVABLE SINCE IT’S ONE OF THE MOST RECOGNIZED CLUBS IN THE COUNTRY.” ANNA POON (‘21) 26

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SPORTS

hen most people think of golf, they think of two things: plush, green courses and rich, white men. I can see where these stereotypes come from; according to the Bench Craft Company the median income for a golfer is $100,980, which is 171% of the national median income. And according to a recent study by the National Golf Foundation, men make up 81% of all golfers. My relationship with golf is complex — at times I love it, and at other times I resent its culture of exclusion. As a member of the Girls’ Golf Team at Bishop’s, I have always felt a little embarrassed to tell people that I play golf because of its long history of excluding women. Just this April in Pennsylvania, a confrontation exploded between white male owners of a country club and five black women who were playing there. The owners called the police because, according to them, the five women had been taking too long on the course. After law enforcement arrived, they determined the situation wasn’t worthy of police involvement. Anna Poon (‘21), player on the Girls’ Golf Team, described her experience playing golf. She said, “I haven’t personally perceived sexism in golf, but a lot of clubs have a stricter dress code for women than men. And at Augusta National, women weren’t allowed to be members there until just six years ago, which is kind of unbelievable since it’s one of the most recognized clubs in the country.” This discovery shocked me because I thought that this kind of gender discrimination was illegal. Title IX of the Educational Amendments Act of 1972 is a federal law that states, “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” In an interview with CBS Minnesota, employment attorney, Marcy Frost, explained the reason why clubs like Augusta National are able to avoid laws like Title IX. She said, “If you are truly a private club, and not open to the public, the answer is generally, yes, you’re allowed to discriminate.” In an era that’s seen the advancement of women’s rights, it feels like golf is still stuck in the past. When I was researching Title IX and how some golf courses avoided it, I was surprised to see that there wasn’t that much coverage. I realize now why it can be easy to overlook sexism in golf. According to the National Golf Foundation, women make up 19% of all golfers. The deeply rooted male monopoly of the sport discourages women from speaking up. Challenging

golf ’s elitism is tricky because it could mean rupturing the entire basis of the sport, which was a male-only game for so long.

IT WAS MY FIRST TIME PLAYING GOLF, AND THE COACHES AT THE LA JOLLA COUNTRY CLUB APPROACHED ME AND SAID THAT MY “INAPPROPRIATE” SKIRT LENGTH BOTHERED OTHER THE MALE MEMBERS OF THE CLUB. Rachel Waite (‘19), captain of the Girls’ Golf Team, talked about the gender discrimination that she has experienced, and how it has shown up in the dress code disparity between male and female golfers. She explained that people have alerted her saying that her skirt is too short, which is not an uncommon experience for women on golf courses. Similar to Rachel, I have also been confronted for wearing skirts that are “too short”. It was my first time playing golf, and the coaches at the La Jolla Country Club approached me and said that my “inappropriate” skirt length bothered other the male members of the club. I felt incredibly humiliated and self-conscious. The worst part was that I felt like I was shamed for being a female golfer. Besides this incident I have heard comments on the golf course such as “she plays good for a girl.” It’s frustrating because the golf industry has done very little to disrupt this sexism, and it’s still a sport laced with misogyny. This trend of gender inequality highlights the need for more female representation on the golf course. Although there’s a long way to go before men and women reach equality in the sport, there is hope. As Rachel put it, “Any woman [in golf] is a rule breaker, so that invites more women to break the barriers of what it means to play golf.”

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CULTURE FINDING A HEAD OF SCHOOL FOR DUMMIES Annie Zeigler

ince the start of May, three final candidates for the new Bishop’s Head of School position have visited campus, each about a week apart. Their qualifications, experience, and eagerness to get to know the Bishop’s community is clear, but the way in which they arrived at this point is a little more complicated.

When our current Head of School, Ms. Aimeclaire who was the Head of School at Polytechnic School in PasaRoche, announced she did not intend to return to Bishop’s dena, aided the search committee as the main consultants. for her tenth year, the School’s Board of Trustees assembled Mr. Hudnut and Mrs. Reed first came to Bishop’s for to devise the process of selecting her replacement. From the a few days to help develop the position statement, which gave board came the search committee, which is made up mostly potential candidates an idea of what the Head of School job of board members as well as one entailed and what the faculty member and one adminSchool was looking INCORPORATING istrator for widened represenfor in the next Head. tation: Head of the English DeThey interviewed varSTUDENTS partment Mr. Gary Hendrickson ious campus memINTO THE SEARCH and Academic Dean Mrs. Janice bers, strengthening Murabayashi. their understanding of PROCESS During the board’s first Bishop’s overall agenMAKES IT MORE meeting, members pinpointed da and mission. From six principles for the process. there, Mr. Hudnut and TRANSPARENT.” According to Mrs. Barbara EdMrs. Reed perused wards, the Head of the Search CAITLIN HENDRICKS (‘18) RG175’s network of Committee, they are: “[Addresspossible candidates, ing] what’s best for The Bishop’s School — always. Confiden- picking out a group of 20 to 30 people who they believed tiality is imperative for the success of the search. No thought would be the best fit for the job. The board went through or idea is insignificant. Stand up for your opinions and be those resumes, and eventually tightened the group to around humble enough to change them. Ideas must be accompanied ten semi finalists, all of whom came to Bishop’s over a weekby a plan of action — being present is important. The com- end for back-to-back interviews. mittee speaks with one voice.” By the end of the search, Mrs. After getting a feel for each semi finalist’s personEdwards was confident in the board’s strategies and plan of ality, experience, and potential goals, the search commitaction. “I can’t think of anything we would have done differ- tee reduced the group again, down to three finalists. Those ently offhand, but no human process is perfect,” she said. three visited the Bishop’s campus for a longer period to walk The search committee used the firm RG175, the through the halls, watch classroom discourse, have lunch same organization that worked to find the new Head of Mid- with students, and truly immerse themselves in the everyday dle School, to assist in finding and narrowing the list of can- Bishop’s life. didates. Mr. Tom Hudnut, who used to have a position on Those three finalists were Mr. Jon Wimbish, coming the Bishop’s board and was the Head of School at Harvard from the Head of Middle School position at Harvard WestWestlake School in Los Angeles, and Mrs. Deborah Reed, lake School, Mr. Ethan Shapiro, coming from the two year

“

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CULTURE

SIX OPERATING PRINCIPALS

1 2 3 4 5

. [Addressing] what’s best for The Bishop’s School — always.

interim Head of School position at St. Andrew’s School, and Mr. Ron Kim, coming from the Head of School position at Basis Independent McLean. Caitlin Hendricks (‘18), one of the students that was randomly selected to attend three lunches with each semi finalist, appreciates the time she spent with the candidates despite, as a senior, her departure this year. “Incorporating students into the search makes it more transparent,” Caitlin said. “The most impactful part of it, I think, was the fact that the student body got to voice our concerns and our questions to the candidates so that we can get a better idea of who we’re bringing into our community.” The board is responsible for making the final decision, once the search committee discloses their first choice. Everyone who met any of the finalists, including students, parents, and faculty, has the opportunity to complete a survey and offer their personal opinion about that person’s potential strengths and weaknesses at Bishop’s. Mrs. Roche has an individualized role in the process, as the outgoing Head meets with each of the three finalists to have a conversation. Her purpose is to answer questions and discuss the community, rather than purely evaluate. “The two [candidates] that have come through already have expressed how impressed they are with our students,” Mrs. Roche said. “One of them told me, ‘Wow, your kids really love school. They’re really in it.’” Mrs. Roche compared the Bishop’s employment structure to an hourglass, with the board hiring the Head of School and the Head of School ultimately hiring everyone else that makes up the community. *** On Tuesday, May 29th, the Bishop’s Board officially appointed Mr. Ron Kim as the twelfth head of school.

. Confidentiality is imperative for the success of the search.

. No thought or idea is insignificant. . Stand up for your opinions and be humble enough to change them.

. Ideas must be accompanied by a plan of action — being present is important.

. The committee speaks with one voice.

Issue 08 • June 2018 • The Tower

CULTURE

WHAT HIGH SCHOOL HAS TAUGHT US David Brewer

igh school is hard, especially at Bishop’s. Every student here can be found complaining about their workload at any given time. We are willing to talk about how challenging our classes are or about how little sleep we got the night before, but we rarely open up about the challenges we face socially. The cliquey nature of Bishop’s, the abundance of peer pressure, and the universal desire to find a friend group can make the day-to-day life of a student exceptionally stressful. Over the past four years, the Class of 2018 has lived, strived, and at times, struggled through the Bishop’s social scene. Hopefully these stories and lessons from this year’s senior class will help underclassmen navigate their remaining time at Bishop’s.

Hallee Coleman:

The main thing I’ve learned in high school is to make friends with people and not be afraid to be friends with people. I used to be afraid of certain people and would be afraid of talking to them, but almost all of those people are actually super nice. This year I have started talking to all the people in my classes and have found that there are a ton of hidden gems, which is kind of surprising since our community is so small and tight-knit. I’ve made so many more friends this year by just saying hi to a few more people every day. Since Bishop’s is so small, you kind of know everyone and don’t have to try too hard to make friends, but because of this year, I feel more confident that I will be able to make friends in college, which is something I haven’t felt over the past six years.

Ariana Bockstahler:

When I was younger I would talk to and try to be friends with the people I thought were cool instead of talking to the people who I actually enjoyed talking to. I think I wasted a lot of my time with people that I didn’t genuinely enjoy the company of. Throughout high school I learned not to try and hangout with people because they were

popular or well-liked but to just hang out with the people that made me happy. After figuring this out, I found my best friends.

Claire Ryan:

Early on in high school I was super insecure, but then I came to the realization that you are really the only one concerned with yourself and that everyone else is too busy thinking about themselves, and aren’t really thinking about you. It’s not that nobody cares about you; it’s just that you are much more attentive to those little flaws than other people are. Once I learned that, I gained a lot of confidence and I’m really glad I have that confidence as I head to college.

Jordan Howard:

One thing that I have learned in high school is that I should pursue passions that I have outside of school. It doesn’t matter if it’s art or photography or sports or dance. Whatever it is that I enjoy doing, I should do more of it. Before I learned this I would try to do things just for college or just for school or just because society told me to. I feel like I always was doing things just to get to that next step in life. I think I would have been better off if I did what I loved

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from the start. Last summer I decided that I would just do what I love and pursue architecture and photography. I’m confident that doing what I love, as opposed to just doing what everybody else is doing, will get me farther in life.

Kelsey Chodorow:

I learned how detrimental it can be to talk behind people’s backs. When I was younger I would maybe talk behind someone’s back or try to lie to them about when I could hang out. This was never helpful to me and actually hurt a lot of my friendships. I’m really glad I learned this the hard way, as I now know how bad it is and what a strain it can put on some relationships. Going into college, I know I won’t make the same mistakes and hopefully that will help me and my relationships in college.

Caroline Maywood: The one thing that I have learned over the past four years is that you only regret the things you don’t do. High school has taught me that not saying something to someone or not taking a class that I’m interested in are the things I regret the most. In high school it’s so much easier to make mistakes and keep going and keep all your

CULTURE friends. It was a great environment to kind of figure out who I am and what I need to work on, and I’m really happy I have what I’ve learned these past four years as I go to college.

Harry Hixson:

In the first quarter of my junior year, I stage-managed the musical In the Heights. Ms. Flanagan has called it the hardest piece that has been produced in her time at Bishop’s. I was new to stage-managing and had to put in about twenty hours of work a week outside of school. On opening night, we had a light short-circuit right before the show. This is a really bad thing to have happen and we were panicking because if a light short-circuits, there isn’t a ton you can do besides hope the theatre doesn’t catch on fire. Then, about half way through the first act, the fire alarm went off. We had no clue where the fire or smoke was coming from and had no idea if the fire was in the theatre, and everyone was kind of freaking out. This chaotic experience taught me how to manage a situation where everybody is under a lot of stress and how to stay calm when things go bad. That night taught me how to be a better leader, both in tech and in day-to-day life. I’m glad I can take what I learned to college.

Isaac Resca:

I know this might sound conceited, but throughout high school, I realized my value and how good I am at stuff and how I have good looks. Before, I wouldn’t have thought I could do certain things. I didn’t have much confidence, but because of certain things that have happened to me over the past few years, I became more confident. With this increase in confidence, my

personality has changed. The social adversity I faced early on in high school was kind of a negative feedback for me, and caused me to think I was a certain way. Since I thought of myself in a poor way, I acted in a way that was off-put-

“GOING INTO COLLEGE, I KNOW I WON’T MAKE THE SAME MISTAKES AND HOPEFULLY THAT WILL HELP ME AND MY RELATIONSHIPS IN COLLEGE.” KELSEY CHODOROW (‘18)

ting. But, once you find out that you are actually the sh*t, then you are the sh*t, and people will think you are the sh*t. It sucks that I didn’t realize my self-worth earlier. The confidence I have gained in the past few years will help me going into college.

Klara Chisholm:

When my friends started changing as we moved into high school, that really scared me. I was very uncomfortable with the ideas of popularity and where I fit in. I was afraid of just being put into a group and having my identity being tied to that group. It is so easy to get in with a group of friends who are a bad influence or who only want to party. I feel like a lot of people struggle with wanting to be in the popular group even if that isn’t the group they best connect with. But through this struggle of trying to find friends, and in some ways bouncing around friend groups, I learned

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how much my friends can impact me and how to find people who can really help me do what I want to do. Knowing how to find the people I want be with is a lesson I’m very thankful to have learned in high school. For me, the most important thing I have learned in high school is that not everybody’s opinion matters. Early in high school, I wanted everybody’s approval, I wanted everybody to like me, and I wanted to be invited to every party. This caused me to stray from my true self and true beliefs in order to be in everybody’s good graces. As high school progressed, I found a group of friends who I felt comfortable with, and in doing so, found a voice and the confidence to stand up for what I believe in. Having a group of core friends that would be there for me no matter what was crucial in helping me to accept that not everybody will like me. In parallel, learning that I’m happiest when I’m not concerned with the opinions of others greatly helped me find friends who like me for who I really was. I am happy to have learned this in high school, and hope to carry this lesson with me throughout the rest of my life.

CULTURE WHAT HAPPENS IN VEGAS GETS PUBLISHED IN THE TOWER Isabelle Kenagy

rom is a quintessential aspect of high school. The glittering gowns, slightly orange tans, awkward tuxedos, and rush for the perfect date are almost universally recognized as prom staples. This year’s prom has been in the works since October and despite some hiccups, the glittering night in Vegas had something fun for just about everyone. DÉCOR The theme this year was Vintage Vegas and the décor wove throughout the Seniors Bianca Serbin, Isabelle Wisco, Jina Park, venue. Feather centerpieces and casino and Vi Kristic pose in front of the beach. tables filled the dining room, while pearl necklaces and chandeliers brought the theme into the dance room. The hallway had a backdrop of the Las Vegas strip and the prom committee partnered with the visual arts department to create several posters of casinos and flashy hotels. These posters reinforced the glitzy Vegas theme and covered the garish topical paintings on the Catamaran Hotel walls. The prom committee— juniors Camden Rider, Ali Collins, Emily McFarlane, Kate Barber, Alex Estey, and Director of Community Service Mrs. Jackie Gomez—initially formed their theme based on a mutual chicken, and garlic bread. There was also a wide selecdesire for something that felt glamourous and in the vein tion of drink from punch to lemonade to various soda of Old Hollywood without being overly tacky. As Cam- options. While the prom committee had guessed that den said, “We wanted to have something else for people to do during the night and we thought casino tables people would want to eat at different times throughout would be perfect. That combined with the vibe we were the night, it seemed that there was an unexpected rush to eat as soon as dinner opened up. This led to general going for just lent itself to the theme of Vintage Vegas.” pandemonium as people could not find seat with their friends our any seats in general. FOOD With that said, the food was satisfactory and The dining portion of the night was a slight dis- appointment purely because of the lack of available seat- people scrambled through dinner rather fast to get to the ing. But, the penne pasta and garlic bread definitely out- dancing and gambling portion of the event. shone the overdone cold steak from last year. The menu for the night featured a buffet style Italian course with caesar salad, plain penne pasta, the option for marinara or pesto sauce, questionable-looking

MANY PEOPLE FLOODED THE DANCEFLOOR AND ENJOYED CLASSIC SONGS LIKE A MR. BRIGHTSIDE REMIX, SINGLE LADIES, AND GOLD DIGGER.

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CULTURE

Gabe Thomas (‘19) places a boutonniere on his date’s lapel.

FUN After dinner, guests had four options: dance, gamble, take photos, or, the less appropriate choice, Juul in the bathroom. As for the rest of the activities, many people flooded the dancefloor and enjoyed classic songs like a Mr. Brightside remix, Single Ladies, and Gold Digger. Guests who preferred not to dance continued to gamble away their fake money and enjoyed the dessert bar in the dining room which featured ice cream sundaes, delicious cookies, and an assortment of brownies. Although the dance room and casino were fairly separate, students flowed through both throughout the night. DRESS Personally, this was my favorite aspect of the night. Although there were quite a few dress repeats, every single person shone in their own unique way. Camden stood out in a lovely sea foam suit while Layne Faltinsky (‘18) donned a bright shade of orange on her nails and dress.

Juniors Lianna Treitler, Hannah Young, Layla Moore, and Alex Estey take pictures at a pre-prom party.

Another fashion highlight was the unintentional color coordination between juniors Lianna Treitler, Hannah Young, Alex Estey, and Layla Moore. Seniors Emilia Aguerre, Emma Oliver, Alie Herbst, and Avery Dougherty also pulled off their own monochromatic moment in beautiful shades of white. Another surprising highlight at prom was the amount of sophomores who accompanied senior or junior dates. These tenth graders were not the traditional upperclassmen guests, but they each brought their own flair, such as Gabe Worstell (‘20) channeling Lena Waithe in a pride flag cape and Jess Li (‘20) bringing Hollywood glamour in a beautiful creme silk gown. Sure, prom had some rough patches, but that’s to be expected when you have a group of five teenagers and a faculty advisor single-handedly organizing a $25,000 event. The dresses were beautiful, the night was fun, and as Marley Meyer (‘19) said, “It was so nice to see everyone happy and dressed up. At school we don’t normally get to see each other in that way and I think that made prom really special.”

Issue 08 • June 2018 • The Tower

to Bishop’s PROM

La Jolla, CA

Camden Rider (‘19) and Lina Hijnal (‘19) pose together before prom.

Senior girls all smile together.

Louis Yoon (‘18) puts a corsage on date Kelsey Chodorow’s (‘18) wrist.

Cat Paul (‘19) and Jonathan Zau (‘19)

(Left to right) Nick Holden, Samuel Gonzalez, Daniel Straus, Milenia Quintero, Nathan (Winnie) Huynh, Hasant Moses-Hillman, Sarah Gooley, Emily Kheileher, Claire Coats, & Elaine Wei

Dr. Clara Boyle and Ms. Cresence Birder (‘07)

(Left to right) Clay Witmeyer, Wyatt Charrette, Caroline Maywood, Amanda Majernik, Jordan Howard, Zack Pikarski, Ethan Le

Shane Uribe (‘18) and Alex-Rose Molinar (‘20)

(Right to left) Ian Walker, Mitchell Lyons, Jacob Lincoln, & Nick Mosely

Alie Herbst (‘18) and Isaiah Dawson (‘18)

Evan Peng (‘18) and Isabelle Wisco (‘18)

CULTURE THE THOMSANIAN ERA Olivia Ralph

“M

I felt at home from the oment I first stepped on campus.”

Gabe Thomas (‘19)

ou may know him as the “new guy,” or Romeo, or the Bishop’s running back, or maybe you just know him as the new Associated Student Body Council (ASBC) president.

Gabe Thomas (‘19) was elected to succeed current president, Clarke Eastman-Pinto (‘18), for next school year. In the elections, which took place in April, Gabe wrote and delivered his speech to the upper school, promising to increase school spirit and bring student-picked speakers to all school assemblies. Competing against fellow classmates as the only male candidate— Hannah Young, Lianna Treitler and Rachel Waite

were his competitors— Gabe was able to win the initial election as well as the runoff. Why Gabe? Gabe gained popularity amongst the student body for his charismatic persona, receiving 47% of the total votes in the initial election. One of Gabe’s classmates, Conner Noon (‘19) felt that “[Gabe] was one of the more outgoing candidates, and I feel that someone with that kind of energy will represent the school well.” Similarly, Kelly McFarlane (‘21) admired “[Gabe’s] involvement on campus with Varsity Football, Junior Varsity Lacrosse and as the theater department’s new star. Not to mention, his speech made me laugh out loud.” Gabe plans to use his school spirit and bubbly personality to “increase participation and school morale at Bishop’s.” He said, “At times I feel like we don’t enjoy Bishop’s as much as we could. I want to give people an experience of a lifetime by implementing spirited events, like pep rallies, so that people can hype up this place.” Gabe’s goal of increasing school morale correlates with future vice president Ben Serdy’s (‘19) goal: “I want to work on Bishop’s spirit. Maybe an incentive

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CULTURE

to show up to sports games and arts performances could be having a monthly pep rally where the whole student body gets excited and compete by grade in simple competitions to earn prizes.” The duo proposes a new spoints—or spirit point—system, as the current system, which many can attest to, is quite lackluster. As Caroline Alleyne (‘19) shared, “It’s comforting to know that the future president and vice president are on the same page.” Outside of the Bishop’s Oval Office, Gabe spends time exercising, eating food, and hanging out with friends. The native Philadelphian joined the Bishop’s community this year, coming from a public school in Las Vegas. “[I] wasn’t always very happy in my old school and my family and friends picked up on that,” he said. “Halfway through my sophomore year, my family friends, the Mooneys, suggested I give Bishop’s a look. I visited and saw it as a place for me where I could truly enjoy myself. Plus, I could hang out with the five-star athlete Mozes Mooney all the time.” Gabe described his transition as “amazing” and shared, “I moved around a lot growing up and I have to say Bishop’s has been the easiest place to come to. I felt at home from the

moment I first stepped on campus.” The end of the year approaches quickly, and Clarke will soon pass on his title. To ensure a smooth transition, Gabe has been attending ASBC meetings to familiarize himself with the obligations of his new position. He credits Clarke and chief of staff, Bianca Serbin (‘18), for “starting to show me the ropes and giving me a basic outline of what everything will be like next year.” The student body, faculty, and seniors have high hopes for Gabe’s successes. Clarke said, “Gabe’s diverse achievements in nearly every field on campus, from the football field, to the stage, to the classroom, prove that he is one of the most dynamic and adaptable people on campus. These qualities, coupled with his drive and outgoing personality will surely guarantee that next year’s ASBC is one for the books. I know he’ll help keep the group running smoothly and that the other members will have a great time working alongside him. I can’t wait to see what amazing things he and the rest of ASBC achieve next year!”

Issue 08 • June 2018 • The Tower

BEYOND

IT’S A GOOD DAY TO SAVE LIVES Alyssa Huynh

fter my first session with Coach assembly discussing organ donation, Doctors sometimes opt to reO, I felt hopeless. She told me: the audience became emotional as the place not just the lungs, but also the “Hey, it takes years of practice. speaker told us her transplant story. heart since they require synchronizaYou can get better if you just work hard.” Mrs. Leanne Pusateri was diagnosed tion in their functions; a diseased lung For the next three years, every Sunday, with idiopathic pulmonary fibrosis, could easily lead to an overworked we met at Westview’s back grass soccer the buildup of scar tissue in the lungs heart. However, this surgery is exfield at 7:30 in the morning to work. which makes breathing extremely dif- tremely rare due to the lack of availI am always taken back to those early ficult; her doctors projected that she able organs. Unless the disease affects mornings we spent together: the dewy had five years to live. In Mrs. Pusateri’s other organ systems, heart transplants grass, the cold breeze, the sound of my case, a lung transplant gave her a sec- are usually the best option when other cleats clicking down the grand steps; it ond chance. treatments fail. Some applicable diswas never easy, for me or for eases include dilated carher, but we were determined. diomyopathy, severe coroShe made me the athlete I am nary artery disease, or any today. And now she is workisolated heart birth defects. ing hard to stay alive for her In essence, transplants befamily, team, and most imporcome an option when the tantly: herself. patient is terminally ill and We were all devastatthe disease has an isolated when we found out that ed effect on a single organ. she was diagnosed with lung If it is likely a patient will cancer. But she’s so healthy. not survive post-operation, She’s the most healthy person then they become a lesser I know. My mind immediatepriority to receive an organ. ly jumped back to the organ Although organ transdonation assembly I attended plants are not the universal along with this year’s ninth cure to every disease, they and tenth graders; my fingers still do save more than 50% jumped to my keyboard: “are of the 2,000 patients who lung transplants available to undergo lung transplants, lung cancer patients?” Quickaccording to healthline. ly, I found the unwanted answer: no. There are many lung diseases There are so many people who have alBut why? that can be cured by simply replacing ready explored every possible avenue The main idea behind trans- the organ. If an illness has isolated and need new organs; organ transplanplants is to give people a second chance. causes and symptoms then transplants tation is considered the last resort to rennacSmaC htiw dennacS Scanned with CamScanner An important factor when deciding if become an option. The main reason for save patients. Organ donors are a crua patient can qualify to be put on the transplants not being available to can- cial part to the entire process and there United Network for Organ Sharing cer patients is the risk of recurrence are not enough. In the end, organ dopatient list is their chance of survival because cancer is caused and spread by nation is a personal choice. There is no and success with the new organ. These the division and reproduction of malig- right or wrong reason. Just remember strict guidelines make the prospects of nant cells. Cancer, itself, is contagious if you were lucky enough to be gifted being cured bleak for a terminally ill within the body so any organ, includ- with functioning organs, many people patient. Organ transplants, however, do ing the new one, is susceptible to infec- would love to replace their failing ones still change the course of many people’s tion. From an utilitarian perspective, it if you no longer have a use for them. lives. makes sense to not risk hard-to-comeIn the recent ninth and tenth grade by organs on lung cancer patients.

Issue 08 • June 2018 • The Tower

OPINION (NOT) DRESSED TO IMPRESS Maya Minagawa

rom season is drawing to a close— Bishop’s own prom took place on May 18th— and throughout it many stories have come to light about schools nationwide having extremely strict dress codes. The dress codes themselves are not necessarily the problems; rather, the ways schools present and enforce them with demoralizing punishments. Recently, at Divine Child High School, a Catholic school in Michigan, mannequins draped in garish outerwear, entitled Modesty Ponchos, appeared throughout the halls in the days leading up to the prom. One of the ponchos bore a sign warning: “If your dress does not meet our formal dance dress requirements— no problem! We’ve got you covered— literally. This is our Modesty Poncho, which you’ll be given at the door.” According to Alanna Vagianos at Huffington Post, after a wave of online retaliation the principal later released a statement saying, “The ponchos were not meant to make students feel uncomfortable and were meant to remind all students and parents of our formal prom dress policy.” However, parents and students rightfully insisted that the ordeal made them feel exactly that. The tactic of public shaming fostered nothing but an environment of degradation of mostly female students. One common flaw with dress code enforcement is the method of chastising students, often girls, who break the code. The tactic is nationally applied to everyday dress rules in addition to prom codes, causing problems throughout the school year, not just for a few weeks in April and May. Cecilia D’Anastasio of The Nation believes that “young women around the country are arguing that the school’s reaction to a woman’s appearance is more distract-

ing than her appearance itself and that it is unfair to be told that their attire frustrates the school’s goal to educate.” A typical punishment for a dress code infraction consists of the student being removed from her learning environment and either forced to wear something provided by the school or go home and change. D’Anastasio wrote about the backlash South Orange Middle School in New Jersey received after several emails were sent out to parents carrying the message: “Dress code continues to be a concern, specifically with our female students.” She commented, “[The principal] alludes to the reason behind enforcing the dress code, as to a possible interference with establishing and maintaining a ‘learning environment.’ This begs the question of whose ‘learning environment’ is being prioritized, and at whose expense.” While the phenomenon of sexist dress codes seems like a recent one, it has been ingrained in school culture for some time. In 2002, Ms. Rita Wilson, former assistant principal of Rancho Bernardo High School, was accused of making girls lift up their dresses to check if they were wearing thong underwear before they were admitted to their prom. In an interview with ABC News, the girls involved stated they felt “violated and embarrassed.” Bishop’s does not have a prom-specific dress code, nor has it in recent history. As Assistant to the Dean of Students Ms. Melissa Kirchberg explained, there have never been any circumstances in her tenure in which prom apparel proved an issue. Overall, Bishop’s dress codes are minimal, which I think is admirable. It shows that administrators treat students with a refreshing level of ma-

Issue 08 • June 2018 • The Tower

turity. The School’s policies for free dress and costume dress days, each occupying a three bullet-point segment in the student handbook, are fairly straight forward, aiming to make all students feel comfortable at school. The message these other schools’ actions convey is clear: on a daily basis, what a student wears is more important than her education. A girl’s exposed shoulders should not interfere with her day. They should not be considered “distracting.” Meg Besaw’s Op-Ed in The Odyssey Online said, “We assume that boys are not in control of themselves, that we must hide ourselves in order to keep the boys, and ourselves, in line. Why are we more focused on what is outside of a girl instead of inside? Why are we forced to change in respect to male distraction, but they don’t have to wear longer shorts?” In retrospect, most dress codes are not inherently sexist or objectifying. A large amount of them, fortunately, are centered on safety and practicality. But not surprisingly, it is the splinter group of embarrassing, dehumanizing policies that hold the spotlight. More and more students in schools nationwide, policed by policies in that spotlight, are advocating everyday for dress codes that reflect their student body and school values accurately. And hopefully, more schools will follow in these student’s footsteps and realize we are living in a time of change; it is finally time to make school a place that prioritizes education above all else.

The Bell

Nestled inside the Bishop Johnson Tower is a bell. Though tucked away from view and hardly ever rung, everyone knows it is there. The bell has become a prize to find — students have attempted to reach the top of the tower for decades. The Tower has its very own bell; though not mysterious and more easily accessible, it aims to stir the same excitement as the physical bell. Home to lighter news and satire alike—such as Top Ten, Bachelor/Bachelorette, and Who Wore it Better—the Bell intends to serve as a relief from the depth of the magazine and bring joy to the Bishop’s community.

Teacher Superlatives •Best laugh ~ Reverend Fidler •Most likely to beat your Orgegon Trail high score ~ Dr. Geoghegan •Best gal-pals ~ Dr. Ballard & Ms. K •Most likely to forget the day of his own test ~ Ms. Pierce •Most likely to tell people to hook up at the back of the class ~ Mr. Toretti

•Most likely to make you late to lunch ~ Mr. Mecham •Most likely to brighten your day (via chocolate or other means) ~ Mr. Johnston •Most likely to laugh in chapel ~ Flan •Most likely to have an organic farm ~ Mr. Radley •Most likely to be laughing or engaging in sarcarsm ~ Ms. Shea •Most trendy ~ Ms. Allen •Most likely to become a supreme court justice ~ Mr. Del Rio •Most athletic ~ Mr. Hendrickson & Coach Carr •Most loved by The Tower ~ Ms. Rem •Most likely to ditch out on the day of a test ~ lol, no one

Class of 2018 Col

llege Map

Italy United Kingdom

Class of 2018 College List Bard College Zachary Pilarski Bocconi University Carlo Tridenti Boston University Annie Zeigler Cal Pedroli Ethan Le

Columbia University Lauren Cohen David Wang Mozes Mooney Katrina Yin Audrey Barajas Naomi Kim

John Jay College Nicholas Moseley Johns Hopkins University Caitlin Hendricks Sarah Gooley

Columbia University (Barnard College) Elaine Wei

Lehigh University Sahil Malhotra New York University Dory Bertics

Cornell University Matthew Secondine

New York University Shanghai Justine Whitesell

Brown University Nicole Kim

Dartmouth College Clarke Eastman-Pinto

Bucknell University Hallee Coleman

Duke University Craig Chen Elle Schneider

Northwestern University Jiakai Chang Kendall Lobo Simran Deokule Grace Beste Ava Carter

Bowdoin College Edward Cramer Danielle Straus

Cal Poly Pomona Ryan Briest California Institute of Technology Sarah Barrett Sophie Devoe California Lutheran University Hasant Moses-Hillman

Emerson College Noah Adaikkalam Emory University Sophia Friedman Fordham University Nick Eldridge Andy Semo Adam Lynn

California Polytechnic State University, San Luis Obispo George Washington University Ellie Lunsford Andrew Li Case Western Reserve University Justin Porter

Georgetown University Isabelle Wisco

Chapman University Sydnie Leigh Kiara Jackson

Harvard University Will Scheibler Veronica Tang Isaiah Dawson

Colgate University Alex Maglaque

Parsons School of Design at The New School Claire Ryan Pepperdine University Ibi Velasquez Princeton University Yuxin (XiXi) Shi Purdue University Duncan Mulgrew Jeremy Gleeson Claire Lester Rensselaer Polytechnic Institute Alexander Liske San Diego State University Christina Isaacson San Jose State University Ian Walker

Santa Clara University Isabelle Reitz Southern Methodist University Matthew Buckley Scotty Latimer Skidmore College CJ Delfino Stanford University Collin Douglas Sayeh Kohani George Hagestad Evan Peng Syracuse University Adam Carter

University of California Los Angeles Alison Herbst Alex Mani Veronica Nelson Faizan Jamil University of California Riverside Samuel Gonzalez University of California Santa Barbara Sarah Khoumsi University of California, Irvine Kartik Bhagatwala Ariana Bockstahler

University of Chicago Jacob Jackson The School of the Art Institute of Jeffrey Jackson Chicago Valerie Fan Bennett Hixon Nick Holden Henry Schafer Tufts University Louis Yoon University of Colorado Boulder Tulane University Conrad Tempel Mitchell Lyons Avery Dougherty Haley Gibson University of Michigan, Ann Arbor University of California Berkeley Caroline Maywood Samantha Pintar Tyler Roberts Nikita Krishnan Robyn Kazemaini University of North Carolina, Klara Chisholm Chapel Hill William Tian Garth Erdossy University of California Davis Emily Keliher Sophia Pelletier

University of Oxford Rita Kimijima-Dennemeyer University of Pennsylvania Amanda Majernik Bianca Serbin Flora Chen

University of San Diego Tana Arias University of Southern California Sofia Reynoso Emilia Aguerre Layne Faltinsky Milenia Quintero Evan Benham Thomas Kimmel University of California San Diego Ben Li University of Vermont Maya Akiki University of Virginia Jordan Howard University of Washington Emily White University of Wisconsin, Madison Nicholas Van Huizum Vanderbilt University Emma Oliver Villanova University Kelsey Chodorow Paige Hardy Washington University in St. Louis Clay Witmeyer Vi Kristic Claire Coats Harry Hixson III Jina Park Williamette University Wyatt Charrette Williams College David Brewer

TOP TEN What Your College Says About You

01 02 03 04 05

UCLA

• Just a shade away from USC-level spoiled • Thinks they’re taking a big step by “going public”

UC Berkeley

• Channels the 70’s and hates Trump • Favorite weekend activity: rioting • Owns Birkenstocks (calls them "birks")

Stanford

• Has the same last name as the library. Funny. • The school’s mascot is a tree. Enough said. • INTJ

An Ivy

• Plays a weird sport, Vineyard Vines sponsored • Majoring pre-med • Identifies as an intellectual

Small Liberal Arts School

• “I’m a cat person” • Spends Saturday nights at home watering their cacti • Vegans 4 life

06 07 08 09 10

Tech Schools

• Owns an Android • Will create a startup in Silicon Valley • Bilingual (in Python & Java)

USC

• Lacks originality • Index and middle fingers have become stuck in the peace or "fight on" sign • 300 likes or delete

University of Chicago • “Where fun goes to die” • Enjoys frostbite

Staying in San Diego

• Must be warm but not too warm • Will fight you over air conditioning in the car • Possible fear of airplanes

SMU

• Sorority sisters before misters • Went to Stagecoach • Priorities: God and sweet tea • Boat shoes are great

Photo

Credit s Page

(TOC) Page 6-7, PC: Jordan Howard (‘18) (Bored of Awards?) Page 10, PC: Calvin Pedroli (‘18) (Faculty Departures) Page 11, PC: bishops.com (Ms. Roche) Page 12, PC: bishops.com (FLAN article) Page 13, PC: Emma Oliver (‘18) (REVEREND FIDLER) Page 14, PC: Isabelle Kenagy (‘18) (Del RIO) Page 15, PC: Kendall Lobo (‘18) (Anon(nymous)) Page 16-17, PC: of bishops.com (Tangible Connections) Page 18-19, PC: Sarah Barrett (‘18) (Jordan Howard: Multimedia Magic) Page 20 - 21, PC: Jordan Howard (‘18) (Lights, Camera, Confidence) Page 22 - 23, PC: bishops.com (Girls Just Wanna Play Golf) Page 24, PC: Sara Michael (‘19) (Sports Spread) Pages 26 - 27, PC: Robyn Kazemaini (‘18), Klara Chisholm (‘18), and Clarke Eastman-Pinto (‘18) (What Happens in Vegas Gets Published in the Tower) Page 30-31, PC: 1. Vi Kristic (‘18), 2. Gabe Thomas (‘19), 3. Alex Estey (‘19) (Prom spread) Page 34-35 1. PC: Camden Rider (‘19) 2. PC: Kelsey Chodorow (‘18) 3. PC: Klara Chisholm (‘18) (The Thomasonian Era) Page 36, PC: Gabe Thomas (‘19) (It’s a Beautiful Day to Save Lives) Page 38, PC: Maya Minagawa (‘20) (Bell Cover) Page 40 - 41, PC: Cal Pedroli (‘18)

Special front & back cover thanks to Cal Pedroli (‘18)