Issue 01 2017 by The Tower

SECTION NAME

The Bishop’s School | August

Issue 01 MMXVII

THE TOWER TITLE GOES HERE Author

SUMMER FEATURE. ASBC MASTER PLAN. FALL ATHLETES TO WATCH. PLAY TRYOUTS. SUMMER JOBS OP-ED. Issue 01 • August 2017 • The Tower

the details COLOPHON

The Tower is 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 700 copies of Issue 01 to the Bishop’s community. Typefaces include Garamond Premier on our cover, Mrs Eaves for our headlines & covers, and Minion Pro for our body text. Issue 01 and previous issues of The Tower are available on issuu.com.

Colophon Philosophy Policy

CONTRIBUTORS

PHILOSOPHY

Editor-in-Chief: Emma Oliver Graphics Editors: David Brewer and Sara Michael Managing Editor: Isabelle Kenagy Copy Editors: Annie Zeigler and Amy Carlyle Online Editor: Jake Stenger Sports Editor: Collin Douglas Faculty Advisor: Ms. Laine Remignanti Consultant: Ms. Amy Allen

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 engage the Bishop’s community in issues that pertain to the experience of young adults. Sections of The Tower include Academic News, School Culture, Sports News, Arts News, Beyond, Opinion, and The Bell.

POLICY

All materials in The Tower are created by students and/or from the Bishop’s community. 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.

CONTACT

The Bishop’s School 7607 La Jolla Blvd, La Jolla, CA 92037 Email: thetower.tbs@bishops.com Website: thetoweronline.squarespace.com Facebook: facebook.com/tbsTower 2

Issue 01 • August 2017 • The Tower

from the editor Enjoy your senior year: phrase that surfaced in one too many conversations this summer. It seems to be the go-to advice from recent grads, teachers, and parents alike, the perfect sentence to neatly tie a ribbon on the box that is a conversation; well, get going on those apps and remember to enjoy your senior year! At first, I did not think much of this advice, but three months of summer later, all those conversations culminated into a twinge of anxiety surrounding my senior year, a pressure to make it the very pinnacle of my Bishop’s experience. In an attempt to diminish this anxiety, I edited enjoy your senior year out of all those conversations, replacing the phrase with enjoy it. In doing this, I broke a rudimentary copy-editing rule of avoiding vague pronoun references. In this case, however, it was a necessary vehicle to extend beyond senior year. It encapsulates Bishop’s, our time inhigh school. When I join the alumni community in the spring, I will leave Bishop’s with more than just memories of my senior year. When I leave, I will take with me seventh grade poetry play-offs (welcome back, Ms. Lloyd), eighth grade musical stage fright, the adult feeling of using footnotes for the first time in Modern World History, 11 p.m. layout sessions in The Tower room, long retreat bus rides, and the always-needed nap sessions on the quad—memories weighted equally with those of senior year. So, if I could start the year off with a word of advice to all Bishop’s students, it would be to enjoy it, enjoy this school year and the years to come. And when you ultimately graduate, take all of your years of Bishop’s with you, long nights of studying and AP weeks included. I hope, too, that The Tower can honor the school, its culture and those that define this culture, in the issues we publish this year.

Issue 01 covers the different facets of Bishop’s: academia, arts, sports, and school culture. Articles begin with Isabelle Kenagy’s coverage of the very first West Coast Exeter Humanities Institute held at Bishop’s this summer, followed by Sara Michael’s interview with two Bishop’s bloggers; a summer spread; Annie Zeigler and Collin Douglas’ report on Bishop’s athletes, both established and rising; and more. Please enjoy this year’s first addition of The Tower. Throughout the coming year, I hope this magazine exists as a place where everyone can find something authentic and relevant to read.

Issue 01 • August 2017 • The Tower

6. 8. 16. 20. 24. 26. 28.

ACADEMIC NEWS

TEACHERS BECOME STUDENTS - ISABELLE KENAGY

CULTURE

TO WHOM IT MAY CONCERN - SARA MICHAEL SNAPS OF SUMMER SUMMER PROGRAM COLUMN - ANNIE ZEIGLER ASBC’S MASTER PLAN - ISABELLE KENAGY

SPORTS

FALL ATHLETES TO WATCH - ANNIE ZEIGLER COMMITTED COMMITS - COLLIN DOUGLAS

ARTS

INSIDE TWELVE HOUR DANCE CONCERT - AMY CARLYLE START-OF-SCHOOL DRAMA - EMMA OLIVER

OPINION

GET A JOB! - JAKE STENGER

BEYOND

PHONE WARS - DAVID BREWER

THE BELL

TOP 10 BISHOP’S SURVIVAL GUIDE This photo was taken by David Brewer (‘18) in Yosemite, CA. To see more from students’ summer travels, see pages 10-11.

ACADEMIC TEACHERS BECOME STUDENTS

“H

arkness is all about accommodating, adjusting, adapting to the unpredictable...We’ve had to listen hard, measure our words, discipline ourselves. And we’ve done all this in the service of becoming more empathetic, supportive, and reflective neighbors.” This quote by Head of the English Department Mr. Gary Henrickson, written at the closing of the Exeter Humanities Institute, illustrates the experience and challenges of the Harkness method*, a pedagogy founded by Exeter that aims to create student-centered and student-driven learning. This past summer, Bishop’s hosted the Exeter Humanities Institute, a program focused on teaching teachers to be students again. The campus was filled with 84 educators busy learning about the student experience and what it takes to make their classrooms more effective teaching and learning environments.

WHAT IS EXETER HUMANITIES INSTITUTE?

The Exeter Humanities Institute (EHI) is a program developed by humanities teachers and administrators at Phillips Exeter Academy in 2000 that intends to educate high school teachers about the Harkness method. EHI functions as a week-long comprehensive workshop that focuses on giving teachers tools and perspectives to help them implement Harkness methodology in their classrooms. Every year since 2000, the Exeter 6

Used with permission of bishops.com

Isabelle Kenagy

From July 9-13, the above sign hung at the entrance to Cummins Hall, the temporary home to Exeter Humanities Institute West.

campus has hosted EHI. Exeter, however, had never been able to host all schools interested, particularly those in the West. The demand for the programs at Exeter had always exceeded the classes and resources available. To address a growing need, the school launched EHI-West on the Bishop’s campus this summer. This new program not only serves as a boon to Exeter and Bishop’s but also strengthens Bishop’s educational vision. The program took place from July 9th -13th and brought 84 teachers and educators from schools around the world, including Hong Kong International School, United Nations School of Hanoi, Phoenix Country Day, St. Mark’s School of Texas, and Pacific Ridge.

cussed texts they had read the night before for the first 45 minutes of class. The readings varied in genres and subjects covering everything from religious texts to pieces of journalism to works of fiction. The second 45 minutes of each class focused on evaluating the discussion. In the afternoon, EHI staff offered focus groups for participants to gain a deeper understanding of Harkness. The afternoon focus groups centered around the following topics: “Creating a Syllabus for a Harkness History Class,” “Teaching Poetry at the Harkness Table,” “Politics in the Harkness Classroom,” and “Building Trust and Breaking the Ice in the Harkness Classroom.” All participants were at some point responsible for different HOW DID EHI-WEST aspects of Harkness: leading discusWORK? sions, observing others, tracking the At EHI-West teachers played discussions of charts, and sharing in the roles of both student and teach- discussion. The goal was to expose er. Teachers were given two classes teachers to all sides of Harkness of twelve students, who were actual- learning and simulate a Harkness ly participating educators, that met environment in order to help them for 90 minutes a day. Students dis- gain understanding of the method Issue 01 • August 2017 • The Tower

ACADEMIC and put Harkness into practice in their own classrooms.

positive reviews and will be returning to the Bishop’s campus next summer with the hope of making BISHOP’S ROLE In September 2016, Mr. it an annual occurrence and incorHendrickson and former Dean of porating ten new Bishop’s faculty Studies Ms. Binney Caffrey created members each year. a program that brought together 16 TEACHER REFLECTIONS faculty members from different de- Teachers from Bishop’s who partments to discuss student-cen- attended the conference found it to tered learning and the Harkness be enriching and educational. Some method once a month. teachers felt EHI served as a valuable This project led to brain- refresher on Harkness. As Mr. Henstorming for the February 2017 rickson said, “EHI West brought Professional Growth Day, an an- me out of my room and into spaces nual event where stuunfamiliar to dents have no school me. It brought and teachers spend me back to my the day learning teachpedagogical ing strategies. Exeter and philosophfaculty was invited to ical beginnings Personal Growth Day but with the in order to help discuswonderful, sions on Harkness. Afdisconcerting ter that, Mr. Henrickc ompl e x it i e s son, who is a former that come with Exeter teacher, asked Exeter faculty the passage of time and the span of members if they would be interest- distance.” ed in expanding EHI’s reach to the Mr. Hendrickson also West, through a conference on the thought the experience introduced Bishop’s campus. him to other teachers and their ex Eleven Bishop’s faculty mem- periences: “[At EHI] I witnessed bers attended EHI this summer: En- a generation of young teachers far glish teachers Ms. Amy Allen, Ms. more skilled in Harkness than I was Jen Miller, Ms. Elly Smith, Dr. Clara at their age, eager to abdicate that Boyle, and Mr. Gary Hendrickson brand of teacher authority that per(member of the EHI staff as Partici- haps characterized their own educapant Observer); history teachers Dr. tional experiences. I met colleagues Charissa Keup, Mr. John Nagler, Dr. from around the world whose inJeff Geoghegan, Dr. Nicky Holland, tellect and passion for learning inand Ms. Janice Murabayashi (Dean spired and amazed me.” of Studies); and classics teacher Ms. Other teachers felt it preAimeclaire Roche (Head of School). pared them to go into the new year EHI-West received many with an updated perspective. Dr.

I WAS REMINDED WHAT A COMPLEX UNDERTAKING DISCUSSION IS.

Issue 01 • August 2017 • The Tower

Boyle commented, “[EHI] left me feeling both inspired and prepared to put Harkness philosophy into practice in my classes. I particularly appreciated that we took on different roles in different discussions. I was reminded what a complex undertaking discussion is. The experience confirmed for me that it is absolutely worth the work and attention it requires.” Finally, Dr. Holland reflected on her time as a participant: “I hadn’t expected what hard work it is, both for faculty and students, to conduct discussion-based learning on a steady basis. For the student, the enormous home preparation was absolutely crucial to the quality of the classroom. For the instructor, the careful listening and attentiveness to students’ involvement was also crucial.” The skills taught at EHI will be put into use at Bishop’s in the first semester as all ninth grade English classes will be adopting the Harkness pedagogy. Additionally, many Bishop’s teachers will incorporate Harkness in their curriculum. As Dr. Holland said, “There is nothing like the feeling of having experienced a real, intellectual event, with concomitant reaffirmation of respect for the points of view of others.” * For more information on Harkness and student-centered learning at Bishop’s refer to last year’s Issue 06 of The Tower.

CULTURE TO WHOM IT MAY CONCERN Sara Michael

his summer, I interviewed juniors Avrey Larson (‘19) and Alex Estey (‘19) about their blog Concerning-You. In their mission statement, Alex and Avrey describe Concerning-You as a blog that focuses “on the growth and development of happy and healthy teenagers through articles written by teens themselves. It aims to promote the importance of strong friendships, the power of using your mind, and making the most out of your experiences in Southern California and around the world.” Though this lifestyle blog is relatively new, it has already produced a wide range of content, covering topics from fashion tips to personal essays about forgiveness, and most recently it has opened an online shop selling sunglasses. According to Alex and Avrey, they aim to put a “percentage of the profit earned by the shop towards the learning and development of girls and women who are underserved.” Currently, people all over the world view their blog including readers from China and Cuba.

How did it start and how has How does writing on a blog it grown from there? allow you to be more open and go more in depth about AVREY: Because we all lead such dif- the topics? ferent lives and do such different things, we decided that it was necessary for us to voice our opinions. We have incredibly dedicated lives and none of us are afraid to share with people how we are feeling and what we are doing. As we learn about ourselves and our teenage years, we want to make sure that other teenagers feel like they are not alone in the current issues that press us.

AVREY: When I’m writing, I can talk

about things that feel more true to my beliefs. I especially want to write about STEM and how girls can get into it because it is something that girls nowadays need to talk about. This blog is just a platform to write about all the topics that I want to get off my chest and that need to be talked about. We are all really differALEX: ent girls, and we want to prove that During the last week of any career path, whether that be a school, Avrey had to find a title for fashion driven one or a STEM driva creative writing piece for English en one, is good. and somebody came up with the name “To Whom It May Concern.” ALEX: Then one day Avrey and I thought I’ve met a lot of people who about putting this content in a blog think that my voice and the voices to share with the public, and it has of teenage girls aren’t important or just grown from there. relevant, so when I write I can manipulate the words to express my beliefs which are important. I’ve been afraid for a long time to take the risk of expressing myself, but I realize that through this blog I can deliver messages that I might not have been able to share in conversations.

Blog post from July 5, “Why ‘13 Reasons Why.’ is Imporant for Teens” Used with permission of blog owners, Alex and Avrey. 8 Issue 01 • August 2017 • The Tower

CULTURE MORE ABOUT THE BLOG FOUNDED: May of 2017 READERSHIP: About 300 page views a day TOP POSTS: “I Flashed a Room Full of People,” “So You Think You Can Travel,” “Catches on Convoy,” and “To Be or Not To Be Like Everyone Else.” NEW RELEASES: A collection of new sunglasses and phone cases will be released in the coming months. LINK:

What are your dreams for the blog? AVREY:

My personal goal is to continue writing about topics that connect with people all over the world. We already have readers from Cuba and China, and we want to continue to grow this blog to reach people from all sorts of backgrounds.

ALEX:

Once school starts, it will be interesting to discover all the things that we can address, so I’m really excited about that opportunity. I feel more empowered when I am able to discuss my take on the topics that are relevant to the Bishop’s community. In the future, I want to write about self expression, especially through fashion, because that is one thing that I feel passionate about.

(Top) Alex and Avrey stand together. (Bottom) Alex holds flowers for a photo on her Communal Coffee blog post.

Used with permission of concerning-you.com Issue 01 • August 2017 • The Tower

SNAPS OF

SUMMER

“

Over the summer my family went island hopping in Greece. We visited Naxos, Santorini, Crete, and Athens. I loved boating on the Mediterranean and shopping in the villages with my sisters! - Brynne Faltinsky (‘22)

”

Issue 01 • August 2017 • The Tower

“

This summer I went to the Big Island of Hawaii, and I got to snorkel with dolphins, manta rays, and lots of other fish. The coral reefs and the wildlife were so pretty, and I saw some really cute baby dolphins. - Lila Browne (‘20)

”

“

This summer I finalized and patented SolarSave, a water distillation device designed to eliminate waterborne diseases. After months of designing and manufacturing, we were able to travel to water-polluted regions and distribute the device. - Sayeh Kohani (‘18)

“

”

Issue 01 • August 2017 • The Tower

I went to a tournament with a team called Nations United, a full team of players with different ethnicities. It was a really awesome team, and since everyone was from all over it really let us come together as one united nation. -Oscar Hertz (‘19)

”

CULTURE MAKE YOURSELF UNCOMFORTABLE Annie Zeigler

Summer academic excursion program

hen it first popped up in my email inbox, the lengthy list of summer program opportunities was daunting. I had always wanted to spend part of my break abroad, but at the time the process felt like just another application that I would continue to put off. Unsure of how to choose from the large pool of colleges that host summer sessions, I hesitated when I saw “New York Times Student Journeys” near the bottom. As an avid reader of The New York Times, I googled the name and scrolled through the list of destinations that the program offered. Each had its own focus, such as social justice in the American South, entrepreneurship in Cuba, or energy and climate change in Iceland. I made my pick based on the topic rather than the destination, but to my luck, the “Media and Digital Storytelling” journey took place in Oxford, England. Based in Lady Margaret Hall, one of Oxford University’s 38 colleges, my group of 23 high schoolers got to live in the dorms even though the University did not facilitate the trip. Three journalists acted as our leaders for both weeks of the program: two freelance writers and one photojournalist. Whether they had written an oral history novel on the people of New Orleans, honed their article focus on mountain-climbing and exploration, or photographed events from the Torino Olympics to the life of a onearmed ballerina, Caroline, Michael, and Lisa had endless stories to tell and advice to give. The vague online itinerary left us wondering what our days would look like, but soon, the 12-hour (and sometimes even longer) days and ever-interesting activities became routine. We explored the annual Cowley Road Festival, took a day trip to London, ate authentic Indian food at Shezan, attended Much Ado About Nothing and Antony and Cleopatra, saw Stonehenge, and, amidst daily excursions, worked on our final capstone projects. The final projects had few requirements. They called for some central link back to Oxford and some form of storytelling. The rest was up to us. We

chose from the wealth of topics that reside within Oxford and drafted articles, essays, photo essays, and podcasts, each student basing their topic on the type of journalism they wished to pursue. After doing some research, I discovered that Alan Rusbridger, editor-in-chief of The Guardian from 1995 to 2015, has been the principal of Lady Margaret Hall for the past couple of years. I was able to set up an interview with Mr. Rusbridger and, as my journalistic interests revolve around print, craft a profile. As he spoke of spearheading The Guardian’s coverage of the Edward Snowden and WikiLeaks case, I listened in awe and praised myself for taking the time to finish that application. Originally, I considered bringing a friend on the trip to make it less uncomfortable. By the end, I was glad I didn’t. I wouldn’t be as close to Emily from Jacksonville, Charlie from Chapel Hill, or Jane from New York City. Everyone on the trip went alone, and we all benefitted from it. A summer program might not be an option for all students because of the prices and time commitment that come along with it. Even so, they are just one of many different avenues for students to investigate their interests and push beyond their comfort zones. For me, flying out of the country and spending two weeks with a group of strangers left me with no choice but to welcome daunting experiences. But so does journalism itself; I interviewed people on the streets, sat down with a prize-winning editor, and took risks in my own writing. In doing so, I embraced journalism as an opportunity to leave the comfortable.

I EMBRACED JOURNALISM AS AN OPPORTUNITY TO LEAVE THE COMFORTABLE.

Issue 01 • August 2017 • The Tower

CULTURE

Used with permission of Annie Zeigler (‘18)

(Top) Annie and some of her 22 classmates sit on the Magdalen College quad after class, discussing the day. (Bottom) Annie interviews renowned journalist and reporter, Alan Rusbridger for her final project. Used with permission of Annie Zeigler (‘18)

Issue 01 • August 2017 • The Tower

CULTURE ASBC’S MASTER PLAN

THE MAN

Isabelle Kenagy

2017-2018 Associated Student Body Council (ASBC) president Clarke Eastman-Pinto (‘18) spent his last weeks of summer meeting with his ASBC council, preparing for the year to come. While Clarke rose to the position with no previous ASBC experience, his interest in student government was not by any means spontaneous; Clarke is fascinated and driven by the prospect of change, improvement. He has atttended a myriad of different private schools in his life — all rooted in tradition and all stimulating his call for change. As he said, “I grew frustrated

with the administration’s attitude of ‘If it’s worked this long, it must be working well.’” When Clarke moved to Bishop’s, he loved the new environment, but, like his previous schools, found aspects of Bishop’s that were outmoded and in need of renovation. “The opportunity to leave lasting change in place that’s like a second home to me was too good to pass up,” said Clarke to his decision to run for president. “This is how I want to spend my senior year. Academics are important, but being on ASBC gives me the chance to impact the lives of many others who will come

PC: Emma Oliver (‘18)

ASBC seniors Evan Peng, Sam Pintar, Tommy Kimmel, Sahil Malhotra, Clarke Eastman-Pinto, Alex Mani, Isabelle Wisco, Bianca Serbin, and Hailey Gibson and junior Rachel Greenfield pose on the senior bench after filming their yearly start-of-school video.

Issue 01 • August 2017 • The Tower

PC: Emma Oliver (‘18)

(From left to right) Chief of Staff Bianca Serbin (‘18), President Clarke Eastman-Pinto (‘18), Vice President Tommy Kimmel (‘18), and Chief of Staff Sam Pintar pose on the senior lawn.

THE PLAN

As tradition goes, ASBC marked the new school year with a new theme: “Expedition: ASBC.” To Clarke, this theme embodies what he would like to see from the school: “Our theme encompasses that feeling of adventure that we often lose sight of. Our community needs to relish the once-in-alifetime adventure that high school is and not compete with each other in any way.” Clarke and the ASBC team have together outlined a list of goals they would like to tackle, as a part of their own ASBC expedition. First, they plan to strengthen the bonds of our community by increasing student-say in aspects of our school, like course curriculum—especially that of Health Class, said Clarke. ASBC this year will ditch forced enrichments and socialization

and instead work to increase the quality of life on campus. For example, ASBC woud like to give students an opportunity to vote on daily lunches. Second, ASBC woud like to facilitate better communication between the administration and students. Clarke believes the administration and students have shared goals but lack an adequate line of contact. To strenthen this communication, ASBC plans on creating frequent conversations between Ms. Roche and ASBC, utilizing ASBC as the student voice. ASBC hopes to keep the administration updated on their student council agenda. With these ambitious goals, ASBC hopes to gain the trust of students, teachers, and administrator alike.

Issue 01 • August 2017 • The Tower

SPORTS FALL ATHLETES TO WATCH Annie Zeigler

FIELD HOCKEY: SARAH MISCHEL (‘19) Sarah picked up field hockey “on a whim” in sixth grade, yet by her sophomore year cemented herself as a threat to opposing defensive players. “She has outstanding stick work, lightning quick reflexes, and performs particularly effectively under pressure, specifically in tight spaces where she is able to split the defense and score from any number of angles in the circle,” said field hockey head coach Mr. Gary Hendrickson. A recipient of Coastal League Second Team honors, Sarah has already come very far in her high school field hockey career, but she doesn’t take herself too seriously. “For me having fun is probably the most important factor to success on the field. That and effort, which go hand in hand,” she said. GIRLS’ CROSS COUNTRY: CHRISTIE LINNARD (‘20) A natural athlete, Christie picked up cross country her freshman year and soon became a crucial member of the varsity team. After placing eighth in CIF finals she moved on to the state finals, where she ran her fastest 5k time: 20:47. A soccer player in the winter and lacrosse player in the spring, Christie uses her constant athletic involvement to build speed, a skill that works to her benefit in all three seasons. “I think that we have a shot at qualifying for State as a team this year,” said Christie, “and I’m excited to work towards that goal with the girls on our team.” 16

WITH HER LOW AND FAST SETS AND SNEAKY HANDS, YOU NEVER KNOW WHERE SHE’S GOING TO SEND THE BALL.

Maddie Yu (‘20) serves during a game against La Jolla High School. Used with permission of Maddie.

BOYS’ CROSS COUNTRY: SHANE URIBE (‘18) Last year, Shane and the rest of the boys’ cross country team won both the Coastal Conference and the CIF finals, earning them a spot at the state finals in Fresno. Shane, who began running cross country Issue 01 • August 2017 • The Tower

his freshman year, has made steady improvement throughout his high school career. His biggest accomplishment so far was running a 5k in under 18 minutes, getting there with a time of 17:59. Shane’s coach, Mr. Adam Weiner, along with his teammates push forward in grueling workouts and races.

SPORTS “For me, having Mr. Weiner as our coach is a huge part of our success because he is an amazing runner and an even better coach. He is one of my biggest motivators and reasons that I love cross country,” said Shane. GIRL’S TENNIS: EMILY CHEN (‘19) “Once [Emily] is in the zone, there’s no beating her. She’s constantly moving and hits aggressively,” said teammate Ibi Velasquez (‘18). A tennis player Clarence Freeman (‘20) plays against Horizon Christian Academy, a game which Bishop’s won 75 - 28. Used with permission of Clarence. since she was nine years old, Emily joined the lot of people thought that we were sneaky hands, you never know Bishop’s team with extensive back- evenly matched teams and that it where she’s going to send [the ball]. ground in the sport. With the addi- was going to be a close one,” said Her serving also has a huge impact tion of new freshmen on the team Clarence. “That was not the case. We when it comes to winning. She eithis season, Emily looks forward destroyed them and had fun doing ther has a short strong serve that to leading them into the sport she it.” Not only has Clarence had suc- sneaks up on the front row players loves. Last year, the team lost in the cess at Bishop’s, but outside coach- or a long driven one that usually first round of CIF after making it es have taken notice as well. This gives us an automatic ace,” said her to the open division. However, “we past January, USA Football selected teammate Avery Dougherty (‘18). really came together as a team and Clarence to play in the Internation- Inspired by her brother Eric Yu (‘15) supported each other through every al Bowl with the Under-16 National to start playing volleyball, Maddie game, even after we we lost,” said Team at the AT&T Stadium, home works hard to improve her game Emily. of the Dallas Cowboys. Within only and to develop a tight “camaradea year of playing, Clarence has so- rie” amongst her teammates. The FOOTBALL: CLARENCE FREE- lidified himself as a talented ath- games that stick most in her mind MAN (‘20) lete and looks to pursue his love for are not those that Bishop’s won easAfter a strong start to his varsity football in college. ily, but the ones that they win with a football career, Clarence’s next three comeback, such as last year’s match years as a Bishop’s athlete look very GIRLS’ VOLLEYBALL MADDIE against Marlborough. promising. In the 2016-2017 season, YU (‘20) Clarence played a solid role in the “Maddie is one of the most division III CIF championship win consistent setters we’ve ever had. against Christian High School. “A With her low and fast sets and Issue 01 • August 2017 • The Tower

SPORTS COMMITED COMMITS Collin Douglas

s seniors begin the college application process, a select few of them already know where they will end up after graduation. Although these talented athletes may draw envy from their classmates who are currently panicking over Common App essays, their own college process was, according to most, just as stressful. Bishop’s has a rich history of college athletes competing at all three divisions of college athletics (with over 80 college athletes since the class of 2012), and the class of 2018 will successfully carry on the tradition. Within roughly 130 seniors, there are already verbal commits in girls’ volleyball, boys’ lacrosse, baseball, and football, and there are surely more to come before the end of the year. Midway through his junior year, Andy Semo (‘18) committed to Fordham University, a Division 1 program in the Atlantic 10 Conference, for baseball. Like most other student athletes at Bishop’s, his first priority was and still is to get a good education, using his passion for baseball to do so. Andy constantly repped Fordham gear just after his commitment, and continues to rave about his future school. “Fordham has a great business school, but secondly I wanted a place with a good baseball team where I could have an opportunity to play. The only thing holding me back was that it’s in New York, but I figured that it was just too great an opportunity to not live out.” But committing to Fordham did not alleviate the stress of junior 18

IT WAS THE LATE NIGHTS, EARLY MORNINGS, AND DEDICATED SUMMERS . . .

(From left to right) Andy, Haley, and Isaiah playing baseball, volleyball, and lacrosse, respectively, on their way to receiving collegiate athletic offers.

year, explained Andy. “[Committing] relieved some stress, but I still had to maintain the same GPA, so it didn’t make a huge difference,” he continued. “There’s some added stress as well, like what if the coach gets fired, and the new one doesn’t like me? Then, I would have to start the whole process over again.” It seems nothing is truly finalized when it comes to committing. After girls’ basketball standout DesIssue 01 • August 2017 • The Tower

tiny Littleton (‘17) committed to the University of Southern California, the school made a coaching change. Although Destiny’s offer at USC was still valid, she reopened her recruitment options to find the best college for her, which later happened to be the University of Texas at Austin. Isaiah Dawson (‘18), who recently graced the cover of Inside Lacrosse magazine, generated waves going into his freshman year, when

SPORTS he committed to Harvard University for lacrosse. “Committing to a school early in my high school career has made high school so enjoyable,” said Isaiah. “I know that if I work hard, everything should work out.” Harvard boasts an extraordinary academic reputation, but Isaiah’s biggest priority was to find a place where he could be

Used with permission of Andy, Hailey, and Isaiah.

happy without lacrosse, because he knew his time with the team would only be a fraction of his college experience. “I knew Harvard was the place for me as soon as I stepped on campus,” said Isaiah. Haley Gibson (‘18) did not slow down academically or athletically after committing to Tulane University for beach volleyball—like Isaiah—during her freshman year.

“I planned new goals to achieve for myself [like earning more academic scholarship money to supplement her partial athletic scholarship],” she said. “However, I do know some girls who have stopped trying to improve their game after committing.” Although her decision came early, it was not an easy one. “It wasn’t an all-at-once decision. It took a lot of pro/con charts to make sure my decision was the right one, especially because decommitting is an unpleasant process to endure.” After making a decision so early, it might seem logical for some to have second thoughts, but Haley is not looking back: “I knew exactly what I wanted from Tulane, and it makes it so much easier to reassure yourself on your decision. Eventually you feel like your commitment is old news, but every time I think about going to Tulane I get more excited.” While some athletes already have their decision finalized (at least as much as they can until National Signing Day, when their verbal commitments become official), most are in the same boat as the rest of their classmates, which means filling out college applications and waiting and hoping for the right offer to come along. While it makes sense to apply to the schools from which one would hope to receive an offer, what happens when someone gets an offer from a school late into their senior year? What if they did not apply to that school? What if they have committed to another school already? As Haley Gibson Issue 01 • August 2017 • The Tower

explained it, applications submitted after verbally committing are “more of a formality, but taking your application seriously makes it much easier for the administrators.” What gets tricky, however, are commitments made and offers given in the spring of a student’s senior year. If a student receives an offer, but did not apply to the said school through their “normal” application process, the student’s request for admission is far more expedited. At the request of a coach, the school will review this late application to make sure the student meets the academic standard at that institution. In a case like this, a final decision may come as late as weeks before the fall term begins. It is easy, especially in the midst of the busy college application process, to look with envy at these gifted athletes and resent the fact that their favorite pastime is carrying them to great schools across the country. However, their college process was no walk in the park. It was the late nights, early mornings, and dedicated summers in front of coaches and scouts that gave them those offers and opportunities.

ARTS 12 HOUR DANCE Amy Carlyle

aturday July 15, 2017. Taylor Performing Arts Center. The Eighth Annual 12-Hour Dance Project. The day starts at 8:30 a.m. Seventeen anxious and excited dancers meet in Taylor Performing Arts Center, armed with black dance clothes, shoes, and water bottles. Head of the Dance Department Ms. Donna Cory takes the stage to welcome everyone and explain the plan for the day. 9:15 AM - 11:15 AM FIRST SHUFFLE After a short warm-up led by Performing Dance Group [PDG] alumna Alexandra Allman (‘13), it is time to start dancing. The participants divide into two groups to learn their first pieces for the show. Both groups have two hours to learn their pieces, which are around two minutes and thirty seconds in length. One group, led by PDG alumnus and choreographer Gabe Garon (‘17), consists of nine dancers. Titled “Dissonance,” the piece explores self conflict. It features several meaningful motifs, such as the dancers grabbing their faces. “[Gabe] showed me that you don’t always have to be flexible and have perfectly pointed feet. He made us use our emotions and our bodies in an indescribable way that I would have never thought of,” said Arden Lichter (‘21). Alexandra Allman (‘13) choreographs the other number. The eight-dancer piece named “‘The future is an infinite succession of presents…’”, a quote from Howard 20

Zinn’s You Can’t Be Neutral on a Moving Train: A Personal History of Our Times, delves into the topic of identity and how people change and grow throughout their lives. “What I really liked was the story Alexandra told when we were learning her piece. It was all about how each person was represented as a different future,” said Charlie Johnson (‘22). Sweaty and tired, everyone is ready to take a forty-five minute lunch break.

interests, like history, to influence her choreography. She used her own research and knowledge to create a four-dimensional piece,” said Sarah Delfino (‘20). The remaining seven dancers learn their final number from current PDG member Allison Zhang (‘19). This number, called “‘borne back ceaselessly into the past,’” after a quote from F. Scott Fitzgerald’s The Great Gatsby, focuses on musicality. Jess Li (‘20) said, “It was super

An artistic rendition of the 12-Hour dance participants, dancing in Eliza Lafferty’s “New, Circa 1945” 12:00 PM- 2:00 PM SECOND SHUFFLE After a well-deserved break, the dancers split into two groups again, like First Shuffle, and learntheir final pieces. Ten dancers work with PDG graduate Eliza Lafferty (‘17) to learn her piece, named “New, Circa 1945.” The dance intends to express the optimism and hope that follow a time of darkness. “Eliza uses her own Issue 01 • August 2017 • The Tower

fun learning Allison’s dance. It was so lighthearted, but the movements were rather complicated too. We all just grooved to the music.” While it may seem difficult for the dancers to learn so much choreography in such little time, the project is also meant to challenge the choreographers. In addition to only having two hours to teach their pieces, each choreographer was given merely twelve hours to create

ARTS their pieces. First Shuffle choreographers received their music, assigned by Ms. Cory, the night before at 9 p.m., and Second Shuffle choreographers received their music at midnight.

stage. They switch from 2:30-3, and then the cycle repeats, this time in Second Shuffle groups. Each dance is rehearsed and refined twice more in the dance studio, with notes and critique given by Ms. Cory. After, it’s time for dinner.

7:00PM - 8:15PM THE PERFORMANCE Shortly before the theater doors open, the dancers scurry back and forth to place their costumes and props in convenient places. Families and friends settle into their “I love that Ms. Cory always seats, phones and cameras ready for finds ways for us to grow. As a cho5:45PM - 7:00PM action. While everyone files inside, reographer, I tend to use instrumenREHEARSAL the dancers use their remaining tal, slower music. Instead, I received It is time to make final ad- time to fix their hair, stretch, and upbeat, jazzy music with lyrics. I justments in preparation for the double check that everything they was excited to tackle a new genre of show. Choreographers critique their need is in place.

PC: Amy Carlyle (‘20)

8:30 PM THE END After a successful show, the 12-Hour Dance Project draws to a close. Dancers and choreographers return to the stage for a Question and Answer session with the audience, where they share their experience of the day. The dancers then return their costumes and accessories to the dance studio, and change into street clothes. Everyone works together to roll up the marley dance floor and put it away, where it will stay until the PDG Fall Dance Concert next year.

music and to push myself as a cho- dancers and share words of encourreographer,” said Eliza Lafferty. agement. The dancers, in full costume, run through the show once 2:00 PM - 5:00 PM more before showtime. COSTUMES AND CLEANING As the show draws nearer, it is time to polish the routines and fit costumes. Every half hour until four o’clock, the groups alternate tasks. From 2-2:30, Gabe’s group tries on costumes in the dance studio, while Alexandra’s group practices on Issue 01 • August 2017 • The Tower

PC: Emma Oliver (‘18)

ARTS

START-OF-SCHOOL DRAMA Emma Oliver

he first week of school is alPRIDE AND PREJUDICE ROMEO AND JULIET ways unique from the weeks Jane Austen (adaptation by Jon Jory) William Shakespeare to follow. Clean shoes and The classic 1813 Jane Aus- After being read and dissectorganized backpacks (sometimes). ten novel Pride and Prejudice will ed by many-a-seventh grade class, Swarms of petite sixth and seventh come to the Taylor Performing Arts Shakespeare’s love tragedy, Romeo graders trying to find Upper Ben- Center (TPAC) this fall, during and Juliet, will captivate students of tham and the Science Center. And the 200th anniversary of Austen’s all grade levels this coming Februthree straight days of drama, tak- death. The production will begin ary. Directed by Ms. Flanagan, the ing place in the Bishop’s Taylor Per- the year’s drama performances with production will consist of non-stop forming Arts Center. period dancing, choreographed by action, including a street brawl and Unlike other high schools, Master of Fine Arts (MFA) and art- a fight to the death. the Bishop’s Drama Department ist-in-residence at UCSD and USD Cast wise, Romeo and Juliet holds auditions for the will be like no other year’s productions the play this year; seven first week of school. teachers will be acting Start-of-school audialongside students in tions are how most colthis play. Together, Dr. lege arts programs apRose, Mr. Assaf, Ms. proach casting. Cory, Mr. Weiner, Dr. Auditions come Micu, Mr. Donald, and “before school gets too one other will fulfill the hot and heavy,” when older characters in the everyone seems to be play. “totally busy and ex The February show hausted,” said Director will also be unique in its of the Drama DepartShakespearean Globement Ms. Courtney style stage. “There will Flanagan. Early audi- Ms. Flanagan holds the Jon Jory and J.R. Sullivan adaptation of Pride and Preju- be a ‘groundlings’ secdice, which she will combine into her own version of play. PC: Emma Oliver (‘18) tions also help to share tion where, for $5, auparts effectively among prospective Amanda Penaloza. dience members can stand in the pit, actors, ensuring that as many stu- “Everyone will get down to eat, drink, and very much engage in dents as possible have stage time. 19th century moves,” said Ms. Fla- the play,” explained Ms. Flanagan. This year, the Drama De- nagan. Mr. Jared Jacobsen, long- Students who wish to aupartment will undertake four Upper time Bishop’s staff accompanist, will dition should prepare a 90-second School productions: Jane Austen’s play the clear melodies of neoclas- monologue and/or be ready to read Pride and Prejudice; William Shake- sical-influenced music throughout from the script. speare’s Romeo and Juliet; New Play the performance. Festival; and David Mamet’s Amer- The three main female roles ican Buffalo. Following is further require some experience playing the information regarding the plays and piano. Scripts for Pride and Prejutheir coming auditions. dice will be available in the theatre lobby on the first day of school. 22

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ARTS MORE INFO NEW PLAY FESTIVAL the 2016 Ninth Graders New Play Festival will bring a series of playwriting assignments to the Black Box Theatre. The project began with last year’s ninth grade English classes, who dedicated several weeks to playwiting and editing. This year, the Theatre Department will adopt a handful of ninth grade scripts from the class of 2021. Selected scripts will transform into a series of performances in February, directed by CJ Delfino (‘18) and Simran Deokule (‘18). The cast will consist of ninth and tenth grade actors. “We will be looking for a versatile and creative group of people comfortable with improvisation, as that will be used to help bring the plays from the written word to the stage,” said Ms. Flanagan. CJ Delfino (‘18) and Simran Deokule (‘18) will direct the performances. As this project will be Simran Deokule’s directing debut, she noted, “Acting is one thing. But directing, envisioning the whole play before the first rehearsal, seems like a monumental task.” Simran feels confident she is up for this endeavor as she feels supported by Ms. Flanagan and CJ, and sees the project as a “healthy challenge.”

AMERICAN BUFFALO David Mamet “Very contemporary,” remarked Ms. Flanagan about American playwright David Mamet’s 1975 American Buffalo. “One of the pivotal plays of the 20th century.” However, unlike the Bishop’s productions of Pride and Prejudice and Romeo and Juliet, Ms. Flanagan will find herself watching American Buffalo among the audience, not perched above the stage with a script in hand. Senior Nick Moseley (‘18) will instead assume this role, as the student-director of the dramatic comedy, American Buffalo. Set in Brooklyn, the play embraces raw and somewhat perverse characters—“low-lives driven by money,” as Ms. Flanagan explained it. For Nick, the play lends itself to actor and director interpretation: “As a director, I can choose to imply the context and details based on what I believe, or what I wish the audience to believe. I can [also] embrace ambiguity within the script and let the audience members come up with their own theories,” said Nick. “In this way, I feel the play will be very personalized by how I feel about the characters and story, as well as how the actors feel about their own character’s motivations and intentions.”

EVERYONE WILL GET DOWN TO 19TH CENTURY MOVES.

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Pride and Prejudice

ROLES: 11 females, 9 males REHEARSALS BEGIN: Aug. 28 PERFORMANCE DATES: Oct. 12-14 SPORTS CONFLICTS: Certain smaller female and male parts could allow for a minor sports commitment.

Romeo and Juliet

ROLES: 7-11 males; 3-7 females REHEARSALS BEGIN: After Thanksgiving break PERFORMANCE DATES: Feb. 22-24 SPORTS CONFLICTS: Major leads should not have a winter sports conflict. For those who have ensemble, sports can be accommodated.

New Play Festival

ROLES: 8-10 students REHEARSALS BEGIN: Dec. 11 PERFORMANCE DATES: Feb. 9 & 10 SPORTS CONFLICTS: The directors would like to cast students who do not have a major winter sport (general fitness or scheduled lifting is okay).

American Buffalo

ROLES: Roles are available to seniors and juniors; no acting experience necessary REHEARSALS BEGIN: Feb. 26 officially (but depending on schedules, some rehearsals may begin earlier.) Tech Feb. 14-15 PERFORMANCE DATES: April 18 & 19 SPORTS CONFLICT: A low-commitment sport is okay with the director for this production. Auditions will be held in TPAC on the following dates: Thursday, Aug. 24: 5:30 p.m. - 8:00 p.m.; Friday, Aug. 25: 3:00 p.m. - 6:00 p.m.; and Saturday, Aug. 26: 9:00 a.m. - 11:00 a.m. Sign up online and claim a time slot. Callbacks will be held on Saturday, Aug. 26th, from 12:00 p.m. - 6:00 p.m. Callbacks will be posted on the back theatre board, and posted on the theatre blog: bishopstheatre. blogspot.com.

OPINION GET A JOB! Jake Stenger

or most Bishop’s students, the question is not how to get a job, but why. The majority of Bishop’s graduates pursue areas of study in college that do not land them in blue collar careers. Most alumni go on to pursue livelihoods that stem from a college education. So what should motivate a busy Bishop’s student to spend time at an entry level job that he or she plans never to return to later in life? As last school year ended, I enjoyed the relaxation and surge in free time. But as this June approached, I decided that I wanted at least some busyness amidst my summer break. I applied for several jobs and internships online, and after a period of silence, I drove around town leaving a resume at dozens of local bike shops, surf shops, and restaurants. After another few days without responses, my friend noticed a sign outside of Angelo’s Greek, Mexican, and American Food in Encinitas. I walked in with no resume and hardly a sliver of hope. I was hired on the spot after filling out a short application. At Angelo’s, I worked as a cashier, but I spent only a small fraction of my time ringing up orders. The rest went to a variety of tasks: making shakes and salads, cleaning, delivering orders to drive-thru customers. Two or three other employees usually worked with me, and when one took his break during a rush of customers, we scrambled 24

IN 2017, UNDER 35% OF TEENS AGED 16-19 HELD OR WERE ACTIVELY SEARCHING FOR JOBS, COMPARED TO ABOUT 56% IN 1990. to keep up with orders. I quickly learned that all preparations for the next day sometimes could not be completed, leaving the next day’s workers scrambling to catch up. At this job, I learned many specific, menial tasks, but I also took away more widely applicable lessons. The biggest one concerned customer service: I learned how to make customers feel valued and comfortable to ask for what they want. I also learned a little bit of salesmanship as I suggested menu items to customers. These skills not only translate to similar restaurant work, but can apply to marketing and leadership. There are certainly valuable lessons to be learned, but no one can ignore the most obvious draw of a job: cash. The feeling of getting a first paycheck stands alone in its satisfaction, and without bills to pay, the money can be spent or saved completely at the disposal of the worker. Even if a student’s needs are well met, unrestricted and selfearned cash offers appealing spending opportunities.

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Another practical benefit of working as a teen is how much easier it makes landing a similar job when you really need it. As students become more financially independent in college, income becomes more of a necessity. According to Georgetown University’s Center on Education, 70% of college students have held jobs while studying over the last 25 years. Having some prior work experience can help students get better jobs in college, and likewise, college jobs are perfect segways to post-graduation employment. Despite these benefits, teenage employment is far from what it once was. According to the Bureau of Labor Statistics, in 2017, under 35% of teens aged 16-19 held or were actively searching for jobs, compared to about 56% in 1990. Why are teens not wanting or getting jobs nearly as much as they used to? The trend is best explained by a combination of low supply and demand. Senior employment is at its highest in 50 years, and many businesses prefer older, experienced workers over young workers. In-

OPINION ternships are often competitive to earn and employers usually prefer college rather than high school students.

Teens are also quite busy over the summer, enrolling in summer school and summer enrichment programs. In July of 2016, accord-

THE FEELING OF GETTING A PAYCHECK STANDS ALONE IN ITS SATISFACTION.

ing to Bloomberg, 40% of 16-19 year olds participated in summer school. And a first job is not the same rite of passage that it once was, as businesses are not as willing to make the investment and take the risk of hiring teens, and young people are not as interested in seeking out those positions. A job can do much more than keep you busy; it can open opportunities for future employment and deliver a better sense of what all work really is like. There are some things that can’t be learned at Bishop’s, and this is one of them.

The above graph illustrates the dramatic decline of employed teens, especially after the year 2000. Data sourced from the Bureau of Labor Statistics, 2017.

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BEYOND PHONE WARS David Brewer

screen). The lack of a bezel would not only be an efficient use of space, but it would also create a stunning screen and become a big draw for consumers. The phone’s screen will also wrap around the edges, further increasing the screen size. As Scotty Latimer (‘18) said, “As long as the phone stays a similar size, the bigger the screen, the better.” The Galaxy Note 8 is expected to be released by the end of August. While Samsung has had wireless charging for well over a year now, it is still unclear whether Apple will include it in their tenth anniversary iPhone, the iPhone 8. The device is rumored to be especially innovative and different from the iPhone 7 and 7s. They are expected to be released later this year. As Clay Witmeyer (‘18) said, “I can’t wait to see what they have done

with the new iPhone. They need a design change so bad.” Apple has been using the same general design since 2014, which may contribute to Samsung’s slow erosion of the Apple’s U.S. fan base. The new iPhone, like the Samsung, is rumored to have smaller bezels. However, while Samsung’s fingerprint reader is on the back of the phone, Apple tried, and apparently failed, to integrate the fingerprint reader into the screen, as the home button would simply be an icon on the screen. The lack of a solid home button would increase screen size, but could become inconvenient. Apple’s solution to this problem could be a huge hit and selling point, or could be one of the phone’s greatest downfalls.

PC: CNET

irst, Samsung’s iPhone rival exploded in people’s pockets in 2016. Now, in 2017, Apple’s tenth anniversary iPhone faces continuous delays and multiple complications. More than ever, companies like Samsung are in a position to take a piece of the American phone market from Apple. Green text messages are in a position to become more and more common within the Bishop’s community. While there is still an unprecedented amount of mystery surrounding the upcoming iPhone 8, Samsung’s new flagship Galaxy Note 8 is an open book at this point. The Note is undeniably one of the most anticipated smartphones of the year. It appears as though the phone has almost no bezel (the space on the front of the phone that surrounds the

The newest concept design of the iPhone 8 includes an uninterrupted glass screen and no iconic Apple “home button” from previous models.

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PC: CNET

BEYOND

A leaked version of the Galaxy 8 has circulated among prosprective buyers in the past months. While it may seem as though nearly everyone around you uses iPhones, Android phones are very popular in the US and around the globe. According to CNET, in the fourth quarter of 2016, 433 million smartphones were sold worldwide. 352 million of those phones ran Android (81.7%) while only 77 million ran iOS (17.9%). Granted, more companies make Android phones, but Apple’s perceived dominance only proves to be true in the wealthiest of U.S. cities, like La Jolla. Will Schiebler (‘18) is a perfect example of affluence affecting phone sales. Will enjoyed an Android for just under two years before switching to an iPhone. Will said, “I am a fan of Androids, but no group chats is a deal breaker.” At the moment, those willing to spend the extra cash almost always end up with iPhones.

Apple makes up 44.6% of the American phone market. This makes the Apple the most popular phone company in the US. However, Android is still the most popular operating system, as 55% of the country uses some type of Android phone. Samsung is the clear leader for Android manufacturers, as it holds 28% of the U.S. phone market (more than half of Android phones in America are Samsung). Clearly, Apple has a sizable lead, but a poor iPhone 8 launch could be costly. The iPhone 8 will likely be more expensive than any previous iPhone and be available in very limited quantities at launch. Apple usually has around nine million phones ready for retail at launch, but because of repeated delays, this year they will likely have closer to two million. This will make finding an iPhone 8 around the time it is launched nearly impossible.

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On top of the extremely limited quantities, the iPhone 8’s price will likely start at or around $1,100 due to high production costs. This is $450 more than the entry level iPhone 7. This may not be a problem in wealthy cities and towns; however, Apple may take a hit in less affluent areas. Samsung will surely not pass Apple in the market share this year, but Apple is very vulnerable. A good year for Samsung could kickstart a large scale trend away from iPhones. The trend may not be as prominent in our own community, but it is worth noting. Give it a year or so; you may be carrying around a sleek Samsung in your backpocket.

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T H E B E L L

Issue 01 • August 2017 • The Tower

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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 and a much sought-after icon— students have attempted to reach the top of the tower for decades. Luckily, The Tower student publication brings you its very own bell; though less mysterious and more easily accessible, it stirs the same excitement as the physical bell. This section is home to “lighter” news and satire alike, featuring elements like Top Ten, Bachelor/Bachelorette, Who Wore it Better, and more.

Issue 01 • August 2017 • The Tower

TOP TEN TITLE GOES HERE Author

ways to make a good impression on your teachers

THE

BELL

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Come to Mr. Assaf ’s class wearing a basketball jersey, asking about his daughter, and quoting Carl Azuz puns. Bring non-GMO, home-grown, no-trans fats, gluten-free snacks to Mr. Radley’s class; offer to share. Ask Dr. Martell about the meaning behind his tattoos.

Preemptively “touch base” with Ms. Crowley after class. Strike up a conversation with Dr. Zhao about Bernoulli numbers and Wolstenholme’s theorem.

Offer to “make copies” for Mr. Pierce because we all know he hates wasting precious math time.

Ask Mr. Pruitt if you can fly his plane. Don’t steal one of Mr. Hendrickson’s pens. If it has bite marks on it, don’t touch it! Shred the gnar with Mr. Nagler while talking about the Boston Tea Party.

Ask Dr. Reynolds about her sustainable black bean burger recipe.

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TITLE GOES HERE Author

BISHOP’S SURVIVAL GUIDE 1. Get served: Don’t even think about using the senior-faculty lunch line. Simply sprint from class to lunch—or befriend Ms. Sweet for the lunch hookups. 2. Watch Where You Step: The senior lawn is off limits. Also, avoid the quad before lunch (unless there are no teachers watching and you’re late for class). 3. Get More Sleep: Outsmart the new sophomore drivers by learning the art of parallel parking. Score the parallel spots at the front of the school abandoned by student drivers, who lack the necessary skills. 4. Munchies: Hit up the bookstore for Oreo Minis, Goldfish, Chex Mix, fruit snacks, popcorn, and other snacks alike. 5. Making Friends: If you bring food of any sort to class, you’ll make 11-16 new best friends on the spot. 6. Dress Day Hack: Cut off the collar from your dress shirt and tuck it under your Bishop’s sweater; remain cool and UV-free all day. 7. Caffeinate Your Day: Befriend faculty and advisors who have mini fridges or Keurig machines—you’ll thank yourself during APs. 8. Utilize Your Locker: Why use a locker for books? It’s a storage facility for iPhone chargers, extra pencils, a sweatshirt or three, and snacks (in case you missed numbers 1, 4, or 7).

Issue 01 • August 2017 • The Tower