Issue 04 2022

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PHILOSOPHY

The Tower is a student-run publication at The Bishop’s School in La Jolla, CA. Writers and editors work together under the guidance of a faculty advisor to enhance the Bishop’s community and stimulate meaningful conversation through the collection and distribution of news. The Tower aims to educate the Bishop’s community about issues and events that pertain to the experience of young adults. Sections of The Tower include Campus, Arts, Sports, Culture, Local & Beyond, Opinion, and The Bell. The Tower prints multiple issues each academic year, in addition to continuous online content.

POLICY

The Tower refrains from prior review of its issues, and maintains the right to publish anonymous quotes when the privacy of the individual is a concern. All quotes are subject to editing for clarity and length. Opinions expressed in The Tower do not necessarily reflect the views of the staff or of the Bishop’s School.

COLOPHON

The Tower is printed by Streeter Printing Company in Mira Mesa, CA. The Staff uses Adobe InDesign, Adobe Photoshop, and Adobe Illustrator to arrange photographs and graphics, and distributed 300 copies of Issue 04 to the Bishop’s community. Typefaces include Saonara for the cover; Public Sans for the headlines, bylines, and subtitles; Minion Pro for the body text. Issue 04 and previous issues of The Tower are available digitally on issuu.com.

THE BELL

The Bell is a section of The Tower that intends to serve as a relief from the depth of the magazine. Satire, puzzles, quizzes, and the like are frequent inside The Bell.

cover

by Isadora Blatt (‘24)

It's a familiar feeling: after turning in a test that you studied your hardest for, the relief that you can forget all of that information and never think about it again. Does this ever make you question why we even study in the first place? In this issue, Ben Brown ('25) explores how chasing good grades undermines knowledge retention, and how we lose appreciation of the information for future life experiences.

Dear Bishop’s,

Whenever I feel lonely, depressed, or bored, I turn to two of my favorite people in the world — Serena Van Der Woodsen and Blair Waldorf. When I discovered them during the summer after 8th grade, I was hooked. It was Lila Browne (‘20) who introduced me to Gossip Girl, and from that moment it became like make-shift therapy. It became an escape, where I didn’t have to think of any of my problems because if Blair was scheming, well, my problems were so banal by comparison.

In a sense, Gossip Girl was my first experience with an all-enrapturing story. In fact, when it was taken off of Netflix (I’m still bitter about this), I asked for HBO Max for Hanukkah so I could keep watching it. When I was sick on New Year's Eve, two years ago, I watched my favorite episodes over-and-over. Frankly, whenever I’m sad — especially in this stressful time of cumulatives — I watch Gossip Girl. That’s one of the many things I do to stabilize my mental health during the winter. As Bella Gallus (‘24) explains in her article, seasonal depression and stress are temporary — how we cope with it can dim it.

Looking at other articles in this issue that complement the idea of managing stressors, Nora Bitar’s (‘25) article is an in-depth look at how students must catch up on late work after being sick. Sydney Chan (‘24) talks about how fragile mindsets lower educational standards. Sydney’s articles are always firm and you can physically hear her voice in each article — this article rings true to that. Ben Ali Brown's (‘25) article is his opinion on how grades have become more important than the actual learning. To me, this article expressed many of the unsaid things about learning at Bishop’s and the grade-race that we are all too familiar with. Finally, Camille Greenlee (‘23) brings you a bittersweet celebration of the 18 student-athletes who achieved their goal of committing to play a sport in college. These role models talk about their experiences, struggles, and ultimate triumphs.

This semester alone, I’ve probably read upwards of 50 articles and each holds a special place in my heart but some are by nature more captivating. Some I read, and can’t tear my eyes off. I feel drawn to read as much as I can. I go back and edit previous comments I left. I write long feedback at the end of all the articles. Each article in this issue to me has been like this.

Intoxicating. Suspenseful. Inquisitive.

I hope you, reader, enjoy reading Issue 04 as much as I enjoyed editing it.

Until we meet again, Leila Feldman

Co-Editor-in-Chief

contents

Photo courtesy of Sydney Chan (‘24)

Nora Bitar

Camille Greenlee

Bella

Summer Hu

Ben

Leila

Sydney

HOMEWORK IN SICKNESS AND IN HEALTH

How students catch up after missing school

Empty tissue boxes, students wrapped in blankets, stuffy noses, and an inordinate amount of coughing are scenes everyone at Bishop’s has been all too familiar with recently. With a record-breaking number of students missing school, Head of Attendance and Health Services Ms. Eva Flores explained, “The usual number of sick students is 10, at most 15, per day.” She added, however, that “on Tuesday [November 8] we had a total of 76 students absent.” Out of a total of 818 students, that means about 9% of the student body was missing November 8, compared to the standard 1%.

Inevitably, this increase in sickness plagues Bishop’s students with a question. Do I come to school even though I’m feeling sick?

Students must weigh the consequences of putting others at risk and coming to school while unwell, with the consequences of missing valuable — often irreplaceable — class time. For better or for worse, students often decide to take the risk of attending school, in fear of getting too far behind on their work.

“A lot of people don’t feel like they have a

choice,” explained Niamh Malhotra (‘23), who, due to feeling extremely under the weather, was forced to miss four days of school the week of November 7. Audrey An (‘23) and Riley Brunson (‘25) — who both also missed school — echoed this sentiment. Riley said, “I just needed to prioritize getting caught up even if I was still not feeling a hundred percent.” Audrey expanded further on this idea. “People have said, ‘If I’m able to still function and go to school, I don’t really care how sick I am. I’m still going to go because making up work is a nightmare.’”

Even weeks after their original absences, many students still struggle with getting back on track. The last night before Thanksgiving break — nine days after her absences — Riley recounted, “I pulled an all-nighter to finish my history paper and ended up only getting about 30 minutes of sleep.” Niamh said, “I’m still not caught up in the slightest.”

Community members shed some light on what exactly makes missing class so hard at Bishop’s. Lily Gover (‘24), who missed about a week of school due to sickness, explained, “Honors classes go through the materials so fast that it’s just really hard to catch up.” Audrey similarly said, “A lot of Bishop’s classes — I love this about them, but I also hate it — they always build on top of each other.” She added, “That’s the hardest part because there’s no easing back into it.”

Director of Counseling Ms.

Megan Broderick also explained, “You have to learn new stuff while you’re also trying to catch up. And I think that that is just overwhelming.” Mathematics and Computer Science Teacher Ms. Dominique Voso felt similarly. Though she doesn’t want students to come to school while ill, she also said, “It’s honestly more work to be out from school than it is to just show up sick.”

Riley added that some teachers “somewhat understood that I was sick, but they still continued to pile on stuff.” However, Science Teacher Dr. Lani Keller spoke of the struggle from the teachers’ sides. “We are all doing our best right now — trying to figure out the best way to support our students while ensuring that students are learning in the process.”

Dr. Keller also shed some light on her specific makeup policy: “During COVID I ‘flipped’ my classroom, which means that all the content delivery is given in assigned screencasts as homework, freeing up time in class to answer questions and play with the material.” Ms. Voso spoke of her approach as well, and explained that “any tests or quizzes missed should be made up within the first few days of returning.”

Some teachers instead talked about their policies being on a more “case-by-case basis” — as English Teacher Adam Davis explained. In the words of Dean of Faculty and former science teacher, Mr. Ben Heldt, “not every student will need

Nora Bitar

the same amount, or type, of help.” English teacher Mr. Davis also added that though he’s always willing to work on extensions, “The nature of the extension depends on the nature of the absence.”

Because of the stress surrounding making up assignments, many students end up doing work while they’re under the weather. Niamh said, “I tried to do work while I was sick because I didn’t have a choice for some classes… you’d just be too far behind.” Naturally, she also mentioned that trying to complete assignments while under the weather “never really went well.”

Lily had a similar experience to Niamh. She explained, “it was just really hard for me to work while I was trying to recover.” In regards to students facing mental health issues due to sickness, both Ms. Broderick and School Counselor Ms. Lauren Gray “think it’s a real problem” at Bishop’s.

The academic rigor and competitiveness at Bishop’s also adds another layer of difficulty. Riley said, “When you get into high school and you’re tak-

assign-

often deal with making up work for days and even weeks after their original absences. In regards to whether she would be caught up by Thanksgiving break, Niamh Malholtra (‘23 ) — who got sick a couple days after Halloween — simply said,

ing all these Honors classes, it’s just really hard to stay afloat academically.” Ms. Gray echoed this sentiment, saying there’s “this competitive nature…[that] create[s] a culture where it’s not okay to take a day off if you’re sick.”

On the other hand, it is always important to think of the health side of things. School Nurse Ms. Susie Fournier explained, “There might be a student sitting next to you who has a younger sibling more at risk to develop …breathing complications from RSV and get really sick and possibly hospitalized.”

She added, “And a person sitting on the other side of you might be living with a grandparent or somebody who’s going through chemotherapy.” Overall, she summarized, “Try to be sensitive and helpful to your classmates and teachers and make sure that everyone feels comfortable and safe.”

Many students at Bishop’s try to make a conscious effort to avoid spreading germs. Riley wore a mask to school, and Niamh made sure not to come back until she knew she was not contagious. Audrey said outright, “Don’t go to school if you’re sick.” And through her frustration, Lily said she “understands where all the teachers are

coming from.”

Still, the academic culture at Bishop’s and across high schools often makes it a difficult decision. Nurse Fournier explained, “We want kids to stay home when they’re sick. We know it’s really hard. Sometimes you can’t replace class time or lab time or a lecture. That’s when it’s really important to communicate with your teacher and come up with a plan.”

Many students feel like missing school would compromise their academic standing. Riley expressed frustration with teachers telling students to not come to school. “Our teachers will say, ‘You need to go home’…but I can’t. I can’t leave. I’ve already missed two days and I need to get caught up.”

Ultimately, deciding how and when to make up work is not an easy decision for anyone — teachers or students. But as Lily put it, “I had so much to do and I’d miss[ed] so much that…I just had to come.” Keeping yourself and those around you safe and healthy is always critical. But on the other hand, demanding classes and busy schedules mean going to every single class can also be critical. It is a difficult balance to tread for students, and the decision is never easy to make.

We sometimes don't value our health and instead we value our academics. ”

Due to an overwhelming amount of

ments, students who have missed school

“I hope so.”

Photo courtesy of Nora Bitar

PEN TO PAPER

Six years of blood, sweat, and tears poured onto the signature line and I was officially going to attend the University of California Los Angeles (UCLA) to play water polo. Although I signed later than my teammates, I attended the San Diego NLI Signing Day celebration at the Joan B. Kroc Theatre on November 10.

On this day, 16 Bishop’s Class of 2023 seniors announced their commitment to their future schools, among the 200 other student-athletes from 50-60 schools in San Diego. Our seniors, working hard during both school season and club, felt pride and joy as they shared their decision with other students and celebrated with their families.

The list of Bishop’s student-athletes committed and attended the Signing Day celebration included: Jameson Vacarro (Princeton, Volleyball), Oliver Price (Harvard, Water Polo), Aden Dorros (Bowdoin, Tennis), Rex Harrison (Amherst, Tennis), Wyatt Linggi (Colorado College, Soccer), Raynall Thornton (Colby College, Football), Casey Ryan (Bowdoin, Lacrosse), Julia Bonaguidi (Cal, Water Polo), Erin Ellsworth (UCSB, Soccer), Kate Steinmeier (NYU, Swimming), Sydney Bold (Princeton, Volleyball), Novalyne Petreikis (Rochester, Field Hockey), Chase Landa (USC, Water Polo), Alex Zarcu (Airforce, Water Polo), and Jake Molinar (Abilene Christian, Baseball). I attended the ceremony too, as I committed to UCLA to play water polo.

announcing their name, high school, sport, and college they committed to. “It was fun to see where my classmates and other people around San Diego were committed to,” said Julia Bonaguidi (‘23). “Although, it was kind of sad to hang out with my friends and classmates knowing that we wouldn’t get to go to school together next year.” Both before and after the ceremony, families scrambled up to the two San Diego Sports

make early offers. For the next year or so, athletes can get invited on official or unofficial visits to schools and make a decision at any point in their timeline.

I always knew I wanted to play water polo in college. I had two schools at the top of my list, interchanging consistently. They were the two colleges my parents attended, which happened to be some of the biggest rivals in the nation — the University of Southern California (USC) and UCLA. I was late to the college recruiting process; I was unclear about the June 15 start and reached out to coaches later that summer. And I spent my whole junior year stressed in classes and in the pool, wondering whether or not I would make it to the next level. I set a high standard and often questioned if I was truly good.

Water polo players line up in front of the infamous signing day photo (Left to right: head water polo coach Doug Peabody, Chase Landa, Camille Greenlee, Alex Zarcu, Julia Bonaguidi, and Oliver Price).

Association signs with the table and chair in front of them to pose for the ‘iconic signing post.’

The ceremony started at 8 A.M. when every athlete walked across the stage

The recruiting process is never simple. For most sports, college coaches start recruiting their players after their sophomore year on June 15. On September 1 of their junior year, coaches can start inviting student-athletes on visits and even

Balancing school, practice, and communication with coaches was one of the hardest things I’ve ever had to endure. I often drove home from practices bawling my eyes out and having to pull over before I could start driving again. If I was getting yelled at during practice and couldn’t find time to study for tests, how would I ever be able to play in college?

I find it especially hard to find time to study when I drive far for games and training. Weekdays are dedicated to practices and school and weekends to tournaments, which could be local or a few

Bishop’s senior student-athletes announce their commitments to college at San Diego Signing Day

Camille Greenlee

hours away. Jake Molinar (‘23) plays baseball about 12 hours a week, including several hours dedicated to driving to and from practices and games. However, he mentioned that the commutes help bring him and his teammates closer together, making them want to win bigger games and tournaments together.

In college, student-athletes will not have to travel as far to practices when most facilities are right on campus. The team travel days definitely add to the unity of many teams, especially at the collegiate level.

Some athletes officially commit to the school of their choice during sophomore year at the earliest, or late spring of their senior year at the latest. For many athletes, the fall of their senior year can be considered more stressful than junior year. Yes, they have to maintain good grades throughout their junior year. However, as seniors, we consistently have to communicate with coaches, study hard in the classroom, stay determined on the court, field, or in the pool, and think a lot about where we want to spend the next four years of our lives.

Novalyne Petreikis (‘23) described her commitment to the University of Rochester as being a little different and later than more athletes. She said, “I started emailing coaches junior year but was busiest with recruiting over the summer before the senior year and playing in clinics and big events with my club.” She decided to commit to

the University of Rochester to play field hockey because “the coach and the players were the nicest people [she has] ever met” in addition to loving the “super flexible curriculum” Rochester offers.

When I made my decision to commit to UCLA, I felt a weight lift off my shoulders – but only for a few days. When I told my coaches and thanked them for everything, most of them said, “This is where the real work begins,” as if I hadn’t been working super hard the last five years I’ve been playing my sport!

Yet, shortly thereafter, I found this to be true. I thought I held myself to a high standard before, but now it is even higher than ever. Whenever I make a mistake or even a good play, I find myself wondering: Is this UCLA material? Would a national champion make a mistake like this? Or would a national champion consider this a good play?

Similarly, Kate Steinmeier (‘23) who committed to New York University (NYU) to continue her swimming career, has started to set even higher standards for herself. Kate says, “I always have a certain process and expectations for myself in and out of the water, but knowing that I am going to be swimming at the collegiate level led me to reevaluate my goals and look at what I can do in the long term and not just this year.” Many athletes like to set short-term goals for themselves, but as we move on and get to continue our careers at the next level, we get to set even longer-term goals, which can create both stress and motivation.

Despite the perpetual stress cycle of student-athletes, signing their NLI makes

Jameson Vacarro (Princeton, Volleyball)

Oliver Price (Harvard, Water Polo)

Aden Dorros (Bowdoin, Tennis)

Rex Harrison (Amherst, Tennis)

Wyatt Lingi (Colorado College, Soccer)

Raynall Thornton (Colby, Football)

Casey Ryan (Bowdoin, Lacrosse)

Julia Bonaguidi (UC Berkeley, Water Polo)

Erin Ellsworth (UCSB, Soccer)

Kate Steinmeier (NYU, Swimming)

Sydney Bold (Princeton, Volleyball)

Novalyne Petreikis (Rochester, Field Hockey)

Chase Landa (USC, Water Polo)

Alex Zarcu (Airforce, Water Polo)

Jake Molinar (Abilene Christian, Baseball)

their decision real. In San Diego, a variety of athletes spend the day feeling powerful and celebrated alongside their family and club teammates. Whether they put a pen to their letter on the official signing day on November 9 or in San Diego on November 10, they sign for all the hard work and persistence it takes to become a great athlete and a valuable athlete for the next four years at the next level.

YOUR DASHER HAS ARRIVED

Food delivery has made its way on campus and into students’ diets

Summer Hu

Chick-fil-A, Shake Shack, Better Buzz. Is your mouth watering yet? With food catering services like DoorDash, Postmates, and Uber Eats, these fast food places have zoomed their way on campus. How and why has this delicious phenomenon made such an impact on students?

The popularity of food delivery services has been on the rise for quite some time. In 2018, market research company Frost & Sullivan estimated the food delivery industry to be worth $82 billion in terms of gross revenue bookings. They predict that this number will double in 2025. Students have also contributed to this increase. In a survey conducted by The Tower, 37 out of 102 respondents said that they have ordered food delivery to

Of course, Bishop’s milk break, lunch, and advisory snacks provide food for students throughout the day. Although not ex

itly banned by the Student Handbook, students oftentimes keep their orders on the down low due to some level of taboo associated with ordering. In fact, several students declined to be interviewed for this article. In light of a certain level of secrecy, why do students opt to make this choice?

Students commented on the convenience of being able to enjoy different snacks and cuisines during the school day. Grace Steinmeier (‘25) said that she’s noticed that people within her friend group use online ordering services all the time. “One of my friends uses [food delivery services] almost every single free period and gets Popeyes,” she said. Food preferences also change according to the times of the year. As a matter of fact, according to Grace, students are ordering hot chocolates from Starbucks recently because of the chilly winter weather.

Chick-Fil-A is anoth-

are more inclined to favor taste over nutrition when ordering food. “Why would you waste your money on healthy food?”

Joy said, “the whole point of ordering is to indulge.”

In addition to the convenience of having a variety of tasty foods at your fingertips, many students expressed the value of being able to get their daily dose of caffeine through food delivery. “You don’t even have to leave campus and you get your coffee,” Joy Udinsky (‘24), who uses the platforms weekly, said. She says that easy access to these drinks allows her to stay alert and functioning throughout the day. She mainly uses the online option for caffeine, and one of her favorite places to order from is Better Buzz. This convenience for caffeine is also felt by Lily Gover (‘24): “Me and my friend use Postmates to get coffee,” she said.

“I use these services to order food when I can’t leave campus,” Grace said. When Grace was on crutches, food catering was essential to getting food after school. Food delivery services become especially con-

Photo courtesy of Summer Hu ('25)

venient when there are physical limitations present surrounding staying on campus.

Leela “Wyatt” Wainio (‘24) said that they also order food using this method because of the convenience. “I can get pretty busy from school, and being able to order something nutritious and delicious is definitely a wonderful blessing from the modern-age, technological revolution,” they said.

Hugo also said that he usually uses these services when he gets

hungry at times when the School is not providing food. “For example, before lunch or milk break,” he said.

Joy also elaborated on the thinking that goes behind ordering food on campus. “You have to time it correctly,” explained Joy, “you have to time

Students

it so that it comes right during your free period.” With food delivery, students can order food that fits their dietary preferences. For example, since Grace is allergic to tomatoes, she orders food without tomatoes. Yet, one concern associated

with food delivery is the extra expenses. Students consider the cost of convenience in addition to the bill.

Joy admitted that “door dashing is expensive,” joking that she and her friends use it “every time we can afford it.” “It has an impact on my bank

account,” Joy said. Despite the extra money, it’s clear that food catering has found a stronghold within the school environment. After all, your order is, literally, just a click away!

meet their Dashers or UberEats drivers at the front or back of the school to pick up a variety of tasty goods.

“Why would you waste your money on healthy food? The whole point of ordering is to indulge.”

– Joy Udinsky (‘24)

WINTER BLUES WITH ASSIGNMENTS DUE

Mariah Carey defrosting, drinking warm hot chocolate, giving gifts to the ones we love, and feeling grateful we do not live somewhere where it snows, are some of the many experiences commonly shared during the fall and winter months. However, the seasons typically associated with joy and love also bring cumulative tests, college applications, all-nighters, loads of stress, and darkness at 5:00 p.m.

About 5% of the US population, most commonly women, experience seasonal affective disorder (SAD). Around 10 to 20% of the United States

According to Kelly Rohan, a professor of psychological science and a clinical psychologist at the University of Vermont, in an interview for the New York Times, seasonal affective disorder is often triggered by the short, dark days that winter brings. Our body has a biological clock, so we produce melatonin, a natural hormone, to prompt sleep at night. In the morning, production begins to decrease, allowing our bodies to wake up. With the change in the amount of daylight, the production of melatonin will last well into the morning, leaving one feeling fatigued, and then start much later in the night,

counselor, affirmed this fact and added that the loss of vitamin D during daylight savings can seriously affect one’s mood. Grace Dempsey (‘26) shared that the lack of sunlight early in the day “puts [her] in a bad mood,” because it’s “hard to do anything after school is over.”

People may experience symptoms of SAD, such as low energy, lack of motivation, trouble concentrating, anxiety, and oversleeping, according to Mayo Clinic. The bustling school life that many Bishop’s students experience, the combination of shorter days, and semester grades on the horizon

“It is the season of stress and the season of rest.”

- Director of Counseling Ms. Megan Broderick

population, according to the Cleveland Clinic, experience milder levels of what is often described as winter blues. Seasonal depression (or SAD) is exactly what it sounds like: symptoms of depression that are more prevalent during certain seasons of the year, specifically fall. With the added stress of the workload especially during the fall and winter months at Bishop’s, how can we find a sustainable balance during the dark, exhausting, final weeks of December?

eventually creating a cycle of tiredness. Not only do the shorter days affect many people’s biological clocks, but the sheer lack of sunshine also contributes to a lack of serotonin. Serotonin can be regulated by the sun, or vitamin D according to the Cleveland Clinic. The Public Broadcasting System, North Carolina, (PBSNC), reported from the National Library of Medicine that sunlight stimulates the production of serotonin.

Ms. Lauren Gray, a School

may lead to feelings of stress.

Ms. Gray said that at Bishop’s, this combination can lead to students experiencing a “lack of motivation.” Director of Counseling Ms. Megan Broderick added that those feelings “will really enhance your inability to do what you need to do to take care of yourself,” and added that eventually, “it just becomes an increasing cycle.”

This cycle of stress, constant work, and poor sleep is not only unsustainable, but it only adds to the idea

How can we maintain a balance of school and mental health with shorter days and colder nights?

Bella Gallus

Lily Gover (‘24) works endlessly on her piles of homework. Stress only seems to build, and the days only are getting shorter and darker.

that taking a break from schoolwork seems nearly impossible. There seems to be that split second of rest during Thanksgiving break, but after that, it is back to battling a constant workload.

Ms. Broderick emphasized, “It is the season of stress and the season of rest,” a phrase coined by History and Social Sciences teacher Ms. Emily Smith. Ms. Broderick added, “For some students who don’t experience [winter blues or SAD], normally it can be a really really trying time, and, again, we lose those coping mechanisms, and we start staying up too late, eating unhealthy, and isolating ourselves.”

Both counselors understood that many students feel like there is not enough time to take a break. Grace Dabir (‘24), expressed that she often “feels extremely stressed,” during this time, and juniors Kylie Larson and Emi

Ayala-Sekiguchi nodded their heads in agreement. To that sentiment, Ms. Gray and Broderick proposed many solutions that some might find useful.

Ms. Gray expressed that thinking creatively about how one takes a break would be more effective and realistic than taking an entire afternoon off. She said, “Maybe it is doing something like taking 10 minutes to walk around the block and listen[ing] to three songs that will lift you up.” Getting outside is extremely important if you are experiencing any symptoms of SAD. Cleveland Clinic noted that getting outside a little each day, and exercising could relieve stress and anxiety.

Ms. Gray and Ms. Broderick also highlighted the importance of selftalk, and internal dialogue. “So instead of saying, ‘why am I so overwhelmed, while everyone else at Bishop’s is doing

X, Y, and Z, and no one else is having this hard time,’” Ms. Gray recommended coming up with a mantra to challenge this feeling of invalidation.

Your feeling of stress is valid; it is the end of the semester and cumulatives will be hard. Ms. Broderick added, “Show yourself a little grace.”

As the days get shorter, and cumulative tests grow nearer make sure to take a moment for yourself, even if it is just a few minutes. Right now is a stressful time, and that is okay. Winter break is just around the corner.

Photo courtesy of Bella Gallus ('24)

RACE, RELIGION, AND EVERYTHING IN

BETWEEN

With anti-Semetism on the rise, the perception of Judaism becomes blurred Leila Feldman

At my synagogue in Carmel Valley, we have a minimum of four armed guards. Four. One at the gate. One at the ticket pick-up. Two at the entrance. There is only one door you can walk in, and you must have a ticket to re-enter. This type of procedure is similar across many different synagogues I’ve been to.

Not even three years

ago, a shooter walked into a synagogue in Poway and opened fire on the congregation. That synagogue is about 40 minutes from The Bishop’s School. There have been other shootings in Pittsburg and other cities across the country.

Judaism is a wonderful religion. It is a core part of my identity. But, when you know that anti-semitic rhetoric is being spewed in the me-

dia, it doesn’t necessarily make one proud to be Jewish — it makes one more cautious. The rise of anti-semitism can not and should not be attributed to one individual, but in recent months, popular rapper, musician, and fashion icon Kanye West has spewed anti-semitic rhetoric on his Twitter, podcasts, and in public. Many people blow his comments off as outland-

Art by Leila Feldman ('24)

ish. Yet Kanye West has more followers on Instagram (18.5 million) than the number of Jews in the world (14.8 million) according to World Population Review — this is beyond frightening.

Kanye West, beginning in October, made many anti-semitic tweets but attempted to justify them by claiming that because he is Black, thus he couldn’t be anti-semitic. I was horrified.

With his statements, he claims that race and religion are corresponding. West sides himself with the Nation of Islam (NOI), a black na-

tentimes used interchangeably, are not the same and should not be understood as the same. Washington University in Saint Louis explains race as “the concept of dividing people into groups on the basis of various sets of physical characteristics and the process of ascribing social meaning to those groups.” On the other hand, “Ethnicity describes the culture of people in a given geographic region, including their language, heritage, religion and customs.” Brittanica defines religion as “beings’ relation to that which they regard as holy, sacred, absolute,

texts and social conditions.”

Judaism is not a race, however. While ethnicity and race can overlap and ethnicity and religion can overlap — race and religion don’t necessarily define each other. For example, one can be both ethnically Jewish and religiously Jewish but can not be racially Jewish — your culture and religion can be centered around Judaism, but your race isn’t. Judaism is not a race, though it has been classified as one by anti-semitic extremist groups, namely, the Nazis.

According to Pacific Broadcasting Service (PBS),

tionalist group that blames Jewish people for society’s problems. He also aligns himself with Black Hebrew Israelites (BHI), who, according to the Anti-Defamation League (ADL), “reject Judaism and are not the same as Black Jews or Jews of color, [but] refer to themselves as the ‘true Jews’ to emphasize this distinction.”

By claiming that Black people and Jewish people are one and the same, Kanye doesn’t differentiate between race, religion, and ethnicity.

The three, while of-

- Dr. Brock Bahler, professor of Religion, Race, and Racism at the University of Pittsburgh

spiritual, divine, or worthy of special reverence.”

However, while all three are separate and represent different characteristics of identity, they all relate to one another. Race and religion, throughout history, have been complicated and intertwined.

As Dr. Brock Bahler, a professor of Religion, Race, and Racism at the University of Pittsburgh, said, “Religion is neither practiced nor studied in a vacuum. Rather, it is always informed by social con-

Anti-semitic hate crimes are on the rise, with an average of 7 hate crimes a day. This number isn’t going down. However, this number could go down if we have more humility, understanding, and patience with one another. Furthermore, a consequence of not understanding the difference between Judaism and Jewish culture is Anti-semitism. This understanding starts by learning the differences between races, religions, and ethnicities.

“Religion is neither practiced nor studied in a vacuum. Rather, it is always informed by social contexts and social conditions.”

SNOWFLAKES SNOWFLAKES

Everyone needs an older sibling. We’re not only here to be a mentor through all of your ups and downs, but we’re also here to introduce you to the harsh realities of life. For as long as I can remember, I’ve been completely honest with my younger sister, not filtering my constructive feedback. And at this point, I’m proud to announce that Alexa Chan has grown a thicker skin and will not be categorized as a “snowflake” when she leaves the safety of our home. She’ll be indestructible.

But not everyone has grown

Sydney Chan

based in New York, put it best: “Are academic standards dropping? Are professors and administrators too beholden to students’ fragile emotions? And what’s wrong with kids these days, anyway?”

According to NBC New York, “more than 80 of his 350 students signed a petition claiming Jones was responsible for his failing grades.”

There are two main issues with this statement. For one, 80 students doesn’t even make up 25% of Jones’s total students. The fact that only 22% of his 350 students could get him fired because

more profound than any of them I had in college.”

Furthermore, there could be countless future repercussions for this decision. NYU is a prestigious university — will other college students around the country think that they’ll obtain the same results? Will academic standards become more lenient? And especially in the science department, what does this mean for our medical students in the future? According to Swarthmore College, medical schools look closely at a student’s organic chemistry grades when considering

up with such mentorship. Instead, many have the mindsets of being a special snowflake: less resilient, more fragile. And our educational systems have responded by lowering their standards.

The news of the firing of renowned New York University (NYU) chemistry professor Dr. Maitland Jones Jr. after a succession of student complaints about his teaching in August of this year shocked me. Jill Filipovic, a journalist, author, and lawyer

the class was too hard is concerning.

As students at an academically rigorous school, we understand more than anyone that some subjects are really hard. But for the most part, we also understand that our difficult classes will set us up for success in the future. Julia Ralph (‘17) said, “Many of my English courses, particularly American Studies, required me to think more critically than ever before. I felt like most of my small discussions around a table in high school were

them for admission into the school. Will our medical standards as a nation drop? I really hope not.

It’s not just university-level education standards dropping, however. These changes are occurring for students as young as in elementary and middle school because the gifted and talented program (GATE) — an educational system that provides academically advanced students with a faster learning track — has come under attack.

“Many of my English courses, particularly American Studies, required me to think more critically than ever before. I felt like most of my small discussions around a table in high school were more profound than any of them I had in college.”

– Julia Ralph ('17)

According to Frederick Hess, a senior contributor for Forbes and a Director of Education policy studies at the American Enterprise Institute, there have been big policy changes in California specifically. “Earlier this year, California’s Instructional Quality Commission adopted a new mathematics framework that urges schools to do away with accelerated math in grades one through 10,” he wrote.

A similar decision was made around the same time by the New York City Department of Education. “We will spend the next year engaging communities around what kind of programming they would like to see that is more inclusive, enriching, and truly supports the needs of academically advanced and diversely talented students at a more appropriate age,” NYC Department of Education spokeswoman Miranda Barbot told Spectrum News New York 1.

On the surface, both of these decisions sound reasonable. But when

further analyzed, this decision could prove to bring much more harm than good. It injures students — especially those from low-income households — by eliminating a great opportunity to get ahead.

In a New York Post article, Sean-Michael Pigeon, a current Yale undergraduate student, explained that because he grew up in a single-income household, he didn’t have the opportunities to gain credentials like practicing an instrument, playing sports, or working as an intern. “I could study, though,” he explained. “Testing and academic performance were the best way for someone like me to succeed.” Disposing of a system out of fear that some children may feel embarrassed or

disappointed with their own academic ability is simply not a good enough of an excuse. This system serves as a giant opportunity for many others to be exposed to a higher level of education. So how will society save itself from this growing avalanche before it’s too late? Like any large issue, it’s complicated. But a good first step is for us all to reconsider what the effects of oversensitivity may be.

In 2016, the Collins English Dictionary selected “snowflake generation” to be one of its words of the year, categorizing “the young adults of the 2010s as being less resilient and more prone to taking offence than previous generations.” Now, a little less than a decade later, this phrase is still relevant in our current society.

Fragile mindsets are lowering our educational standards

Photo courtesy of Samson Chan

GRADES ARE OUT

There is an old saying attributed to the author Mark Twain that goes: “Don’t let school get in the way of your education.” In Bishops’ ongoing state of GPA panic, college fever, and grade obsession, I am afraid Mr. Twain would be deeply saddened by the common disregard of his aphorism.

However, grades aren’t just on the minds of Bishopians. Nationally, grades are rising. According to a study conducted by The Hechinger Report, the average high school GPA was 3.39 in 2021, much higher than the 3.0 GPA recorded ten years prior. The growing competitiveness in college admissions may in part contribute to the rise in grades.

Even just from 2020 to 2021, applicants for high-tier, well-known schools

Ben Brown

like the University of California, Los Angeles (UCLA), and Penn State saw double-digit surges in applications. Additionally, Harvard University held the record last year with a 42% increase in applications. This is a national trend — college admissions are becoming more competitive, and thus, the drive for high grades is increasing. So, grades are rising, but is this a good thing? Of course, it seems so – why wouldn’t an increase in grades nationally be beneficial? On the contrary, however, the negative effects are rooted in the nature of grades themselves. Grades are designed to, well, grade us. They are meant to convey how well we understand the content we are learning. However, with higher grade expectations comes a new problem: the retention of knowledge.

Spanish Teacher Mr. Gregg Luna explained that students have trouble retaining knowledge because they are under extreme stress because of their grades. He explained, “The nature of the beast of this school often puts the kids in a position where they are so pressured and stressed.” This growing pressure and stress surrounding grade obsession that Mr. Luna references may in part be a contributing factor to poor-long term retention of knowledge.

At Bishop’s, many students feel this way. Sashi Chuckravanen (‘25) explained, “The night before a test I stress and cram all the information into my brain, and after the test, the stress makes me forget it all.” This highlights that students often do not fully understand what they learn, but rather do what they must for the grade. Because the point of education is to learn and retain knowledge for long periods of time, the current attitude towards grades – one of cramming for tests the day before to get a decent score – is not compatible with education.

Mia Gaspar (‘24) agreed with this, and expressed, “We do not study to learn, but study to get a good grade.” Ellen Wang (‘25) added, “I only remember [the material] while I am studying and taking the test, a week later, I forget it all.”

Because students are failing to actually retain knowledge due to the stressful environment of tests, fueled by the exorbitant grade obsession, the current norm in education must change – but how?

The answer may lie in the Finnish way of teaching. Finland has mastered education, following a centralized curriculum but letting teachers personalize it to their students’ needs. They move at a slower pace, using more creative types of grading rooted in rewarding curiosity and participation highest, to ensure the long-term retention of the information. And it works

Why obsessing over grades undermines long-term knowledge retention

Spanish Teacher Mr. Gregg Luna centers his teaching on creativity and curiosity, using language as a pathway to culture and its facets.

Students can learn in many ways, such as through discussion, taking notes, and preparing for tests. However, the methods used to learn can vary from teacher-to-teacher, and class-to-class.

too. According to The Guardian, Finland is the most literate country in the world, at 99%, much higher than the United States’ 79% literacy rate according to the National Center for Educational Statistics.

Mr. Luna follows this method of teaching. He explained, “My grading is based on performance, participation and creativity. Trying to have them speak and learn communicatively.” He does this because, as he says, “An ‘A’ student is not someone who can just answer questions on a test, it is someone who can speak and truly understand.” By taking this unique style, he is able to make sure they master the new materials. And only once the students have mastered the material in speaking, does Mr. Luna give an exam.

And the students seem to like this method of teaching too.

One of his Spanish 3 Honors students, Madeline Luscomb (‘25), explained that Mr. Luna is “really big on speaking and participating because he wants us to focus on the speaking portion of Spanish rather than on memorizing the conjugation for a test.” So perhaps this unique way of teaching rooted in the retention of knowledge is valid.

Math Teacher Dr. Jay Zhao also has a unique way to maximize the retention of knowledge. He explained that he “frequently [gives] low-stake daily quizzes to emphasize important concepts and

ideas.” By doing this, he believes it helps him understand “which parts of the previous class had gone well and which needs more elaboration.” This method gives students the chance to make mistakes without high stakes involved. This ensures that the knowledge is actually retained, and not crammed the night before for a high-stakes test.

plained, “I learn best when I genuinely am excited about what I am doing, and that’s somehow easier with no stakes involved.” These creative outlets could be manifested through group projects, discussions, or simulations.

Mia explained, “there is a difference between wanting to learn and learning because you have to.” Having these creative

Nicholas Koura (‘25), one of Dr. Zhao’s 5E students, explained, “I do find daily quizzes to be helpful.” Nicholas believed the quizzes “provide basics to practice test-taking skills, review material, and find what you need to refine more.” This is Dr. Zhao’s whole point; an ‘A’ student has to be able to make mistakes, so they can learn from them.

But is the United States’ grade-centric education system even worth changing? Well, many students believe that education works best when genuine excitement is fostered, through more creative outlets of grading. Jaspar Jain (’23) ex-

- Mia Gaspar (‘24)

outlets would better motivate students. Mr. Luna agreed, claiming that “We would benefit to see other systems” that “allows kids to be creative, and learn, and flourish.”

Thus, grade obsession undermines long-term retention of learning. Though it may increase national GPA levels, it lacks the ability to create long-term success in knowledge. And only, through the incorporation of more creative ways to test knowledge, will the true mastering of a topic be achieved. Only then will school not get in the way of our education. And only then, will Mr. Twain finally be at peace.

“We do not study to learn, we study to get good grades.”

Photos courtesy of Ben Brown ('25)

BOOK RECCOMENDATIONS

LEILA FELDMAN

Everything I Never Told You by Celeste Ng — I read Celeste Ng’s book (Litte Fires Everywhere) on a family ski trip. However, I did not intentionally buy this book, I bought it at a Walmart in Denver because I had forgotten all my luggage. Originally, I found her writing style insufferable — the ambiguity, tension, and confusing plot line. However, I realized that her writing style was what kept me hooked. When I saw her other book: Everything I Never Told You I knew I had to buy it. In Everything I Never Told You, Ng follows a White-Asian-American family in the 1950s. The dad is the son of Chinese immigrants and the mom is a white southerner, and as they raise their children, questions of race, sex, and marriage arise. When their perfect daughter dies, the family crumbles into distress, angst, and infidelity. It is up to the parents to bring back together their family, but do they even want to?

Carrie Soto is Back by Taylor Jenkins Reid — frankly, Reid is my favorite author ever. Her writing style, her characters, and the storylines are addicting like binging a TV show. Reid is my Taylor Swift of literature. In every book, there are little secrets, names, dates, or events from her other books that one wouldn’t know unless one had read her other books. In Carrie Stoto is Back, Reid writes about Carrie Soto, the best tennis player of the 1980s, and her return to tennis. After Nikki Chan (the superstar tennis player that replaces Soto in the 90s) ties her in most grandslams won, Soto makes it a mission to come back and regain that title. In a beautiful story of tennis, there is a wonderful motif of father-daughter love as her father coaches her back to greatness. Nostalgic, wonderful, and exciting — Carrie Soto is Back is a must-read.

Malibu Raising by Taylor Jenkins Reid — A lot of Reid’s novels are fictional stories of celebrities from the 1960s, 70s, and 80s. Malibu Raising is no exception. The novel follows rockstar Mick Riva’s four children - Nina, Kit, Jay, and Hud - and their annual end-of-summer party. Each of the siblings has risen to their own financial success, and now they come together to celebrate it. However, each of the siblings have their own internal struggles: divorce, infidelity, or new girlfriends. The book is an intoxicating look into their lives — past and present — and the moments leading up to the party. A wonderful feel-good end with an even more wonderful story of siblings, friends, and love.

with Leila and Nora

Book Lovers by Emily Henry — This was definitely my favorite of Emily Henry’s books. First of all, how could I not be a fan of a book where the main character, Nora, has the same name as me? Automatically five stars. On a more serious note though, Book Lovers was the epitome of a great romantic contemporary. A girl who doesn’t believe in love? Check. Entertaining banter between the love interests? Check. An endless supply of coincidental meetups? Check. And of course, it wouldn’t be a romcom without a fun, picturesque setting — in this book it was Sunshine Falls, a small fictional town in North Carolina. Best of all though, Nora and her love interest, Charlie Lastra, had actual chemistry that made me root for them as a couple throughout the entire story. The romance felt “real.” Book Lovers also explored complicated family relationships — specifically sister and mother dynamics — and spent time talking about Nora’s career as a literary agent, providing it with a lot more depth. Generally, it was a very solid and enjoyable read.

by Tracy Deonn — This is one of the best fantasy novels I’ve read in a long time. I went into it a little cautiously because I’m usually not a fan of urban fantasy. But this book was fantastically written, and it boasts one of the most complex, well-thought-out, and unique magic systems I’ve ever read. The main character is Bree, a high school student whose mom has recently passed away. It follows her life while attending a residential high school program at the University of North Carolina, Chapel Hill (UNC). Here, she runs into a “Merlin” and is quickly sucked into a world of magic, corruption, and exciting lore — specifically about the legend of Arthur, which the book is loosely based on. With an extremely invigorating and exciting plot, I definitely recommend it if you’re in that phase where all books seem “blah” (reading slumps suck). And if you like Legendborn your in luck, because the second book in the series,called Bloodmarked, just came out!

Today, Tonight, Tomorrow by Rachel Lynn Solomon — Speaking of slumps, Today, Tonight, Tomorrow is one of the books that’s gotten me personally back into reading. It follows high school senior Roth Rowan, who has been rivals with Neil McNair for — quite literally everything — in her entire four years of high school (elections, tests, you name it). Due to unforeseen circumstances, they're forced to work together for the senior class scavenger hunt around the city. As you’ve probably guessed, it turns out they may not hate each other so much after all! (I love the academic rivals-to-lovers trope). Another page-turner, this is the kind of book you can finish in a day if you want to. The “scavenger hunt” plot made me feel like I was on an adventure of myself as a reader, one that I was itching to finish. If you have not read it yet, please, please get your hands on this book!

Legendborn

SYDNEY'S SUGGESTIONS: BOBA IN SAN DIEGO

Long overdue after many student requests: my favorite boba spots in San Diego!

1.Handmade Taro Fresh Milk – Rare Tea

I’ve always loved taro, a root vegetable native to southeast Asia that’s known for its signature purple color. It’s very similar to ube, in both appearance and taste, if you’re more familiar with that. After drinking countless taro boba drinks from various locations, I’ve come back to this Rare Tea drink time after time. The sweetness isn’t overpowering, and the drink tastes incredibly light and refreshing.

2.

3.

The mango pieces and smooth texture of the mango smoothie from Happy Lemon make it, quite literally, happiness in a cup. Strawberry black tea with lychee jelly and boba is another great choice.

Mango Smoothie – Happy Lemon

This may be my favorite drink on the list, not only because I’ve always been an avid fan of mango, but also because of the particular texture of the smoothie. Now, don’t get me wrong, I’ll always love a thick açai smoothie, but for being paired with boba, I find the thinner and smoother texture of this drink to work perfectly. I also love the little bits of mango scattered throughout the drink.

Strawberry Smoothie – Meet Fresh

First of all, I could not recommend Meet Fresh enough — for delicious desserts in general. Their grass jelly and shaved ice are the perfect, light treat. As for drinks, the strawberry smoothie from Meet Fresh is pretty much flawless. I’m in awe of the way they simultaneously make the smoothie have such a smooth texture but still have little crunchy ice bits. The strawberry jelly at the bottom adds a nice punch of strawberry flavor. (No, it’s not technically boba, but it’s a boba topping nonetheless!)

Sydney Chan

Photo courtesy of Sydney Chan (‘24)