The Pingry School - December 2020 Issue

ON THE WEB: students.pingry.org/ record

THE NATION’S OLDEST COUNTRY DAY SCHOOL NEWSPAPER

Volume CXLVI, No. II

December 18, 2020

Both Campuses Return to Remote School, Temporarily EMILY SHEN (V) As of December 18, Pingry has smoothly transitioned back to the hybrid model of Pingry Anywhere.

This holiday season, teachers and students are even more grateful for the presence of those around them.

In early November, as the number of COVID-19 cases continued to spike in New Jersey and across the country, members of the Pingry community wondered whether the school would transition to fully remote learning.

And it did. On November 13, Head of School Matt Levinson sent out an email to the Pingry community addressing the operational status of the Basking Ridge Campus. From that date through the week after Thanksgiving break, the Middle and Upper Schools would transition to all-online instruction. According to Mr. Levinson, this was a difficult decision based on numerous factors, including case numbers at Basking Ridge and concerns about travel during the holiday season.

Many members of the Pingry community expressed a lack of surprise by the School’s decision. Leila Elayan (V) was expecting Pingry’s decision to shift to remote learning the week before Thanksgiving due to “the steady increase in cases in the area and nationally.” Moreover, the increasing number of students who were contact-traced was another salient indication of the impending shutdown. According to Lailah Berry (V), “a lot of students and staff were contact-traced after Halloween, so going fully remote seemed like a necessary precaution,” especially with the prospect of folks visiting family over Thanksgiving break.

Last spring, Pingry transitioned to remote learning for almost a whole semester, but for many, the remote experience feels different this year.

Teachers spent a lot of effort over the summer experimenting with remote learning and are now much more prepared. When asked about her classes as compared to those back in March, Sarah Gagliardi (V) said, “I think since then we’ve managed to fully adapt to the idea of learning and working remotely, because, this school year, the idea of being fully remote is not as new or surprising CONTINUE READING on Page 2

Gabrielle Marques (III) and Mehr Takkar (III) as Peter and Ginette in the 2020 Fall Play, Almost, Maine.

The Show Does Indeed Go On!

Remembering Mr. Hanly: 2020 John Hanly Lecture ROHAN PRABHU (V)

On November 13, 2020, both inperson and remote students tuned in to watch the annual John Hanly Lecture on Ethics and Morality.

With the unfortunate passing of Mr. Hanly in August, it was only proper that this year’s lecture would honor its namesake and Pingry’s former headmaster.

Head of School Mr. Levinson prefaced the lecture with a few remarks about Mr. Hanly’s impact on the Pingry community; he mentioned that “[Mr. Hanly’s] leadership helped to shape Pingry . . . and [he] is remembered most for his commitment to ethical and moral education . . . as he expanded the scope of our Honor Code.”

OPINION:

Friday the 13th Monica Chan (VI) Reflects on the fragility of in-person school and the lack of appreciation for it.

Pingry also invited Mr. Al Romano, a former Drama Department chair, to speak to Mr. Hanly’s importance to the community.

Mr. Romano’s speech was a strong testament to Mr. Hanly’s focus on morality and virtue, as he highlighted Mr. Hanly’s philosophy on running Pingry. Mr. Romano, noted “[Mr. Hanly] placed in the hallway a bench, where he could often be seen sitting, chatting with students.” This gesture reflects Mr. Hanly’s emphasis on connecting with Pingry students.

Drawing on an end-of-year speech made by Englsih Faculty Member Mr. Thomas Keating, Mr. Romano recalled Mr. Hanly’s public speaking skills. Mr. Keating explained that Mr. Hanly’s emphasis on a positive teacher-student relationship empowered teachers to continue their work, even as summer vacation approached; this quality made Mr. Hanly a masterful teacher. In addition, he led an annual tradition of reciting “A Child’s Christmas in Wales” by Dylan Thomas to help alleviate the stress of college admissions and more. As a tribute to Mr. Hanly’s legacy, Mr. Romano recited this poem himself.

Following Mr. Romano’s remarks, a panel of students from the Middle School Student Government and the Upper School Honor Board were invited to the stage. These students read messages from former students of Mr. Hanly’s during his time as Head of School. Each of the messages reflected on Mr. Hanly’s morality; one note, shared by Jong Yung and read by Olivia Telemaque (V), shared a fond memory: “Mr. Hanly was an inspirational leader of Pingry. During my difficult first year at college, Mr. Hanly sent a letter from Pingry with a quote from an educator, regarding struggle and character. I wrote to Mr. Hanly explaining how his letter touched me deeply. He wrote back a kind and encouraging letter. I kept his letters in my desk drawer throughout college and medical school as inspiration and encouragement.”

The 2020 Hanly Lecture on Ethics and Morality highlighted Mr. Hanly’s role in Pingry’s growth, as he helped sculpt the school into what it is today.

The Pingry community is forever indebted to his work, and both Mr. Romano’s speech and the messages shared by alumni are a tribute to his

INVESTIGATIVE:

COLUMNS:

Pingry Admissions

Inside College Admissions

Mirika Jambudi (IV)

The Pingry Endowment Jessica Lin (VI) & Keira Chan (III)

Vared Shmuler (IV) discusses Jeffrey Selingo’s newest book College Admissions: Who Gets in and

SOPHIA LEWIS (IV)

This year, the Pingry Drama Department put on a successful Fall production, albeit in a different format due to COVID-19. Almost, Maine, by John Cariani, was picked for this year because of its format of nine small vignettes, which allowed for socially distant rehearsals. A play “for romantics, not for sentimentalists,” each of the segments is about love in its many different and sometimes comedic forms. All nine scenes take place in the town of Almost, Maine at 9:00 PM. Themes such as new love, marriage, and even the ending of a relationship are explored. Because of COVID-19, the stage directions calling for kissing, hugging, and handholding were off limits. So, throughout the play, the cast sought to answer a crucial question: How do we show love for someone during a pandemic?

Many other changes were made due to pandemic restrictions. For example, rehearsals were done primarily outside with masks on and with a limited number CONTINUE READING on Page 9

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Email: recordsubmissions@pingry.org

Photo Credits: Pingry Communications, Olivia Hung (V), Evan Wen (IV), Google Images

THE PINGRY RECORD

2

COMMENTARY DECEMBER 18th, 2020

Club Spotlight: Competitive Programming Club EVAN WEN (IV) This year, the Competitive Programming Club was formed to introduce Pingry computer science students to competitive programming. In competitive programming, participants are given problems that they must solve by writing programs.

The club primarily focuses on preparing students for the USA Computing Olympiad (USACO) and contests on Codeforces, a website that hosts online programming competitions.

Both of these competitions are online, which means they’re guaranteed to run, regardless of closures to due coronavirus, and are a great way to pass time while at home.

Several students are preparing for the USACO, which has four divisions: bronze, silver, gold, and platinum. An

upcoming contest on the weekend of December 18-21 is an opportunity for competitors to get promoted to higher divisions. In addition, in November, Alan Zhong (III), Nick Meng (III), and Hansen Zhang (III) competed in the online Montgomery Blair Informatics Tournament. In the future, there will be more team competitions as well as in-person competitions, once it is safe to gather in large groups.

Participating in competitive programming has many benefits, including preparing for interviews for programming jobs. Companies such as Facebook, Apple, Netflix, and Google all interview candidates by giving them tasks similar to those featured in programming contests. By learning from these programming competitions, participants are essentially also getting ready for job interviews at top tech companies.

If you are interested in programming or solving puzzles, let club leaders Chris Gu (V) or Evan Wen (IV) know via email. Currently, we are in the process of organizing a mock programming contest that will take place after winter break.

If you aren’t sure whether competitive programming is for you, I suggest giving this mock competition a try. In addition, the Competitive Programming Club currently meets once a week to go work through problems that are selected from past USACO contests. Members may also choose to practice on their own by doing contests on Codeforces, solving past problems online, and reading online resources to learn more about certain techniques. Despite the challenges of the pandemic, the Competitive Programming Club looks forward to a year filled with strong results!

Club Spotlight: The Humanities Center EMILY SHEN (V) It is that time of year again: The Humanities Center is now open! As the School continues to experiment with Pingry Anywhere, students are looking for the best ways to seek academic help outside of class. Although beneficial, it can be difficult and intimidating to sit down with a teacher over Zoom.

For this reason, Sam Wexler (V) and Emily Shen (V) have decided to open the Humanities Center as a resource for Pingry students.

Wexler and Shen designed the Humanities Center around the realization that connecting with peers can be extremely beneficial to learning.

Whether that be working on projects together, or last-minute cramming, hearing a friend’s way of thinking can help retain information a lot better.

In a year of instability, the leaders

believe that academic support among peers is more important than ever. The Humanities Center aims to accomplish this by assisting students in their History or World Language classes. The tutors are a group of qualified students who have taken a specific History or Language class within the last year, and have a thorough understanding of the material from that class. Through the Humanities Center, they will utilize their knowledge to help each student in a timely manner. Whether the student has a simple question, or needs more extensive help reviewing the class materials for an upcoming assignment, the tutors will be able to provide the appropriate help. Given the protocol for club meetings this year, all help will be carried out remotely; the designated tutor will connect with the student via email or set up a Zoom meeting to ensure that the student’s

Pingry Students Attend Princeton Model Congress MIRIKA JAMBUDI (IV) On November 20, Pingry students participated virtually in the Princeton Model Congress (PMC), originally scheduled to be held in Washington, D.C. PMC, the oldest Model Congress in the country, provides students the unique opportunity to learn about and experience the American legislative process.

Unlike most Model Congress conferences, PMC is unique in that students are not assigned a member of the U.S. House of Representatives or Senate to represent at the conference. Instead, students arrive at the conference with pre-written bills, which they then debate and amend in their committees, with the ultimate goal of passing them.

Students can write bills on any topic that falls under their committee’s scope and take whatever stance they would like in the discussions.

Despite the virtual format, students engaged in extensive policy debate and ultimately walked away with a greater understanding of the process that goes into passing legislation.

Vared Shmuler (IV) stated that he “had lots of fun, despite the virtual format.” Olivia Roure-Singh (IV)

said that “though this was [her] first conference, it was still a very engaging and informative one.”

A special thanks goes out to Dr. Megan Jones and Dr. Gillian Johnson for organizing and coordinating Pingry’s participation in the virtual conference, especially in the midst of all the scheduling changes.

Ultimately, the conference was a success for Pingry students. They were able to participate in a lively and exciting weekend filled with lots of debate, and they are looking forward to returning (hopefully in-person) to Princeton Model Congress next year.

questions get fully answered.

The Humanities Center is a safe space for all students to receive the help they need in their History and World Language classes. We encourage students to make use of the Humanities Center as an additional resource to the academic support provided at Pingry. If you would like to learn more about where you can access the Humanities Center, feel free to click on the announcement on Pingry Today, where you can find a request form. If you are interested in joining us or have any other questions, feel free to email eshen2022@pingry.org or swexler2022@pingry.org for more information!

Both Campuses Return to Remote Learning, Temporarily EMILY SHEN (V) (continued from Pg. 1) Although the community is more prepared this academic year, some students still find remote learning to be exhausting.

As teachers assign roughly the same workload they would if students were in school, students find screen time to be one of the biggest challenges of remote learning. “Remote learning is still exhausting,” agreed Sam Wexler (V). “I spend around ten hours on my laptop pretty much every day, partially because of classes, but also because nearly all my work is online.” However, given the nature of remote learning, there isn’t a lot that the teachers can do to improve screen time exhaustion.

Most teachers have adhered to the “45-minute synchronous class” rule, but asynchronous work can still get overwhelming since most materials are still online. “I would rather we just have class for the full hour and five minutes, as whatever

asynchronous activity we do is always on the computer anyway,” said Kristin Osika (V).

In this era of uncertainty, members of the community have learned to appreciate the time they spend together in person. Many students who experienced both remote and in-person learning actually preferred classes to be fully remote rather than a hybrid model. “I much prefer it when everyone is home instead of the hybrid. I like it when everyone is pretty much on the same page and I don’t have to fear missing out,” said Elayan. Christine Guo (V) agreed, adding, “it was difficult to participate in class since half of us were in person and the other half were not. Once more of the class became remote, it wasn’t a problem.”

Despite this, most students still hope to be together in-person again. Emma Drzala expressed that “in-person was definitely a better learning experience. Teachers could carry out

more activities, especially in STEM classes.”

When discussing Pingry’s reopening plan after Thanksgiving, many were cautiously optimistic. Although the school has done everything it can to take health precautions, other factors, such as national COVID-19 case numbers and local guidelines, may affect the plan moving forward.

However, although students and faculties could not all be in person, Pingry is still holding on. With the holiday season coming up, it is important to appreciate the efforts and progress that everyone is making.

Stay connected and stay safe.

Photo Credits (Top to Bottom): Emily Shen (V), Google Images, Pingry Website

THE PINGRY RECORD

The Light at the End of the Tunnel?

EMMA DRZALA (V)

March 13, 2020: a day that will never be forgotten, not only at Pingry but across the nation. On that day, Pingry students were celebrating the news that school would shut down for a couple of weeks following spring break, as a result of the COVID-19 pandemic. Everyone was naïve to the situation around them; nobody could truly predict what was to come. We all thought we would be back in school by April or May, and that the shutdown was just a two-week extension to our break. We all gleefully walked out of school, not knowing that we would not return for half a year.

Two weeks turned into a month. A month became three months. School got out. Summer passed. Still, no end to the pandemic in sight. We came back to school with masks and shields. Still, no sign of the pandemic being over.

Just as we were prepared to give up all hope and accept the fact that the pandemic was our new normal, and that we would forever be confined behind our masks, shields and plexiglass prisons, Pfizer Pharmaceuticals announced a groundbreaking development on November 9th: they had finished developing a vaccine with a 95% effectiveness rate.

After the initial excitement surrounding this positive news died down, my mind bustled with questions. I wondered when the vaccine would be available to the general public, how many people would actually trust its reliability, but

most importantly: would life finally, after so many agonizing months of quarantine, return back to normal?

Would I finally be able to walk into school without scrambling to finish my pre-screening form? Could I finally eat lunch with my friends without being reprimanded for sitting less than six feet apart?

Although on first thought, the vaccine seemed to be the ultimate end-all for this virus, I realized that this was simply wishful thinking after months in quarantine and away from my friends.

We have to acknowledge that a vaccine may not live up to the hefty expectations the American public has placed on it. There is a high probability that mask-wearing and social distancing measures will still be enforced. During this pandemic, I have longed for a return to school in-person, and the empty

COMMENTARY DECEMBER 18

and frankly depressing experience of online learning has only cemented this desire even more. The media and our politicians love espousing how the COVID vaccine will prove to be a silver bullet to the entire pandemic and ultimately, this mess of a year. But, let’s be pragmatic here. I do remain optimistic that this vaccine will bring back a degree of normalcy to our lives. Having a portion of the population, especially our most vulnerable citizens (seniors, frontline workers, doctors, etc.), will significantly mitigate the most serious risks of the disease. But with such limited distribution currently, this vaccine is no magic wand. If we take a look at the maladies of history that humanity has successfully defeated, such as polio, measles, and smallpox, nearly 80% of the population had to be vaccinated or develop immunity in order for these diseases to be

vanquished. If we are to reach the said 80% of herd immunity, issues with storage and production, along with a sizable population of Americans unwilling to take the vaccine due to its experimental nature, will persist for weeks and months after the vaccine first comes out. These issues certainly hamstring our efforts, leaving a significant portion of the population vulnerable for quite some time.

So as pharmaceutical companies and the FDA begin the long-awaited distribution of vaccines, we must not fall into the trap of believing that we are entirely done with this horrible virus. Yes, there is a light at the end of the tunnel, and it is a miracle of science that American pharmaceutical firms have been able to develop the vaccine in such a short period of time. It is tantalizing to let down our guard at this juncture.

But we cannot. We must be aware

3 that until virtually every person in the United States has received the vaccine, COVID and the resulting regulations we have come to loathe this year will still linger. So let’s stick to these rules for just a couple more months and not let our guard waver.

We have been forced to endure these rules for a year already, so several weeks will not hurt. We will be back together soon with our friends, under the sun, with no masks on and not socially distanced.

We are almost there. We just need to keep it together for this final sprint.

Wear your masks. Spread out. Stay safe. There is finally a light at the end of the tunnel.

Friday the 13th MONICA CHAN (VI) On Friday, the thirteenth of November, I had a free period first block. My mom told me to “drive safely, it’s Friday the thirteenth.” The night before, our robot had run into a few bugs, so I decided to use my free period to go into school and try some fixes. I was really groggy that morning, bitter about sacrificing the extra hour of sleep I could have gotten as I sipped my coffee driving to school. As I turned on the robot, I posted an annoyed selfie on my private Snapchat story, captioning it, “Why am I here?” I then put my phone down and proceeded to test my code. It was all still normal.

When the announcement was made that we were transitioning to fully remote learning, our robotics team worked in a frenzy. In a blur, we packed away the necessities, and I pulled my car around to the arts wing to load it up with everything we thought we might need in the next month. As I drove out of the familiar Pingry driveway, the sun was just setting, the sky a depressing shade of purplish grey. The time was 4:58, the first day that week I’d headed home before 5:30. It was during that drive home that it all settled inside my mind. I thought back to that picture I had posted on my private story, and a sense of regret swelled inside me.

I thought to myself, “This morning may have been my last normal hour

of robotics.” That’s when I realized the false sense of security that had brewed was suddenly gone. I felt the bottom of my stomach drop to the floor.

As a junior during the initial lockdown, I thought that at least the 2020-21 school year would be normal.

I’d still have a chance to savor that last bit of high school life. I’d treasure it. I

wouldn’t complain again about the long hours and the late nights. Yet, as school started, we all fell back into the pattern of complaining about our coursework, the face shields in AP Physics, and how Computer Science now took second lunch. We droned on the things we had all missed about being at Pingry.

We hadn’t savored it, even though

we had all said that we would. We became absorbed in ourselves again.

Returning to school gave us a false sense of security about high school and our stay there. All too soon, the awe of our return wore off and we returned to our normal habits and dreaded class.

My annoyed expression on my story exemplifies that idea. In retrospect,

I regret posting it, and complaining about the extracurricular I had so sorely missed during the full lockdown.

Friday, November 13th, 2020.

We all knew something unlucky was going to happen, but it wasn’t the fact that Pingry closed. It wasn’t the fact that our team was going to miss our robotics competition, or that Form VI would miss our in-service day the next Monday. It was the universe telling me I hadn’t kept my promise. It was showing the entire community how delicate our bubble really is, how fast it can all evaporate.

The robot sits near my workspace in the kitchen now, along with boxes of materials that we still have labeled from our trip to the 2019 World Championships in Detroit, a much simpler time in retrospect because we didn’t have to savor it as we had promised to do now. The robot is a physical reminder of the normalcy of school that I try to emulate at home, just like the rest of us are attempting to build our own Pingry bubble at home.

Except there’s no laughter from my team, no frustrated sighs when the machines don’t work, no amusing confused expressions of the freshmen when code doesn’t work as expected.

And that gap can’t be filled when we are remote. You can’t reform a bubble when it is popped; you can only blow a new one.

Photo Credits (Top to Bottom): Monica Chan (VI), Olivia Hung (V)

THE PINGRY RECORD

4

COMMENTARY DECEMBER 18th, 2020

After the Pandemic: The New Cold War and the Future of Liberalism ANDREW WONG (V) In 1991, with the end of the Cold War and the collapse of the Soviet Union, many American foreign policy scholars (most famously Harvard political scientist Francis Fukuyama) believed that the millennia of sociopolitical conflict between nation states that had defined human history were over, and that humanity had come to accept liberal democracy as the final form of government. Fukuyama argued in his book, The End of History and the Last Man, that from 1991 onward, history would be incredibly “boring,” as democracy spread around the world and human conflict would be reduced to little more than squabbles between democracies over trivial matters of trade and economics. Indeed, Fukuyama’s hypothesis held up for nearly a decade. According to Pew Research Center, democracies made up approximately 36% of nations in 1990. By the year 2000, 63% of nation states were democracies, and the number was only increasing as old authoritarian regimes crumbled and democracies came to replace them.

Inter-state conflicts were, arguably, nowhere to be found. Indeed, with a new millennium upon us, it appeared that the era of great power conflict was over, and that freedom and liberal democracy would ultimately triumph over authoritarianism in every corner of the globe.

Fast forward two decades.

If there ever is to be an end of history as defined by Fukuyama, the

events of the last twenty years prove it will not occur in the 21st century. The percentage of democracies around the world has shrunk from a high water mark of 64% in 2006 to around 50% today. Liberalism itself has struggled to adapt to the complexities of the times, especially during the COVID-19 pandemic, as we see democratic nations struggle between balancing freedom and their citizens’ health while authoritarian states tout their success in combating the pandemic by completely suppressing their citizens’ basic freedoms.

Along with exposing major flaws within liberalism, COVID-19 has accelerated the start of a power competition between a liberal United States and illiberal Communist China.

If there was any hope left for detenté between these two nations prior to the pandemic, COVID-19 has completely killed that off. The symptoms of this new conflict are all here: China’s

coverup of the origins of the pandemic, the end of a free Hong Kong, the U.S. government’s attempts at banning TikTok and other Chinese social media apps, the Chinese government’s encroachment upon the sovereignty of various Indo-Pacific nations, the beginnings of a 5G and AI technology arms race; the list goes on and on.

The recent release of the State Department’s policy planning paper, The Elements of The China Challenge, not only serves as additional confirmation that a new reality of a great power competition is upon us, but it also provides a framework for how America’s foreign policy should be modeled in the years to come if we wish to defend the global liberal status quo against a belligerent Chinese government. To that end, it identifies several objectives the United States must accomplish, namely: The United States must be prepared to maintain freedom and democracy

at home and abroad amidst the challenges of the Twenty-first Century.

The United States must cooperate with its allies in order to preserve the free, open, and rules-based international system that has guaranteed freedom, peace, national sovereignty, and human rights since the end of World War II. The United States must educate American citizens about the scope of the China challenge, while also training a new generation of American students capable of not only understanding Chinese language and culture, but also the languages and cultures of other friends or adversaries.

The reality of this new global paradigm for us Gen Z-ers is a sobering one. The chapter of world peace created by the triumph of liberalism in 1991, which endured throughout our childhoods, has been shattered by the COVID-19 pandemic and left liberalism bruised and battered.

I believe a new chapter of history is beginning as you read this very article, and it is not one of peace, but of great conflict between the United States and Communist China.

Our childhoods are over. There won’t be peace in this world until one side wins in this new Cold War. Rather, I believe that as the pandemic subsides, we will live in the shadow of the US-China conflict, which will come to define the 21st century forever.

The Founding Fathers coined the phrase “United We Stand, Divided We Fall”, and I believe their words could not be truer today. If we continue down this path of great division, be it Democrat vs. Republican, Rich vs.

Poor, Old vs. Young, divisions that have already tested liberalism to its very brink amidst the chaos of the pandemic, our nation will fall as the great empires of antiquity did. I feel that we must, for our sake, for our children’s sake, find a way to mend these divides that continue to rot the very foundations of America each and every day. Only then can we firmly defend liberal democracy and finally condemn authoritarianism to the scrap heap of history where it deservedly belongs.

If government of the people is truly humanity’s destiny, the events that occur in the years to come will either make or break that truth. Let us endeavor to ensure that this belief is correct.

In Defense of Introversion MEGHAN DURKIN (VI) Following a recommendation from a friend to my mom, and then to me, I ordered a copy of Susan Cain’s “Quiet”—and well, the rest of the title spoils its thesis, so I’ll wait on that. The book follows society’s distaste for introversion, a trait Cain notes is seen as “a second-class personality trait, somewhere between a disappointment and a pathology” (Cain 4). Well, if introversion is a “pathology,” then extroversion is its cure. Society loves to love extroverts; we admire charismatic speakers and outgoing performers, more than we care for quiet bookworms. Pingry too loves to praise its extroverts: if you’re not a voice in discussion, were you there at all? I love Cain’s book for its unparalleled argument against these values; the aforementioned title, a glimpse into the book that follows, ends like this: “The Power of Introverts in a World That Can’t Stop Talking.”

This call for extroversion begins in a fundamental place: schools.

Cain begins her book with an acknowledgement of this: “at school you might have been prodded to come ‘out of shell’—that noxious expression which fails to appreciate that some animals naturally carry shelter everywhere they go, and that some humans are just the same” (6). Cain recognizes the natural incompatibility many introverted students have with school. You have to talk.

I’ve experienced many of the “come out of your shell” comments as a

Pingry student. My interim reports never fail to mention that I’m “not the biggest talker” or “a dominant presence” in class; a particular favorite comment of mine is “she could benefit from getting involved even more in conversations.” Now, I do wish I was more comfortable with my status as a “quiet student,” yet it’s difficult not to see the introverted, soft-spoken part of my personality as an unshakeable weakness.

Often, what you say is greater than what you write, do, or present.

Without a voice in demand of attention, your other contributions fall short. Unfortunately, not all strengths are made equal. More than ever, there’s a demand for “soft-skills.” Everyone, from friends to teachers to bosses, wants people who excel in communication and teamwork, or are confident and humorous. Our culture, and our school, admire “people skills” above everything: unfortunately, for many introverts, these skills don’t always come naturally.

Thus, here’s my take.

For students: it’s good to play to your strengths. Yes, there are benefits to stepping out of your comfort zone, but there’s validity in doing that on your own terms. If you like being quiet, be quiet. If you like to talk, then talk. Extroversion is not a trait of success, just as introversion isn’t a precedent for failure. Maybe find a little bit of both.

To Pingry teachers: forcing uncomfortable students to speak is not a reliable tool to change your “quiet” students into “talkative” ones.

More often than not, it perpetuates a sense of inadequacy for a trait people are incapable of changing. Why can we only celebrate the people that lead the conversation? What about the thoughtful, attentive listeners?

Or the students who bring creativity?

Organization? How did we conclude loud is a far better quality than quiet?

Why have Pingry teachers fostered learning environments that suit their extroverted students far more than any others?

While I often wish I could be, I am not the loudest in the room. I hate volunteering to answer questions, I don’t like raising my hand, and I don’t want to present in class. There is a constant fight circulating in my mind when I try to do so, and it’s often I fight I lose to my introversion.

Though, as Susan Cain suggests in her book, introverts have something unique to offer our loud, hectic world: some quiet.

Vol. CXLVI, No. II

Editors-in-Chief

Cartoon Editor

Noah Bergam

Monica Chan

Meghan Durkin Senior Assistant Editor

Junior Layout Editors

Eva Schiller

Kyra Li

Layout Editor

Copy Editors

Justin Li

Emma Drzala Sarah Kloss

Assistant Editors

Dean Koenig

Aneesh Karuppur

Mirika Jambudi

Brooke Pan

Emily Shen

Brian Li Digital Editor

Faculty Advisors

Andrew Wong

Dr. Megan Jones Mrs. Meghan Finegan

Photography Editor Rhea Kapur

Photo Credits (Left to Right): Google Images

THE PINGRY RECORD

Stop Calling Things Interesting

CARSON SHILTS (VI) Growing up, I never wore dresses. I wouldn’t even wear shorts that went higher than my knees. I shopped in the boys’ section and stayed far away from anything that was remotely considered “girly.” Looking back, I realize now that I did this because I grew up seeing how men were given more opportunities and respect, and I, too, longed for that power.

It was easy to feel masculine at my all-girls school, where tom-girls were viewed the same way as boys, but when I came to Pingry, I had to change—a lot. I realized that no matter how much I would try to fit in and change myself, I would never be viewed as an equal. I could make the same jokes, and no one would laugh. I could get the same grades but be seen as less intelligent. I remember talking to my brother at the beginning of my freshman year, and I said, “I wish I could be funny, but people don’t think girls are funny.”

So I stopped talking for fear of being ridiculed, but that wasn’t much better. People assumed I had nothing to say, and soon I began to feel that they were right, as my voice was suffocated in a sea of chatter. I had a friend who was not afraid to speak her mind and use her voice, but she was labeled as bossy. It seemed that there was no right answer. I felt forced into my femininity, and I couldn’t escape

(INVESTIGATIVE)

verbal discussions. The core issue with “interesting” is that it effectively cuts out the need for justification, turning commentary into a passive, antiquarian pursuit.

As we saw earlier, Orwell voiced his concerns about the feedback loop between words and thoughts.

But while Orwell speaks of language that is “foolish,” I’m more concerned with that which is vacuous. We have a word at our disposal that can mask critical thought and make the classroom far more comfortable than it ought to be. In the drain of hybrid learning, we have every incentive to use this word to patch up complications, misunderstandings, turning discussions into strings of weak non-sequiturs. Whether you are a teacher or a student, I implore you to be cautious. “Interesting” makes Zoom learning more remote than it has to be.

And no, “fascinating” is not better.

Maybe we could hear “scintillating” a little more often, but ultimately, all these one-word substitutions reach the same dead end. There’s no easy answer to the linguistic dilemma at hand. It takes a community-wide consciousness to limit our use of the i-word. If you hear it, ask for followup. If you use it, provide some.

Keep in mind your agency over language. If you want a classroom that’s more than just “interesting,” it starts with you.

5

The COVID Vaccine - What’s Going On? EVAN WEN (IV)

NOAH BERGAM (VI) George Orwell once wrote that our language “becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts.”

I wish Orwell could have seen Twitter.

But look––this isn’t a rant about social media per se, or even political discourse. I want to talk about “slovenly” language specifically as it relates to the learning experience.

The word of the day is “interesting,” a word used and abused so often inside the classroom that it’s become a default response, an easy out to intellectually discourse.

If we want to challenge ourselves as learners, we ought to ponder: what does “interesting” really mean?

How long does the comment at hand capture the imagination?

Does it trigger new thoughts and connections?

Maybe you had a genuine intellectual dopamine rush. You’ve dug deep, and you’ve found that there’s really no justification except an appreciation for the underlying beauty of a Faulkner passage or a clever computer algorithm. That’s okay. To an extent, it’s necessary.

We all ought to stop and smell the roses every once in a while, especially in fast-paced, lecture-heavy STEM courses. But when it comes to the humanities, where student insight reigns supreme, we should be more mindful of our language.

After all, we don’t write book reviews in English class. We write critical essays, make evidence-based arguments in our writing—and we should expect no different from our

COMMENTARY DECEMBER 18

Can a COVID-19 vaccine bring life back to normal? Early data suggests that certain vaccines could be the answer to this question. However, the Centers for Disease Control and Prevention (CDC) has a long and elaborate process for approving said vaccines. The process begins with an exploratory and preclinical stage, followed by clinical development; within the latter is a three-phase process. Phase I includes small groups of people receiving the trial vaccine. In Phase II, the vaccine is given to groups of people who fit a target demographic. For the final phase, the vaccine is given to thousands of people to test for both efficacy and safety. Once the vaccines pass Phase III, companies must receive approval from the Food and Drug Administration (FDA) before manufacturing and mass-distributing the vaccine. Once the vaccine is distributed, the Vaccine Adverse Event Reporting System monitors the side-effects. As of December 13, 2020, four companies—AstraZeneca, Jannsen, Moderna, and Novavax— are going through or plan to go through Phase III clinical trials, while the Pfizer-BioNTech vaccine has been authorized for emergency use by the FDA.When infected with COVID-19,

it takes several days for a person’s body to recover from the infection.

During this recovery period, the body creates the necessary tools to fight off the infection and the immune system proceeds to store information about how to protect the body against COVID-19 in the future. The vaccines allow the body to produce the necessary whiteblood cells to attack the virus and defend itself from infection without contracting it.

There are three types of vaccines that are currently in Phase III of clinical trials: an mRNA vaccine, a protein subunit vaccine, and a vector vaccine. The mRNA vaccine contains genetic information that allows the virus to create a specific protein that lets the body make copies of said protein. When infected with COVID-19, the body will detect this protein and create white blood cells that will fight off the virus.

Meanwhile, protein subunit vaccines harness pieces of proteins from SARS-CoV-2 (the virus which causes COVID-19), and, similar to the mRNA vaccine, the body creates white blood cells to fend off these proteins. Finally, vector vaccines contain a weakened version of the live virus that the body then uses to first learn about COVID-19 and create the defensive white blood cells thereafter.

Moderna and Pfizer Pharmaceuticals have released data from Phase III trials, both companies planning to release mRNA vaccines with approximately 95% success rates. In trials done by Pfizer, patients were analyzed 21 days after being given their vaccine whereas Moderna analyzed its patients 14 days after administration, and results show that both vaccines have had little to no side effects. A major difference between the two vaccines, however, is in the way they must be stored in order to maintain efficacy.

Pfizer’s vaccine must be stored at -112 degrees Fahrenheit for up to 5 days, requiring special freezers found in labs and hospitals. In stark contrast, Moderna’s vaccine can be stored between 36 to 46 degrees Fahrenheit while being able to stay in the refrigerator for 30 days. As both vaccines wait to be approved by the FDA, both companies begin to make plans for widespread distribution.

Our community has taken drastic measures to slow the spread of COVID-19 by wearing masks and staying socially distant. By continuing the current safety measures and following the CDC’s recommendations––especially as vaccines are approved and distributed––the return of normalcy may soon be upon us.

Views on Femininity

it. I started to only spend time with people whom I knew wouldn’t judge me. I enjoyed the things I loved freely until I had to return to reality and hide my passions from everyone.

Then, I would hide these things as if they were at risk of being stolen from me by someone who claimed that they “liked” it more. There is

an ever-present competitiveness in men and women because when gender roles are assigned to things as simple as liking a particular movie, people flock to protect their femininity or masculinity. The whole idea of categorizing certain hobbies and interests by sex is incredibly restricting on both parties. Still, this

constant need to prove ourselves is ingrained within us. It is so much more difficult to be respected by society when you do not fit the ideal form of the gender you were assigned at birth.

Over the years, this antipathy toward my femininity has slowly left. I have learned to reclaim it and

make it something I can embrace.

Femininity in general, I believe, is being re-evaluated as more and more people begin to define themselves as how they genuinely wish to be defined and perceived. The decision between what makes something or someone feminine and what doesn’t is being taken out of the hands of the late gender-designated world.

It is becoming a decision, not an obligation. It is becoming something people don’t have to be ashamed of, but rather can take pride in.

Though there has been progress, the road ahead is long, and there are many other factors in this acceptance and liberation of sexuality that need a lot of attention and work. For example, women of color are held to a much higher standard than white women and are often overly fetishized and sexualized. There also lies a hypocrisy among gender-roles for black women as they are expected to be independent and strong, all the while delicate women are idealized. The disparities in how women are viewed versus their expectations from society are abundant. Gender-roles and sexism continue to dominate society and will do so until we first learn to fight for equality among all women.

Photo Credits (Top to Bottom): Monica Chan (VI)

THE PINGRY RECORD

6

INVESTIGATIVE DECEMBER 18th, 2020

Inside Pingry Admissions MIRIKA JAMBUDI (IV) The Pingry Admissions process is a somewhat mystifying one, as a lot of the decisions are, quite literally, made behind closed doors in the Admissions Office in the Upper School foyer. The Form III entry year is the most competitive, with around fifty to fifty-five open spots.

The school typically receives around four or five applications per spot, indicating a 20-25% acceptance rate for the freshman class. Recent years have also seen a steady increase in the number of students applying each year, making the selection even more competitive. To gain more insight into exactly how these students are chosen, I spoke with Ms. Lorian Morales, the Assistant Director of Admission.

As part of the application process, students must first submit their actual application. This consists of family and applicant information as well as the Parent and Student Questionnaires, which include a few short essays. Then, three recommendation forms, transcripts and report cards, and standardized testing results need to be submitted from the student’s previous school.

For the final stage, the applicant usually visits campus on a specific “Buddy Day,” during which they are paired with a current freshman to experience a day in the life of a Pingry student.

The application process also consists of an interview with a member of the Admissions Office.

Both the student and their parents have their own interviews, which is a great opportunity for the family to ask questions and learn more about Pingry. Ms. Morales also mentioned that it allows the Admissions Office to “get a true sense of the applicant during their interview … whether it be their sense of humor that comes across, or something they care deeply about. Getting a glimpse into the student beyond their activities helps see how they may connect with others at Pingry.” Currently, the interview and visit days are virtual to ensure community safety, but all components of the application must be completed by late January.

Decisions are typically announced in early to mid-March.

The Pingry admissions process is similar to the college admissions process, as there are a “limited number of openings compared to the abundance of great students” who would thrive and enhance the school community, explains Ms. Morales. Pingry values both wellrounded and “spiked” students (those who particularly excel in a certain area). When looking to add students to a grade, the Admissions Office “is truly working to craft a class.” Both types of students play a role in enriching the Pingry community, but the Admissions team really looks for students who

“will come to Pingry and be eager to get involved in the community,” whether that is through athletics, the arts, STEM-related activities, or clubs.

The COVID-19 pandemic has also impacted the application process at Pingry in that there is an influx of applications from families who do not typically explore private schools.

With this year’s remote learning and hybrid models, many families who are no longer satisfied with their public school system are now turning to Pingry and other private institutions. The smaller class sizes, teacher accessibility, and safety precautions around COVID-19 are very appealing, leading to an increase in applications for the

incoming class.

The selection process for applicants is a challenging one. However, it is evident that the Admissions team takes great care when crafting each new class, making sure to include students with diverse backgrounds and talents who are eager to get involved in the Pingry community.

Show Me the Money: Demystifying the Pingry Endowment Fund JESSICA LIN (VI) & KEIRA CHAN (III) To most people, the term “endowment” draws vague connections to money and stands as a distant term reserved for larger universities. However, Pingry actually maintains an endowment fund of its own, which is more relevant to the community than people realize; in fact, this $80 million strong endowment is responsible for funding all of the school’s financial operations. We spoke to Mr. Olaf Weckesser, the CFO (Chief Financial Officer) and COO (Chief Operations Officer) of Pingry, about the school’s endowment, hoping to shed some light on this elusive subject.

An endowment is a pool of money or assets that a not-for-profit, commonly educational, institution uses to maintain itself long-term. Every year, the endowment is invested in various securities, such as stocks, bonds, and real estate. The following investment return can be spent on the institution’s financial operations, while the principal amount remains untouched and is only used to generate returns in future years. An endowment’s size varies according to the institution’s size and needs.

Sometimes, endowments can amass to enormous sums, especially for larger college institutions. To give an extreme example, Harvard University boasts the largest academic endowment in the world with a hefty $40.9 billion, according to a 2019 Harvard Crimson report.

A common misconception that the general public holds, and misinformed media outlets often criticize, is that schools are “hoarding” their endowments, prioritizing the wealth of the fund over the school’s operations and overall health. After

all, it is difficult to imagine why any institution would need to accumulate billions of dollars when they could be spending it on school improvements.

However, Mr. Weckesser clarified that opinions like these most likely stem from a lack of financial expertise.

Unlike a savings account, where the holder can spend the entire amount, the principal endowment amount is used for creating investment returns, not for spending. Going back to the Harvard example, they only spent 2 of their $40.9 billion endowment in the 2019-20 fiscal year according to their website. Leaving the principal amount unspent allows the school to continuously sustain the fund for years to come; without a healthy endowment, tuitions would need to be raised significantly in order to keep the school running.

Pingry’s endowment fund comes almost entirely from donations and growth in asset value. Currently, the school website states that its endowment is approximately $80 million. Funds drawn from the endowment cover a wide range of financial operations, such as financial aid, to which more than half the fund is allocated, faculty salaries, which also take up a large percentage of the fund, and even individual club budgets. Endowment decisions are made by the Board of Trustees and Mr. Weckesser.

Additionally, within the Board is an Investment Committee whose goal is to complete investments that maximize returns and minimize risk for the fund. According to Mr. Weckesser, the Board sets a draw rate of approximately 3% for the school to spend every year. Although the Board has the power to adjust the draw rate, Mr. Weckesser said that it generally stays constant throughout the years.

It’s important to note that not all

donations go to Pingry’s endowment.

Benefactors have the choice to donate to either the school’s endowment or to the Annual Fund, also commonly referred to as the Pingry Fund. As the name suggests, the Annual Fund consists of the money that gets spent within the year. According to Mr. Weckesser, although there’s no fixed threshold for either fund, larger gifts

generally go to the endowment fund, while smaller donations go to the Annual Fund. On Giving Day for example, one of Pingry’s most wellknown donation events, all proceeds go to the Annual Fund.

The Pingry endowment is responsible for financing many operations, from the maintenance of the Basking Ridge campus to the Outing Club’s

movie night. Even though only a portion of the Pingry community donates to the endowment fund, it is crucial to understand how the school is financed. The wealth of the fund affects everyone in the community, and can provide clearer illustration of the behind-the-scenes work at Pingry, as well as a better appreciation of the school’s resources.

THE PINGRY RECORD

COLUMNS DECEMBER 18th, 2020

7

Karuppur Sums up 2020 in Technology

KEIRA CHEN (III) & SARAH GU (III)

ANEESH KARUPPUR (VI) Happy Holidays! As winter rolls around, technology has become more and more entrenched in our lives—and I would say that the new connectivity and convenience offered by that is a wonderful thing.

Just remember to use blue light glasses, change your screen’s color calibration to a warmer tone, or any other techniques to avoid eye strain, especially since going outside is becoming more and more difficult due to the weather.

In the Student Technology Committee (STC), we welcomed new members! After a very competitive application cycle, we’re delighted to announce members of STC with wideranging and diverse interests. STC’s subgroups, including 3D Printing, Code Team, and Communications will begin presenting their progress starting the week before break. In addition, the STC Helpdesk will resume operation shortly. Finally, a new class of Apple Certified Mac Technicians (ACMTs) will commence training to repair Apple computers.

Speaking of Apple computers, the MacBook Air, Pro, and Mac mini product lines have received a huge change recently. Apple recently announced that it would be dumping Intel processors (the “brain” of a computer) for their own “Apple Silicon” in-house designs. These chips are a major departure—they feature

Kapur on Rock Music and Friendship

a new architecture, combine many different parts of the computer like graphics and memory into a single chip (“System-on-a-chip” design), and are power efficient. Apple only has one chip out—the M1—which has been swapped in for lower-range models. These chips also don’t have full support for all apps (looking at you, Adobe), so I’d recommend waiting until full support is provided.

Nonetheless, this is very exciting and introduces some competition into the industry.

First Google, now Facebook.

Last column, I talked about the US Department of Justice Lawsuit accusing Google of monopolistic practices; now, several state Attorneys General and the Federal Trade Commission have sued Facebook for anticompetitive behavior. Ironically, much of the discussion around Facebook’s purported monopoly has occurred over the competing social media network Twitter. Regardless, it seems like this decade might be the one where hard limits are put on tech companies as the US seeks to rein in what were previously hailed as America’s greatest success stories.

Hopefully there will be an amicable outcome for companies, startups, and regulators, but there is sure to be a lot of contention before that.

That’s all for this tech column!

New Year means new tech, so see you in 2021!

Good Things in 2020 THE PINGRY RECORD EDITORIAL TEAM 2020 was a year filled with many ups and downs, but here, we look back on 2020 in a positive lens, with a list of good things that happened this year to remind you that the year was more half-full than half-empty.

RHEA KAPUR (VI) I have a friend who loves rock music. Floyd, The Who, The Byrds, Rolling Stones, The Doors, Guns N’ Roses…you name it, Sanjana knows it. I don’t just mean their greatest hits, either; she is no poser. Sanjana highlights the forgotten gems, the underrated masterpieces: Cream’s “Badge,” The Beatles’ “It’s All Too Much.” And she has the exceptional ability to detail every step of a rock musician’s life and loves by memory, whether it’s the history of Bon Jovi’s Sanctuary Sound recording studio (built in the basement of his New Jersey ranch home!) or George Harrison’s spiritual beliefs ( he e m br a ce d Hindui s m a n d transcendental meditation). I knew next to nothing about the genre

before I met her, so the fact that I can recall all of this now — thinking alone, off the top of my head–I’d say that only further confirms how vibrant, how infectious, how real her love for rock music is.

Sanjana taught me that rock has a beat, a rhythm, a personality and character like no other. It’s an anthem that pulses in stride with your heartbeat, she’d say—one that pushes you to float and strain free and live in the moment, the literal embodiment of carpe diem.

There’s something brilliant and creative in rock music: where else can you find a haven where soul, extraordinary lyrics, and every metal instrument imaginable meet in the heat of intensity, charisma, insanity, and thrill? To consider a genre powerful enough to define a

generation, and to journey back in time while listening now and still feel that indelible, mythic mark…it’s an extraordinary thing. Difficult for me to articulate, but Sanjana — she understands it, she really does. I don’t think I see rock music at her level—what I described is a mere taste of how she feels about it—but honestly? I prefer it that way.

Rock reminds me of how different we both are, and of how we’ve grown together to find comfort and our own special place in that difference. That is, without a doubt, what I love most about our friendship. This holiday season, friends, I encourage you to embrace the eccentric music tastes of those you hold dear. Who knows?

You might find a couple hidden gems of your own.

January - World War III didn’t happen

July - We got back Baseball and Outdoor concerts/movies!

February - Parasite won four Oscars

August - Taylor Swift dropped Folklore

March - Tiger King

September - We went back to school!

April - People came together across the entire world to support healthcare workers and their communities

October - The Mandalorian Season 2 finally dropped

May - AP exams were shorter, SpaceX sent Americans back into space from American soil

November - We still had Thanksigiving

June - Curbside pickup and Outdoor Dining really became popular!

December - The COVID-19 vaccine is being rolled out!

Photo Credits (Top to Bottom): Time Magazine, Google Images

THE PINGRY RECORD

8

COLUMNS DECEMBER 18th, 2020

Inside College Admissions VARED SHMULER (IV) As many Pingry students may have observed, parents across the country are fascinated by the book Who Gets in and Why: A Year Inside College Admissions by Jeffrey Selingo. The book offers a thorough and informative explanation of the process of “holistic admissions,” with which American universities consider the applicant as a whole person. Selingo’s book also shares the current nuances of college admissions, and how students can begin to address the challenges of the process.

Not only does this book communicate the complexities of college admissions, but it also provides insight and advice for aspiring underclassmen.

A section of the book that offers explicit advice for high school students explores the admissions process at Emory University. Within this section, Selingo writes about holistic admissions and the facets of an application that

push the needle in favor of an acceptance letter. For example, a student who aspires to pursue a major in natural sciences should be enrolled in Advanced Placement courses as well as Honors classes and excel in both. Selingo offers this tip: “The applicant’s course load [should consist] of an abundance of math and science courses that are necessary for this major.”

On the flip side, if an applicant received several subpar grades in generally easy classes, the admissions committee might hesitate to accept

the applicant. One applicant’s course load was exemplary, and her display of interest in the field of work was a genuine representation of her intentions if accepted to the university. However, her record displayed several mediocre grades, so she ultimately received a rejection letter. This instance of rejection shows that four years in high school, inclusive of stellar interest and challenging courses, can be erased in minutes based on grades.

Pingry students are taught to achieve grades of the highest caliber in all

The Future of Theaters Post-Covid ROHAN PRABHU (V) This past October, executives at American Multi-Cinema (AMC) theaters announced that the company was preparing to declare Chapter 11 bankruptcy in the near future.

Grab your popcorn––this genre of bankruptcy comes with a kick, in that it implies that the company has a plan for reorganizing itself after its debts are relieved. In other words, AMC plans to make a resurgence once the COVID-19 situation eases. However, even after its re-establishment, the company still has an uphill battle for reasons excluding the pandemic.

Firstly, people are making the decision to switch to digital films rather than go out to the theater. In many ways, the flocking of people to the purchase of digital films is an understandable choice. On average, theater tickets cost about $13 per person, while the cost of buying a movie on digital is approximately $20. For a party greater than one person, digital is a better deal, and consumers Theaters are also threatened by a surge in streaming services. Over quarantine, the demand for streaming memberships has drastically increased - and streaming services have greatly benefited from this. Netflix continues to see profits every quarter, netting a 6.44 billion dollars in revenue in the past month. HBO’s streaming service, HBO Max, announced that in partnership with Warner Bros., all films from the production company in the coming year will be released on both HBO Max and in theaters. This decision has stirred up controversy among theaters companies because it is widely recognized that this agreement is detrimental to the theater industry.

The CEO of AMC Theaters, Adam Aron, responded to Warner Media’s plan with HBO Max, stating “Clearly, Warner Media intends to sacrifice a considerable portion of the profitability

subjects. Although Pingry does value sports programs and the arts, they are not the main focus. However, an academically-focused school could restrict students from pursuing their interests until the last half of high school.

This may not be the best way to satisfy the expectations of a holistic admissions reading — rather, it completes only a few of the implicit requirements.

So, what can Pingry students do to strive towards college acceptances?

Here are a few steps to take to best prepare. First, they should recognize

Winterbottom on Harry Styles MAILE WINTERBOTTOM (VI)

of its movie studio division, and that of its production partners and filmmakers, to subsidize its HBO Max startup. As for AMC, we will do all in our power to ensure that Warner does not do so at our expense” (IGN.com).

The decision to undercut any profits that theater companies will possibly reap in 2021 is unnecessary; however, the apathy towards the survival of companies like AMC and Cinemark amidst a global pandemic is simply part of a cruel business-tuned world.

With all the blows that AMC has taken this past year, it is hard to know exactly what its decline means for the future of the theater industry; however, AMC is predicting a healthy recovery by 2021 due to the releases of both delayed and scheduled films, previously planned for release in 2020, assuming the COVID-19 pandemic is resolved within the next year. Nonetheless, even with these newly released films, companies like AMC and Cinemark are highly prone to a steady decline if production companies continue to sell the rights of their movies to streaming services instead of, or in addition to theaters.

However, theater companies will not be wiped out from society so quickly, as established filmmakers continue to rely on theaters for the promotion

of their movies. Quentin Tarantino, a well respected director, stormed out of a meeting with NBCUniversal while discussing how he could effectively distribute and promote his upcoming film, The Hateful Eight, on cell phones in lieu of theaters–as more people have started to rely on their cell phones as their main form of news and communication. This suggestion may have been a plausible idea if it weren’t for Tarantino’s cinematically conservative nature. Tarantino was very unhappy with this assertion and went on to release the film to “the big screen.” Fortunately for theater corporations, giants of film, like Tarantino, Martin Scorsese, and Christopher Nolan have proven they have the power to preserve the film industry.

Although most have invested in streaming services, nothing will match the nostalgic feeling of grabbing a bucket of popcorn and sitting through 10 minutes of trailers with friends at the theater to watch a film that everyone has been waiting weeks for. It may seem that the COVID-19 pandemic is what destroyed theater companies, but the lack of cinema in 2020 could be what leads to a further appreciation of what we are missing.

that college is on the horizon. With this in mind, the students should build a general understanding of their interests and determine what college majors best fit those interests. Third, Selingo recommends that students structure a schedule of classes that reflects those interests. Also, they should take advantage of the resources and opportunities that are available at Pingry, such as advising and the College Counseling department. Lastly, and most importantly, students should be their best selves.

Instead of molding oneself to a college, a student should do what they enjoy. College admissions officers will generally not accept students who take a myriad of classes with no other purpose than to look good on an application. If one is interested in art, they should take one of Pingry’s many art programs. If one is interested in economics and the business world, they should join a club or take a class that shows that interest. Furthermore, students should not only choose relevant courses inside of Pingry, but also engage in extracurricular activities outside of school that correspond with their fields of interest. In doing so, they can further expand their knowledge and opportunities.

In summary, by acknowledging the prospect of college in the early years of high school, choosing an area of interest that one is passionate about, and choosing courses of interest to surround yourself with, a student will fulfill their holistic application and broaden their college options and future successes.

When Vogue announced that its newest issue would feature British pop star Harry Styles, the overall reaction from the public was ecstatic. Styles would be the first man to be on the cover of Vogue individually—a monumental moment for gender equality in the industry. Over the course of his career, Styles has been known to dress in a way that disregards conventional gender roles. Last year, he rocked a tutu and tights for a shoot promoting his appearance on Saturday Night Live.

For his interview on the Howard Stern Show, he accessorized his outfit with a delicate pearl necklace over a lace collar.

Looks like these have proven time and again that Styles is unafraid to break gender norms in fashion—and look badass doing it.

It was not a surprise, then, when Styles’ shoot with Vogue this past month featured him wearing a number of more “feminine” outfits. The cover shows him wearing a grand blue dress with ruffles coming down it, and a blazer overtop.

In another look, he wears a sweater vest with a checkered shirt and a chained belt. His fan base was overjoyed to see Styles in these barrier-breaking looks. But to others, these outfits were going too far. Among them was author Candace Owens. On November 14th,

Owens started an uproar when she replied to Vogue’s tweet announcing the November issue that featured Styles.

She replied with the bold statement: “There is no society that can survive without strong men...Bring manly men back.” Her tweet condemned Styles for wearing these more feminine outfits by implying that he was not ”manly” enough. Owens’ claim proves how many of our society’s gender roles are strongly enforced through fashion. Having certain standards of what is expected to be worn by women and men—and how they differ—is just one of the many toxic norms that our society offers. The general public, especially Styles’ fan base, was not happy with Owens’ tweet.

On all social media platforms, chaos ensued. People defended Styles, calling him even more “manly” for having the courage to break the status quo through his outfits. On December 2nd, two weeks after Owens’ tweet, Styles ended the controversy by posting an instagram photo with the caption “Bring manly men back.” In the photo, he wears a powder blue suit with a chiffon undershirt and is taking a bite out of a banana. This post does a great job at responding to Owens’ tweet because it once more shows Styles’ confidence in less conventional attire. He knows that he is “manly” no matter how he chooses to dress himself—and so should every young boy seeing that post.

Photo Credits (Left to Right): Google Images, FYISci, Google Images

THE PINGRY RECORD

SCHOOL NEWS DECEMBER 18th, 2020

9

Realistic Class Names

Word in the Halls

MONICA CHAN (VI)

Should Pingry allow athletics to continue during COVID? Abby Parrish (VI)

English 9: Angsty freshmen reading about other angsty freshmen.

English 10: No one actually read Jane Eyre.

“If the school is shut down preemptively again, like it is right now, athletics should not be happening. We are trying to prevent the spread of the virus, and if the entire community is making the sacrifice of not being in school, sports also should not be happening.”

Henry Wood (VI)

Advanced Algebra and Trigonometry Honors: You thought you were good at math, didn’t you…oh well...

AP Statistics: Dear Ms. Peake, can you send me the entire Upper School student email list?

I need to do another survey.

Math 6: https://www.wolframalpha.com.

“I think athletics should happen. Even if that entails having no competition with other schools, I think athletics play a large part in keeping the community together and staying engaged, especially if we are still virtual for the foreseeable future.”

Any Mr. Poprik class: “Ok Folks!”

Any Computer Science Class: The Labs and Problem Sets will bring my grade up, right?

Hansen Zhang (III) “A lot of time when students play sports, they don’t wear a mask or social distance; because everyone is less careful during sports, it could possibly be the reason for multiple new cases.”

AP US History: More like APUSH me off a cliff please.

US Environmental History Honors: Why didn’t I sign up for APUSH? American Society and Culture: Boy, am I glad I didn’t sign up for APUSH. Art Fundamentals: Wait, I thought this was supposed to be an easy graduation requirement!

John-Paul Salvatore (IV) “No, because it is not enough of a risk to give up an important part of the high school experience.”

Chemistry I: Colorado PhET. AP Chemistry: A 70% curves to an A, right?

Caitlyn Schwartz (V) “No, we should not cancel sports. We have wasted enough time taking precautions and now that we know more about COVID-19, we are smarter about it and there should be no reason why we can’t continue sports.”

The Show Does Indeed Go On SOPHIA LEWIS (V) (continued from Pg. 1) Additionally, scenes were filmed before the dates of the live performances in the event that the school had to go remote.

Unfortunately, the actual play was not on the Macrae Stage, but was instead performed outside in the middle of the Student Village. The set and tech crew had to assemble the set outside and then manage the tech equipment while protecting it from the elements.

This included cold and rainy weather, with the stage freezing over halfway through opening night.

Despite the restrictions, the experience was still an enjoyable one for everyone involved. Cast member

Grace Stowe (IV) stated that “doing Almost, Maine was one of the best decisions I’ve made this year- it was so wonderful to be able to connect with people during the pandemic.”

Ronan McGurn (IV) agreed, saying: “It was pretty poggers [slang for amazing].” Student Director Anna Stowe (V) said that she was “beyond happy to be working with everyone because everyone worked so hard and never gave up hope even when we didn’t know if school would stay open.”

Thankfully, Almost, Maine was able to go forward as an in-person performance, and ended up a huge success. One audience member remarked, “I was blown away with

the amount of commitment it took from both students and faculty to produce such a thought provoking show during a pandemic” and that “it was very enjoyable to watch as an audience member.” Not only was it a success, it was also COVID-safe; not a single member of the cast tested positive for or was contact traced for COVID-19 during the duration of rehearsals and performances.

Senior class member Lily Arrom (VI) said that “even though I missed performing in Macrae, doing the show outside was actually really enjoyable, and I will definitely cherish my time spent performing at Pingry.”

Honors Biology II: Were the Bio I Honors Projects not enough of a deterrent for you?

AP Physics C: Mechanics: Everything you learned last year, but add the word “derivative.”

HITS AND MISSES OF PINGRY ANYWHERE HITS

MISSES

POWER NAPS DURING FLEX

MISSING FRIENDS AND TEACHERS

WAKING UP TWO MINUTES BEFORE FIRST PERIOD

BUTTONDOWNS ASSEMBLY DELAYED SCREEN FATIGUE

LUNCH TIME IS WHENEVER ALREADY HOME WHEN SCHOOL ENDS NICE WEATHER OUTSIDE (FOR NOW) GOING TO SCHOOL IN PJ PANTS

LOSE ALL SENSE OF TIME WE STILL GOT HOMEWORK :( IS PHYSICAL ACTIVITY STILL A THING???

GROUP PRESENTATIONS

Photo Credits (Left to Right): Assistant Editors, Pingry Communications

THE PINGRY RECORD

10

NEW FACULTY DECEMBER 18th, 2020

Ms. Sky Monroe: English ALLEN WU (V) This year, Pingry welcomes Ms. Sky Monroe to the English Department, who will be teaching English 9 and 10 as a maternity leave replacement for Ms. Mahida till February. After Ms. Mahida comes back from her maternity leave, Ms. Monroe will stay at Pingry as a permanent humanities substitute.

Ms. Monroe attended Barnard College where she earned her B.A., and she later received her M.A. in Teaching English from the Columbia University Teachers College.

Prior to joining Pingry, Ms. Monroe taught at the Fiorello H. LaGuardia High School, and later taught AP/ Honors English to sophomores and juniors at Bernards High School for 14 years.

When asked about her motivations for becoming a teacher, Ms. Monroe explained that she started off as a yoga teacher as a side job while she worked on her theater career. Later on, she was inspired to become an English teacher when she realized she could combine two of her passions: teaching and literature.

So far, Ms. Monroe has enjoyed her time at Pingry. “In making a

shift from a long term position that I have had, it was something that I thought about very deeply. However, I am extremely glad that I came to Pingry.” Ms. Monroe credits her love for Pingry to the welcoming atmosphere of the community. She also enjoys the time that she spends with her colleagues and students, and the intellectual diversity that can be found in Pingry’s classrooms. As we

move further into the school year, Ms. Monroe hopes to contribute to the Pingry community as much as she can.

Outside of school, Ms. Monroe continues to participate in theater.

Ms. Monroe also has two daughters whom she loves spending time with.

In addition, she also enjoys teaching fitness and is big on health.

Ms. Bailey Farrell: Science ANDREW WONG (V) This year, Pingry welcomes Ms. Bailey Farrell, who will be teaching Chemistry I and Chemistry II. Ms. Farrell received her B.S. degree in Chemistry from Stanford University and her Master’s in Teaching from Fordham University. She then participated in Teach for America at a Bronx charter school for three years, and taught chemistry at the Ransom Everglades School in Miami.

Most recently, she worked for the Educational Testing Service (ETS), where she helped develop the AP Chemistry exam.

When asked about what she looks forward to at Pingry, Ms. Farrell said she is excited about the opportunities for growth that the

school provides. She explained, “In the few short months I’ve been here, I’ve already worked on new ways of teaching old concepts, incorporated new technology, and tended to bees with Ms. Tandon––it’s incredible. I love the feeling of getting to explore new things in my job, and Pingry makes that possible.” Ms. Farrell also remarked how the consistent level of dedication from both her colleagues and her students creates an energy at Pingry, and that, in turn, encourages her to try her best.

The Pingry community is extremely excited to have Ms. Farrell this year, and we’re excited to see what the future holds for her. Welcome to Pingry, Ms. Farrell!

Ms. Erin Boccher: Operations ALLEN WU (V) This year, Pingry welcomes Ms. Erin Boccher to the Operations Department.

She will be primarily involved in the School as an operations officer and substitute teacher, but she will also serve as the Assistant Coach for the girls’ varsity basketball team.

Ms. Boccher attended Rutgers University, where she earned her undergraduate degree in exercise physiology. She then got a Masters of Science in athletic training from Seton Hall University.

Before joining Pingry, Ms. Boccher taught at a couple of other independent schools in New Jersey. At Mount Saint Mary’s Academy, she worked as an athletic trainer and the Assistant Athletic Director. She then went on to work as the Athletic Director at the Academy of Saint Elizabeth.

When asked about her motivations for becoming a teacher, Ms. Boccher said that she specifically enjoys working at private independent schools. She especially likes being a part of the communities they create. “I love how

the students get involved in so many different things from clubs to sports to the arts. I think there is something special about independent schools.”

So far, Ms. Boccher has had an enjoyable experience at Pingry. She explains that Pingry has been very supportive of her which has been especially helpful with the ongoing

pandemic. Ms. Boccher says that she hopes to continue to adapt to the changing circumstances, all the while learning from and helping the community in any way she can.

Outside of school, Ms. Boccher likes to exercise, by taking outdoor walks or going to the gym. She also enjoys cooking healthy meals in her free time.

Mr. Sean Petrie: Facilities

Dr. James Watts: Lower School Music SARAH KLOSS (V) This fall, the Lower School Faculty welcomed Dr. James Watts as a K-3 music teacher. Dr. Watts received a B.S. in Education from Western Illinois University, an M.A. in Educational Administration from Kean University, and a Doctor of Arts in Educational Administration from Nova Southeastern University.

Dr. Watts began his career as a music teacher before deciding to become a school administrator. He has worked as a school administrator both in the United States and the United Arab Emirates.

When asked what inspired him to become a music teacher, Dr. Watts responded that teaching has always been his passion, and he is happy to share his love of music with his

students. When he learned about the position to become a music teacher at Pingry, Dr. Watts was excited to apply. He’s now thrilled to be a part of a vibrant educational community.

Dr. Watts has really enjoyed working with Pingry students and has planned many interesting activities to enhance music education for the Lower Schoolers. At Pingry, he hopes to model, encourage, and expose all students to the life-changing joys of music. In addition to teaching K-3 music, Dr. Watts will teach private piano lessons after school. Outside of the classroom, Dr. Watts loves to read, listen to music, play golf, and spend time with his family. Welcome Dr. Watts!

ANJOLA OLAWOYE (IV) This fall, Pingry welcomed Mr. Sean Petrie,who joined the facilities team as a groundskeeper.

Before Pingry, Mr. Petrie worked at Prestige Plumbing and RW Smith Landscaping. He was also involved in ice hockey, playing in the United States Hockey League (USHL) for the Youngstown Phantoms.

Mr. Petrie hopes to make a positive impact on Pingry this school year.

Welcome to Pingry, Mr. Petrie!

Photo Credits (Left to Right): Pingry Website

THE PINGRY RECORD

NEW FACULTY DECEMBER 18th, 2020

11

Mr. Karl Weber: Lower School Social Studies KEIRA CHEN (III) This year, Mr. Karl Weber joins the Lower School faculty as a fifth grade Social Studies and homeroom teacher. He received an undergraduate degree in Business Management and Computer Information Systems from Colorado State University and went on to pursue his Master’s Degree in General Education for Grades 1-6 at the Bank Street College of Education.

Before coming to Pingry, Mr. Weber worked in technology and as an associate teacher at several schools in New York. Mr. Weber said he’d always thought of teaching as “an interest of [his], but [he] hadn’t thought of it as a career.” Then, one summer, Mr. Weber volunteered at a farm in California, where he tutored kids at a nearby school. The experience made him realize the possibility of pursuing teaching as a career. Mr. Weber taught English in South America before landing a job in New York City.

Mr. Weber loves Pingry so far. He appreciates how he can always ask questions and how supportive the community is. His goal for the year is to make the most engaging and educational lessons for his students, whether that would be remote or in-person so that they can learn and have fun.

Mr. Weber is a self-proclaimed foodie, and he loves trying new restaurants. Besides that, he also enjoys traveling, reading, and meditation. For Mr. Weber, reflective time is crucial, and getting away from the busyness of every day can help.

Joining Pingry in a year of uncertainty, Mr. Weber is grateful to be able to teach relatively normally in the current situation. “I really appreciate the effort that Pingry has put into the COVID safety because I recognize how much happier I am being in school and being in-person,” he said. “I hope that we can be in school as much as possible for the rest of the school year as long as it’s safe.”

Ms. Lisa Longo Johnston: English KATHERINE MARINE (III) Ms. Lisa Longo Johnston joined the Pingry community this fall as a new member of the Upper School English Department. She is teaching English 9, as well as senior electives Ethical Dilemma and Shakespeare.

In addition to earning her bachelor’s degree from Lafayette College and her master’s from Rutgers University, Ms. Johnston has had almost 15 years of teaching experience in a wealth of different subjects, including History, Communication, and Political Science. Most recently, Ms. Johnston worked as the Assistant Dean of Arts, Humanities, and Social Sciences at Northampton Community College in Bethlehem, Pennsylvania.

Since coming to Pingry in the fall, Ms. Johnston has

had a very positive experience with both the school and its community of students and faculty. From the autonomous academic spirit of students to the Honor Code, she has consistently admired the community’s “common commitment to the advancement of authentic, purposeful learning,” as well as the students’ “fearless embracement of course topics and willingness to think critically about the world around them.”

In her classes this year, Ms. Johnston aims to help her students “realize their potential in a way that promotes their long-term love of learning,” but with a renewed emphasis on joy and connection during these emotionally-trying circumstances. Ms. Johnston is incredibly grateful for such a warm and energetic welcome to The Pingry School, and she is looking forward to what her years here will bring.

Dr. Pamela Longo: English ZOE WANG (IV) Pingry welcomed Dr. Pamela Longo in January, 2020; as a result, she was able to settle into the community before online learning took place and has “ridden the wave of the COVID experience.” Dr. Longo has loved her time at Pingry and especially enjoys working with her students and fellow faculty members. She commented on how she appreciates “how welcoming everyone has been to me over the last several months, despite all of the uncertainty at home.”

Dr. Longo is a member of the Upper School English Department, where she is currently teaching English 10, American Literature, and Contemporary Short Story. In addition to teaching English, Dr. Longo is a co-advisor to the Christian Affinity Group.

Dr. Longo attended Drew University as an undergraduate, where she received a B.A. in English.

She then continued her education at the University of Connecticut, where she obtained a M.A. and a Ph.D. in Medieval Studies. Before coming to Pingry, Dr. Longo taught English at the secondary and college level.

Coming from a family of teachers, Dr. Longo was inspired to follow their lead and start teaching herself; she saw the influence her mother had on students and wanted to have an impact as well.

Dr. Longo wishes to share her love of learning with her students and hopes that they gain an appreciation for the power of literature. She believes that “literature has value for us by grounding us and giving us a sense of our common humanity.”

In her free time, Dr. Longo loves to read anything she can get her hands on. She also continues to academically write and enjoys playing the piano. Welcome to Pingry, Dr. Longo!

Ms. Mojda Walker: Lower School Social Studies SARAH KLOSS (V) This school year, Ms. Mojda Walker joins the Lower School as a Fourth grade Social Studies teacher. She earned her B.A. in Child Psychology from Alfred University and her M.S. in Education from Pace University. Remarking on her early love for working with children, Ms. Walker always knew that she wanted to be a teacher. Once she started her Teaching Fellow Program in New York City, she “knew [that she] was on the right path.”

Ms. Walker started teaching fifteen years ago and has taught in both the United States and internationally. Ms. Walker first taught at P.S. 138 in Brooklyn, later moving to the UAE to teach Sixth grade English and Social Studies. Afterwards, she moved to Switzerland and taught fourth grade at the Zurich International School. Later, she came back to the United States and taught at the United

Nations International School. After six years teaching there, she took some time off and trained as an occupational therapist. However, she soon missed the classroom and wanted to get back to teaching.

This prompted her move to Qatar, where she taught fifth grade girls for two years. During her time in Qatar, she got married and decided to move back to the United States. She took a Teaching Assistant position with fifth graders at Saddle River Day School, and when the fourth grade position opened at Pingry, she was very excited to take the position.

Ms. Walker loves Pingry because of the students’ work ethic. Her goal for this year is to create a curriculum that can enrich both remote and in-class students. She loves being part of the Pingry community and hopes that she can incorporate her international experiences into her teaching. In her free time, Ms. Walker loves to exercise, listen to Audible, and spend time with her family. Welcome to Pingry, Ms. Walker!

Photo Credits (Left to Right): Pingry Website

THE PINGRY RECORD

12

SPORTS DECEMBER 17th, 2020

Winter Sports Season Update

By CHRISTINE GUO (V), BROOKE PAN (VI), BRIAN LI (V), MIRIKA JAMBUDI (IV), HANSEN ZHANG (III), OLIVIA HUNG (V), EVAN WEN (IV), EMMA DRZALA (V), JP SALVATORE (IV), EVA SCHILLER (VI) Boys’ Ice Hockey The boys’ ice hockey team is excited for the upcoming season. Led by Eric Bush (VI), Jared Kordonsky (VI), and Peter Korn (VI), the team has high expectations for their performance. One of their top priorities is to place highly in the Skyland Conference. “We gained a lot of momentum over the past few years, and we hope to keep it alive and live up to this year’s expectations,” Jacob Morin (VI) said.

Although the team has been presented with obstacles due to COVID-19, they are confident in their ability to overcome these difficulties. Morin commented, “We must adapt our lifestyles without changing our playstyle” and that they hope to potentially reach even greater heights than before. With their strong work ethic and positive outlook, the team looks forward to another promising season.

Girls’ Ice Hockey The girls’ ice hockey team is excited to be back for its upcoming season. Leading the team are captains Grace Nugent (VI) and Julia Spinelli (VI), both of whom are playing their fourth and final year.

As with all sports this year, combatting the limited amount of practice and play time poses one of the larger challenges for the team. Nugent notes that due to the reduced time on the ice, the team has responded by focusing more on strength and conditioning as well as ball hockey for practices. As for the time they do get on the ice for games, she says that she hopes the team can “try and work together as much as possible” to improve “everyone’s confidence on the ice.”

Another problem that teams have seen from COVID-19 has been the disconnect in terms of team relations—this, however, is no problem for the girls’ hockey team.

Nugent explains that “[hockey] is my favorite part of the year [ … ] I absolutely adore everyone on the team. Everyone loves each other, it’s like one big family.”

With its first game less than a month away, Pingry girls’ ice hockey is looking better and better to take on Oak Knoll Boys’ Squash With a surge of COVID-19 cases recently, winter sports are in a state of uncertainty, as all sports must follow a timeline issued by the NJSIAA. These regulations allow the boys’ squash team to hold practices in December and begin competing on January 11th. Head Coach Ramsay Vehslage discussed the difficulties of the season’s late start: “The biggest impact [coronavirus] has had is on the timing of the season. We normally would have started the season a couple of weeks before Thanksgiving [break].” The team is

“also required to be finished by February 17th,” significantly shortening the season.

US Squash mandated that only two players can be on a court together and masks must be worn at all times “on the court or off-court,” Mr. Vehslage noted.

Furthermore, interstate travel restrictions have limited the other schools the team can compete with; these schools include Delbarton, Princeton Day School, and Millburn High School.

After losing three seniors to graduation and the impact of the pandemic of their season, the team has had to adjust to many obstacles; when asked what he hopes to achieve this year, Mr. Vehslage said he hopes to focus on giving “everybody a chance to play and building a strong team camaraderie.”

Girls Squash Although Pingry athletics does look very different this year, the girls’ squash team is plowing forward unfazed. Led by captains Lauren Drzala (VI) and Mahek Hemani (VI), the team has put in hours of work on the courts in preparation for the season. The captains have also made an effort to replicate the team aspect of the game as well. In replacement of the usual sleepovers, Drzala and Hemani have many other team bonding activities in store for both the varsity and JV teams. There are still many changes to the sport that are beyond anyone’s control: “Our season has been severely cut in terms of length, as now we only have a month or two,” Hemani said. “Our matches are definitely reduced and the most fun activity at the end of the season, Nationals, will most likely be cancelled as well.” Despite the issues that COVID-19 has imposed on the team, Drzala noted that “it is a difficult time for everyone and our number one priority is to keep everyone safe. Fingers crossed if everything cools down before the end of the season, I’d look forward to a promising season.”

Boys’ Swimming The boys’ swimming team is entering this season determined to make the most out of a shortened schedule due to the coronavirus pandemic. Mr. Steve Droste has been the head coach of the team for many years, but will not be able to participate this year; as a result, Coach Deirdre O’Mara and captains Jerry O’Mara (VI), Matt Fallon (VI), and Joseph Castagno (VI) will lead the team through this unique season.

The season will begin on February 1st and needless to say, “the practices will be very different,” according to Coach O’Mara. There will be “no more than four socially-distant swimmers per lane,” which will pose a challenge to provide all swimmers with enough practice time.

However, the team has come together in the face of such unfavorable conditions and agreed on their main goal this year: to have “three meets… against Ridge, Christian Brothers Academy, and Bridgewater.” Despite the absence of state competitions, the team hopes to foster a positive environment, stay safe, and have a strong season.

Matt Fallon (VI): Boys’ Swimming

Girls’ Swimming The girls’ swimming team is looking forward to an exciting season, despite current uncertainties surrounding COVID-19. Led by Coach Deirdre O’Mara, and co-captains Lily Arrom (VI) and Amanda Pina (VI), the team is eager to get back into the water. They have seen lots of success in previous years at events including the Skyland Conference, Somerset County Championships, and the Prep “A” Championship at Lawrenceville. Though Preps and the State Championships have been canceled, the team is still hoping to swim at dual meets with Mount St. Marys, Ridge, and Watchung Hills. Coach O’Mara’s goals for the team this year are to maintain an “environment of positive enthusiasm, swim fast, and stay safe!” With that enthusiasm on their side, as well as several freshmen members bringing new levels of talent, the team is ready to work towards a successful and fun season!

Boys’ Winter Track Although there has been a great deal of uncertainty regarding winter sports, the winter track team hopes to put another successful season in the books this year. The team is led by coach Mr. Christopher Shilts and captains Christian Collela (VI) and Henry Wood (VI). This year, they will have a shortened season, with practice beginning on February 1st and the competitive season lasting from February 16th to March 27th. When asked about the effect that COVID might have on the season, Niles Luke (V) said, “It’s definitely going to make things harder. At the same time, I think that working out and being able to run won’t be impacted too much.” However, finding meets to compete at is a primary concern. Henry Wood (VI) states, “We’re not allowed to have any interstate traveling. A lot of our venues are in different states, and now we can’t go to any of those places”.

Although meets play a significant part of winter track, both runners emphasized that showing improvement each year is ultimately most important. During the next month or two, the winter track team will be heading into the unknown, but they certainly have the right mindset to succeed in the upcoming season. Niles Luke states, “We go into this season with the mentality to do our best in every race.”

Girls’ Winter Track The girls’ winter track season has been postponed until February; however, the team is still optimistic for the season to come. Despite the setbacks, including the cancellation of the Meet of Champions and Group Championships, the team is determined to utilize solo training in preparation for their next potential competition. The team hopes to support one another to stay motivated, especially while training individually during a season filled with such uncertainty.

However, Captain Ryan Davi (VI) is keeping a positive mindset, saying, “I hope I can set a good example and encourage the rest of the team to continue to put in the work, for both personal gain and for the team when it is time to compete again. One of my main goals is for our team to come back feeling strong and excited for the opportunity to finally compete. If we can do that, team and personal titles will be within reach.” With all the challenges the team faces this year, Davi plans to embrace them because she is “just grateful for every opportunity I get to compete with the team and show this training has paid off.”

Rosemary Collins (VI): Ski Team Wrestling The Pingry wrestling team is looking forward to their season, despite the current situation regarding COVID-19.

This season marks a change in leadership as Marcus Brotman (VI), Sean Lyons (VI), and Jack Martin (V) have been appointed as the new captains. Coaches Keith Karsen and Zachary Wakefield are both returning for their second season with the team, along with Coach William Lagarde. Last season, the wrestling team had many strong showings at events, including the Trimeet and District Tournament.

“There was a lot of growth for all of the wrestlers,” according to Captains Brotman and Martin. “The team really came together during the season. It has been exciting to watch the new freshmen develop.” While the new season will certainly be unusual, the team hopes to perform well this upcoming March.

COVID-19 may alter the course of the season, but the wrestling team is ready to work hard and handle business as close to usual as possible.

Boys’ Fencing Despite the upsetting circumstances, the boys’ fencing team is ready for yet another exciting season. Led by Emerson Lubke (VI), Rohan Pande (VI), and Coach Davidson Barr, the team is preparing for another successful season while still maintaining an enjoyable atmosphere for all the team members.

Although the team has been challenged by the COVID-19 pandemic, they are still working hard to achieve any goals they have set for themselves while still prioritizing the safety of all the students.

Connor Chen (V) commented, “We are going to compete to the best of our ability and encourage the team to stay as positive and motivated throughout the season even when faced with obstacles out of our own control.” With dedication and an optimistic attitude, the team looks forward to another strong season to come.

Girls’ Fencing

seniors are ready to approach the season with optimism and determination. As Ebrahim says, “I’m excited to get the ball rolling!”

Boys’ Basketball Though the Pingry boys’ basketball team’s season has been postponed due to the current pandemic, they are remaining hopeful for the upcoming season. While their first game was originally scheduled for December 12th, the recent rise of COVID cases pushed their season back to January, with their first game on January 21. In this adjusted season, they plan to participate in two games per week, and finish their competitions by early March.

In addition to these scheduling changes, there will not be a freshman team this year, which means higher stakes in achieving a roster spot.

Despite all the setbacks thrown their way, the team and coaches are continuing their preparations by putting together a strength and conditioning schedule and holding Zoom film sessions to improve their game off the court. Leo Xu (IV), a member of the freshman team last year, said that “given the situation and everything going on, [he’s] hopeful the season will be able to happen thanks to the hard work of all the Pingry coaches and staff involved.” The players can’t wait to return to the court and get their game on.

Ski Team The Pingry ski team, led by Rosemary Collins (VI), Emmy Baird (VI), Narayan Murti (VI), and Tobey Jay (V), is looking forward to another successful season when they return to the slopes this winter.

The team will, naturally, experience some slight disruptions: Pingry’s typical mountain, Mountain Creek, has banned events due to COVID-19. Moreover, chairlift and spectator capacities are expected to decrease. Nonetheless the captains are hoping for a relatively normal season: “there are other great mountains in the area that will accommodate us,” Collins said. “Other than that, I don’t anticipate that COVID will affect us much since ski racing is by nature a socially distant sport.”

The team hopes to pick up where they left off last year, with both boys and girls performing incredibly well, and the girls’ team winning both Giant Slalom and Nonpublic state titles.

“I’m very excited for this ski season, and optimistic that even though things will certainly be different, we will have a fantastic year,” Collins said. “Since my freshman year, our numbers, enthusiasm, and success have been steadily growing and I’m confident that will only continue.

We’ve been working really hard and regardless of what this season looks like logistically, this team is like a family, and we will make the best of it by doing our best together.”

Due to the pandemic and the restrictions it has imposed on athletics, girls’ fencing captains Ameera Ebrahim (VI) and Josie Alston (VI) have made it their goal to prioritize having fun this season.

As with all winter sports, there has been a reduction in both the amount of meets as well as the length of the season.

Despite these obstacles, the team is still looking forward to a successful season in other aspects, including building a sense of comradery and fostering individual improvement. Ebrahim notes that “aside from the fact that we won’t get to play as much, I think the biggest change would have to be the change in team dynamic… so the other seniors and I really want to emphasize peer encouragement.” She, along with seniors Alston and Jessica Lin (VI), plans on achieving this by hosting team building activities over Zoom.

Regardless of what obstacles are thrown at the Pingry girls’ fencing team, the Photo Credits: Pingry Communication