the Woodward Academy Vol. 118 Issue 2
the people issue
Editors Editor in Chief - Maddie Ledet ‘18 Editor in Chief - Nija Packer ‘18 Butterknife Editor - Lizzy Levine ‘18 Social Media Editor - Tanvi Reddy ‘18 Spotlight Editor - Kendall Heggie ‘18 Culture Editor - Kyndall Dunn ‘19 The Cut Editor - Linda Shi ‘19 The Cut Editor - Jayden Khatib ‘19
Staff Writers Deven Smith ‘18 Will Dunkel ‘18 John Scott ‘18 Sarah Olatidoye ‘19 Anna Landgraff ‘20
Cover art - Mia Chan ‘19
The Blade is the student news publication of Woodward Academy. Volume 117 Issue 1
Culture
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Woodward Academy 1662 Rugby Ave College Park, GA 30337
Eagle Eats - Tanvi Reddy We present four different must-try restaurants throughout the city, highlighting a place for every mood.
Myths and Legends - John Scott Explore the real story behind the ghost of Richardson, the cow senior prank, and other campus legends.
Too Juul for School - Deven Smith and Kendall Heggie As the juuling trend grows, so does the impact it has on teachers and students as well as the consequences.
The Cut
People Section
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First Day In - Sarah Olatidoye Eight new students share their first impressions of our school and how it compares to their last ones.
Meet the Freshmen - Jayden Khatib We spotlight three talented freshmen and showcase their developing passions.
Guess Who?
- Linda Shi
Get to know all the new teachers, from basic background information to little known quirky facts.
24 26
Power Down - Kyndall Dunn Students, teachers and administrators clash over the technology policy and how it impacts learning.
Perplex Sex - Linda Shi Crushing the taboo around sex, we demonstrate exactly what an effective sex-ed cirriculum should look like.
EDITORS’ WORD Being new in an unfamiliar environment is never easy. It’s hard to settle in, create relationships and establish yourself in the midst of adjusting to new routines. New members of our community often feel less compelled to engage with the rest of our student body simply because they’re not comfortable yet, and we often hesitate to interact with them, whether they’re a timid freshman or experienced teacher. While it’s impossible to spotlight every new member of our community, we can do our best to showcase some of them. For that reason, this issue includes a People section dedicated to our readers that focuses on welcoming new faces on campus. “First Day In” features eight new students who share their first impressions of our school, in addition to how this one compares to their old schools. Similarly, “Guess Who?” gives voice to new teachers, providing background information and fun facts that allow us to get to know them better. To conclude our People section, we highlight some of the most overlooked members of our community. “Meet the Freshmen” stars three students from the class of ‘22 who’ve already garnered significant achievements with their talents. This issue also highlights aspects of our community that tie us together. “Eagle Eats” is a piece for the aspiring foodie, or anyone who’s looking to try something new. The article dishes on four restaurants that will satisfy a variety of tastes and includes input from the owners and staff that gives a fuller picture of the atmosphere of these dining establishments. It hopes to offer our student body new places where we can convene, enjoy ourselves and stuff our faces.
How to send a
LETTER to THE EDITOR
Another addition to the culture section is “Too Juul for School,” an article that examines the ever-growing trend of Juuling. Such trends are what define our generation, and exploring them often paints an interesting picture of who we are as teenagers. For those interested in the school’s expansive history, “Myths and Legends” details the fascinating and outrageous folklore that exists on our campus. Anyone who desperately wants to know the legend behind the infamous ghost of Richardson can look no further. Our issue wouldn’t be complete without the addition of “Perplex Sex” and “Power Down,” two opinion pieces that take strong stances on some of the most buzzworthy topics among our classmates. The first tackles sexual education, considering the consequences of being misinformed about sex as well as what an effective sex-ed curriculum would look like. “Power Down” discusses the technology policy, and allows both students and faculty to voice their feelings about the rules. Without giving too much else away, we present to you the People Issue. – Maddie Ledet and Nija Packer
One of the missions of The Blade is to cover pressing issues confronting our community. We try our best to include a diverse array of perspectives in our coverage. However, we realize that as a staff of only thirteen people, it is impossible for us to represent the voice of every student and faculty member. We have decided to introduce a Letter to the Editor section in each of our issues. A Letter to the Editor is a letter that a student or faculty member sends in stating any additions, issues or concerns they have with an article or general opinions about a school-related issue. If the letter follows the established guidelines, it may be published in the next issue of the magazine. Letters will not be rejected based on editorial preference, only if guidelines are not met or too many letters are received. Guidelines: Limit to 200 words If applicable, state the article of concern, and keep the focus on your concern/issue/addition with the article End the letter with your name and grade level. Note: Anonymous letters cannot and will not be published. If relevant, introduce any background information about you or your issue in the letter. Check your school email for a verification email. If you would like, leave a phone number for verification instead. Methods: Google Form (tinyurl.com/BladeLetter) Drop off in Room W113 Email to wastpress@gmail.com
Julia D u
EAGLE
8 Tanvi Reddy’1
NEW
Tired of eating at the same few restaurants? Even if you’re not, check out these trendy places around Atlanta, specially selected by yours truly.
YPE H T ES
By Tanvi Reddy
M
Co
urt esy o
EATS
f Upbeet
Type: Fresh Finds Must TRY: Pesto Manifesto with Charcoal Lemonade Price: $$ Location: Howell Mill Road
aybe you’ve seen Atlanta foodies posting supposedly “aesthetically pleasing” photos of a bowl filled with green goodness and peace sign embedded cups. Or maybe you’ve noticed that the lines at Taqueria del Sol on Howell Mill Road have somehow gotten shorter. Whatever you’ve seen, Upbeet, the minimalistic, West Coast vibin’ restaurant located next to the Westside Provisions district, has been bustling with business since its opening in June. It’s a health nut’s dream with its variety of offerings of bowls – grain, salad and even acai – and smoothies, but even sworn anti-green-foodies can find a dish. For those that think eating healthy often consists of flavorless green vegetables, think again. The Upbeet menu consists of 20 grain and green bowl options, and their most popular dish is the Aloha Bowl, which supports the current poké trend. Or, be an authentic healthy eater and go the insider’s route by making your own bowl. Upbeet gives you the option of building your own bowl from a myriad of hot and cold toppings ranging from raw fruits and veggies to cooked golden beets and sweet potatoes. Their combination of using authentic, organic ingredients with a fast-casual dining style akin to places like Subway make them one of a kind. Started by the company Better Brands, which also owns the nearby Yeah! Burger, Upbeet picked up on a nationwide interest in healthy eating. “Although our sister-concept YEAH! BURGER offers lean, organic meats along with vegetarian and vegan options, we noticed that guests were requesting even more vegetables on our menu,” said Better Brands Vice President Kelly Wallace. “It was apparent that Atlantans were ready for a brand like Upbeet.” In a city that loves fried chicken, Upbeet is on the frontier of a new style of healthy and convenient restaurants.
“Upbeet is a restaurant where guests don’t have to sacrifice nutrition for convenience. There has been a large, unmet demand for healthful, convenient food in Atlanta and we feel that [we meet] this demand in a modern and approachable way.” - Better Brands Vice President Kelly Wallace 5
D
Po ke
Bu
rri
HID
of sy e t r Cou
Type: Poke & Modern Sushi Must TRY: Sushi Burrito Price: $$ Location: East Atlanta Village 6
TH OO
URE AS
TRE N E D
E E T W T S
ur t
Co
uring hotlanta summers, there’s nothing better than taking that first bite of cold, mind-blowing ice cream that melts in your mouth with flavor. To all the Jeni’s Splendid Ice Creams lovers: prepare for your rebirth and revival. Queen of Cream will make you realize that you haven’t lived until you’ve tried any one of their freshly-made, eccentric creations. Every bit of their flavors are made from scratch, including the ice cream and add-ins. “We are still the only ice cream shop in Atlanta to make all of the ice cream in small batches and in house. We start with milk and cream and sugar! We are also the only ones using local dairy to produce ice cream,” said cofounder Cora Cotrim, the Queen of Cream herself. “Apart from Honeysuckle gelato, which makes the gelato in their production facility, everyone else purchases ice cream from a local dairy manufacturer.” You can taste their passion for making one-of-akind concoctions in every flavor, which they establish seasonally. Situated right off of Freedom Parkway, they are only a 20 minute drive from school and can be the perfect pick-me-up after a tough day. They’re even available on the popular food delivery app Doordash. Make sure to try Sprinkle Cookie, a mix of vanilla ice cream with sugar cookie crumbs and sprinkles, and Black Pearl, a chocolate chip and coconut vegan ice cream with a pinch of activated charcoal. The foreign ingredient may unnerve some sugar lovers, but charcoal improves the texture of the ice cream, and complements the 58% chocolate chips they add. Feeling bold? Take a risk and try their Lavender Honeycomb to experience pure euphoria. Situated in cute and cozy Old Fourth Ward, this small shop is the perfect place to catch up with friends, or even a first date. As a warning, parking is limited to street parking, and can sometimes be hard to find. Pro tip: They offer coupon cards which they stamp after every purchase. Collect 10 stamps to get your next ice cream free.
esy of
m rea C f o Queen
Type: Ice Cream Shop Must TRY: Lavender Honeycomb Price: $$ Location: Old Fourth Ward
A
lthough you may only know East Atlanta for being the birthplace of some of Atlanta’s most iconic rappers such as Gucci Mane and 21 Savage, this hidden corner boasts Atlanta’s best Poke bowls and other eccentric creations. “We knew that if we could survive here we could do it anywhere,” said co-founder Seven Chan. The first time you go to Poke Burri, you’re probably going to drive by it on accident. Despite being a small stand inside of the We Suki Suki food hall, a global grub collective that brings together small mom & pop restaurants, don’t underestimate this small stand blending Hawaiian-style seafood and Poke. Ride the wave of Sushi innovation and try their sushi burritos, donuts, sandwiches, and even corndogs. Even though their menu only lists their burritos and bowls, their secret menu, including sushi bagels, cupcakes, and even tacos makes them the ultimate hidden jewel. Their most popular items include the “SUPER” Poke Bowl and the Demogorgon burrito, inspired by “Stranger Things,” whose cast Chan had the chance to meet. Even on a lazy day, you can order them from Uber Eats, Postmates, and Doordash. Although they are only a small stand now, they have plans to open five new locations by 2019. On January 16, they continued their Japanese food revolution and opened Lifting Noodles Ramen right next to Poke Burri. They serve traditional tonkotsu, spicy, fried and brothless ramen along with another secret menu of unconventional creations, and have sold out everyday. If you still need an incentive to go to Poke Burri, engrain your name in something meaningful by having the option to name your own item on the secret menu if you bring in 10 people. If enough students go, they’ll even name something in honor of our school.
DATE
H G T I N
G C ou
rtes
y of
Victory
Type: American Sandwich Shop Must TRY: Tea Bird Sandwhich with a Side of Ramen Price: $ Location: Inman Park and Decatur
“We’re open till 2 AM and most people don’t do that. It’s super casual food, but you can get it at two in the morning.” Daniel, server
oing out for dinner dates can get boring after a while when they’re just the same sequence of events – you order a nice meal, make small talk, eat said meal and then your bank account and your diet take a hit afterwards. If you’ve experienced this or are just looking for somewhere fresh to take that special someone, Victory Sandwich Bar should be your next date night restaurant. This trendy grubhub boasts custom-made mini sandwiches with sides and snacks such as popcorn, a jar of pimento, or cold ramen. Most importantly, they’re insanely cheap, with the most expensive food item only being $7.50. Despite using eccentric ingredients and making everything in house other than the bread, which is delivered warm every morning, sandwiches are still priced at $4 each and sides at $3.50. The youthful decor, dim-lighting and casual atmosphere of the restaurant with its friendly waiters and up-front ordering style make it a chill place to hangout. The variety of seating, from cozy booth-style to high-table and chairs, and its friendly and social outdoor patio seating for those warmer weather days let you set the mood. When you get bored of talking, go to the back and challenge your date to a fun game of ping-pong in the back room with an electric scoreboard. This restaurant has two locations, Inman Park and Decatur Square. If you’re looking for a more adventurous date, the Inman Park location is only steps away from the Beltline. Go for a walk after eating a hearty meal, or even buy specialized VICnic Baskets for a scenic picnic along the Beltline. These picnic baskets include a blanket, four sandwiches, one side, two bags of chips, two sodas, and other Victory merchandise for only $29. If that isn’t enough to convince you, their hours are from 11 AM - 2 AM, so stop by after a late movie or concert.
7
Myths
&
Mysteries
By John Scott ‘18 | Illustrations by Jack Kostyshen ‘18
With a 117-year-old campus and thousands of graduates, myths and legends have been passed downthrough generations. From ghosts to grand prizes, we have a rich unwritten history.
The Ghost of Richardson
W
hile some students call Richardson home, others call it spooky. According to legend, this arts building could be the site of a paranormal phenomenon. Some students and faculty claim to have been in contact with the other side. Linda, the infamous ghost of Richardson, has become part of the theater community. “She was once the theater director [and is] now a ghost,” said Kayla Williamson ‘18. “There are things where the lights go off, and all of a sudden a card from her show will be on the ground. A bunch of people [have] witnessed it.” A common belief is that Linda watches rehearsals and productions and only acts out when she sees something she would
have disliked if she were the director. True believers, like Ben Peachtree ‘18, feel strongly about Linda’s existence. “I will never doubt Linda. She’s real. I’m actually scared,” he said. There is no concrete evidence of paranormal activity, so debate about Linda’s existence continues. “I don’t think Linda is real. Why would she want to spend the rest of her days here?” said Mady McCook ‘20. The former theater director was widely known and admired. There is a scholarship named after her in the state thespian convention, The Linda P. Wise Performance Scholarship. “[Linda] was very picky about her theater,” said Mr. Levi Kaplan, the current director of the theater department. “When I worked [late] on
stage painting, I would hear [noises] and see this white thing out of the corner of my eye,” he said. Kaplan eventually spoke to Mr. Trevon Broad, the WA Live director, about what he kept seeing. Broad asked Kaplan to show him where he saw the apparation, and it was exactly where she used to sit. One night Kaplan saw her a few times while painting. “It got to the point where I was like, ‘Yeah, okay fine,’” said Kaplan. Kaplan never met Linda, yet he picked out the exact seat she would sit in while directing rehearsals. He made various changes that she may have not approved of, such as working late and painting the stage, but overall he does not think she dislikes him. Kaplan used to see Linda all the time, but now he only sees her once a semester. “I’m not here as late, and she was more scrutinizing of the technical directors than she was of the directors. When I switched, she didn’t follow me as much,” said Kaplan.
Photo by John Scott with Jack Kostyshen’s interpretation of the ghost hovering overRichardson.
8
Extreme Couponing
M
ost people would enter a sweepstakes for a chance to win, but how far would a person go to get the grand prize? Dr. Chris Freer, former principal and VP for development, lives in former president Captain William R. Brewster’s home. The home boasts the grand prize for Blue Horse coupons – a swimming pool. Blue Horse coupons, similar to box tops, were only sold on school supplies. “Captain Brewster, the third president of Woodward Academy, and his wife instructed the campus store to cut out all the coupons before selling the notebook paper and school supplies to the GMA cadets,” said Freer. Blue Horse was the campus store supplier during the 1950s. Captain Brewster and his wife saw the number of coupons coming in the store and decided to make use of them. As the campus staff began to cut and collect the Blue Horses, they did not know the grand prize was within reach. “With enough you could get all kinds of stuff,” said Mr. Rusty Zaring, school historian. “When students went to the campus store to buy stuff, there’d be a hole in the cover because the Blue Horses would already be cut out.” After years of collecting, Brewster turned in all the cut-out Blue Horse coupons and received the grand prize, a swimming pool, which is now in the Freer’s backyard.
TRUTH-O-METER Pigeon Poop
TRUE
When the new stadium was built, the old one had thousands of pounds of pigeon poop splattered on the roof. It required digging out multiple feet of pigeon poop.
Senior Cow The senior class put a living cow on the second floor of Brewster Hall. The school had to get a crane to remove it, since cows cannot walk down stairs.
FALSE
TRUE
FALSE
Burried on Campus Minister Richard C. Gresham, a close friend of Mr. Robert Woodruff, was buried on campus near Gresham Chapel. Woodruff and his wife were supposed to be buried on campus as well but died before the arrangements could be made.
TRUE
FALSE
Wood “Legend states that Colonel Woodward, founder of the school, hid gold somewhere on campus. The theory is that he stockpiled gold and buried it somewhere on campus,” said Kaplan.
TRUE
FALSE 9
TOO JUUL FOR SCHOOL By Deven Smith ‘18 and Kendall Heggie ‘18 Illustrations by Mia Chan ‘19
W
hile Juuls may look like your average USB drive, looks can be deceiving. Whether used at a party or in your 4th period math class, there’s no question that these devices are leaving their mark on today’s youth culture, despite having very negative risks and consequences.
The Juul, referred to as the “iPhone of e-cigarettes” by Men’s Fitness, is a hot commodity for teenagers in Atlanta as well as across the nation. A Juul is an e-cigarette made by PAX Labs that is meant to be an alternative to cigarettes for adult smokers. This pocket-sized powerhouse is no bigger than a flash drive, but the impact it’s leaving is huge. Even though customers have to be 18 or older to purchase this product in stores and 21 or older to order it online, underage teens still find ways to get their hands on them with fake IDs, older friends or family members.
“It’s become such a huge part of our generation, almost everyone has [a Juul],” said Reese Cooper ‘19. While it appears to be a typical vape, the Juul is different in several ways. Juul pods have liquids that come in five different flavors: virginia tobacco, cool mint, fruit medley, creme brulee and mango. According to their website, a single Juul pod contains “0.7mL with five percent nicotine by weight, approximately equivalent to one pack of cigarettes” and lasts for about 200 puffs. These pods contain two times as much nicotine than regular vape liquids. Compared to cigarettes, Juuls contain significantly less chemicals and carcinogens, and many of the chemicals found in Juuls are food grade and safe to consume according to Vaping Daily. When it comes to kids Juuling, many students do not think it is nearly as detrimental as other substances. “It’s not as bad [as tobacco], and it’s not that big of a deal,” said Gudur. They could be smoking cigarettes.” Vaping Daily also says cigarettes are 10
more costly than vaping. The average cigarette smoker spends around $4,368 a year, not including health-related costs, while the average cost of e-cigarette use usually comes out to around $720. Until recently, the age requirement to purchase Juuls and Juul pods was 18 or older, but PAX Labs decided to raise the age requirement to 21 or older in order to help decrease the amount of minors purchasing them. “The system we use for age verification is a lot stricter,” said Tristan, a customer service representative from PAX Labs who was not allowed to disclose his last name, as per Juul’s policy. State law regulates the age that a person can buy a tobacco or nicotine product in stores. For most states the ages range from 18 to 21 or older. In Georgia the age requirement is 18 or older. The lower age requirement in stores is a problem for the company since it makes it easier for underage kids to purchase Juuls, which hurts their image. For example, many high schoolers are already 18 or look like they are, making it easier to get away with lying. Many students around campus seem to be pretty familiar with Juuling. A survey sent out to the school in September found that 40% of students have seen someone using Juuls on campus or at campus events, but opinions on Juuling vary. “I feel like teens should just be careful and know what the cautions are,” said Bradley Snipe ‘18. “But if they want to do it, they should be able to do it as long as they are 18.” The main appeal of Juuling is the nicotine buzz. A nicotine buzz occurs about ten seconds after the consumption of nicotine. It happens after the nicotine is absorbed into your bloodstream and reaches the brain. The nicotine “causes the brain to release adrenaline, creating a buzz of pleasure and energy,” according to the U.S. Department of Health and Human Services. “I think since Woodward is drug
testing everyone, people want to find something to do that they can get away with,” said Gudur. Several students have taken a firm stance against Juuls and think it is best to steer clear from them. “I don’t feel like students should be using [Juuls] because they can grow an addiction towards them,” said Zachary Kimes ‘19. Despite being so popular amongst teens, most adults, including some of the school administrators, have not caught on to the Juul trend. “I was not aware [of the trend]. I have to date never seen a teenager, or adult, with a Juul,” said Ms. Ronda Zents, assistant principal. “I think they’re another way that big companies are manipulating young people to try to do something that looks cool or is the latest trend, which can unfortunately lead to a lifetime of
with what teenagers are doing,” said Mr. Anthony Thomas, dean of students. “[Juuls] are growing, so we’re keeping an eye on them.” Thomas says that consequences for buying, selling or using Juuls at school can vary from multiple detention hours to a disciplinary board visit. He also says when he sees a student, older or younger than 18, Juuling off-campus, he can take action. “I reserve the right to contact the parents and inform them of what’s going on,” said Thomas. Mr. Luke Underwood, associate dean of students, is also familiar with Juuling, but he does not understand what all the hype is about. “Every year there is a fad. I don’t really see the point in it,” said Underwood. “I don’t think it is a good [fad], because the research is out there. It’s bad for you.” According to Underwood, the devices are
increased heart rate, blood pressure and shallow breathing. These effects can eventually lead to greater risk of heart attack, stroke, dental issues and even chronic lung disease. “Vaping in general is just really stupid to me, I wouldn’t do it. It seems really bad for you because of the nicotine,” said Henry Nichols ‘21. Since the Juul trend is still new, its future is unclear. It might grow to insane heights, or just fizzle out into a memory, but at the moment Juuling is a huge part of many teens’ lives. More and more students continue to join in on this up and coming movement every day. “As teenagers, you’re learning new things, you’re experiencing new things, and it’s trendy.” said Lawson. “But that doesn’t account for the effects it can have on you physically, or the effects it can have on your decision making.”
“I think [Juuls are] another way that big companies are manipulating young people to try to do something that looks cool or is the latest trend, which can unfortunately lead to a lifetime of addiction.” - Ms. Ronda Zents, assistant principal addiction.” Several teachers did not even know what a Juul was, but once shown images and given information about them, they took a very negative stance. “[Juuls] sound terrible, and it seems like [PAX Labs are] trying to market them like they’re not very harmful for you,” said Ms. Mckenzie Lawson, 12th-grade counselor. Though some adults are uninformed, a few faculty members have caught onto the Juul movement. Many teachers have seen students Juuling outside of Woodward. “From what I understand, it gives people a higher rush than vaping,” said Mr. Jason Stump, world language teacher. “I’ve seen kids in my neighborhood doing it, and I see kids doing it all the time in the streets of Atlanta.” The deans have also noticed kids participating in this new craze. “In this job, you have to keep up
strictly not allowed on campus. It’s no secret nicotine isn’t good for you, and with more and more people Juuling, there are concerns of what health problems may arise. “The longer you can keep from having nicotine [as a teengager], the healthier you’ll be as an adult,” said Ms. Cheryl Minor, upper school nurse. Minor also stated that Juuling can cause respiratory problems and trouble breathing. She recommends that students not get involved with any kind of vaping. “You can get things like chronic obstructive lung disease, which is just not curable. A lot of adults use oxygen tanks for the rest of their lives,” said Minor. “A lot of teens don’t realize it, but nicotine can have deadly effects. It is a risk that you just don’t need to take.” According to the National Center for Biotechnology Information, regular nicotine consumption can also lead to 11
‘18 Jack K ostysh en
people section a celebration of the new memembers of our community
FIRST DAY IN By Sarah Olatidoye ‘19
Illustrations by Mia Chan ‘19
First Impressions? “I really like WA because the academics are really excellent, but I think language [is] the biggest problem. But the teachers are nice. They try to speak slowly, so I can understand them. Also, I love the buildings here. It’s amazing it’s like a college.” How does your old school compare to this one? “My previous school was an international school with many students from different countries.”
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First impressions? “I definitely like how [the school] wants us to serve [the community], like WA Serves and the different organizations. It’s just a really nice environment.” How does your old school compare to this one? “My old school was really tiny compared to WA. It was a really tiny Christian school which was good and bad in some ways because I was with the same people in every single class. It got tiring seeing the same things everyday. At WA, sometimes I may see this person today, and I may have a class with this person [another day]. It’s really refreshing, and I like it.”
y Ripps h t ro
0 ‘2
Z h ou a n
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J o an
First impressions? “The schedule here is really different. I had nine classes at my last school, so five a day is really nice. Everybody here is super nice and super willing to talk and even [show] me where to go, and the campus is really beautiful. Really big, but really beautiful.” How does your old school compare to this one? “My last school was in Virginia, and it was a lot smaller. It was one building, and the building itself was too small for the amount of students. It was super crowded. We couldn’t carry backpacks with us, so that’s like the biggest change. There was also an extremely, extremely competitive environment where if you didn’t have a 4.0, you weren’t good enough. It was really difficult to feel confident.”
Varne y e
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eeler h W
9 ‘1
Liz
Walking into a new school on your first day, not knowing anybody, and getting lost all the time isn’t easy. Despite that, these new students managed to survive and thrive. Here are their first impressions:
First Impressions? “[My first week] was pretty rough. At my old school, everyone was friends [with each other]. I had 73 really good friends, and then coming here, I really only knew two people very well, so I went in with no friends. It was really awkward for a while.” How does your old school compare to this one? “It was very small. My grade was one of the biggest grades. It was 74 people. It was also a very religious school.”
Ni
Ma n
First impressions? “I had a really easy year last year, and I got all As at my old school, but over here, it is very difficult to get an A in a class. We were like the first Chinese students at my old school. But here, there are already so many Chinese students, so it’s easier to get around.” How does your old school compare to this one? “Before I came here, I went to school in New York on Long Island. It was an all-girls Catholic school, so we did prayers every morning and had to go chapel for religious stuff. Here students are more diverse. We have all different nationalities, different kinds of religion[s] and different kinds of people, so I really like it.”
Glas y s le
‘21
First impressions? “Big, so big!” How does your old school compare to this one? “The speaking speed is really fast for me, and I cannot get used to it. I try to get involved in every subject, and the students are very friendly.
Ash
Zha o y r r
0 ‘2
Ha
First impressions? “The levels of the classes are very different. Most schools do not have EP, CP, HP – it’s usually a low level or a high level [and] there’s no in between, which is not good for people like me that struggle with one subject and are better in another.” How does your old school compare to this one? “At my old school, the culture was more competitive, and this school is more laid back, which I like. It’s still not super laid back because we go to a private school, but it’s not like everything’s a competition.”
Wa y h n ap
19 g‘
20
a
Doyley ‘
First impressions? “My dad went here, my uncle went here and all my cousins go here. I have a lot of family friends that go here. I thought this school was really cool because I’ve never really known anything else. So far, my classes have been pretty good, and I have made friends pretty quickly.” How does your old school compare to this one? “I went to an all-white Jewish school, so there was no diversity. Everyone was the same. There were only 52 kids in my class, one building and two floors. It was really small.” 15
Kynnedi Hines Kynnedi Dancer Grade 9
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Jack Ri vers
Jack Photog ra
pher Grade 9
er Trey Walk Trey ch Theater Te Grade 9
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MEET THE FRESHMEN Article and Illustrations by Jayden Khatib ‘19 Although freshman year is a time for exploring oneself and one’s interests, the talents and accomplishments of ninth graders often fly under the radar because of their grade. These three freshmen already have an idea of their strengths, and they aren’t afraid to share their passions. 16
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Kynnedi Hines Dancer
A
kind heart and a creative drive have been instrumental in Kynnedi Hines’ ’21 pursuit of dance. She has performed in front of large crowds and choreographed a piece that was featured in a dance recital. At the suggestion of her grandmother, Mary Warner, a former Alvin Ailey dancer, Hines began dancing at the age of three, and her grandmother still inspires her to dance. “When I was three, I was just going to class. I didn’t know the substance of it, but when my grandma passed, it gave me a purpose,” said Hines. “This is for her.” Beyond the tribute, dance allows Hines to get out of her own head. “When I get on stage, I’m not myself anymore. I have this alter ego because I feel like if I start to get nervous or if I hear too much, I’ll mess up,” said Hines. “I have to block out everyone else and just worry about myself when I’m performing.” Hines’ love of dance led her to choreography. “It was hard because you have to get accustomed to how everyone else dances. You’re not just up there by yourself. It’s not a solo, and not everyone can do what you do and how you do it,” said Hines. “It’s about working together.” Her choreography has also served as a forum to uplift others. When middle school dance teacher Ms. Jenny Gould was going
through a tough time after losing her father, Hines pulled the other girls in her class together and choreographed a dance as a surprise for Gould. “Kynnedi had a lot of empathy, and she choreographed this piece. It was beautiful. It was a tribute to me and what I was going through, and they were saying they were my support. The piece was called ‘Life Support’,” said Gould. Ms. Gould hopes that Kynnedi continues to improve as a dancer. “She has a lot of ability, and she’s got a lot of potential. She just needs to hone it, work on her technique and her creativity and her focus,” said Gould. “I think she’s really on her way if she keeps going.”
Things to Know About Kynnedi Biggest Inspiration: My biggest inspiration would be Misty Copeland. Not only because she’s the first African American ballerina to really make it, but I just admire her for being different. Every ballerina is looked at as skinny or slim and strong, but she’s actually big chested. She’s the odd one out, but she’s beautiful. I love that about her. What is something you’ve always wanted to try but scared to do? “I’m not really afraid to do anything. I’m pretty adventurous I must say. If I couldn’t dance... “I think I would just stick to track but life would be so different.. especially with the arts and expressing myself.”
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Jack Rivers Photographer
Things to Know About Jack Biggest Inspiration: “Mr. Vogt. He suggested a sketch for one of my best photos, which was a fish lying down on a beach chair.”
Favorite Vacation: “My best vacation I’d ever taken was at the Beach Palace in Mexico, where the water by the shore is crystal clear.”
If he wasn’t doing photography he... “would probably do robotics again.”
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A
ward winning photographer is not a description commonly applicable to a freshman, but it fits Jack Rivers ‘21 perfectly. He has already been awarded Scholastic Silver and Golden Keys for his work, and his photos have been displayed in exhibitions at multiple museums, including an exhibition at the McRitchie-Hollis Museum in Newnan that also included work from professional photographers. “My dad originally got me into photography. It was just an extracurricular class. I didn’t pay it much attention. I didn’t really choose it myself, but one thing led to another,” said Rivers. “We had to do an assignment where we had to take like 100 pictures in a month. I took some pictures, and my imagination ran free.” Rivers uses the freedom of expression of photography to create unorthodox scenes in his work, such as a photo of him riding a bicycle down a stairway and a video of him acting the part of a shell-shocked Vietnam War veteran. “Jack has an unusually creative mind. He tends to see the world a little differently, but because of his separation from a lot of people, he can step into a world of his own creation. A lot of people are restricted and can’t do that,” said Middle School art teacher Mr. Paul Vogt. Vogt hopes that he will continue to hone
his craft. “He’ll diversify and get more experience. The higher you go, the more diversity you get, and he’ll get better,” said Vogt. “That’s good for him as he’s very good at telling a story through photography.” Jack is not sure what he hopes to accomplish in the next four years, but he is still shocked by how far his photography has taken him. “I’ve been invited to at least four exhibitions with my artwork. I never expected myself to be here,” said Rivers. “I was just taking photos and thought, ‘This is cool, I’ll take some more.’”
A
ssistant stage manager is a position typically reserved for upperclassmen, but Trey Walker ‘19 scored this important role as a first year theater student in the upper school. Walker’s passion for technical theater has inspired him to aim high in his field. Walker began taking drama classes in middle school because he did not think he was good at other disciplines like chorus or band, but he soon found that he liked the social dynamics of theater. “[I felt] a lot more involved. When I was in chorus, [I was] just a part of a group. When you’re in tech, you feel like you’re doing something important,” said Walker. “It’s kind of fun.” He learned that he prefered being behind the scenes to being on stage when he got to work in technical theater for the middle school production of Schoolhouse Rock Jr. Working on that production helped him learn which aspects of technical theater he likes best. “For some reason, I like lights in particular. I watched someone do sound, and I thought that looked kind of boring,” said Walker. “I ended up doing assistant stage manager in Schoolhouse Rock Jr. and I enjoyed it.” Technical Theater Director Mr. Joel Williams has a specific vision of who makes a good technical theater student, and he thinks that Walker makes a good fit. “Are they picking up the basics? Are they following? When we’re doing the lecture time, are you following that or are you completely lost? If [they’re] following that, that means you’ve got a mind that processes technical information a little bit differently than your average bear. I look for those kids. They’re the ones who show the most promise as future technicians,” said Williams. “They want to get in and do things. They want to be involved. They’re the kind of kids that are always asking what they can do to help, not just waiting to be told what to do.” Walker has already begun to prove himself to Williams through his willingness to step up and apply for the assistant stage manager role for the fall production. “We had an opening for an assistant stage manager position for fall, and that’s not something that we normally give to a first year student,” said Williams. “We want to make sure that you’re committed to this and that you’re really interested in this, because a stage manager position is pretty important in terms of the overall structure
Trey Walker
Theater Tech
of the theater department.” Walker hopes to someday work in technical production, perhaps in movies, but his goal for the end of the school year is just as lofty. “I want to be the lead designer on the lights or maybe be a stage manager,” said Walker. According to Williams, stage manager is definitely a possibility if Walker proves himself in this position. “He could definitely do that for us eventually. He’s in a good position being an assistant stage manager now. That means he would be eligible next year to be a stage manager because you can’t be a stage manager for a production until you’ve been an [assistant stage manager],” said Williams. “Of course, that depends on how good of a job he does.”
Things to Know About Trey Who is a character from a play, musical, TV show, or book that you’ve always resonated with? “A character that has really resonated with me would have to be Wade from the book Ready Player One.”
If I didn’t do theater... “I would probably be on the Cross Country team.”
Biggest Inspiration: “My biggest inspiration would have to be Neil deGrasse Tyson.”
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Guess Who?
Story and Illustrations by Linda Shi ‘19
An
w Jo dr e
Jill Hanson - Library
b Ha Ann
Rarely do teachers’ students find out more about them beyond their preferences for writing styles and their teaching methods. Determined to break that disconnect, The Blade saw an opportunity with the eighteen new faculty members. Above all, this might be your first chance to catch a casual and personal perspective of your teahcers.
er -
nes - Social Studie s
A Piece of Background: “Before I taught at Woodward, I taught at Mount Pisgah.” Interesting Fact: “Before I was a teacher, I was a truck driver.” What would be your dream breakfast?: “Eggs, hash browns, biscuit, bacon.”
A Piece of Background: “For the last fifteen years, I was the elementary librarian at the Atlanta Neighborhood Charter School in Grant Park in Atlanta. The school is elementary and middle, grades K-8.” Interesting Fact: “I worked for the National Park Service for seven years as a historian, doing historic preservation work.” If one famous person (living or dead) could visit the library right now, who would you want him/her to be?: “I would love to meet Eleanor Roosevelt.”
Gary
Library
A Piece of Background: “I’ve been at the Lower School working with fourth through sixth graders for the last thirteen years.” Interesting Fact: “Woodward holds a special place in my heart because both of my children are Woodward graduates. My daughter has been teaching in China for the last six years, and my son is a Naval Flight Officer.” What is the weirdest gift you’ve given or received?: “[The gift was] for my son. When he was in college, he really needed money. So I gave him a cigar box filled up with one dollar bills, a hundred of them that I had rolled up like cigars. Taped around it [was] the little cigar wrapper. And on the top, it said ‘Money to Burn.’”
Lawhon - Science
n May E gel
h
ar d
t - Vi sual Arts
A Piece of Background: “I moved here from New York about a year ago.” Interesting Fact: “My mother is from Finland. I’ve been lucky enough to grow up in Finland and in the U.S. I got to spend all my summers in Finland and traveling with my grandparents when I was a kid.” What song would you choose to describe your day?: “I think I’d have to go with Otis Redding, ‘(Sittin’ On) the Dock of the Bay.’”
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A Piece of Background: “I started out my career in the independent school system in Mobile, Alabama, teaching in the Catholic school system and then two different college preparatory schools for the first fifteen years of my teaching career.” Interesting Fact: “My hobby, recreation, therapy [and] relaxation is cooking. I lived in Italy for a couple of years and went to cooking school. [My signature dish is] homemade pasta from scratch with a roasted red pepper cream sauce.” Quirky Quetsion - What T.V. show character can you most relate to?:“Sheldon from Big Bang Theory.”
Bria n
Hu
ert Daugherty - Math Rob
English son e h tc
Mor gan
A Piece of Background: “I [was] teaching for fifteen years now. I [was] at my previous school [Our Lady of Mercy Catholic School] for ten.” Interesting Fact: “My first teaching job was teaching English as a second language to students in Japan. I lived in Japan for a year [and] taught English through the JET program.” If you were the spokesperson for something, what would you want it to be? “I’ve been on this kick lately. Purely Elizabeth Ancient Grain Granola is the best snack food I’ve had in years. It is delicious. You can get it at Target, [and it] comes in a variety of assorted flavors.”
ks - M c i H
A Piece of Background: “I’ve always had a daytime career working in the software industry. But I taught college-level classes in the evenings. I always thought it’d be nice if I could return to teaching in the classroom.” Interesting Fact: “I love to listen to podcasts. I listen to, almost exclusively, NPR podcasts. So if you see me walking around campus with earbuds in my ear, I’m listening to something on NPR. It helps me think and think broader and more differently.” If you could star in any movie, which would you pick? “I’d probably be a villain in a movie. A villain in a James Bond movie.”
ath
A Piece of Background: “I came from an international boarding school in Orlando, Florida. I heard about this job through one of the other math teachers who I went to high school with, Mr. Coats.” Interesting Fact: “I have watched all eight Harry Potter movies in one sitting. It took 24 hours, but it was so worth it.” What is a food that people would have to pay you to eat? “Olives.”
Lee
er s S e ll
- Study Hall
A Piece of Background: “I actually [have] a history with Woodward [because] I was here in the midlate 90’s.” Interesting Fact: “I’m a huge country western fan. [I] love country music.” What would be you dream superpower? “I’d like that superpower [to be] the ability to heal sick people. I think [my decision] self-explanatory because there’s so many people who die from various diseases. I lost my mother to cancer in ‘07. I don’t want to be a god or anything, but [I do want] to help people.”
21
Kim
ith-F m S
ausset - Spani sh
or s
line - Math
Lind a
L
of
earning Support L f
M
A Piece of Background: “I’ve been affiliated with Woodward since 2006 as an outside consultant.” Interesting Fact: “I’m a lifelong learner, number one. In the late 80’s and 90’s I worked with International School Services. My first [international] teaching position was in Columbia. I was there for two years [as an] an English teacher but totally immersed in a school that was Spanish-speaking. My second stop was in El Salvador in Central America, during the civil unrest. Quite a unique experience, but [I] was able to complete the two years.” How would you describe your style? “Probably just classic.”
Ma y s a i ar
Eric
G
A Piece of Background: “I was at a boarding school in Asheville, North Carolina called Christ School. I was there for a year. Two years before that, I taught at my Alma Mater Norfolk Academy in Norfolk, Virginia.” Interesting Fact: “I surf. I know a lot of kids around here [have] never surfed before.” What is your favorite high school memory? “There’s so many. Senior year, I played basketball as well as football and lacrosse. I played against Russell Wilson and Kyle Long – they both play in the NFL right now – as a freshman in high school. They’re all pro guys.”
- Science
B ey Linds
ear d
A Piece of Background: “I was a sub for Mrs. Hubbard. When Mrs. Freeman decided to leave, they asked me if I wanted to teach environmental science because that [area] was…a lot of my background.” Interesting Fact: “I really like science fiction. My daughter is also obsessed with Star Wars...she’s almost four.” Do you have a sweet tooth or savory tooth? “My husband would say I don’t have sweet tooth at all, but I love chocolate. I have a spicy tooth mostly.”
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A Piece of Background: “I lived in Mexico City for two years with my family. We moved there because of a job opportunity for my husband. He’s a journalist. He was writing for the Los Angeles Times and covering Mexico. Before that I worked at Woodward for five years. That was 2007-2012.”Interesting Fact: “I speak Italian. To be more exact, I used to speak Italian, but I’m very much out of practice! I learned Italian in college before I began studying Spanish.” Do you believe in ghosts or spirits? “I think they are interesting myths and stories, but I don’t actually believe in them. I think they exist to teach us something.”
- PE
A Piece of Background: “I actually came to Woodward two years ago. I came as a community coach, coaching lacrosse because I was actually a divisional lacrosse player at Kennesaw State.” Interesting Fact: “I think that everybody that meets me knows that I have a very outward, enthusiastic personality. I think that’s something special about me. I’m super optimistic. Always got a smile. Always tries to see the best in things.” Cat or dog person? “Both, but I have two dogs right now, so I guess dog person.”
Ciailin Ishib
ash
i-
Scie nce
ce
A Piece of Background: “I previously taught engineering and robotics at Maynard Jackson High School.” Interesting Fact: “[My family and I] go to Disney four times a year. We’re insane.” What is your favorite Pixar/Disney movie? “I am a Disney fanatic. All Disney movies are my favorite. I guess ‘Beauty and the Beast.’”
Weiss - Math
Ma
ey- Science n o h
Kay la
an Su s
rter - Computer Sc a C i ll y She
en
A Piece of Background: “I started teaching when I was in undergrad, and I went to Pepperdine University which is out in Malibu, California. I was serving as a TA for the chemistry and biology labs and had a lot of fun doing it.” Interesting Fact: “I really like baking. I started doing it when I was in graduate school as a [way of] stress-relief. Get a new recipe and then try it, and not think about school for a little bit. I found out it really worked. It’s really neat because I teach chemistry. Baking and cooking [are] totally chemistry. I would always bring the cookies or brownies or pies to work the next day and share it with everybody. That was how I got to meet a lot of people when I started in Georgia. Cheesecake is my favorite thing to bake.” Do you have a green thumb? “Oh yeah, I’ve been studying plants for ten years. ”
A Piece of Background: “Before I came to the Upper School, I was at the Lower School, teaching math for sixteen years. Prior to that, I was not teaching at all. I was working at BellSouth.” Interesting Fact: “ I’m an avid sports fan about anything. Particularly Alabama. And I love to go to concerts. [My favorite concerts are] probably country music.” What are three things you would bring to a desert island if your survival is guaranteed? “I guess my phone because that would give me contact with somebody. Something I could play like sudoku or some sort of crossword. My family for sure.”
A Piece of Background: “I taught in Illinois after I graduated college. I taught [chemistry and physics] there for two years. Then I went to grad school at the [University of Kentucky] for three years. I got my masters. After that, I wanted to teach at a collegeprep school, so I was looking at cities I might want to live in, and Atlanta was one of them.” Interesting Fact: “I really like dogs. I have one dog named Benny. He’s like my child.” Do you prefer rainy days or sunny days? “I like both because if I’m in the mood to lay down and do nothing, I want it to be rainy. If it’s sunny outside, I feel like I have to go outside. Most of the times I want it to be sunny, so I can go hiking.” 23
POWER
DOWN
By Kyndall Dunn ‘19 Illustrations by Darby Cornelius ‘20
<
Group
Kristin Abernathy ‘20
“I used [my phone] for taking notes on the board or connecting to something on Haiku.”
Dr. Jonathan Merrill
“Now with the BYOD policy, [every student has] an electronic device in the form of a laptop or computer.” Ariana Sharafat ‘19
“They forget about it after two or three months, and they stop enforcing it.”
24
The fact is undeniable: digital technology is here to stay in our fast-developing society. Schools have replaced chalkboards with smart boards and paper with computers. While many institutions make these changes to enhance the learning experience, sometimes gadgets, specifically phones, distract students from their education. Mr. Anthony Thomas, dean of students, deals with some of the problems that cellular interaction causes. “Something that [is] communicated via phone may issue problems later on in the day,” said Thomas. “If you are thinking about that, then you are not thinking about what’s going on in the classroom, which should be the focus.” Partially due to the prevalence of phone-related drama, the administration introduced a rule that requires phones to be stowed away in students’ lockers during the school day. “Now with the BYOD policy, [every student has] an electronic device in the form of a laptop or computer,” said principal Dr. Jonathan Merrill. “There is never a situation where they would need [phones] in class.” The school community shares mixed opinions about the change. Previously, although students stowed phones away in their book bags outside of the classroom, the students used phones during class at the teacher’s discretion. Now, because students cannot carry phones in their book bags anymore, they are especially prohibited in classrooms. Some students disagree with the rule because they believe that phones were helpful academically. “I used [my phone] for taking notes on the board or connecting to something on Haiku when my laptop [was] down,” said Kristin Abernathy ‘20. The administration issued the academy-wide policy because they felt that individual teacher regulation did not control phone usage sufficiently. Although many students admit that phones are a distraction at times, they do not consider phones a significant interruption to their learning. “I can see why [the administration] would think [phones] would be a distraction, but the requirement of keeping it in your locker does [nothing] to help,” said Sam Mattingly ‘18. “There were not many people who used their phones in class last year.” Some students do not believe they misused their phones last year with less strict rules. For them, the newest phone rule acts as a another restriction to add to the growing pile. “They forget about [rules] after two or three months, and they stop enforcing it. It is like freshman year with the skirts,” said Ariana Sharafat ‘19. “They were really on top of it for three months, and then it was done.” Cell phone usage is an issue from campus to campus around Atlanta. Some of the new faculty appreciate teaching in a phone-free environment.
“Last year [I was at] a public school in Gwinnett county. Students often had a difficult time discerning when it was ok to use [cell phones] and when to put them away,” said Mr. Gary Lawhon, science teacher. “Having each person be required to have a laptop, [they] don’t need [their] phone. I have not had any distraction problems in any of my classes.” In the world languages department, the change affected their curriculum. Teachers used to allow students to use their phones to upload audio of themselves speaking directly to Haiku. The new phone rule forced teachers to adapt. “[This summer] I had to create a document with different options to record on different types of computers. At our department meeting, I shared that document with [the world language teachers],” said Ms. Lori Beth Wiseman, department chair and Spanish teacher. “We have done more recording on Supersite, but I’d rather have it all on Haiku.” Some students dislike the rule because they want to be treated like adults. On the school’s website, the vision statement says the school will be a “national model in college-preparatory education.” Some students suggest that the school is no longer college preparatory because the cell phone restriction lowers the level of self-governance. “Some of our students are practically adults by law and drive, so to have to leave their cell phone in a locker is unrealistic,” said Kynnedi Hines ‘21. “We are supposed to be a college preparatory school, and in college students are independent. It is the young adults’ responsibility of how they use their attention and choices they make.” Some faculty members, including Thomas, disagree that the prohibition of phones renders the school any less college preparatory. He said that if students responsibly use computers during school, then they are sufficiently prepared for real life. Because phones are so prevalent in our society, it is important that students learn how to efficiently use them. If phones are already a distraction for students in a structured environment, in post-high school settings they will need to exercise self-control and responsibility. English teacher Mr. Tim Hamling said the phone rule teaches students manners, as he believes inappropriate phone usage is disrespectful. Technology is not disappearing anytime soon, and students will inevitably have to use it as a part of their daily lives. Because phones are relatively new, the varying opinions about how to best handle them are expected. “Especially in this generation where technology is basically fundamental, [the phone rule] is outrageous and should be cut,” said Hines.
<
Group Mr. Tim Hamling
“When [students] have jobs [in the future], you can not have them out at your will.”
Kynnedi Hines ‘21
“Especially in this generation...[the phone rule] is outrageous.”
Mr. Anthony Thomas
“I don’t feel that restricting [the phone] limits the student’s ability to be able to use them in the classroom.”
25
PERPLEX SEX
I
n an iconic scene in the comedic teen film “Mean Girls,” a high school gym teacher addresses an audience of highschool students during their first-ever health class. He enthusiastically jumps into a sex talk that shares more similarities with a rally call than a conversation. Coach Carr warns the students, “Don’t have sex, because you will get pregnant and die.” He ends his confusingly short speech by offering up some “rubbers” to his clueless listeners. Sex is a touchy topic between adults and teenagers because of the notions society attaches to sex. Sex is weird. Sex is also strangely attractive, or somewhat at least — we see it saturating commercials and photoshopped media. During our teenage years, we become absorbed with these new feelings and emotions as we pursue sex or avoid it like the plague. Above all, sex and teenagers have this unbreakable, fascinating link that adults often try hard to ignore. When a sensitive topic like sex is not discussed openly, it gains a mystical
26
By Linda Shi ‘19 Illustrations by Julia Du
popularity amongst the general public. All of the illusions and myths that cloud sex lead me to believe that a proper sex education is a necessity for high school students as we mature and move onto the next stage of our lives. In general terms, sex education should instill knowledge about sex into teenagers instead of portraying it as a monstrosity that needs to be shunned in order to scare teenagers off (spoiler: it doesn’t). Above everything else, students are supposed to be educated during sex education. High school is a time for our minds to learn and to expand. Similar to how academic classes have the ability to open up a young mind, proper sex education should have the same effect — to open a door and let in light. It gives students the chance to learn how to be safe. With a healthy understanding of sex, teenagers who are beginning to explore their sexualities are more likely to make safe decisions about their natural urges. In the long run, a beneficial sexed class positively affects their self-worth and their relationships with their partners
down the road. During my research about sex-ed organizations close to campus, I contacted Georgia Campaign for Adolescent Power and Potential (GCAPP), an Atlanta-based organization that focuses on improving the health of young people which has a specific branch centered on in-school sexed. According to program manager Lauren Barineau, GCAPP relies on training sessions after intensive communication with the administration. Their goal is to have the school’s teachers administer the sex-ed sessions. They adamantly remain evidence-based and judgement-free, opting to communicate information and skills instead of warnings. “If you want young people to engage in safer sex practices, whether that’s delaying sex, or whether that’s having safer sex – using condoms and contraceptives – you have to influence their knowledge and attitudes, their intentions, and then, of course, build their skills,” said Barineau. A proper sex education should not shy away from discussions about hard-hitting topics, including teen pregnancy and sexually transmitted diseases. People in power should not dictate their right to erase this information just because these areas of discussion make them uncomfortable. I advocate for a form of sex education that bridges the gap between traditional, Powerpoint learning and reality. Bring in a teen mom. Bring in a medical professional to discuss different types of contraception. Scary statistics and pictures of grotesque sexual diseases can desensitize us to valuable information after a certain point. Make all positives and negatives surrounding sex feel real to us, and we will figure out the rest. But do not utilize the negative sides of sex as a tactic to inculcate teenagers with fear. Fear breeds ignorance. Fear is a temporary solution. Sex education also has to deal with the sex-negative culture young women deal with in our society. Sex educators face high school girls who are reaching the most vulnerable age for experiencing sexual violence in the United States. According to The Rape, Abuse & Incest National
Network (RAINN): “Females ages 16-19 are four times more likely than the general population to be victims of rape, attempted rape or sexual assault.” Do not separate boys and girls when discussing consent and sexual assault. Break the stereotype that “boys will be boys.” Educate them about the statistics and make sure they realize the reality of these issues. Beyond that, it is of utmost importance to stress the fact that anyone can be a victim of sexual violence. Give us the helplines and organizations to cope with the aftermath. Ensure the importance of speaking up after such incidents in a country where, according to RAINN, two out of three sexual assault cases are unreported. Explain and emphasize that slut shaming and victim shaming only ensure that theses cases will be sweeped under a carpet by the victims, in fear of the public’s unfair judgement. A wholesome sex education needs to address queer students who are often stripped of the opportunity to learn about STDs and prevention methods. A curriculum that fails to address the total spectrum of sexuality will unconsciously pass on transphobia, heteronormativity and ignorance. There’s no denial that Woodward prides itself on the diversity of its students, so there’s no need to marginalize them in terms of sex education. Above all, a sex talk should tailor to the needs of students and families. A detailed overview of the sex talk should be provided to the parents beforehand. The administration must continue to believe that the parents’ decisions of allowing their children to acquire such information should be final. After their parents, the students’ opinion
should rank second in importance. In a Blade’s survey taken by 144 Upper School students, 33 students openly responded to the question, “What should an informative sex-talk cover?” The top three topics mentioned were safe sex, methods of contraception/protection and in-depth information on sexual diseases. Students
“A proper sex education should not shy away from discussions of hardhitting topics about teen pregnancy and sexually transmitted diseases.”
showed clear interest in learning about protective methods during sex. I agree. Speaking frankly, I think it is necessary to hold live demonstrations of condoms and include detailed analysis of other contraceptives. What are the possible effects? What should we do when they don’t work? As we mature, some of us will inevitably have to jump onto Google after coming face-to-face with certain stressful situations. If schools serve to prepare us for our futures, doesn’t a category pertaining to the complexities of sex deserve its own recognition? 27