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The Confederate flag. Threats of nuclear war. Brett Kavanaugh. The national anthem. Marjory Stoneman Douglas. The Trump presidency. The 21st century has brought no lull in controversial events. They populate headlines around the world, demand acknowledgement during school meetings, and ingrain themselves into our everyday discussions and observations. Somehow, their presence slides into an even more prevalent space: the classroom. In Ethics, I’ve debated the morality of abortion. In Latin, I’ve explored the intent of the national walkout movement. In History, I’ve analyzed Trump’s organization of his advisory board. I welcome these opportunities; truly, I do. I believe it is important for Deerfield students to communicate rationally and coherently about political events. We live in a politically charged world, and our community should mirror that. The discussions on politics we have teach us how to, as some say, “talk politics.” We are learning to weigh evidence and shape arguments, to deliberate on highly nuanced and complex issues. Essentially, we are introduced to the process of democracy — the ideals of free speech that this country was built upon. Deerfield’s effort to shape us into globally competent citizens deserves much acknowledgement. A completely different issue arises, however, when teachers become involved in this conversation. Deerfield, according to its own mission statement, promotes a “reflection and balance in promoting intellectual vitality and self-understanding.” Much of our curriculum is based upon student-led learning, encouraging students to formulate their own opinions and draw their own conclusions from the information learned in class. We are told that we can be leaders. We are told that we have the power to think originally no matter how youthful or inconsequential we may seem. Our teachers are meant to catalyze this development; their job is to teach us, as students, how to become globally competent citizens in the way that we process information. It is thus, frankly, a disappointment that our teachers would disregard those values in favor of their own inclinations. Often I have heard my peers remark that they felt their views were attacked by a teacher. Others noted that they felt pressured to support a certain movement or political party. Even more said the blatant preference towards one particular viewpoint discouraged them from expressing their own. There is absolutely nothing wrong with teachers having a strong political view; there is, however, a concern when this view is forced upon students. It is imperative that teachers walk a fine line when discussing politics in the classroom. Students should be presented with the necessary information without bias or prejudice. It is one thing to state “President Trump’s travel ban targets seven Muslim majority countries” and another to say “Trump is an unworthy president because of his discrimination against Muslim populations” — even if it may be true. Leave the decision of whether or not Trump is a meritorious president to us. We are smart enough to understand what bigotry signals about a leader. A teacher’s job is not to dictate an opinion but rather to establish the foundation needed to form one. This example applies to many more nuances of modern politics, in which there is often times no clear right or wrong. Building off from this, it is clear that politics cannot be lectured, in contrast to subjects like Chemistry or European history. Decidedly not black or white, it exists within the ambiguous grey of the in-between. Politics, I propose, if ever talked about, should be in the form of an open discussion. Teachers should serve as regulators and not controllers of dialogue. On the flip side, it is important that politics are not completely excluded from the classroom. Teachers should not avoid referencing politics at all costs in fear that students may be placed in uncomfortable or sensitive positions. Rather, these positions are where we grow and where we develop as young leaders. More than anything, it is important for teachers to recognize that they should encourage these discussions while being aware that forcing any type of ideal upon us will only harm our striving for global competency. With the advent of new movements led by fellow teens, our lives are becoming intrinsically linked with politics. The national walkout movement itself is an affirmation that our generation can stand, independent of any organization, and fight for our rights. It signifies our ability to take what we learn from school and reach further. Similar campaigns will only grow in the following years. Thus, there are many questions that we must continue to answer in order to ensure an effective and healthy learning environment: can controversial events ever be used as an educational opportunity? Is it appropriate for teachers to share with students their own political viewpoints? An educator’s job, put simply, is to teach students how to think and not what to think. This is thus a plea to all teachers, in every sense of the word: uphold this purpose — for the sake of your students.

Meredith Heaney ’19 stepped up to the spot to take the stroke. Varsity Field Hockey was playing host to Hotchkiss, a team that Deerfield hadn’t bested in seventeen years. She adjusted to the ball, wound up, and sniped it past the Hotchkiss keeper into the top-left corner. “She had a sick celly,” teammate Christina Halloran ’20 remembered. “She threw her arms down and then jumped in the air. We all ran to her and celebrated. It was a memorable moment.” “Everyone was happy for her and knew she deserved it,” said co-captain Mimi Pastor ’19. The girls came away with a statement 4-2 win, thanks in no small part to Heaney’s control of the midfield. Heaney began playing field hockey in seventh grade, and immediately fell in love with the sport. During her career she has played for both Fairfield County United and the Field Hockey Club of Connecticut. She has started on the Varsity Field Hockey team all three years at Deerfield and attributes much of her success to her older sister. “I started and decided to play field hockey because of my sister. She started playing two years before me and encouraged me to stick with it,” noted Heaney. A crucial aspect of leadership is mentorship, and Heaney sets the example for her younger teammates. “We all look up to her hard work, her poise, and her humility, especially for me as a younger player.” said Talbot von Stade ’21, “She’s one of the most hard-working people you will come across.” Heaney’s leadership on and off the field has led the team to not only grow athletically, but also bond socially. Heaney knows when to lock in and when to have fun, and whichever mode she is in, she gives her all. “One of her defining qualities is her competitiveness,” said Varsity Head Coach Kristen McVaugh. “Her desire to win and compete at the highest possible level makes her a pleasure to coach.” Heaney cites Serena Williams and Tom Brady as her biggest athletic influencers. She commented on Williams’ athletic prowess, “Serena’s just a powerhouse. She dominates the competition every single year.” Heaney’s leadership is only half of the equation in terms of her impact. She also possesses some of the best ball-control on the team. Von Stade attested to the fact, saying, “She has incredible stick skills that allow her to get around double, triple teams. Even after the teams we play realize they have to double-mark her, she keeps working.” As well-rounded a player as she is, Heaney does have one strength appreciated by teammates and coaches alike: dangling. Ms. McVaugh commented on this special skill set saying, “Dangling around players is her specialty, and her teammates get fired up when she does it.” “She dangles everyone,” Halloran added. “Meredith was elected to be captain this year because she leads by example,” McVaugh explained. “She is a hard-working, committed, and skilled player who pushes herself to get better every single day.” Varsity Field Hockey finished September undefeated with a 5-0 record. They’ve run the competition rampant, winning their first five games by a combined score of 20-7. Despite their stellar start, the team knows there is a long schedule in front of them. “As a team we’re hoping to make the playoffs and finish undefeated,” Heaney said. “So far we’ve started off well.” Heaney’s commitment to finishing the season on a strong note is apparent: “She truly cares about the team,” McVaugh said, “and is eager to see this group reach their full potential.” To think that the team hasn’t reached its full potential yet should frighten the rest of the schedule. Heaney will be continuing her field hockey career at Columbia University next fall.

There’s a beauty in the arts at Deerfield. From football players on stage to poets on paper, it seems that students of all backgrounds and skill sets can participate in bringing the world of the arts to our eyes and our ears. There is an extensive year ahead with plentiful performance opportunities: KFC, the dance showcases, the Fall Play, AP art and photography exhibitions, Albany Road issues, the A cappellafest, chamber and band concerts, and so much more. The Deerfield community comes together each time to appreciate the hard work of our student artists. However, each day at Deerfield is already filled up to the brim with homework, club meetings, sports games, and social interactions. For new students and non-artists alike, it can be exceedingly overwhelming to venture into this new world of the arts, even if you’re interested in it. To combat this fear, here is a comprehensive introduction to the arts programs at Deerfield, and how you can get involved now, no matter who or where you are on the artistic spectrum. Deerfield’s dance program, reputable across all of New England, has been a staple of campus entertainment. At school meetings, everyone eagerly awaits the dance performances, and each term’s showcase are some of the most anticipated events of the year. Offered in and out of the academic day, Deerfield’s dance program covers a wide variety of styles for students of all experience levels from complete beginners to pre-professionals. Classes are offered both during the academic day and co-curricular periods for dancers of all levels. The program offers students Intro to Dance and Dance I during 5th period, Dance II and III during 6th, while the Advanced Dance Ensemble meets during 7th period. Each level prepares throughout the year for performances at each term-end showcase. Ms. Jennifer Whitcomb notes, “Dance I still has plenty of room in it for new dancers, and it meets 5th period during the winter and spring.” Even more exciting are the dance showcases that occur at the end of each term. All students are encouraged to audition, and they offer a variety of styles from hip hop, contemporary, ballet, and jazz, for all different levels. Look out for the the upcoming Fall Family Weekend Performing Arts Showcase that goes up on Friday, October 12th at 7:30 in the Large Auditorium. “I would say that I didn’t start dancing until I was a 9th grader in high school, so they’re right on schedule! It’s a perfect time to start dancing.” – Ms. Jennifer Whitcomb “I originally came to Deerfield last year as a ballet dancer, but I really wanted to try something new so I started doing hip hop. It’s by far my weakest style but I’ve had so much fun trying to improve. The dance program can develop your already existing passion or it can be an outlet to try something new.” – Selena Martineau ’19 “I started dance the winter of my sophomore year, and, honestly, it was the best decision of my life. Deerfield is all about trying new things and the dance program here is amazing.” – Nicholas Ortega ’19 “ I think Deerfield does a great job of giving opportunities for dancers of all levels. If your a beginner, there is the intro to dance academic class or there are cocurricular options as well. Also for the student choreography showcase, there are usually a few beginner pieces that are really easy and really fun, no matter your skill level. – Quinn Soucy ’19 Another very popular art course that many students at Deerfield pursue is ‘Photography’ and ‘Videography’. All around campus, there are opportunities to capture a beautiful moment in time, from hiking to the rock to watching a dance showcase to seeing another sunset over the Quad, and Deerfield’s photography students take advantage of them. Often known as the unsung heroes of Deerfield arts, there are numerous ways to get involved with the photography program today. Photography is offered in introductory, intermediate, AP, and Post-AP classes in photography and videography all throughout the academic day. Taught by Mr. Tim Trelease, “all levels of photography students learn skills and employ photography as a creative form of artistic expression with DSLR and film cameras, digital editing/Photoshop, and darkroom developing and printing”. Another way outside the academic day is through student publications in need of photographers. Through , Deerfield’s literary and arts magazine, student photographers can submit and share their work to the community. Photographers can also work under the , Deerfield’s newspaper. Those interested in videography and film can look forward to the annual ‘Widdies’, a highly anticipated night where the community comes together to watch both light-hearted and sophisticated film works of student artists. “If you want to try photography, go for it. Find the kind of photo that’s right for you, whether it’s taking pictures of the landscape or doing photoshoots. You don’t know until you try.” – Kendall Duff ’21. Whether you’re a singer or not, everyone loves to sing – whether it be on the bus back from a sports game, at Sunday sit downs, in the showers, or just with friends in the common room. At Deerfield, you have the opportunity to take this hobby further, developing and honing your skills in the choral and a cappella programs. Chorus, directed by Dr. Tom Pousont, can be taken both as a class and as an extracurricular activity. As a class, singers can take the Chorus during the academic day, and more advanced singers can try out for the Advanced Vocal Ensemble. The easiest way to check out the chorus at Deerfield is to come to Tuesday evening rehearsals, usually running between dinner and study hall, which is open to everyone in the community. In the early fall, students can also audition for the student-led a cappella groups, of which there are currently three: Co-ed a cappella; the Mellow-Ds (all male); and the Rhapso-Ds (all female). Performing at various venues such as school meeting, trustee dinners, and the ever-popular ‘A Cappella Fest’ in the spring, All three groups are motivated to create ‘music with their mouths’. “The energy every year is so different,” Melisa Gurkan ’19, co-captain of the Rhapso’D’s comments, “and the girls foster such a great environment.” “If you love singing, acapella is a great outlet on campus to learn and grow as a singer. If you’ve seen Pitch Perfect, it really isn’t like that. It’s not perfect. But it is a really fun and rewarding experience that I highly recommend.” – Elliot Flagg ’20 “I hadn’t had any A cappella experience and so I was prettyanervous to audition for the group but I am so happy I did. I’ve met so many people I never would’ve met otherwise and I encourage everyone to either partake in a cappella or watch!” – Nikita Pelletier ’20 “Don’t be intimidated! This is the key thing to understand, and a big part of what makes a chorus so amazing: no matter your experience level or what grandma said about your voice, there is a place for you in the Tuesday evening chorus. Every singer begins their career by not having a clue. All you need is enough courage to open your mouth, the willingness to open your ears and listen, and some positive effort. The rest of us will help you with the details.” – Dr. Tom Pousont Known for being a program full of seasoned musicians, chamber and orchestral music programs tend to intimidate students, even those interested in classical music. However, the chamber music program at Deerfield, while disciplined and proficient, remains accessible to all students. As a class, musicians in chamber music meet during 7th period. Like the band program, they are split into different ensembles of 2-8 each day, and prepare pieces for concerts at the end of each term. As an extracurricular, orchestra is a space where all classical musicians meet every Sunday to prepare full-ensemble pieces for numerous performances throughout each year. Consisting of violinists to timpani players, orchestra connects people of all backgrounds and experiences together. Sign up for chamber music or orchestra through Mr. Tom Bergeron. “I would highly recommend chamber music at Deerfield to anyone who’s considering it. Chamber music allows us to strengthen our relationships with others and music simultaneously. The chamber music program here has successfully achieved that environment.” – Arayana Carr-Mal ’20 The Drawing and painting program is unique in that many students get their first formal training at Deerfield and stay with it, all the way right through to the college application. Student artists have amazing opportunities, travelling to London this past summer, numerous field trips throughout the year, and through the Von Auersperg gallery. The “Intro the Studio Art” courses during first period are the best way for the novice to get involved in the program. These courses are very popular and they really develop your mindset and skill level,” Mr. Dickinson explains. Many students at Deerfield are taught foundational skills at this level, and often move onto higher levels of ‘AP Studio Art’ during 4th and 5th, where students can submit their art portfolios to the AP College Board, and ‘Topics Post AP’ and ‘Tutorial’ for more advanced artists. “I would definitely tell [students that are intimidated] to throw caution to the wind. Become involved. Because I believe that everyone can be taught to draw. We take everyone at their level, so we’re not talking about their talent. Everything we teach here is teachable.” – Mr. David Dickinson On the other side of the musical spectrum, students who enjoy rock, jazz, funk, and all other styles of music may partake in Deerfield’s band program. This may include taking the 6th period band-course, performing at the winter and spring KFCs or even starting your own band. As a class, ‘Bands: Wind/Rock/Jazz’ is taken 6th period, and directed by Mr. John Van Eps. Covering an extensive range of musical styles, all students who take this class are grouped into different ensembles that meet on a schedule, fostering an extremely collaborative and diverse environment. Students who take this class play instruments including the clarinet, the vibraphone, electric guitar, the saxophone, and many more. On another note, ‘band’ also expands to extracurricular activities, including many student-initiatives on campus. Coda, the on campus rock band started by Joshua Fang ’19 and Andy Han ’19 two years ago, is an exciting example of how students can become leaders on campus. Coda has performed at school meetings, Choate Day, and even the senior graduation dinner. “We have teachers in every instrument and we have experienced coaches in all forms of music. Everything from jazz to funk to hip hop to rock. It’s a great place to learn and instrument and have fun with friends.” – Mr. John Van Eps. “You shouldn’t be scared to play music, if you want to go for it you should. I knew I always wanted to play an instrument but I could never find one that connected to me like guitar did. I tried piano, saxophone, organ, but those I never fell in love with like guitar. Find your instrument, then find your voice.” -Mike Shalaby ’20 “I started Coda several years ago with Andy because we felt that Deerfield band didn’t get enough attention in the public eye… Lucky for musicians, Deerfield is very supportive of student projects. They love it when students are on stage. Coda has not only helped showcase the best of band to the Deerfield community, but it has also given instrumentalists on campus a chance to come together and learn from one another.“ – Josh Fang ’19 According to the director of the theatre program, Mrs. Catriona Hynds, “Deerfield Theatre is a program of where anyone can find an immediate “family”, one that you are likely to remain friends with until you graduate.” Every term, the entire Deerfield community is eager to fill into the Black Box Theatre of the Hess and appreciate the hard work and effort that student actors, technicians, and directors put into each play. Putting on 3 plays a term every year, Deerfield’s theatre program hosts a large variety of positions for involvement. There’s no commitment when auditioning, and students don’t even have to be signed up for the co-curricular. Each term, students are invited to audition or be a part of the technical team, which entails set-building, and light, sound, costume and prop design. In the past, the theatre program has enjoyed success with productions such as Big Love, the Musical Revue, Pinkalicious, and more. “Look out for the Fall play: ‘Twelve Angry Jurors’: a blistering play that focuses on inherent bias, which is hugely topical in the world we live in today.” – Mrs. Catriona Hynds “Getting involved in theatre is so easy! This year, for our winter show, we’ll be taking everyone, so I recommend everyone to try it out. Arts at Deerfield, and especially theatre shows, are such a special aspect of Deerfield that I think everyone should experience during their time in the valley.” – Alexa Brown ’19 “It’s a really supportive community full of people who genuinely want to see each other thrive. It’s a great way to explore new opportunities because the theatre program is always open to anyone who wants to try something new. I was part of the Spring Musical Revue last year and I learned so much from both of our incredible directors, Lori Clark and Catriona Hynds. It was an honor to work with them. – Emma Earls ’20 “When I came to Deerfield I knew I wanted to be involved in the theatre program. It’s always been a big part of my life, and I was amazed by all the talented actors and actresses here.” – Angelique Alexos ’20 Stepping outside the mold of what is commonly considered as ‘Art’, the Deerfield community has found a way to integrate literature with the arts in a tremendously creative fashion. For one, there are numerous academic journals, political magazines, and newspapers on campus. , one of the oldest newspapers in the MA region, is a great way to get to know people on campus and foster key journalistic skills. are more examples of the numerous publications on campus that cater to the diverse interests Deerfield students exhibit. All such publications accept applications to be staff writers; if you miss the deadline, rest assured they will read and consider any articles you write for publishing. In addition, extracurricular groups such as Off Key, Deerfield’s slam poetry club, and the Creative Writing club serve as more opportunities for students to share their writing with the Deerfield community. Another way to share your literature is to apply or submit to , Deerfield’s student-led literary and arts magazine. Accepting short stories, poetry, photography, and art, anonymously reviews student submissions and compiles selected pieces into beautiful booklets each term to share with the community. Open to everyone, serves as an outlet for all student writers and creative thinkers who wish to share their writing and art. “We publish 4 issues a year, and host events where student artists can perform and showcase their work. Submissions for the fall issue are now open until October 31st, so it is a great opportunity to get your work out there now. Past issues can be found on our website: albanyroad.com. Additionally, on October 10th, will also be hosting a writing workshop, for students to explore some writing prompts and share their work in a supportive environment.” -Sydney Bebon, ’19 “ is a great way to appreciate the student body’s works in the arts and it really emphasizes the importance of the arts at Deerfield Academy.” – Madeline Lee ’20

Deerfield’s Athletic Training room is a common sanctuary for many athletes around campus. Whether a player needs to get taped before a match or seek physical rehabilitation during their off-season, the trainers are always there to help. Gabriela Biscottini is a prominent member of the Athletic Training Department. Her tireless work going to pre-season trips, attending both home and away matches, and helping students in the athletic trainer’s room has earned her a reputation for an impeccable work ethic. Ms. Biscottini always has a contagiously positive attitude around the Deerfield community. She is also joined by her faithful dog, Ty, an adorable black-brown pup; you might be able to catch Ty walking with Ms. Biscottini around the community. Ms. Biscottini says she “couldn’t be more thrilled to fill a more permanent role here at Deerfield.” Her love for her job is genuine. “Not many people get to say they love going to work every day,” Ms. Biscottini says when reflecting on her passion, “but I do.” This fall will be Ms. Biscottini’s fourth year as a member of the Deerfield community. Joining the trainer’s office in 2015, Ms. Biscottini spent two years as a part time trainer alongside fellow athletic trainers Robert Graves and Kate Parker. Having grown up in New Jersey, Ms. Biscottini moved to Massachusetts in 2011 to pursue a degree in training and business management from Springfield College. Upon graduating, she chose to stick around at Springfield College to complete a masters of Science in Athletic Training Administration. Ms. Biscottini was then invited to work as an Assistant Athletic Trainer for the 2017-18 school year, and to no one’s surprise, is now a full time faculty member at Deerfield. Such excitement can also be attributed to her coworkers, Mr. Graves and Ms. Parker, who have been with Ms. Biscottini from the start. “They’re some of the best coworkers I could ask for, and I’m fortunate enough to call them my friends as well.” The positive work environment that Ms. Biscottini is surrounded by each and every day is central to her love of the Deerfield community. When asked about the challenges presented by her work, Ms. Biscottini was unable to recall any. Contemplating about the job she loves, Ms. Biscottini instead listed some of its benefits. One of many upsides is “getting a chance to work with some really motivated and ambitious student-athletes.” “When those students come in and put the time and effort into their recovery, it’s really an amazing thing to see and to be a part of that process,” she said. Students were quick to praise Ms. Biscottini in return. Carter Hampson ’20 remarked that, “Gabi approaches every person with care and attention.” Maddie McCarthy ’19 also commented on Ms. Biscottini’s enthusiasm saying, “Every time I walk in to the trainer’s office, she is always eager to pop up and ask me how everything is going.” Others are brief but direct in showing admiration. As Captain of the Varsity Football team, Jackson McCarty ’19, stated, “She is fire.” It is evident that, from the garnered praise, Ms. Biscottini is a beloved member of the community. With “gratitude” being this year’s symposium, we should all be thankful for the care and thoughtfulness with which Ms. Biscottini and the other athletic trainers approach their craft. Be sure to catch Gabi in the athletic trainer’s room, on duty for Harold Smith and Pocumtuck, or around campus walking Ty.

The Athletic Center is a sight to behold. As the most extensive renovation and construction project Deerfield had ever undertaken, the expectations were high, but they have been exceeded. The complex is complete with a brand new ice rink, a 200’ x 100’ indoor turf, an indoor track, two crew tanks, an erg room, a golf simulation room, two new yoga and dance studios, a new gym for both basketball and volleyball, new locker rooms, and lots of places to hang out. Athletic Director Bob Howe as well as the entire department’s work on the facility will leave a lasting impacting on the Deerfield community!

Deahenn Jarvis, but I was nicknamed Nan because my brother could not pronounce my name. I live in Miller’s Falls, which is near the Turners Falls airport. I am married and I have one son. He is twenty one years old. I used to play pool and I even went to a couple national tournaments: Vegas for eight ball and Minnesota for nine ball. I grew up in this area and lived in this area my whole life. I went to Greenfield High School. I had a couple of friends who worked in the Dining Hall and I worked in the dining hall for over thirty years. Now I clean Denunzio. I love to spend time with my family and crossword puzzles. I am pretty boring in my old age. I am a homebody. I just came over this April, so I have only been here for a short time and I am also in charge of the John-Williams Dormitory. I used to work in Doubleday. Yes, I hopefully do because I have been here for over thirty years! When I first started it was only boys and I was able to see the transition from boys to co-ed. I love seeing graduates coming back and recognizing me. I remember when George Knight remembered me back when I was working in the Dining Hall. Some of the times I find the senior pranks hilarious. One time they stacked the Dining Hall tables, six of them, one on top of each other. Another time that I thought was funny, but my boss didn’t, was when the seniors took all of the silverware from the dining hall. As a young person, people don’t think about much. I was looking for a job that is secure and long term. I came from working at a drugstore chain as a cashier. I was looking to get into something secure and lasting. Plus, the kids are the best part of the job. Tastes change. It was definitely more mom cooking—American mom cooking. It’s neat because the apple crisp recipe is the same as it was thirty years ago. There were no vegetarians back then. In the dining hall, it was only meat and potatoes. When someone asked for a vegetarian menu, we would just give them some cheese.

When I discovered that all Deerfield students were to read a book by a South Asian author, a story about a Pakistani immigrant moving to America, I was delighted. Finally, there was a book with a protagonist I could relate to. But when I read the book, all I felt was underwhelmed and rather disappointed. Most students reading approached it with some hesitation, likely due to the abhorrent reaction the protagonist, Changez, had to the events of 9/11, or because of the rather patronizing writing style. But my main issue with the book wasn’t either of those, both of which the author touched on in his talk on September 27. Instead, what I disliked most was the way Mohsin Hamid represented women in his novel. The very start of the narrative reveals this tendency, when Changez describes himself as the “perfect breast” which is apparently “tan, succulent, [and] seemingly defiant of gravity.” It’s a vexatious metaphor that, to the best of my knowledge, isn’t a common expression anywhere. The fact that the author chooses, out of all the options possible, to describe his protagonist this way with such uncomfortable detail is rather revealing. But this trend continues, especially highlighted whenever there’s a female in the vicinity. In nearly every instance that Changez sees a woman, he makes some sort of demeaning remark on her body. From commenting on how attractive two college-aged girls passing by on the street were and staring at them for an extended period of time, to expressing his disappointment at how few women from Princeton decided to sunbathe topless during their trip to Greece, to discussing “the failure of [Erica’s] garments to cloak the memory of those naked breasts” every time he looked at her, he is constantly talking about the appearance of the women around him, some of whom he doesn’t even know. What is equally disturbing is that while fetishizing female bodies, he does not treat them as intelligent, capable human beings. Erica and Changez’s relationship exemplifies the deep lack of respect toward women in the story. He should be pursuing Erica because he genuinely likes her as a person and enjoys her company. Instead, he thinks of her merely as a sexual object. This is especially troubling as she was so vulnerable and constantly reminded of Chris’s death. We barely get to learn anything about Erica’s personality or why exactly she tied so much of her happiness with Chris. Instead, the audience is forced to read through long passages describing Erica’s body. Even during the scene where they almost have sex before she starts crying, Changez seemed more frustrated that she didn’t enjoy it than concerned for her well-being. I appreciate that the English Department is presenting a novel by a minority author who delves into unconventional but relevant contemporary issues and is willing to discuss the book directly with students. However, I wish the author had handled the topic of women in his book better, especially considering the many stereotypes surrounding traditionally Muslim countries on how they perceive and treat women. I realize that the author might be writing this way on purpose to point out the dangers of treating women this way. But if that is the case, his goal is not clear, and readers can easily misinterpret the novel to mean he is encouraging such behavior. Instead of celebrating the book for bringing to light the prejudices against minorities and people of color, I felt disgusted and even offended. Reading diverse narratives is vital in understanding perspectives that we do not have the opportunity to experience firsthand, but it is my sincere belief that there are many better options available. For instance, Chimamanda Ngozi Adichie is a well-known author who has written many books about Nigerian girls and women. Khaled Hosseini wrote , which is centered around a boy in Afghanistan and discusses the struggles of having a mixed identity and feeling like you don’t belong anywhere. Jhumpa Lahiri is the best-selling south Asian author of . All of these books retain a similar theme to without perpetuating harmful and prejudiced stereotypes against the countries they are about.

Kevin Hines came to campus on Wednesday, Oct. 3 to speak to students about suicide prevention. In his talk, Hines shared how his struggles with bipolar disorder and depression culminated in September 2000 when he jumped off of the Golden Gate Bridge in a suicide attempt. Miraculously, despite the 25-story fall at 75 mph, Hines not only survived but also regained full body mobility. Hines expressed that since his suicide attempt, he has felt called to spread a message of hope and resilience to students and adults across the world so that they do not feel alone in their struggle with mental health. Through the Kevin and Margaret Hines Foundation, established by Mr. Hines and his wife Margaret, Hines has additionally actively campaigned to install a net around the Golden Gate Bridge in order to drastically reduce the fatality of suicide attempts from the Bridge.

On a dense summer day, a jury must decide the verdict of a young adult man who has allegedly murdered his father. Throughout the play, tensions thicken within the jury room. Written in 1954 by Reginald Rose, Twelve Angry Jurors takes place soon after the end of World War III. This period of time was not only characterized by economic prosperity, growing suburbs, and the baby boom, but also by civil rights movements and national suspicion due to the Cold War, which Rose’s play reflects through each characters’ personal differences and arguments. “This play really puts emphasis on being afraid of people that are different from us. Since it is written in the 1950s, issues like immigration and racism are involved,” commented Micajah Stude ’19, who is playing Juror #8 in the play. Even though this play takes place more than half a decade ago, many of the societal issues presented back then still remain relevant in present day. In addition to immigration and racism, the universal tendency for humans to suspect others always exists as a recurring problem for most groups. “Throughout society, there’s always a sense of fear and distrust of people that are different than you, and uncertainty about people that don’t agree with you, which you definitely see throughout the play. People naturally gravitate to people who have the same opinions,” commented Angelique Alexos ’20, who plays Juror #1. However, society has undeniably changed every since the 1950s, which poses the challenge of modifying the play to fit modern day understanding and values but not excessively meddling with its historical accuracy. The theater program cut a few sections of the play containing historical references from that time period, including mentions of companies, people, and even the Dempsey-Ferpi boxing fight, which many people nowadays may not understand or relate to. Furthermore, the diversity of the cast itself has changed. “In the original cast, all twelve of the jurors were white men, but in our cast we have women, and we have people of more diverse ethnicities, which I think contributes to the conversation as far as cultural awareness goes,” noted Stude. Hence, Ms. Hynds changed the original title of the play, Twelve Angry Men, to Twelve Angry Jurors in order to fully represent the cast members. For Alexos, playing a male character as a female character proved to be a struggle between past and modern views, and her character’s title of foreman was even changed to madam foreman. “I really struggled with because the foreman is the leader of all the jurors and it was important to have a strong figure. But, at the same time, in the 1950s there weren’t really any women who were in those strong positions. Playing that character, I’m trying to find the balance between asserting authority but not trying to seem too modern and out of the time period,” said Alexos. In preparation for the performance of the fall term theater production, the tech crew is working on a historically accurate rendition of a jury room, including one long table where the jurors will sit. During the first couple of weeks, the actors have studied the history of the play and run through their lines. “Everybody has a little assignment that they have to research. So if there is any sort of historical reference or phrase that isn’t relevant anymore, Ms. Hynds will have it searched up,” elaborated Stude. During the next weeks before showtime, the actors will focus more on details and addressing any issues. One of the greatest challenges of Twelve Angry Jurors is the pacing, especially because the play itself is more of a discussion than one with many movements. “I’ve never been in a play that’s set in one environment the whole time, so it’s a challenge to keep the audience engaged and keep myself engaged,” observed Alexos. However, the setting does not take away meaning behind movements during the play; in fact, blocking becomes more important as the audience’s eye is drawn to the smallest nuances. “There’s surprisingly a lot of moving around even though they’re sitting at a table inside an enclosed space. Tensions are high in the room— people will go up and walk to the water cooler or pace around the room, and there are big monologues where everyone gets up and walks away. These movements that may seem in the moment have actually been all planned out and staged beforehand,” noted Alexa Brown ’19, who is the stage manager. The minute details worked into the play only serve to emphasize the characters’ distinct differences and how they interact with each other because of these disagreements. The differences between them, and their reactions spurned by argument, bridge the gap of time between the 1950s and modern day to reflect many social aspects of society today. “Ms. Hynds does a very important job of bringing people into the world around us through her plays because we do live in a little bubble at Deerfield … you might think about a line you heard in the play and connect that to something you read in the news,” concluded Stude.

I am from San Diego, California. I chose Deerfield because it was really the only prep school that I visited that had a strong sense of community and a solid lacrosse team. I started playing lacrosse in second grade after my dad saw the sport being played at a park. My offseason is pretty casual. I select only a handful of tournaments to go to and stay in shape by surfing twice a day. Water polo is a blast. We spend most practice in the shallow end learning how to “eggbeat.” Shoutout Coach Jason; he’s the man. I’m most excited for lacrosse season and FIFA 19 as they’re my main two sports. I will be attending The University of Notre Dame next year for lacrosse. Matt Pecora is a beast and mad cute.

Last year, Phillips Exeter Academy and Phillips Academy Andover established all-gender dorms on their campuses. This fall, Northfield Mount Hermon and Hotchkiss School began to use all-gender dorms. As stated by Ms. Creagh, administrators at the aforementioned schools have said that the dorms have been “a huge success.” What’s more, Choate Rosemary Hall is going to add one or more such dorms to its campus next year. The Loomis Chaffee School is also discussing this idea and is very committed to having all-gender dorms. However, according to Dr. Curtis, Deerfield’s Board of Trustees has not yet expressed an opinion on all-gender dorms, though the idea was presented to them in the past. As both a member of and an ally to the LGBTQ+ community, I feel that it is essential for Deerfield to add an all-gender dorm to its campus. Male and female are not the only genders that exist. Discovering one’s gender identity can be a long and terrifying process, and oftentimes can be harmful to a person’s mental health. Some people experience high levels of gender dysphoria because of the uncertainty surrounding their gender identity, and that can be worsened when they are forced to live in a gendered dorm. Deerfield needs to add an all-gender dorm to its campus to provide a safe and accepting living environment for students who are questioning their gender identity and who don’t identify within the gender binary. In order to accommodate non-binary and transgender students at Deerfield, there should be a discussion process separate from the housing lottery. The discussions would serve several purposes: First, they would accommodate people who might be questioning their gender identity, be experiencing gender dysphoria, or do not feel comfortable living in a gendered dorm. Second, they would filter out people who might want to use the all-gender dorm inappropriately. Third, they would be a space to talk to students who want to live in a dorm that doesn’t pressure its occupants to be in a romantic or sexual relationship. At the discussions, I think that at least one Gender and Sexuality Alliance student leader should be present, as well as people with connections to the housing process and office of inclusion. Second, having a proctor or peer counselor in the all-gender dorm is important, as they would be a valuable and confidential resource for students to confide in. Next, the faculty member or members that would live in the all-gender dorm would need to fit the following requirements. First, they need to feel comfortable living in a dorm will students of all genders. Second, they should meet at least two of these qualifications: a) they identify with the LGBTQ+ community, b) they are an ally to the LGBTQ+ community, or c) they have experience with issues related to the LGBTQ+ community. Finally, I think that students who want to live in the all-gender dorm should have attended Deerfield for at least one year. The one-year minimum would allow new students to integrate into Deerfield’s social life, and it would provide time for students consider why they might or might not want to live in the all-gender dorm. Another reason Deerfield should add all-gender dorm to its campus is to help normalize friendships across all genders. Having an all-gender dorm would positively impact the social dynamic between all genders, according to an article from SeattlePI. In an all-gender dorm, people with different gender identities living in the same dorm have the opportunity to learn more about each other’s living habits, personalities, and more without being encouraged to be in a romantic or sexual relationship. At a school like Deerfield, where there is a confusing hookup culture and very few couples on its campus, an all-gender dorm would help build healthier, happier, and more comfortable relationships. This in turn would separate the divide between groups of students on campus. Now, one might argue that Deerfield is not ready or accepting enough to have an all-gender dorm on its campus. I disagree. Ms. Grimm, a former faculty member at Deerfield, transitioned while also teaching at Deerfield. When she announced her transition at school meeting, the entire audience clapped, cheered, and gave her a standing ovation. During my first two years at Deerfield, none of my teachers asked about their students’ preferred pronouns on the first day of school. This year, two out of five of my teachers asked their students’ pronouns on the first day of school, and I am confident that that number will increase next fall. Furthermore, there was an all-gender meeting offered this fall in addition to the boys’ and girls’ meetings. Deerfield also has at least eight all-gender bathrooms on its campus. This is all evidence of Deerfield’s dedication to become more accepting of the LGBTQ+ community. Deerfield was one of the last boarding schools in recent decades to become co-ed. I don’t want that to be repeated with all-gender dorms. As one of the most prestigious boarding schools in America, Deerfield needs to be a role model for other schools by creating a safe and accepting environment across its entire campus. Being one of the next boarding schools to establish an all-gender dorm on its campus would be a tremendous demonstration of that. Instead of being the last school to create an all-gender dorm on its campus, why can’t we be the fourth or fifth? Exeter, Hotchkiss, Andover, and NMH have all-gender dorms. Let’s be the next school to do so—or, at the very least, let’s beat Choate to the punch.

On Aug. 30, members of the Deerfield community received news from the Board of Trustees and Head of School Search Committee that John Austin will succeed Head of School Margarita Curtis on July 1, 2019. Dr. Austin has served as Headmaster since 2010 at King’s Academy, a boarding school in Madaba, Jordan founded by King […]