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Kind and competitive: a rare pairing in athletics, but one that rower Anna Scott ’18 embodies on a daily basis. Scott had never been on the water before coming to Deerfield, yet next year she will head off to Yale University to row on one of the most successful crews in the country. Scott has led Deerfield to three top three finishes at New England’s, with a first place finish last year. The top finish at NEIRA’s qualified the boat for Nationals where they placed seventh amongst the strongest high school crews from coast to coast. Scott’s success in the sport speaks for itself, but what speaks volumes is her character. She is described by co-captain Bailyn Pritchett ‘19 as a “natural leader” and a “kind spirit.” When asked to speak to Scott’s work ethic, Pritchett responded with, “She’s always gives her all — I’ve never seen someone push so hard with stroke — which is super motivating for the rest of the boat.” Scott’s journey in the sport is truly a miraculous one. When asked how she got started in the sport, Scott said, “Originally, I was going to do cycling, but Ms. Goldenberg, the rowing coach at the time, that I should join the team after finding out I was 6’1”.” Scott gave it a try, starting as an inexperienced ninth-grader. Scott had never even watched a regatta before being recruited by Goldenberg, saying, “I was really inexperienced. I didn’t even know the river had a current.” Her first season on the crew team, Scott found herself in second boat, an impressive feat for a new rower. As Scott’s career progressed and she began to feel the current in the river, she joined the first boat. After a successful season in the 1V her sophomore season, with a third-place finish at New Englands, Scott sought more success for her junior year, and more success is just what she got. That year, the 1V clinched a spot at Nationals by a first place finish at New England’s, a accomplishment that the crew had not seen since Scott’s ninth grade year. Head coach Melanie Onufrieff spoke to Scott’s incredible work ethic saying, “She is totally an inspiration to the other girls on the team. She shows that if you have dreams and you put in the work, she can reach unimaginable heights.” Being such a successful and hard-working crew, it would be easy to make the season all work, no play. But what makes Deerfield crew so special is the amount of chemistry on the team. Scott reminisced about fun jam sessions on the way back from the boathouse, and dance parties in the locker room before regattas. Teammate Erika Warren ’18 attributes much of this team chemistry to Scott, saying, “[She] is such a fun captain. She makes everyone feel so included and makes even the hardest practices a blast!” As much as Scott has changed the Deerfield rowing program, the Deerfield rowing program has also changed her. “Without the guidance of my talented coaches and teammates, there is no way I could be where I am today,” said Scott. The girls crew team has had an incredible season thus far, with the first boat placing first in three of their races and second in their most recent race. The team as a whole has a record of 3-1, with one more regatta left before New England’s. Scott was optimistic about the upcoming races, saying, “We have a really good team and I’m excited to see what this last month holds.” Best of luck to Scott and the rest of the crew team, as they take on Choate next weekend and look defend their New England title the week after next!

The whispered “gotcha” might shoot a spike of terror up your spine. Throughout the spring, many shrieks and screams have reverberated throughout the halls and fields on campus. Gotcha is a campus-wide game that enters every student into an allegedly random computerized system, although some students might disagree about the “randomness” of the pairings. After all, over the years, ex-boyfriends have been matched with ex-girlfriends, best friends with other best friends, and sisters with brothers. The rules are as follows: students are assigned a target that they must “get,” or eliminate, from the game. Students must eliminate their target within six days; Sunday is a rest day. If students do not get their person out within the six days, they are automatically taken out of the running for the remainder of the game. When “getting” a person, the student must whisper, ‘gotcha,’ in their target’s ear. If anyone around hears the student say, “gotcha,” it does not count, and the person must plot another scheme to ensure their survival. As this continues, there are two survivors, and these students are crowned king or queen of Gotcha. It takes swift cunning to make it to the top ranks, so over the weeks students have created various strategies of attack. Andrew Peck ’18, one of the student organizers of Gotcha this year, said, “Best strategy I’ve seen is when people take other people’s headphones out from behind them and whisper ‘gotcha’ in their ear. So swag.” Indeed, in an attempt to block out the sound of any possible voices, some students take to plugging in earbuds. Other students may frantically latch on to anyone walking in the same direction as them, while the ambitious few take to living in a constant state of paranoia and deep mistrust of others, including close friends, for the duration of the game. Samara Cummings ’20, one of the top five survivors left in the game, said, “I people-hopped often even if I didn’t know them, and I usually never went anywhere without someone.” She continued, “Once I was running down the hall to go talk to my friend right after chemistry class. I started hearing fast footsteps behind me and I realized my Gotcha person was running after me. So I got to the nearest person and told them to listen.” For people advancing to their third and fourth weeks, it is easy to get too wrapped up and forget that Gotcha is only a game. Some people devote hours out of their busy weekdays to chase down their targets, going so far as to stalk outside of students’ classrooms. While Gotcha is stressful, it is important to remember that it remains just a game to spice up the final weeks of spring on campus. During the past couple weeks, the game has served as a conversation-starter, a beginning to fragile alliances, and even a defiant challenger to friendships, as friends compete against friends. With the last “gotcha” said and done, it’s time to say adieu and meet again next year.

This spring term, 10th graders with at least a 92 grade average during their winter term are permitted to study in the library from 7:45pm to 9:45pm during evening study hall. Tim O’Brien ’20 first proposed the idea as a Student Council initiative. One of his goals was to make the transition from 10th to 11th grade smoother by gradually expanding the scope of students’ independence. O’Brien believed that 10th grade library privileges would allow 10th graders to “experience the same freedom that upperclassmen have, and learn to navigate and study in the library.” He added, “It also serves as an incentive for students to work their hardest through 10th grade winter.” O’Brien mentioned that 10th graders who have been granted this privilege feel that they are more productive in the library compared to their rooms. Kikka Giudici ’20 agreed, articulating, “It makes it more accessible to work with other people and get the help we need.” Assistant Student Dean Rebecca Melvoin framed the initiative as a way to have 10th graders adjust to studying outside of their rooms in a focused and rigorous space. “The hope is that these 10th graders will set a positive tone in the library next year,” she said. Director of the Library Marshall Carroll collaborated with Student Council, the Student Life Office, the Curriculum Committee, and various department heads to launch this pilot program. He stated, “Everything I try to do in the library is student-centered and student-focused. We want to make sure we are providing as many opportunities for as many students as we can.” Mr. Carroll explained that about 10 sophomores use the library every night and must sign in and out at the beginning and end of study hall. He added that “[the 10th graders] know that they can also lose this privilege if they are not using it properly.” However, there has been some disagreement surrounding the choice of a 92 grade average as a requirement for this privilege. Cynthia Lugo ’20 specified, “Overall, I really don’t think this privilege should exist. No matter what your average is, everyone works hard at this school, so I don’t see the point in basing this privilege off of higher grades.” Ms. Melvoin explained the reasoning behind the decision: “The 92 average made sense to us because this is a pilot program and we wanted to select about 40 students. A 92 average usually indicates strong study habits, and so we thought that these students would use these habits in the library.” Deerfield currently recognizes term averages above 90 as “Honors,” and term averages above 93 as “High Honors.” During the 2016-2017 school year, the top 20 percent of 10th graders had a grade average of 92.27 and above. Ms. Melvoin recognized that some 10th graders may feel frustrated with the grade requirement because hard work and productive study habits do not always guarantee a 92 average or above. O’Brien understood both the limitations and benefits of the requirement, stating, “There was a concern for those who don’t excel in their classes that their grades will suffer if they lose authoritative eye-watching over them during study hall. The school believed that the students with a 92 average have already shown that they are able to handle their workload, so they will not suffer if they began to work under their own supervision.” He also recognized that allowing all 10th graders to study in the library may exceed the library’s capacity. O’Brien acknowledged that some 10th graders were against the grade requirement, saying, “I realize that a student’s success doesn’t necessarily correlate with stronger abilities to work on their own. Also, the current system doesn’t necessarily account for those students who take more challenging classes, and I understand that that isn’t necessarily fair. On the other hand, there had to be a clear academic requirement, in order to serve its purpose as an incentive; it’s very difficult to account for class difficulty in this.” Mr. Carroll emphasized that the grade requirement is not intended to leave anyone out. He described the initiative as a “meritocracy,” explaining, “These are students who have shown that they can handle the extra responsibility, as they have been achieving at a high academic level. It is never my goal or intention to exclude people. If anything, this is about including more people. I look at this as a first step.” The initiative will continue for the rest of the spring term and will be evaluated as a possibility for next year’s 10th graders.

Dear Margo, Rita, and Curtis, With graduation coming up, I’m really sad that the senior class is leaving, and I’m nervous about all the changes to come.Do you have any advice about coping with the sadness and stresses of the last weeks of school? Also, I’m worried that after the seniors leave, our friendship won’t be the same. How can I maintain my relationships with the seniors even when they are gone? Best, supersadstudent21 Dear supersadstudent21, As the end of the school year dawns on us, there definitely is a nostalgic air that fills campus. With graduation right around the corner, we can all sense ourselves feeling a little excited and sad at the same time. Graduation is bittersweet, because, although you are proud of your friends and proctors for graduating, there are still new roles on campus to fill, exams to take, and graduation duties to do. The last few weeks can be super hectic, especially when you read through the graduation duties (setting up the tent and second-waiting, really?) and begin to think about exams. Nevertheless, when the graduation ceremony begins, the waterworks will come flowing out (profusely and non-stop). So with the last few weeks, make sure to try and spend as much time as possible with the seniors. Yes, some of you may have that “special someone” that you just can’t miss a weekend of visitations with, but maybe take the last few weekends of the year off. With the sun setting at 8pm now, you basically have two extra hours to lay out at the river or walk to Richardson’s. When the seniors inevitably graduate, there is a hole in the community. The half-empty dining hall during Sunday sit-down on the day of graduation might as well be a mandatory mourning event. But remember, there are other really fun events like the Stepping Up bonfire and exams (not)! Plus, you’re going to have a whole new role on campus as you gain a year of experience at this school! Use these exciting things to get yourself out of that depressed state. Most importantly remember, even though the seniors are leaving, you’re in the age of social media, so it’s not like you will never be able to talk to them again. With Snapchat, Facebook, and Instagram, it will be like they never left. Plus, before you know it, the seniors will be back for Choate Day. Trust me, a few months of college doesn’t have anything on a lifeime of memories in the Valley. So spend time with the seniors and make memories that will last a lifetime. Also, remember that in a matter of weeks, you’re going to be home, enjoying your stress-free freedom again. So don’t fret, take a deep breath, and I promise you will make it through these last few weeks of school. Best, Margo, Rita, Curtis

Over the past four years, the Asian Student Alliance has always seemed less cohesive to me than the likes of the Deerfield Black Student Alliance, the Gender Sexuality Alliance, or the Latin American Student Alliance. I attribute this to the reality of how Asians fit into Western society, a lack of cultural and ethnic representation in the faculty, and a lack of outreach by groups like the ASA. Some of these issues are harder to solve than others and may take generations. However, some could be solved in a matter of months and could mean a world of difference to our school’s Asian population. This fall, at a meet-and-greet with Pamela Rotner Sakamoto, author of every person in attendance shared why they were there. I listened to students who were just plain curious, to some who wanted to hear another’s perspective on living in America as an Asian, to one student who related to the characters’ search for missing family members separated by war. I had known those who sat around me since I was in ninth grade, yet had never heard the stories they were now sharing in the presence of Ms. Sakamoto. In one dinner, I already had more opportunity to connect and bond with these students than I had over three years together. The members of the ASA deserve more events like these, to let them know that their stories, too, are important and worth sharing. Where the news is filled with stories of the marginalization of groups represented by alliances mentioned previously, the ASA is a little more hard-pressed to find events to rally around; the oppression of Asians in America and Western society is less apparent. No one has ever looked at me and locked their car door, nor have I ever met anyone who denied my right to marry who I want to. I don’t have examples of violence and outward hatred that I point to and say, “This is what we have to unify against.” I believe that this lack of tangible oppression is one reason why our school’s Asian population seems so scattered, so divided, so detached from itself and its identities. I will make two comments about this. I am glad, overwhelmingly grateful, that my face and my skin tone are not the ones targeted by the TSA or ones stopped by police. However, the fact that the nightly news is not flooded with examples of my marginalization does not mean that I do not experience racism or deserve support. Regardless of what is going on outside Deerfield, our students still deserve a space to share and feel at home. When the ASA was planning for its main event of the year, the annual Asian American Footsteps Conference, I struggled to find faculty advisors. By charter of the conference, all planners, participants, and advisors were to be those of Asian, Asian-American, or mixed Asian heritage. My search for an advisor boiled down to a list of five, maybe six, teachers, only two of which were of full Asian descent. One by one, each of them backed out. In the end, our official advisors were Ms. Hammond, who works in alumni relations, and Ms. Ott, Dr. Ott’s wife who has no professional ties to Deerfield. Although Ms. Hammond and Ms. Ott were incredibly helpful in all capacities, my search revealed something. Where other students of color may find support in the administration and their teachers, I have never connected with a teacher over shared Asian ancestry. I am lucky that some of my best friends are also Asian and that I can share my experiences with them and that I have never been at a loss for a personal support system, but I was deeply saddened by this realization. New — and returning — Asian students look up at the balcony during school meeting and are hard-pressed to find teachers who look like them. There is no teacher-sponsored space for Asians to gather, no equivalent to the gatherings Ms. Young hosts in her apartment. The fact that students must plan gatherings ourselves sends a subconscious message to our school; it speaks to a lack of effort on the part of the administration, who, while choosing new hires, have not prioritized selecting faculty that a large percentage of our student body can relate to culturally. DA prides itself on the fact that faculty are more than teachers, that outside of the classroom they are mentors, coaches, dorm residents, advisors, and confidantes. They are the familiar faces you were promised you could turn to when you left home for the first time as a freshman, the mentors that you trust enough to write your college recommendations. When students who are not a part of the majority (whether this is a matter of race or sexuality) cannot find teachers that they identify with, this reflects poorly on the claim that Deerfield students have a strong support system. I hope that in the future, our school will realize the importance of supporting the whole Deerfield student, prioritizing the exploration of one’s many identities that can extend beyond the classroom and athletic fields. I recognize that the duty of making Asian students feel at home does not lie entirely with the faculty. As I conducted interviews this spring to search for next year’s ASA board, each student conveyed with me their disappointment at the ASA’s lack of an introductory event that truly welcomed new Asian-American and international Asian students. Each of them expressed that when they first stepped on our beautiful campus, they questioned their place here. At Deerfield. In a rural Massachusetts town. In America. I agree that an event next fall could do great things for the newest additions of DA’s Asian community, letting them know that they too are important, worthy, and have earned their place here just like everyone else. Regardless of the lack of any call to action for the Asian community, the low numbers of Asian teachers, and a relatively inactive ASA for my first three years as a student, I have found ways to celebrate what being an Asian means to me. Despite all the ways Deerfield has to grow and improve, I have never been at a loss for good friends and meaningful relationships. Most of the memories that have most impacted my identity as an Asian were not administration-sanctioned or official ASA meetings. I encourage you all to find similar ways to support and share with one another, because any opportunities the school offers will never help, if you yourself are not willing to look for them. My junior fall, I attended the “Chinese dinner,” a trip to a Chinese restaurant that the majority of the school’s Chinese population was invited to. Twenty of us sat around the table, sharing good food on a rotating Lazy Susan, laughing and cracking jokes in Mandarin. At ASA events held in the comfort of the Ephraim Williams with the scent of catered Thai Blue or China Gourmet wafting off of plates, dozens of Asian and non-Asian students sit on couches, talking and sharing. This April at AAFC, I felt more empowered than I ever have in my life to share a presentation on the realities of how affirmative action has affected me. My workshop concluded in an hour-long discussion, where the audience in turn each shared their own stories. And this spring in the library, I have sat for hours with my friends watching the Youtube videos that used to make me pee laughing, created by the likes of Asian creators NigaHiga, KevJumba, and WongFu Productions. There is very little I would change about my past four years and I have made unforgettable memories. This is not to say that Deerfield is perfect, but I believe that the generations of DA students for years to come — Asian, black, Latinx, white, and more — all have something to gain from all feeling a little bit more at home with the support of faculty members and student alliances.

Here at Deerfield, students are fortunate enough to watch their peers perform on stage, put their creativity on the canvas, and rock on under the bright lights at events like KFC. Such artistic occurrences happen on a consistent basis throughout the school year, always keeping the community entertained. But there comes a special time in the spring where a particular arts program receives the spotlight: cinematography! With recent film showcases, Telluride Mountainfilm and the Widdies, taking place during the month of May, many are unaware of what goes on behind the making of each festival. Science Teacher Eric Calhoun helps run the Telluride Mountainfilm festival here at Deerfield. The festival originated with a shared interest in environmental documentaries by Mr. Calhoun and Audrey McManemin ’17. McManemin and her family had a strong bond with Mountainfilm, and eventually brought the festival over to Deerfield. When asked about his original hopes and intentions with Telluride, Mr. Calhoun responded, “Mountainfilm celebrates ‘indomitable spirit’ through film and I wanted to share that positive energy with the Deerfield community.” With two siblings working as environmental documentary filmmakers, Mr. Calhoun added, “I know how powerful the medium can be in terms of education and spreading a passion for the outdoors, [so] I wanted to help share that with Deerfield.” Indeed, Telluride has accumulated great success at Deerfield, as countless students enjoy learning about the world around them through film. From a short film highlighting extraordinary skiing to a human interest story about ‘yoyo-ing’ in East Baltimore, Mr. Calhoun said, “I think Mountainfilm has helped connect Deerfield to communities and experiences that most of us have never experienced personally.” Meanwhile, the Widdies, a longstanding film festival here at Deerfield, focuses on showcasing student-made videos for various purposes. Whether they are used to entertain, to teach, or to reflect, they are one of the most prominent showcases of cinematography on campus. It has become somewhat of a tradition at Deerfield to attend the Widdies every spring. Videography Teacher Timothy Trelease, recalls the event taking place before he arrived at Deerfield. “My understanding is that students would get together to screen videos in the small auditorium before I came to Deerfield 13 years ago, but the event was fairly lowkey,” he said. He elaborated, “Once I started teaching Videography every term, interest grew and the quantity of quality work increased exponentially.” With the diverse set of minds here at Deerfield, one never knows what they might see on the big screen at the Widdies. Mr. Trelease added, “I think there is something for everyone, with the range of genres covering everything from comedy and jump-scare to documentary and social commentary.” When asked what differentiates videography from other art programs here at Deerfield, Mr. Trelease noted, “Like other disciplines within the visual and performing arts, Videography provides an outstanding opportunity for students to collaborate with each other. … As technology has become more sophisticated, affordable, and user friendly, the quality of the films and enjoyment of the process has been phenomenal.” Nick Fluty ’20 said, “There was a lot of freedom in the filmmaking process. A lot of options on the table to choose from.” James Whiteley ’20 reflected on last year’s Widdies by saying “It was very interesting and satisfying to see my work being shown in the big screen.” Alex Weinman ’19, who has been producing a feature film of his own, was excited to share a teaser of his movie at the Widdies. “I began making films at the start of freshman year, and took a videography class last year as a sophomore. This current film I am making is not for a particular class; I am doing it independently because I love it.” After all, film festivals here at Deerfield give filmmakers, like Weinman, a chance to portray their true passions on screen to their peers. It gives the viewers a fun and entertaining night, and as Mr. Trelease put it, “I would like to think that the Videography Showcase adds as much value to attract and engage prospective and current Deerfield students as any of the other outstanding events staged by the Visual and Performing Arts Department. “ – Eric Calhoun

This coming year, the Classics Program at Deerfield will undergo fundamental alterations, including the reintroduction of ancient Greek into the curriculum, the establishment of new requirements for the Classics Distinction, and increased involvement of the Classics Club. These changes aim to promote genuine interest and curiosity in the Classics. One significant change is the re-incorporation of Greek into the Classics Program. This addition of Greek into the Classics curriculum for the coming year will take the form of a introductory level Greek course taught by Daniel Houston, who will also continue to teach Latin. When discussing the reasoning behind this decision, Dr. Houston explained,“In the realm of Classics, Latin is only half the picture and ancient Greek is the other. Without Greek it would be a Latin studies program.” Another important aspect of the Classics Program remodeling is the Classics Distinction, awarded to graduating seniors who have fulfilled a series of tasks and commitments within the Program. The details of this Distinction have been altered to reflect changes to the Classics Program. All seniors who fulfill the requirements are awarded the Distinction. Out of those seniors, one student will be chosen to win the Dicklow Prize. This prestigious award is an acknowledgment of continuous dedication to the Classics here at Deerfield. Mr. Savage said, “It is all about a sustained commitment to the Classics at Deerfield.” Another evolving aspect of the Program is the involvement of the Classics Club. Although the Club has no direct influence on the curriculum, the Classics Program strives to support this club through fostered interest and involvement. Dr. Houston, who is the faculty advisor of the Classics Club, attested that the Club wants to create a space for students in the Classics Program to “[form] bonds and share the love for their discipline.” The club has already taken significant steps in making the Classics Program more prominent on campus. Dr. Houston provides trips to different colleges to introduce members in the Classics Club to Classics events in the surrounding areas. Recent events included seeing in the Stadium at Harvard University and participating in a Latin Scavenger Hunt at the Museum of Fine Arts in Boston. Many students currently participating in the Classics Program at Deerfield are eager to see what this new Program has in store for them. Peter Sanford ’20, a Latin II student, said, “I think that the new Classical Studies Program is one that has a huge amount of potential. … I personally look forward to the new classes, like Greek.” When discussing her love for Classics and her hopes for the program, Gemma Bishop ’19, a Latin IV student, said, “I’ve loved the Classics ever since I was a little kid, and I started taking Latin when I was in fifth grade. I hope [the program] can really inspire kids to discover a passion for these stories and this amazing ancient culture.” Both faculty and students involved in the Classics Program look forward to the new version of the program and everything it has in store. The Language Department and Classics Club hope this revival will offer students more resources and chances to delve deeper into their passion for the Classics. Mr. Savage concluded, “We want to ensure that our students are gratifying their curiosity throughout their Deerfield career…We want it to be more than just being proficient in the language; we want it to be genuine curiosity.”

Field I hear this is the dorm where Fortnite parties are regularly held. Count me in! Sophomore spring has nothing on me. Living in Field means that you might wake up to the lovely sounds of drills and hammers, instead of birds chirping, in the morning. MacAlister (Mac) Mac may be a little far from the dining hall, but it is still so close to the the fields, the river, and the athletics center. If the construction isn’t done, you might have some late nights and some early mornings. Hope you’re not a light sleeper! Rosenwald-Shumway It’s a massive dorm in a great location. I don’t know what more you could expect. Recently, there’s been a bug problem on the first floor. So, make sure to keep your room clean or the little buggies might come and room with you. Dewey Living in Dewey means quick access to the Health Center. You’ll never have to worry about a midnight medical emergency. So, you’ll never have to worry about a midnight medical emergency, but living in Dewey means you’re sleeping right above the germs and illnesses in the Health Center — so make sure to wash your hands! Denunzio Denunzio is in one of the most convenient locations to live on campus: you have access to Shipping and Receiving, the Dining Hall, and your laundry services right around the corner. Living in Denunzio is the same as the shape of Denunzio: an “L.” Just kidding. I just really wanted to use that line. Denunzio’s first-floor common room is smaller than a typical room in Denunzio. Bewkes The rooms in this dorm are absolutely elephantine. Not to mention the personal bathrooms in a few of the rooms! Bewkes is quite the walk to the dining hall or the Kendall. Also, you’re stuck with seven other boys the entire year, so you might get on each others’ nerves just a little. New Dorm New Dorm is the newest, most high-tech dorm on campus to date. The dorm has air conditioning in every room, heated towel racks in all the bathrooms, and an elevator. This dorm may be just as far, if not farther east than JL, so if you have trouble waking up early, this might not be the dorm for you. John Louis (JL) Studies show that JL girls have stronger quadriceps than the average student at Deerfield. This is mainly due to the fact that students must walk for at least 10 minutes to reach the dining hall every day (5 if you book it). Walking to and from JL means you need to wake up extra early to go to breakfast and rush to practice — not to mention the game days when you need to catch that 1:15 bus! Village In the Village, the freshmen get to live with their entire grade, and they also have the biggest common room on campus, with a ginormous TV. The Freshmen Village may be one of the few dorms where you are forced to live in a double, or if you’re lucky, a triple. Forced cohabitation may not necessarily be the greatest of all things. Louis Marx (LM) LM has two luxurious commons rooms with ping pong tables, punching bags and TVs. Also have you heard of a kind man by the name of Alex Platt? Unfortunately, legendary proctor Alex Platt will not return next year. Hopefully someone else will be able to fill his absence. Pocumtuck (Poc) Poc used to be a hotel. How hospitable… right? Have you heard of Violet? She’s the ghost that once haunted Poc, but luckily, she hasn’t made an appearance in years (at least we think). Scaife Scaife is a great dorm to become really close friends with everyone on your hall. The halls are narrow, and the rooms are spaced to enable the most human interaction. The ping-pong table is in the basement, which is suspicious for many reasons. Mather The pets in Mather are really cute. Not to mention the feeds…Have you heard of a breakfast feed? Mather is right on the walkway to LM, JL, and the Village, so privacy may be a concern. Just make sure to whisper sometimes and close your curtains! John Williams You have the door. What more could you ask for in a dorm? “Built in 1760.” There were less than 30 countries in the world back then. Does the dorm feel a bit old yet? Harold Smith (HS) Have you heard of the HS towel warmers? You’ll never have to enter the shower in a moist towel ever again. With only 7 girls, the halls are pretty small, so you better really love the people you live with! Barton Because it is right next to the baseball field, you can watch baseball games right from your bedroom. Respondents to my survey noted that the bathrooms are cold. I hate cold bathrooms.

Sophomores have begged for years for special privilege — an introduction to the upperclassmen lifestyle — and very recently, we were granted this wish. As of now, sophomores who have an average of 92.0 or above can request (via filling out a form) to work in the library during normal study hall hours. This is a great opportunity for sophomores to step up and show responsibility. Letting underclassmen manage their own time is a sign of trust from the administration. Allowing sophomores to work in the library might also turn the space into a more studious one, because sophomores must earn this privilege by actually working. So, in theory, this system is a significant improvement from the old one. This new program is exciting for sophomores as well, because we are getting our first taste of an upperclassmen lifestyle. However, the grade cutoff of 92 isolates a significant portion of the Class of 2020, because many of us haven’t reached that number. The emphasis on a single grade significantly hurts the potential of the sophomore class. There are so many other factors besides grade average that constitute the ideal student; we students know this because Deerfield has already drilled it into our heads. We participate in 3 mandatory co-curriculars per year, we have dozens of extracurriculars led and run by students, and we are encouraged to pursue as many non-academic opportunities as we can while we’re here. And yet, we are only deemed worthy of sitting in the library for two hours a night if we get a 92 or above. What about club participation? What about the arts? What about athletics? What about the hundreds of things worth doing besides homework? All of these duties and interests take time away from obtaining the highest grade possible, so are they worth less than our GPAs to our school? Deerfield fosters community. Deerfield encourages pursuit of passion. Deerfield thrives because of enthusiasm for things other than academics. Thus, the evaluation of students through a single number seems contradictory. If the school implants the idea that the grades you get are more important to Deerfield than how well-rounded and involved you are, it hurts the potential of our school. It hurts the potential of our students. I am more than my grade point average, and I should be evaluated as such. A 92 should not be the determining factor of privilege qualification. There is so much more of me for Deerfield to consider. If I believed my grade point average was more important that the material learned, than how much I accomplished, I would not be taking the classes I am. I wouldn’t be taking Latin III, or an Honors European History course, or Chemistry 1A. But I am. I didn’t let my average rule my schedule. I know that my grades mean less to me than exploring my potential through classes I want to take. I know my Deerfield experience will be infinitely more rewarding because I am challenging myself to explore the most I can. And I accept the fact that I do not have a 92. But does that make me less of a student in the administration’s eyes? Aiming for high grades is a respectable goal. But aiming only for high grades instead of challenging yourself is not. If Deerfield accepts the idea that a 92 is ideal without weighing the fact that students take such a wide range of different classes with different challenges and different workloads, they are enforcing the mindset that a number is everything. Will students start accepting the mindset that a number defines them? Will they start choosing the course that will give them the highest grade instead of pursuing academic challenges? The honor roll system, college pressure, etc. all already place this stress on our education. Do we need another reason to let grades blind us to the importance of learning for learning’s sake? Instead of helping our students see more than just what numbers represent, we are enforcing this toxic ideal. As early as sophomore year, we are being told that, without a certain grade, you are less that your peers. This is not based on effort or character or potential. It is based only on a number. I know that working in the library would help my work ethic. I know I’d be able to focus and work more productively. And I’m sure there are other students without a 92 who feel the same. Why is an arbitrary cutoff excluding us from a privilege we’d benefit from? I don’t dispute that grades are an important part of who should be allowed to visit the library, but it shouldn’t be the only identifier. A recommendation from an advisor, an application, anything that measures the level of responsibility and character of these students would be better. 92.0 is an arbitrary number. But if an established threshold was combined with a rational judgement based on the student themself, not just their average, this would de-emphasize the importance of a grade. The administration would instead be promoting the idea that students who put effort into their studies and are of responsible and trustworthy character should be rewarded. Maybe I’m just bitter, but I’m not the only one who feels wronged. Don’t tell us that we are worth less than our peers because we don’t have a 92 average. Don’t tell us we are worth less because we haven’t met a numeric ideal. Don’t contradict every message to “challenge ourselves” and “implement a growth mindset” that you have instilled in our education in favor of idealizing a single number. We are always worth more than that.

From sit-down dinners to weekly school meetings, Deerfield celebrates many traditions. One of the biggest parts of being a Deerfield student is gathering in groups to sing. In the days when Deerfield was an all-boys school, the pep band performed the Cheering Song at football games. After touchdowns, the band would play the song and the crowd would sing along. Now, the song is typically sung by individual teams on game days. “On the lacrosse team we usually sing [the Cheering Song] on the bus ride back from games right when we pull into the school,” Olivia Jones ‘18 said. “Whether we are celebrating a win or mourning a loss it brings our team together.” The student body also sings the Cheering Song at School Meeting, with piano accompaniment previously provided by the Director of Research, Innovation, and Outreach Peter Nilsson. Recently, Mr. Nilsson has reached out to Joshua Fang ’19 to continue this job. “I can still remember the first time I played at school meeting,” Fang described. “When students realized there was somebody else at the piano and a buzz swept through the room. People began to sing with new energy.” According to Mr. Nilsson, the Evensong has only been sung in its current fashion for the past five to six years. Mr. Nilsson explained, “Students spontaneously and organically started singing arm in arm just last year.” Another regular school event that used to occur every week was an all-school sing, during which the Deerfield boys would go to the Brick Church on Main Street to sing. They would sing hymns, the Evensong, and popular songs for an hour. The all-school sing has since vanished almost entirely except for during Family Weekend. During this event, Math Teacher Marc Dancer performed another traditional song that the community might know of, but doesn’t sing regularly: the Deerfield Song. The lyrics to the Deerfield Song are printed on the cards provided in the Dining Hall during Sunday night dinners — directly opposite of those of the Evensong. In regards to the significance of these traditions, Fang commented, “It’s something that links our community in the present moment. We put aside our differences, sway together, clap together, cheer together. Deerfield unites us — it’s what we all have in common.” Fu observed, “Music, like sports, brings people together. We go out and support friends at their games. We unite together and cheer everyone on. Deerfield songs are essentially the same thing. We come together as a community and sing in unison. … Without it, Deerfield would be so different. It’s one of my favorite traditions.” Reflecting on the impact that singing as a community brings, Mr. Nilsson stated, “I think the experience of singing together builds a sense of shared identity and there’s something about the act of singing itself that resonates with literally and figuratively within people.”

Sonja O’Donnell has taught English and philosophy at Deerfield since 2000. She has spent the last 18 years immersing herself in the lives of Deerfield students as an academic advisor, head swim coach, assistant crew coach, hall resident, Feminism Club advisor, literary and arts magazine advisor, and debate and public speaking coach. Ms. O’Donnell has taught several different courses during her time here. In addition to teaching 10th grade English, she created the much-beloved Love Stories and City Lights senior English electives. For nearly 16 years, she has also co-taught the spring elective Existentialism with her spouse, philosophy teacher Michael O’Donnell. Ms. O’Donnell described her duty to students as a teacher outside of the classroom: “There is no difference in being a coach or in being at a Dining Hall table, having students over to your home or being in the classroom. As a teacher at Deerfield, you are in this unique position to be able to discover and understand [students’] lives as multidimensional, indeed, as fully human, and to facilitate the integration of that knowledge into a meaningful existence both here and beyond.” Kiana Rawji ’19, Editor-in-Chief of Albany Road, attested to the profound impact that Ms. O’Donnell has had on her students, stating, “She teaches students to ask questions even when she knows we won’t be answering them anytime soon. … She has this ability to make you feel so disillusioned with the world around you by helping you realize the problems that exist there, but at the same time she makes you feel so empowered to change things.” Ms. O’Donnell also elaborated on her role as the advisor to both Feminism Club and , saying “I believe in student groups being run by students; I’m there to facilitate.” Valentina Connell ‘16 asked Ms. O’Donnell to serve as the original advisor to the Feminism Club by Valentina Connell ‘16. Since then, she has continued to support the Feminism Club and its students and even facilitated a 2018 Martin Luther King Jr. day workshop on the #MeToo movement. Under the advising of Ms. O’Donnell for the past two years, underwent significant changes, expanding the size and format of its publication, and holding new contests and events for literature and the arts. One of these changes is the blackout poetry contest that launched in fall 2017 after Ms. O’Donnell suggested the idea to Rawji and Managing Editor Johnny Xu ‘18. Ms. O’Donnell has also opened her home for Coffeehouses, a student experience that was revived under the leadership of Lucy Beimfohr ‘17. These events were not the first time Mr. and Ms. O’Donnell opened their home to Deerfield students. They served as hall residents in Shumway for 13 years. After they moved into Nims House on the corner of Main and Memorial Streets, they never ceased to welcome students. Ms. O’Donnell recounted, “Ever since we came back from sabbatical four years ago, we’ve had an open house on Wednesday evenings, just as we did in the dorm.” She added that she loves “getting students together to share their art, to share their music, to share their voices.” Heather Liske, a teacher in the English Department, said that Ms. O’Donnell has left a profound mark on the Deerfield community: “Deerfield is losing a passionate teacher and dynamic thinker; we’re losing a dear friend and colleague. Sonja has been here long enough that when she leaves, she takes with her part of Deerfield’s institutional memory.”

For those of you who don’t know, Ben “The Reverend” Lovejoy ‘03 is a professional hockey player. Lovejoy played at Deerfield before continuing his career at Dartmouth and is now making a career out of the sport in the NHL. Lovejoy started his career on the Pittsburgh Penguins; with them, he won the 2016 Stanley Cup. Lovejoy currently resides in New Jersey where he plays for the New Jersey Devils. The Devils made it to the playoffs this season, but their run was cut short by fellow Deerfield alum Alex Killorn ’08 and the Tampa Bay Lightning. We caught up with Lovejoy on the phone to reminisce about his time at Deerfield. Tying Choate in soccer my senior year to make the New England tournament. Even though soccer was not my main sport, it was incredible to see the team reach such amazing heights. We may not have been the most skilled team, but we had a whole lot of heart. I went down before I even went to Deerfield. I was coming to DA the next year, and Deerfield was playing a tournament in the barn. I remember standing on the glass watching the crowd go absolutely bananas and I just couldn’t wait to be a part of it. I was only a young kid, but I knew that this was the school for me. : Mr. and Mrs. Creagh’s Ham & Cheese Hot Pockets, for sure. Bagpipes going down to the lacrosse field. I don’t even mean to sound like a jock, they’re just so cool! The late, great Mr. Kapteyn. He was such a big influence for me in and out of the classroom. Mr. Henry’s junior year English class.