Search this site

Many believe that there is room for improvement in Deerfield’s current system of private tutors. Academic Dean Ivory Hills and Assistant Academic Dean and Study Skills Coordinator Amanda Howe, as well as others in the Academic Dean’s Office, have began to focus on this problem. Among other things, the Academic Dean’s Office hopes to accomplish two goals. They plan to change Deerfield’s relationship with outside tutors by further incorporating them into the community. They also aim to establish a list of steps for students to take who think a tutor would be beneficial to them. This list would make sure that tutors understand and fully utilize all of the resources which Deerfield offers. Currently, freelance tutors provide help to students in the Boyden Library. Tutors do have to go through a background and fingerprint checks to work on campus, but there isn’t any specific training required for them, as there is for all official Deerfield employees. By mandating security checks for tutors, Deerfield tutors would have the same level of security as Deerfield employees. “The goal is to get everyone on the same page,” explained Dr. Hills. Many believe that adding tutors as Deerfield employees would benefit students, as tutors would have better understanding of not only the student body, but also the curriculum and teachers at Deerfield. Making tutors Deerfield employees would also clear up issues of academic honesty. Currently, as tutors are not associated with the Academy, they may not know what types of help are permissible to give students on assignments, and which are not academically honest. The Deerfield handbook states in Article 3.3 on Academic Integrity that “By affixing their name to a piece of work, students pledge that, unless properly cited, the work is entirely their own.” Students who receive help from outside tutors on assignments often don’t cite their tutors. This, along with several other possible breaches of academic integrity, can lead to a hearing with the Academic Honor Committee. However, Dr. Hills reiterated, “Tutors are not usually trying to help students cheat on assignments; they are trying to help them learn.” Mrs. Howe believes that if tutors became Deerfield employees, “they would be able to communicate with teachers and understand how they can be of the most help to students.” This way, teachers are involved in the process, and tutors can understand better the curriculum and teaching styles at Deerfield. Before this step, however, the Academic Dean’s Office hopes that students ensure they have taken advantage of all the resources at Deerfield. The Academic Dean’s Office suggests that students start by going to extra help and meeting with their current teacher, as working both one-on-one and in group settings can be helpful to students. Teachers are often a student’s best resource, as they know the coursework and can provide specific advice or study strategies. The Academic Dean’s Office suggests evaluating whether or not one is placed in the correct class, meeting with a Deerfield peer tutor, and meeting with Mrs. Howe, who says that she is “able to offer overall study strategies and strategies focused on a specific content area.” Mrs. Howe, together with the student, plan to come up with a plan to move forward. If a student does decide that a tutor is the best option for them, it is crucial that there is communication between the student, parents, teacher, and tutor. “My goal, and the goal of any tutor, is for that student not to need us anymore,” Ms. Howe said. The tutoring system at Deerfield is imperfect, but Dr. Hills and Ms. Howe both aim to change the roots of this program by helping to incorporate tutors and the tutoring program completely into the Deerfield community.

Here at Deerfield, sports make their way into our everyday lives. Whether it’s hearing the howls of the fans echoing across the field, or the whistle of a ball finding its way into the net, athletics is deeply embedded into Deerfield’s culture. Despite the relevance of sports at the Academy, we rarely take the time to ask athletes how their seasons on the fields and courts have changed their lives and themselves throughout their years at Deerfield. This reflection on their growth as high-school athletes is significant, as it allows them to contemplate all of their greatest moments on the fields: everything from the importance of school spirit to taking on leadership positions within their teams. In order to dive deeper into the impact athletics have on the Deerfield community, we asked returning seniors from eight varsity teams what ‘bleeding green’ meant to them as they embarked on the final season of their high school careers. Chris Camelio ’18 Young Hur ’18 Anna Scott ’18 Lily Louis ’18 Olivia Jones ’18 Suzy Mazur ’18 Lowell Weil ’18 Philip Weymouth ’18

While the latest conversations around dress code have focused on skirt length and boot height, taking an inclusion standpoint makes a much more pressing set of issues clear. Gendered dress codes can perpetuate the principles of rape culture and create painful experiences for the vulnerable population of students who identify outside of the gender binary. These power dynamics and exclusions directly contradict Deerfield’s values and mission, and community members have a responsibility to advocate for a gender-inclusive or all-gender dress code. The role of a gendered dress code in supporting rape culture — an environment in which sexual violence is normalized based on ideas about gender — is well-documented in existing academic literature and mainstream media. Time Magazine’s investigation of over 100 testimonies from girls and young women, collected by the Everyday Sexism Project, is one such example, as is the Berkeley Political Review’s study on the topic. As these projects make clear, a gendered dress code sends a strong message to young women that their bodies are distracting or dangerous, that harassment and violence are inevitable, and that they deserve to be judged, mistreated, and harmed based on their clothing choices. The Justice Department and RAINN, among others, have thoroughly debunked the myth that victims, rather than assailants, bear responsibility in these situations. Instead of a gendered dress code, the solution to sexual violence lies in thoughtful programming around healthy relationships, affirmative consent, and sexual assault awareness, as is continually evolving thanks to the health curriculum and the Student Life Office. Critically, a gendered dress code further marginalizes those students who identify outside of “boy” or “girl,” or who are in the process of a gender transition. As PFLAG’s statistics on gender identity amongst adolescents show, this population is already more vulnerable to serious bullying, mental health struggles, and resultant academic and social issues. If we hope to live up to our mission and our commitment to “valuing and affirming all identities,” as stated in the Strategic Plan for Inclusion, we must create an all-gender dress code that does not enforce the gender binary or force students to choose between two options that do not reflect their identities. If part of Deerfield’s mission is to help young people find the most genuine articulation of their identity, as many teachers believe it is, then we must make space for students of all genders, not just boys and girls. Certainly there is a conversation to be had around professionalism and preparation for the conventional standards of certain workplace attire. This legitimate purpose of a dress code can be accomplished with an all-gender dress code, and indeed is already underway at a number of Deerfield’s peer schools. Phillips Exeter Academy, for instance, shifted its gendered dress code in 2015 to an all-gender code that allows students to wear, for class, a blouse, polo, collared shirt, sweater, turtleneck, dress, or ethnic attire, and bans athletic wear. Though one of the oft-cited obstacles to creating an all-gender dress code is the assumed abandonment of coat and tie, we ought to seriously reexamine this tradition in light of our commitment to inclusion. People clad in clothing other than coat and tie carry out necessary, innovative, valuable work every day, from the technology startups which many students will join in their futures to the labor which makes our institution function. Additionally, confident as we are that all students, not just males, will lead a changing world, we should hold all our students to the exact same standard of dress. We have an opportunity and a responsibility to lead the way on issues of gender inclusion. Though we have lagged behind in the past, as in the case of coeducation, we are not bound to do so going forward. Moving forward, students should build on the momentum of the thoughtful collective organizing represented by the girls’ grade letters to advocate for a new dress code, one which fully embodies our values as an institution and seeks to include and affirm the greatest range of identity possible. I am confident I am not the only teacher or graduate who will support these efforts. Signed, Anna Gonzales, Heather Liske, Julie Schloat

Lights dimming on a full house, a hush of anticipation blankets the audience: to many, this picture strikes fear and nervousness. Yet to Maddie Wasson ’18, this situation is one that she has experienced and will experience again many hundreds of times in her life. “I’ve been acting and singing for as long as I can remember,” Wasson said. “Ever since my first theatrical role as a mouse, [theater] has always been a driving force of who I am as a person. It’s taught me to not be afraid of who I am.” Growing up in a school where none of her main friends acted, Wasson soon found her family in the theater department. Ever since coming to Deerfield as a new junior, she continues to be a devoted member of the acting community. In addition to acting, singing, which she has also been doing since she can remember, plays a big part in Wasson’s life. In particular, her love of a capella taught her about blending, being in an ensemble and becoming a better singer. The Rhapso-D’s, the female a capella group on campus, also provided a “chill” environment for Wasson to develop her passion. “We’re really just sisters, hanging out and having fun. [The Rhapso-D’s] is just a group of really awesome people who like to sing together,” she said. Wasson utilizes all such skills in her involvement with musical theater, which includes singing, acting, and dancing. “I think that in order to be successful at musical theater you need to act and sing, but more importantly, be vulnerable and make bold choices,” Wasson said. She continued, “What draws people into performances is when actors make risks and put themselves out there.” Wasson’s newest “risk” is the spring production, a musical revue, a mixture of some of the most well-known songs from Broadway history. Theater Director Catriona Hynds commented, “Currently, I am struggling to direct [Wasson] in one of the songs she sings in the Spring Musical Revue because I can’t stop crying when I hear her. I am a mess, and the audience will be.” She adds, “Those of you who were lucky enough to witness her performance at KFC know what I am talking about!” Coming in as a new junior, Wasson was shocked by the atmosphere surrounding the theater department. In her old school, tickets were sold depending on the popularity and recognition of the show and the attitude towards the theater department. At Deerfield, everyone comes to see performances no matter what their interests are. The community that this builds extends beyond the stage. She recalled having many peers and teachers congratulate her on performances when walking between classes. “I came in thinking that I knew a lot about theater. Yet when I got here I realized that there’s so much for me to learn and all of it came from Mrs. Hynds,” Wasson said. “She has taught me more about acting and about theater in the last year than I have in every year since I have been acting. She has taught me to be more confident in the choices I make and she’s been one of the people who’s changed me the most.” Mrs. Hynds said, “Maddie burst into the theater scene here at Deerfield Academy the moment she stepped foot in the Acting Lab. She is an incredibly bubbly and gregarious individual, and it is impossible to not be carried along by her enthusiasm for everything!” Wasson has participated in four theatrical productions during her time at Deerfield and has been working with Mrs. Hynds since her first play her junior year. Mrs. Hynds continued, “It was not long before Maddie showed us what she can do on stage, and she has continually blown us away with her powerful voice and brave performances. She is a really dedicated actor, meaning that she takes her craft seriously, and is constantly looking for ways to hone her skills. Often, Maddie is the one who sets the tone in the rehearsal room, and she demands others have the same level of professionalism as she does. Committed, fun-loving and gifted, Maddie was a superb addition to the theater program.” In regards to the productions she has been involved in, Wasson jokingly said that it was impossible to choose her favorite play, as it was like choosing a favorite child. She finally explained, “I loved Pinkalicious because it was so fun and touring Edinburgh was incredible, I loved You Can’t Take it With You because of the cast, and I loved Big Love because of the role I played. I connected so well with the character.” When asked for any advice she could give for future actors, she said, “Don’t be afraid to take risks in the rehearsal room. I used to be scared of putting myself out there and I would be super reserved of the choices I made on stage. The more risks you take, the better actor you become.” Wasson assures aspiring actors that making mistakes is a normal and healthy part of high school, and even childhood as a whole. She continued, “I’ve been dealing with serious rejection for the first time in my life and it sucks but I know that I have to keep pushing. Pushing yourself, never losing faith in yourself, and knowing yourself despite any challenges is something that participating in the arts has taught me. It is something that applies to so much more than the arts; it is something that you can carry with you for the rest of your life.”

We are saddened to hear that Dr. Curtis will retire in June 2019 — she has added immeasurably to our community life at Deerfield through her warm presence, commitment to inclusion, and willingness to listen to student suggestions, just to name a few examples. We thank her for all her past and continuing hard work, and we will surely miss her dearly when she retires. As the Head of School Search Committee looks for someone to take Dr. Curtis’s place, we would like to offer what we value most in a Head of School. The Head of School must have the vision and skill necessary to lead Deerfield, but should also be deeply involved in community life. We greatly appreciate Dr. Curtis’s efforts to get to know all of us students and interact with us daily. She always brightens our day when she waves at us and calls us by our names, and by modeling caring behavior, she instills a culture of kindness and empathy in our community. When Dr. Curtis attends not only our athletic games, but also our music concerts, theater productions, and art exhibitions, the athletes and artists among us feel supported and motivated to achieve greater heights. As the leader of our community, it is crucial that the Head of School embody the values we hope our community to have. By being involved in the Deerfield community, the Head of School not only fosters a better community, but also achieves a greater understanding of the student body. Since the Head of School is often responsible for making decisions that affect students, it is important for the Head of School to understand students’ concerns. Dr. Curtis has always been willing to talk to students about any issue, and we think it is important for our new Head of School to communicate often with students as well. While we understand that the Head of School must be able to manage the financial operations of our school, which is crucial for ensuring Deerfield’s long-term sustainability as an institution, the Head of School must also understand that, at its core, Deerfield is a rich learning environment and not a business to be run. As such, we would like our Head of School to have a background in education, which would aid him or her in crafting school policy around educational concerns and also in understanding the concerns of faculty. Most preferably, the new Head of School would have experience in some type of boarding school environment. Unlike day schools and businesses, boarding schools are open 24/7 during the academic year, so it is not sufficient for a boarding school simply to provide an education; it must also build a sense of community that is conducive to both learning and moral development. Though some of our peer schools have chosen leaders with strictly corporate backgrounds, we believe that a Head of School with a background in education and an understanding of the boarding school environment would be better equipped to lead in such a unique environment. Our new Head of School must commit to inclusion efforts, which are becoming ever more critical in our increasingly divisive political climate. Time and time again, events on Deerfield’s campus and in society at large remind us of the perils that come with a lack of empathy and cultural competency. Deerfield is a wonderfully diverse community, with students hailing from 38 states and 42 countries, and the Head of School must encourage compassion, understanding, and thoughtfulness in all students. This also means that the Head of School must be able to take decisive action against wrongdoings whenever they appear. For example, after the swastika incident, Dr. Curtis clearly condemned all forms of hate in our community, and our new Head of School must be able to take decisive stances as well. We ask that the Search Committee update students and faculty frequently on its progress. We students are all deeply invested in the search and are eager to participate in any way we can.

Determination, passion, and grit are just a few of the characteristics embodied by great athletes — but these traits cannot do senior lacrosse star Alli Norris ’18 justice. The adversities she has endured are representative of her maturity not only as an athlete, but as an empowering leader. Reaching the end of a four-year Deerfield career, Norris has left a sure mark on the lacrosse program while achieving praise from her coaches and teammates alike. Growing up in New Canaan, Connecticut, lacrosse had always been a part of Norris’s daily athletic life. “Every single girl that I knew was [playing lacrosse], so I just thought, ‘why not?’” Norris explained. Later Norris went on to refine her skills as a lacrosse player, and by the eighth grade, began to see a bright future ahead of her. She started attending recruiting events in the hopes of one day playing for a collegiate lacrosse program. Coming to Deerfield, Norris made the varsity team in her first year, hoping to make an impact from the get-go. Such determination garnered plenty of praise. Teammate Christina Halloran ’20 said, “Alli can always lift everyone’s spirits when people are down and is constantly encouraging and supporting her teammates.” Last season, coaches and teammates were stunned to see Alli sidelined with a knee injury. She underwent surgery on August 21, 2017, and began a 10-month-long recovery process. Close friend and co-captain Olivia Jones ’18 admired Norris’s resiliency during physical therapy, describing, “Every time [Alli] would come back and tell me a small little improvement she had made that day.” Assistant girls lacrosse coach Amie Creagh also spoke about Norris’s injury, saying, “Alli navigated the emotional and physical pain with grit and resilience. She remained committed to the team collectively and to her teammates individually.” Now entering her last season at Deerfield, Norris looks to set a tone of positivity. Girls varsity lacrosse head coach Allison DiNardo has great confidence in what Alli has to offer as captain. “Alli has been a longstanding leader within the girls varsity lacrosse program.” Ms. DiNardo said. “She is grateful for every moment on the field, and that passion serves as a contagious energy for the team.” When looking back at her four years with Alli, Jones also added, “I have loved growing alongside her since freshman year and couldn’t imagine doing it without her.” In addition to her successful career on the lacrosse team, Norris was also a four-time varisty letter-winner in soccer. She was voted to serve as captain her senior year, and although she was sidelined, she remained a great leader for the underclassman and the team as a whole. As she prepares to hang up jersey #6 for Deerfield, Norris is excited for the bright future ahead of her. She will join recent Deerfield graduate Meghan Halloran ’17 on the girls lacrosse team at Williams College next spring. Norris looks to spend the offseason dedicating herself to improving her strength and fitness. As for her hard work and perseverance over these last four years, she has surely earned her right to respect and success in the future.

Due to the current status of the proctor feed budget, many halls will not receive any funding or reimbursement for proctor feeds in the spring term. The budget, at $8000, is a combined fund among all the dorms with the guideline that proctors may only spend up to three dollars per person each feed. There are 40 underclassmen day students and 232 underclassmen boarding students, and many day students even stay on campus through study hall, which the budget allocation does not account for. This year, the proctors have already exceeded their budget. The proctors met with Assistant Head for Student Life Amie Creagh to discuss a short-term solution and longer-term options to solve the issue at hand. The ideas they discussed included a periodic trip to the grocery store for feeds, increased dining hall choices for feeds, and the borrowing of funds from unused associate or open dorm feed funds. During the proctor meeting about the budget, many proctors brought up the expectation that they hold feeds for their halls each proctor night. With the current budget, they argued, there was no way to provide feeds for proctees every week. In the past, the budget has not been exceeded to this degree, especially this early in the year. Ms. Creagh recently decided to extend the budget for a few halls who have remained inside of their proportional budgets, capped at $200. This fund will likely be drawn from other unused feed or club budgets. Six halls will not have the funding for ongoing proctor feeds. These include four boys halls and two girls halls. Several proctors on both boys and girls halls brought up the topic of budgeting in proctor feeds, arguing that they actually had planned out their costs. Niyafa Boucher ‘18, a proctor in John Louis, said, “Some of the most memorable moments that define a halls dynamic occur at feeds. As a four year senior, I understand the weight having a feed every week holds. It is undeniably a quintessential part of the boarding experience.” The proctors who have not yet been reimbursed will not be refunded. At this point, halls without a feed budget also must shoulder the cost of the feeds themselves if they choose to have any. In the meantime, Ms. Creagh has been working with proctors to ensure that they will at least be able to give a couple of last feeds before they graduate to spend time with their proctees as a part of her mission to “cultivate meaningful connections between [proctors] and [proctees].” These last memories are incredibly valuable, as they build off of the proctee-proctor bonds formed before the seniors leave. Anna Harvey ’18, a proctor on the third floor of Johnson, said, “I love being able to give [feeds]. It’s my favorite part of being a proctor.” Meaghan O’Brien ‘18, also a proctor in John Luis, said, “Feeds set the perfect conditions for hall bonding. Everybody is included, and food is a great way to draw us out of our rooms and out of our heads, into a social setting where we can connect with each other.”

On Feb. 14, the United States had its 14th school shooting of 2018. The suspected gunman, 19-year-old Nikolas Cruz, attempted to fire at fleeing students from the third-floor windows of Marjory Stoneman Douglas High School in Parkland, Florida. The incident resulted in the death of 17 people and hospitalization of 14 more. The shooting left the nation in shock, and full of questions for the future. President Donald Trump responded by offering his condolences to the victims’ families, writing, “No child, teacher or anyone else should ever feel unsafe in an American school.” In a televised address, he mentioned school safety in relation to mental health issues, offering a policy response to “tackle the difficult issue of mental health.” Two days after the shooting, Trump and his wife Melania paid a one-hour visit to the victims’ hospital, congratulating physicians and posing with staff for photos. Several student survivors criticized the response from politicians, asking them to take action instead of offering condolences to prevent more children from being killed. Survivor Emma González, noted for her speech in rebuking thoughts and prayers from the government, has demanded stricter gun control measures. Emma has since emerged as one of the leaders of a student protest movement against gun violence. The recent events also sparked discussions within the Deerfield community. “It is really shocking to witness these happenings,” said Natasha Leong ’21. “If students like us have to worry about our own safety when going to school, it really makes me wonder what the government is doing.” With a similar concern, Bisi Akilo’ 21 said, “I feel that the NRA and how they are saying the Second Amendment protects us is fine, but they have to take into account that those laws are antiquated.” Students from across the nation share these ideas. Groups like Never Again were established during the aftermath, which began on social media using the hashtag #NeverAgain. The group has demanded legislative action to prevent similar shootings and has condemned lawmakers who received political contributions from the National Rifle Association. On Feb. 17 in Fort Lauderdale, the group held a rally attended by hundreds of supporters. Student leaders Hunter Keller’ 20 and Abigail Lupi ‘18 are currently leading the school-wide walkout that is taking place on Deerfield’s campus on Apr. 20. “The first step is dialogue,” Lupi said. She added, “I’ve heard very little from the Deerfield community on the subject of gun control, which is especially saddening seeing as so many positive strides have been made within the past few months. [We] should be actively engaging in these conversations and making moves toward productive change.” Lupi described the empowering effect of student involvement that she witnessed at a March for Our Lives event in New York. She described, “Students have every power and every right to contribute to the kind of country we hope to live in…Walking with the massive crowds [at the March for Our Lives] down 6th Ave invigorated everyone with an overwhelming sense of purpose knowing we’re united in working towards a better tomorrow.” Keller ’20, another main coordinator of the walkout, agreed: “Young people continue to be shut down in their actions; they are told that they cannot provoke change we can truly make, but arising is a movement of high school teenagers and elementary children who have shown the world that there is no age or education requirement that must be achieved in order to impact a community.” The Deerfield community comprises diverse people, and Keller acknowledged that there are inevitably a variety of political opinions. However, according to Keller, that should not stop students from having conversations about gun reforms and from learning how to express opinions with people who have contrasting beliefs. “It is inspiring to see students like us take action,” Angela Cui ’21 said, after hearing about student initiatives on gun control and student safety campaigns. “It is nice to know that there are people out there fighting for a change that is greatly needed in America.”

For three days every spring, the Academy opens up its doors and welcomes all the prospective students on campus for the annual revisit day programs. Dean of Admission and Financial Aid Charles Davis reflected on the importance of revisit days, stating, “This year about 65% of our families are revisiting … we admitted 299 students this year, and roughly 210 families are revisiting over the three days. We always want our students to lead…and I think our visitors want to make connections and want to be able to see themselves finding success and comfort through the eyes or the experiences of their hosts, and I think that’s very important.” Ethan Chen ’20 also attested to the importance of revisit days from the perspective of a student host. He commented, “Being a student host is a tremendous responsibility, and also really fun. I got a chance to meet some of the kids who ended up coming to our school next year, and not only helped sustain our school, but I got to meet and influence some great people.” In addition to students and faculty, prospective parents also expressed their acknowledgement of Deerfield’s positive attributes that revisit days allow them to observe. One parent in particular wrote to Head of School Margarita Curtis, stating, “[DA ] had it very well-organized and moved the parents around to the many beautiful spaces; good discussions but also a great way to showcase the facilities. Best foot forward in every way… Big cheerful goodbye with parting t-shirts, and every sport and club represented at a fair.” However, that same parent expressed her strong opposition to the current state of dress code at Deerfield, writing in that same email to Dr. Curtis, “There is a HUGE problem with the female dress code. The families were shocked and frankly, so was I…You can’t…send young women out thinking a three-inch mini skirt is appropriate… it’s doing the students a disservice.” Shortly after receiving the letter, Dr. Curtis sent out a statement to the female students, writing, “Deerfield girls are characterized by their intelligence, strength, and leadership. It troubles me to think that instead of having these powerful, meaningful attributes take priority, prospective students and parents would depart campus with impressions of your attire foremost in their minds.” Many students criticized certain aspects of Dr. Curtis’ response and found the subject line of her email, “Self Worth” to be particularly disturbing. Sydney Bebon ’19 described how she reacted to this controversial subject line, explaining, “Yesterday [April 3rd] I drew lines four inches above my knees with the statement ‘Am I worthy?’ to challenge the message of the email’s subject.” Bebon also believed that the girls dress code was ambiguous, elaborating, “None of my teachers knew what the line represented … I had gone to three classes that day without being dress coded … Why are the Deerfield females suddenly held accountable for a dress code that hasn’t been enforced as long as I’ve attended the school?” Hunter Keller ’20 added that she understood the reasons that Dr. Curtis sent the email and acknowledged her role in supporting students, stating, “I can understand the inclination to address the dress code after such an email [from a prospective parent] and the conversation that has continued over the past several years. Additionally, I believe I am correct in saying that Dr. Curtis cares deeply for the female students.” However, Keller agreed with Bebon that the subject line’s wording was problematic, clarifying, “The subject line of the email, “Self Worth,” and the consistent notion that Deerfield girls are limited to external judgements on their physical appearances diminishes the intelligence, kindness, and leadership the women on this campus strive for. Mr. Davis added his perspective to the issue, remarking on both the students and Dr. Curtis’ reactions. He elucidated, “I thought it was great the way the students openly answered the question … Dr. Curtis, as any leader, is going to stand up and own it … She was taking the dialogue with the students by herself.” He also clarified that he does not foresee the dress code controversy as a negative influence in students’ decisions to attend Deerfield, stating, “I don’t think it [the dress code issue] was a setback for the revisit programs…I think all the students in the school, no matter how they feel about dress code, want Deerfield to yield the best kids possible…I don’t think it will cloud the visitors’ decision making about what choices they make for which school they’re going to choose.”

Dear Margo, Rita, and Curtis, I was on a sports team for the past two terms, but now I’m a student who doesn’t play a sport in the spring. All of a sudden I have more free time, and I don’t know what to do on weekends. Any advice on what to do? Best, springtermstruggler21 ——————————————— Dear springtermstruggler21, ​First of all, look at this free time not as a curse, but instead as possibly the biggest blessing you have ever received. Spring term at Deerfield is probably the best time of year at the Academy — actually, you can really have fun no matter what you are doing. Now that there’s more than two minutes of sunlight each day, the world is your oyster. Here are a few ideas of things you can do on weekends to enjoy the end of the year: 1. Go to the river. Duh. Go with your friends or go alone. You won’t regret going. However, if you are thinking that you are going to get a tan, I am here to make sure you don’t get your hopes up. Deerfield in April isn’t exactly the same vibe as Cancún. Consider yourself lucky if the UV Index is above four. 2. Watch games! Spring term is nice because we have so many teams to watch. The boys and girls lacrosse teams are fan favorites, track and field is sure to make your jaw drop, baseball and softball know how to impress a crowd, crew is so fast you can barely see the boat, our cyclists are world-class, golf brings a sweat to your forehead, and water polo is sure to keep you on your toes. 3. Do your homework outside. This idea only really applies to sophomores and juniors because seniors don’t do that anymore and freshman don’t even have homework, right? Regardless, doing homework outside makes time go by faster, and you can get your tan on at the same time! 4. Take a faculty dog for a walk. While it is tempting to just grab one because they are so cute, remember to ask first. Walking them down the Big Loop or even just down Albany Road will make a dog’s day… and yours. 5. Hike to the Rock. Just before it gets unbearably hot, a hike to the Rock is the perfect source of exercise that won’t make you want to cry while doing it. If you’re lucky enough, you might be able to watch the sunset there. 6. Get ice cream from Richardson’s. Two words: Cookie Combustion. Trust me on this one. There are tons of things that you can do even if you don’t play a sport in the spring. In my opinion, spring term is one of the best terms to be able to relax and enjoy your time at Deerfield. Remember to try new things and explore all this campus has to offer, and I assure that you will make amazing memories this spring! Best, Margo, Rita, and Curtis

On Apr. 3, the von Auersperg Gallery opened its new studio arts exhibition, presenting drawings, paintings, and photographs created by Deerfield students in the art program. “Food for Thought” was the theme, inspired by the Dining Hall. The von Auersperg Gallery has been home to several exhibits in the past year. From “In Rotation” by Robin Mendel and “Visions of a Fragmented Landscape, Part II” by Kim Carlino to Imo Nse Imeh’s “Forgotten Girls: Black Heroines on the Edge of Darkness and Hope,” Deerfield’s art gallery has invited the community to examine, explore, and enjoy the artwork of numerous guest artists. “Food for Thought,” however, is the most recent and entirely student-run. In describing the process of choosing the new exhibition’s theme, Art Teacher Mercedes Taylor explained, “[The visual arts program] was trying to choose a topic that could be easily integrated into the curriculum, and also a topic that would be familiar to everyone. We thought about the dining hall and sit down meals together … It’s also an interpretation.” Art Teacher David Dickinson claimed, “I am most proud about students that came here with little to no training. Deerfield is one of the few school in New England that truly develops an individual skillset and ability.” The students enjoyed the process of producing pieces for the exhibition, and were playful with the theme. “I would go to the Dining Hall when first waiters were setting their table and to the kitchens when the kitchen staff was preparing the food in hopes of getting an action shot or an abstract and artistic shot,” Janis Chen ’20 said. Jillian Carroll ’18, who has been involved in the art program for three years, commented, “Wrapping up my time at Deerfield with this art exhibit was a very rewarding experience. While some of the pieces were designed specifically for the exhibit, other pieces were created as a part of a class or just for fun and then used for the exhibit.” With pieces ranging from the Intro to Studio art class to the AP Photography and Post-AP Art classes, the gallery shows a variety of artwork in different shapes and sizes. The students were challenged to go beyond their comfort zone, which included creating pieces in 3D material instead of 2D or painting in a proportion they were not accustomed to. Benny Yang ‘21 was challenged to do a collaborative piece with Annemarie Fioroni ’20: a large scale painting of a person ingesting school materials. Yang described his experience to be challenging, but a valuable learning experience. In regards to the significance of the exhibition, Carroll stated, “For the studio arts, it is rare that people get to see the amazing work the artists do if they aren’t walking through the student art gallery on a given day.” The teachers of the visual arts program expressed how, in addition to the high levels of art students’ devotion commitment, community spirit was also a strong factor in dedicating an exhibition to student work. “Why would you go to a concert or soccer game?” Mrs. Taylor said about the significance of the event. “You’re there to support the students.” “I can’t think of a higher level of community spirit than something like sharing the final product of students’ effort. Hopefully it inspires students to come up to the art studio and experience the classes,” Mr. Dickinson remarked. On behalf of the visual arts teachers, Mrs. Taylor said, “We thought that maybe through food and the dining hall, it could make us think of how art can interpret something that is familiar to us. We wanted something to bring us together but also allow us to experiment with things.

Deerfield Academy is known for the rigorous and broad range of courses. However, few are aware of the constant changes in the curriculum by the efforts of the faculty. Deerfield created the Release Grant program in 2016-17, encouraging faculty to further develop the academic curriculum, in addition to programs in the athletic and the arts departments. These proactive measures allow for growth within the curriculum at the Academy spearheaded by faculty. Currently, Director of Research, Innovation, and Outreach Peter Nilsson leads the Release Grant program at Deerfield. Mr. Nilsson explained, “Release grants start with the recognition that being a teacher at Deerfield is more than a full time job.” At Deerfield, teachers are expected to perform a range of duties. They normally teach four full classes, coach two co-curriculars, perform dorm duty, and serve as advisors. Mr. Nilsson stated,“…the release grant schedule was made to release teachers to have the time to work collaboratively throughout the school year so that they can pursue a project of professional, departmental, or institutional interest.” History Teacher Samuel Chapin, who is currently involved in the US History grant, attests, “Release grants have given the time to be intentional about what we are doing, in a way that isn’t possible during the normal schedule. To have a dedicated period every day to work on an ambitious project like this on its own is great.” Mr. Nilsson explained the steps of a Release Grant application. First, the interested faculty member must start by gathering a group of faculty to work collaboratively towards a single objective. Second, they must communicate with their department chair, describing their objective. Finally, they submit a document explaining their specific “OKRM,” which stands for Objective, Key Result, and Milestone. Last year, the History Department received a release grant to be put into action for 2018-19. History Department Chair Julia Rivellino-Lyons leads the History Release Grant, which includes History Teachers Samuel Chapin and Conrad Pitcher and aims to rework the US History course. Mr. Chapin commented, “The impetus was to establish a more distinct difference between the regular and honors [US History] classes… we looked at what the US History curriculum could be without the pressure of an external standardized test.” However, the Honors US History, which strictly abides by the AP curriculum, it will not be altered. The Spanish Department also received a release grant, given to a team of Spanish Teachers Cheri Karbon and Ellen Bicknell and led by newly appointed Language Department Chair Haley O’Neil. The department believed that the current Spanish II and III curriculum lacked sufficient emphasis on language usage and the integration of culture, as well as alignment with the succeeding courses. Regarding the integration of culture, Dr. O’Neil said, “We are learning vocab related to the environment through incorporating the effects of the hurricane in Puerto Rico.” The change moved the focus of the class towards real world proficiency rather than merely memorizing conjugation charts. Very few students know about the existence of release grants, or that they are offered to the faculty. Tim O’Brien ’20 noted, “As a student, I was unaware of these efforts. Now I appreciate that teachers are acknowledging the fact that there are flaws in the academic curriculum and being proactive to resolve them.”