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In October 2017, a Deerfield alumna posted an open letter on Facebook urging students to combat institutionalized racism and sexism on campus, which sparked a heated discussion between both current students and alumni in the comments. The following day during advisory lunch, Fernanda Ponce ’19 urged members of the Deerfield community to meet in the Main School Building to address these issues. The turnout was incredible; more than 100 students, faculty, and staff gathered, perhaps an unprecedented amount of people for an optional meeting. Although people disagreed on the meaning of some terminology used in the discussion, such as the word “institutionalized,” there was a consensus that we needed to take action about the flawed social culture at Deerfield. The potential for change was enormous. However, that interest has only survived in a single student organization, Deerfield Voices. While the group sets an excellent example by taking initiative to sustain dialogue about inclusion on campus, about 50 people attended their first meeting, and only 23 attended the second meeting. The number of people eager to affect change in our community seems to be dwindling; at the very least, they are not very visible. At Deerfield, we often adopt a reactive stance to social change, instead of a proactive one. We criticized John Greenwood’s hate speech, and we engaged in a heated debate over Facebook about the alumna’s open letter. However, if these events had never taken place, it seems unlikely that we would have shown the same enthusiasm and commitment to changing Deerfield’s social culture. It is easy to follow the crowd; when everyone around us is agreeing on a certain perspective, they influence us to make the same choice. While this “group mentality” may seem effective for a short time, we forget or fail to carry with us the spirit of taking action when the group disperses. If we only take initiative in response to alarming events, we will forever be stuck in a cycle of rising and falling interest levels. At the , we believe that students can and must take initiative, even without a planned meeting or the administration urging us. Often, we expect a certain group of people to lead inclusion efforts: Dr. Curtis, the deans, Ms. Young and the Office of Inclusion and Community Life, and alliance leaders. However, the work of inclusion should not be limited to these members of our community; in fact, we students are the key players. Take this example from November 2015: then-DBSA Officer Imani Goodridge ’17 proposed a Blackout Day on the Deerfield Student Forum [on Facebook] to stand in solidarity with the students of color at various universities around America. On the following Monday, nearly the entire student body dressed in black. One student’s commitment spurred a successful movement, and though Goodridge was an alliance leader herself, no other alliance member or members of the administration urged her to take this action. However, change does not always have to be made in an overtly visible manner. It can be as simple as listening closely to what people say around you. Discriminatory or harmful comments are often subtle, and being conscious of these statements or giving people a gentle reminder to reconsider their actions can go a long way. Taking the goal of inclusion into our own hands simply requires each of us to commit and to act without being told to do so by others. Few of us would hesitate to say we like or even love Deerfield when asked individually. We do not need a pep rally, bonfire, or spirit week to show that love for Deerfield. Although being around like-minded people might strengthen our feelings, we each carry those feelings in us. So let’s do the same with another form of love for our school: committing to making Deerfield a more inclusive space. Many of us attended that meeting in the MSB lobby; many of us said we care about inclusion. Our intentions will only bear fruit when we practice what we preach.

Each year, Deerfield Academy hosts a day of workshops in honor of Dr. Martin Luther King, Jr., during which students can immerse themselves in decisions about civil rights and the state of equality today or participate in group activities about building a better community. This year, the day centered on a theme of the “beloved community” and asked students to consider how they could make Deerfield more loving and welcoming. Many students were pleased with the workshops this year. Colin Olson ’19 said, “I remember looking at the list this year and thinking, ‘Wow, that’s a lot of variety,’ in terms of the topics that were going to be discussed. The options, such as the hip-hop workshop, are definitely creative and have a unique approach. It’s a good way for more people to find a workshop that resonates with them.” Olson elaborated, “During discussions, I was exposed to a level of vulnerability that some people showed. Especially for the confederate monuments workshop, I was very impressed by students who I had never met before who stepped up to voice unpopular opinions. Workshops did a good job providing an environment that was comfortable for people to discuss.” Nadia Jo ’19 agreed: “People felt more engaged with the workshops they were in, and that made the discussions more productive.” Overall, many felt that the workshops achieved an important level of engagement from students and provided a platform for issues that needed to be discussed in our community. However, some students also expressed that there is still room for improvement for future MLK days. “Schools like NMH have a whole week dedicated to MLK day,” noted Vera Menafee ’20, which creates more time for “people to engage in these important discussions that affect the daily lives of students at the school.” Abby Lupi ’18 added: “MLK’s message was always about equality, not just race. We could try expanding MLK workshops through a series that would span through the year, where certain days would focus on certain aspects.” Olson suggested that there could be certain blocks on MLK day dedicated to workshops on just one type of issue, explaining, “You would have to choose workshops on certain aspects, maybe race or gender.” Chris Thagard ’20 expressed that the school could focus on the life of Martin Luther King Jr. himself, stating, “I think the school did a good job of addressing some of the problems we have in our community and also in our daily lives, but I didn’t learn one thing about MLK. We never get to do that here.” In addition to suggesting improvements for the MLK event, students also expressed opinions on this year’s keynote speaker, Jeff Hobbs, author of the bestseller e. Some appreciated Hobbs’ message, while others questioned whether his narrative was relevant to the occasion and Deerfield community. Olson stated, “It would be more helpful if the keynote speaker had written something for his speech that was more analytical with a thesis; I walked out looking for a main takeaway that I could incorporate into my life, but I felt it was lacking that.” Thagard agreed, “The keynote speaker was decent this year, but I felt like he did not say anything that was relevant [to us]. I liked the story he told, but it just felt more like a School Meeting speaker and not an MLK Day speaker.” Donnie Sparks ’18, who had read Hobbs’ book and had a conversation with Mr. Hobbs during dinner, had a different take on the speaker: “[His book is] a guide for everybody. Robert Peace did everything for his community, and would push everyone around him to try new opportunities; even if they didn’t make it, he put them on the right path.” Sparks said the novel was very relevant to the theme of “The Beloved Community” and said it taught him to “be like Peace. He was giving everybody a chance, and learning that from him is a very valuable takeaway.” Jo remarked, “Jeff Hobbs’ keynote speech might have been more valuable if more people had read the book.” In short, while many enjoyed the MLK Day celebrations this year, students felt that moving forward, it would be important for Deerfield to ensure that the students feel connected to the themes and messages of both the workshops and the speaker events.

Sydney Bluestein ’21 and the rest of the diving team traveled to Phillips Exeter Academy on January 13 with the same goal: to win. But Bluestein had more than just winning on her mind, since January 13 also marked her late father’s birthday. She was diving for him, and that was evident after just her first dive. Bluestein said, “Up until Exeter, I really hadn’t found confidence in myself. I was focusing on the things I wouldn’t do right, but at Exeter, I took it one dive at a time and found strength in myself.” Bluestein ended up obliterating the long-standing Exeter pool record. The former Exeter pool record was held by Deerfield diver Danielle DeNunzio since 2012. Bluestein scored a full 10.3 points higher, finishing with a 293.25. The six dives she performed were a forward 1½ somersault, a forward 2½ somersault, an inward 1½ somersault, a reverse dive, a back 1 ½ somersault, and a back 1 somersault with 1½ twists. Breaking records during dual meets is no small feat for a ninth grader, but it is not unheard of for members of Deerfield’s swim and dive team. Bluestein’s Green Key, Nikita Pelletier ’20, broke two school records last year, including one that was held for over 20 years. Bluestein commented, “[Pelletier] has been the best possible role model for me.” Bluestein also expressed gratitude for her teammates, who have been there for her since her Spring Visit Day. Bluestein also acknowledged fellow diver Monet Meyer ’19 as someone who has “been a really great role model for [her] since revisit day,” and helped her adjust to the team. Before Deerfield, Bluestein found success on the national level, placing top 8 in her region, qualifying her for nationals. Training at this higher level includes more conditioning and longer practices than she experiences at Deerfield, but Bluestein said that during practice, “we make the most out of the time we have”. This year the diving team had many new additions to the team, including many students who had never dove before. Bluestein has loved working with the first-year divers, and they reciprocate. Morgan Clough ’20 said, “Bluestein is such a dedicated diver and she always strives to be the best she can be.” Bluestein has noted that since the Exeter meet, she has “never been this calm while competing, and it has been allowing [her] to dive in a way [she] never has before.” This has proven to be true in her undefeated record in meets since Exeter. Coach Jason Cook described Bluestein as “very positive and [bringing] a lot to the table.” Looking ahead to New Englands, Mr. Cook said, “Every one of our girls, including Bluestein, has a chance to go top five at New Englands.”

People ask me all the time whether I am communist, and I always say that I am not. To understand why, we need to take a closer look at communism. Communism is the political theory developed by Karl Marx that basically turns everything private to public. Just to be clear before you continue reading, I do not think this is a good idea by itself whatsoever. Communism as a way of managing a country’s economy never worked and will never be able to work because it directly contradicts the very human instinct of greed and self prominence over others. This is why there has been no successful country that was truly communist. (Also, don’t even get me started on socialism, which is basically the weaker and less mature cousin of communism.) If you really want an answer for what I think the best economic system is, I say it would be state capitalism, though that is not something which I can debate about due to my lack of credentials and expertise on political economics. Therefore, what I do want to advocate for here is not communism in the sense of running a country, but the communist spirit and how we can derive something from it to apply to our everyday life. The communist spirit is a lot of things, such as gloriously defending your country from a foreign invasion, or diligently working your job and contributing to the GDP, or taking care of your family members and ensuring their health and safety, or even merely obeying the established rules and laws and paying your taxes. The communist spirit is the spirit of having a positive influence on society. In other words, though the core of communism is economic egalitarianism, the underlying spirit of it that should be admired is really the idea of collectivism. Collectivism is the idea of considering yourself as part of a larger entity and doing what is best for the greater good. It is by no doubt a virtue that should be desired. Even in more individualist societies, the spirit of selfless actions for the greater good is never something that is frowned upon, just not as much as an expectation in more collectivist societies. Some may worry that collectivism may impede one’s own progress, but, in fact, when the benefits of collectivism are distributed back to every individual, one might often find them greater than those produced by individualism. In fact, there are many ways in which individuals can work for themselves while simultaneously forming an overall collectivist entity. For example, when every individual decides to work hard and lead a self-sufficient life, then the government will be able to spend less on welfare and lower the taxes for everyone so that we can all have more free money to spend. On the other hand, if everyone decides to slack off and rely on welfare, then any moral administration would have to be burdened with the responsibility of taking care of these people, meaning more taxes and less drive on economic development. This brings out an interesting misconception that a lot of people have about collectivism. People tend to think collectivism means more government and less personal freedom. However, in many cases, it is the opposite. Collectivism often provides us with more freedom as collective cooperation yields conditions with more fruitful outcomes that enables each of us to be free. So how do we break this concept of collectivism down and apply it to our daily lives? We should start by identifying which entities and sub-entities we belong to. Ranging from small to large, we can be considered from individuals to families, from factions to nations, from species to components of the universe. No matter which level of entity you pledge most allegiance to, it is important to also consider all other levels as well. A true collectivist is not a nationalist, but someone who considers every level of collective entity from small to large, including giving a reasonable amount of consideration to the individual level. Collectivism is not blind sacrifice. It is having a rational and ethical balance between your own good and the common good. If we implement this concept into our daily lives and ask ourselves to take a moment and think beyond our self-interest, not only would our community be a better place, we would also become more considerate and likeable people. Before we get ourselves into any arguments with someone, think if it will really result in anything good for either party. If it won’t, then no matter what noble cause it is for, it is not a beneficial action to be carried out. Before we start disobeying an expectation from our parents and teachers, think if this expectation is really a deterrent to your long term personal development. If it is not, then there is no point of disobeying something that is for your own good, regardless of how it might not be fun in the short term. Before we do something that is selfish by definition, we should think if our personal benefit really outweighs the cost to the community. If it is not, which is almost always the case, then it is a deed that should not be done. What’s more, on a broader scale, beyond our school lives in the Academy, collectivism can have an even more significant impact. Before mobs take their discontent to the streets in forms of protests and riots, they should ask themselves if blocking traffic and leaving a mess behind will really improve conditions of the local community. If it will not, then find another way to exercise their freedom of expression. Before political parties and opinionated medias do whatever they usually do to make each other look bad, they should ask themselves if that is really what the people need. If it is not, they should then find a way to work together towards improving the country. Before superpowers start to interfere in regional proxy wars to establish their own diplomatic influence, they should ask themselves if gunfire and killing is really beneficial for the local population. If it is not, then they should cease waving their military tentacles all over the world and work on domestic projects or offer real aid that facilitates peace and stability for the common population. Is collectivism not the summit of moral high ground? Is collectivism not the way of doing things with least resistance? Is collectivism not the only way for humanity to thrive? Is collectivism not the solution to all the problems we face today? So whatever scary rumors they spread about collectivism, I say that for the sake of my individual interest, I selfishly choose to go collectivist!

The tightly-packed crowd jumped up and down with the Lost Kings last February, dancing along to smooth vocals, airy drum hits, and a blaring house bassline. Deerfield came alive for the massive concert, and the beat still rang in students’ ears coming out of the Dining Hall that night. This year’s concert enjoyed similar success. On February 10, Deerfield brought to campus Prince Fox, a DJ from Manhattan. He gained fame soon after remixing songs for 3LAU, Cazzette, and SNBRN. Notably, he has collaborated with Hailee Steinfeld for his song “Fragile,” and Bella Thorne for “Just Call.” Claire Koeppel ’18, an officer of the Student Planning Committee, spearheaded the effort to bring Prince Fox to Deerfield, as she did with Lost Kings last year. “I knew of Prince Fox since I’ve been following his SoundCloud and listening to his music for a while now,” she said. “I think he has a lot of potential to rise in the music industry.” Working with the same entertainment manager as last year to bring Prince Fox, Koeppel mentioned that the agency actually asked her to do the concert again due to a largely positive feedback from Lost Kings. “The agency gave us two lists of people. One list included artists like Fetty Wap and the Chainsmokers, and the other included lesser-known artists like Prince Fox.” The school ultimately chose to vet artists from the latter list to maintain a budget of around $20,000. While Koeppel influenced much of the planning and decision-making, Student Activities Coordinator Brian Barbato helped to test out the music and contact the manager. “Lost Kings was the most well-attended event our school has ever had, so we’re excited to continue this every year,” said Mr. Barbato. “Looking forward, we’re open to expanding the variety of talent. We’d like to open the selection process up to a vote, even.” One concern Mr. Barbato shared was that switching to different genres might make keeping the language clean more challenging. Not only did Prince Fox deliver a stand-out performance, but Head of School Day was also announced in a video from Head of School Margarita Curtis and the Student Life Office at the concert. Students reacted overwhelmingly positively, feeling they needed some respite from school. Sydney Gregg ’20 said, “Lost Kings last year was really fun but once we settled in to Prince Fox, I had a great time as well. I could do that all night.” Nikita Pelletier ’20 said, “In the future, I’d be open to something more alternative.” Hollin Hanau ’18 added, “I may or may not have a crush on Prince Fox now.”

Deerfield prides itself on its diversity. Each year, as a school, we ensure that all students and faculty recognize the vast array of countries that our students represent through the flag ceremony in the dining hall. We host various alliance meetings and celebrate the holidays of different cultures and countries. Our website states, “Diverse perspectives fuel creative and innovative thinking, build empathy and consideration, and provide varied skills and experiences from which the entire community benefits. … Deerfield Academy values and affirms the distinct identities and differences of each person.” Because of this, many times, our community may just assume that Deerfield exemplifies diversity, and in doing so, we forget to ask ourselves the question: What does true diversity look like? It is admirable that Deerfield encourages students of different backgrounds to attend our school, but diversity on paper does not necessarily translate into diversity of thought. In spite of the wealth of experiences that our community collectively holds, as a school, we have become victim to labeling other sides as “communists” or “racists.” We have succeeded in fostering a community that is home to people who identify in different ways. However, we have not done enough work to create an environment where people can discuss different beliefs on social and political issues in our community openly without fear of immediate and harsh backlash. This truth become especially clear during the 2016 presidential election. Students who identified as supporters of either Hillary Clinton or Donald Trump increasingly became frustrated with each other. The fault was not entirely on the student body. Some students felt that the school would bring speakers to campus who almost always supported Hillary Clinton and would speak out against Donald Trump. Additionally, others have reported teachers calling them out for wearing a Young Republicans sweatshirt or voicing approval for Trump. Regardless of where you lie on the political spectrum, the perception that the school has only heeded one side has left the other frustrated. Furthermore, this one-sided mentality toward dialogue is not limited to political beliefs; religion, disciplinary cases, and classism at Deerfield are other topics that we either shy away from or only approach from one perspective. Instead of focusing on our own personal beliefs or one side of an issue, we should focus on creating a school that embraces pluralism. According to the Pluralism Project sponsored by Harvard University, pluralism focuses on the “energetic engagement with diversity” rather than diversity alone. Considering how demographically diverse the Deerfield community is, when we confine ourselves to friend groups that are similar to us or remain silent in class discussions, we are losing out on an incredible opportunity that Deerfield offers us each day. As for the faculty and the administration, our school often claims that it is preparing students to become successful and empowered adults in the real world. And it is true that many of the alliances and on-campus initiatives that promote dialogue have made some progress and are continuing activities to push students of various backgrounds to connect. Nevertheless, we must ask ourselves, “Have we made enough progress to the point that we can call ourselves a school that exemplifies diversity of thought?” The answer is: not yet. In the real world, if Deerfield does not train its students to actively seek rather than shy away from opportunities to express their opinions and converse with their peers, the extent of the impact that students could have on their communities will be limited. So what would a Deerfield that embraces pluralism look like? Taking the steps toward reaching this goal does not have to be complicated. A Deerfield student body that took diversity of thought to heart would actively seek to understand and discuss others’ perspectives in a wide variety of settings, including classroom discussions, alliance meetings, and conversations in the dorm. Instead of just signing up for the same set of co-curriculars each term, we would ideally branch out of our comfort zones, try a new activity out, and forge relationships outside our immediate friend groups. If we as students attempt to put these steps into action on a day-to-day basis, we would gradually begin to change our school culture that celebrates rather than ignores pluralism. We are lucky to be home to students with such diversity in thought; we just have to learn to appreciate it and make the effort to engage in difficult discussions in the classroom, in the dorm, and beyond. Rather than only surrounding ourselves with people who enforce our opinions, we have to have meaningful conversations with others in order to foster a community that truly embraces diversity.

Deerfield Voices is a student group dedicated to encouraging productive dialogue about social issues affecting both Deerfield and the nation as a whole. The group was established in November 2017 by Kishor Bhardawaj ’19, Bailey Cheetham ’19, Erin DeMarco ’18, Jada Howard ’19, and Cam Taylor ’19. The group’s mission statement reads, “Deerfield Voices is founded on the principles of the desire to provide a safe space to express students’ opinions, share voices of the community, spark open and honest dialogue, and obtain solutions regarding emphasis on the future development of the Deerfield community.” Deerfield Voices was created in response to an open letter from a recent alumna to the community posted on Facebook last November about institutionalized racism at Deerfield. Bailey Cheetham ’19 specified, “The post triggered a lot of emotions and thoughts, but most of the confrontations between students were happening over social media. We wanted to create a space that would be a healthy environment where we could talk face-to-face about the issues that [the post] raised.” Jada Howard ’19 added that Deerfield Voices seeks to allow students to talk freely without the pressure of adults, stating, “We wanted for students to talk amongst themselves without the restrictions or looming shadow of adults controlling the conversation.” Although the Facebook letter focused on institutionalized racism specifically, Deerfield Voices has since expanded to encourage students to speak out in response to any issue that they feel is worth sharing. Howard explained, “We told people who came to our first meeting in November to write down a few topics they wanted to talk about, and we realized that there were a lot of other important issues outside of institutionalized racism that students felt strongly about.” Addressing the Deerfield community, Cheetham emphasized the importance of continually discussing the issues uncovered through Deerfield Voices. She further stated, “We need people to spread awareness to people they live and talk with, even if those people don’t necessarily attend the Deerfield Voices meetings. Growing relationships and meeting people who you don’t initially gravitate to is essential in improving our community.” Howard additionally pointed out how students must take full advantage of attending a school with such a diverse student body, specifying, “It’s already such a privilege to come to Deerfield. You may never get the opportunity to meet people from cultures as diverse as those of Deerfield students. You can only benefit from taking the risk.” Taylor also spoke about the solution that Deerfield Voices strives toward. He clarified, “Instead of just talking about issues, we’re also really trying to make Deerfield Voices a platform that we as a community can use to start finding solutions to the on-campus problems that are negatively affecting students here.” Reflecting on her own personal motivation and hope for the future with Deerfield Voices, Howard said, “The amount of support and gratitude we received from the community after the first meeting was overwhelming. The ultimate outcome was so much better than our expectations, and it really affirmed that I was doing something that our school continues to need.”

In a recent initiative dubbed “Be Worthy,” Dean of Students Kevin Kelly has been organizing a program to help upperclassmen build lasting connections with 9th graders. Mr. Kelly invited all upperclassmen to participate in December and currently has 165 juniors and seniors engaging in the program. The program was prompted by a serious drug incident in the fall term that resulted in five students being dismissed from the Academy. “It was potentially, for some kids, life-threatening,” Mr. Kelly recalled. “From that, there were three different groups of upperclassmen who were very concerned about the fallout. They wanted to know what we could do to make a difference throughout campus. To me, that was one of the highest levels of leadership, … empowerment that came from the students.” Mr. Kelly has allowed student leaders to lead the initiative, aiming to connect 9th graders with trusted older students who can advise them and guide them on a path away from drugs and alcohol. “We are trying to foster strong relationships between freshmen and upperclassmen, using our own experiences at Deerfield to help guide [them],” stated Garrett Alexander ’19. Hanna Deringer ’20, an underclassman, stated, “I hope to enforce smart decision making amongst my peers and to utilize the example set by upperclassmen role models in providing a safe and close community for everyone.” In the program, upperclassmen who have volunteered to participate are paired with underclassmen at their sit-down meal tables. Now, having talked with their pairings for several weeks, upperclassmen are planning to try to meet their newly made friends in a social setting. “Having a relationship with older students is a crucial aspect of Deerfield life,” explained Luke Terry ’20, another underclassman participant within the program. “It really is essential for older students to help younger students out. … They can really help you find your step and lead on the right path.” So far, the program has produced positive results. “It is great to … notice the will in these kids to build character that will lead them towards what is best,” said Christophe Cote ’18, a PG student leader. Upperclassmen mentors in the program received green bracelets emblazoned with “Be Worthy” as a symbol of solidarity. “I have been convinced that … there is an overwhelming number of students on this campus who want a drug and alcohol free campus,” Mr. Kelly elaborated. “When you see others on campus wearing the bracelet, you become aware that there are many community members, students and adults, who support the initiative.” Mr. Kelly stated he will extend the current sit-down table rotation a week later than it would otherwise be to provide students with more time to connect. After this table rotation, sit-down meal seating will return to normal. The hope is that the newly-formed relationships will continue and blossom organically. Student leader Chris Camelio ’18 summarized, “At the end of the day, if we can get through to even just one kid, and ultimately make them think twice about their actions on campus, then I believe our goal will have been achieved.”

Four years ago, according to Academic Dean Ivory Hills, Deerfield’s faculty decided by vote that all academic classes must have an online page with a syllabus and several weeks of assignments. Deerfield has since standardized its learning management system with an online program called Canvas, calling teachers to move their online pages to this platform. Now, in line with this precedent set years ago, Dr. Hills is asking all teachers to use Canvas to post a syllabus and several weeks of assignments. This requirement should be done away with. Teachers should not be required to use Canvas; rather, they should be able to draw from their own expertise to shape their classes’ learning. For example, some Deerfield teachers feel that having students go online to know what chapters to read for their homework would be unnecessarily distracting, creating an environment not at all conducive to studying. It is true that teachers often print out papers to hand to students in addition to posting assignments online. However, some teachers may want to keep students completely away from distractions, and if so, they should have the right to make that decision. Requiring teachers to use Canvas infringes upon their ability to tailor their classes’ learning. The ultimate goal in any class at an academic institution should be learning; any other concerns are secondary. Some Canvas proponents support this standard for the sake of uniformity. As any Deerfield student will tell you, there is a vast disparity in the extent to which Canvas is used across Deerfield’s classes. Like with all other technology used in the classroom, the platform’s effectiveness depends on a variety of factors. Canvas is used to great success in many classes across Deerfield, but no blanket requirements can or should be made. Teachers should not be compelled to use certain technologies or learning management systems simply for the sake of consistency. Others may cite convenience — having a system such as Canvas allows students to easily check their homework without needing a notebook or assignment sheet. In fact, asking students to take several seconds to write down homework in class is a basic requirement that all students should be able to handle. Isn’t Deerfield meant to prepare us for the “real world”? If we can’t expect students to remember to write down their homework, how will they ever be able to stay organized and manage more important responsibilities? After all, learning management systems like Canvas are simply one of many instruments teachers may use to further students’ learning, the same as any other materials used in class. Dr. Hills stated, “The Academy benefits from having teachers pursue their passion of student education using the techniques that they feel comfortable with. That genuinely benefits us.” So why must all teachers use Canvas? Dr. Hills described the current Canvas requirement as simply maintaining the precedent set several years ago by faculty vote. “It wasn’t a unanimous vote, so this is why it’s complicated,” Dr. Hills explained. “But the school decided that every class should have a Canvas page, and there should be a syllabus and at least several weeks of assignments.” However, this policy was influenced largely at the time by the outbreak of the avian flu; there was concern as to how faculty would continue to teach if students were not able to return to school after break. Teachers hoped that this standardized online system would alleviate some of this pressure. We no longer have a need for such a policy. The opinion of a large proportion of Deerfield’s faculty from years past should not make unilateral decisions for the faculty in the future. There is a presumed tension here between the importance of maintaining consistency in teaching standards, and enabling teachers to shape their own classroom learning environments. But these two ideals don’t have to be in conflict; rather, they should go hand in hand. Allowing teachers to use technologies as they please would enable them to shape their classroom learning environments and teach more effectively. It would improve the students’ ability to learn from a wide range of methods and practice important organizational skills. Trust our teachers to tailor our learning, for this range of styles is what makes Deerfield special.

Aries (Mar. 21 – Apr. 19 ): Now is your time to use your energetic nature to revisit your goals and once you get going this term, you’ll be ready for your hard work to pay off when the “Grades and comments are available on DAinfo” email comes out. The flame inside you never dies. Taurus (Apr. 20 – May 20): This is your month to ditch that sense of comfort and routine you usually love. Try something new, and take risks in March. You only have one life! Gemini (May 21- June 20): In March, Mars travels into the relationship area of your chart. Valentine’s Day has passed, but it’s never too late if the spark is there. There are still plenty of lonely winter nights ahead where company could be fun. Cancer (June 21 – July 22): Keep your eyes on the prize this month, but savor the journey. Although spring term feels like years away, you’re close, and your caring nature will lead to closer friendships with unexpected people as the winter term ends. Leo (Jul. 23 – Aug. 22): As Venus enters your 7th house, surround yourself with positivity. Spend time with the people who matter most to you, and give support wherever it’s needed. Virgo (Aug. 23 – Sept. 22): The Virgo full moon on the 23rd signals a time for you to find balance within yourself. You’re always the life of the party so getting in touch with a friend or family member, and trying to align the new with the old is usual for you. Libra (Sept. 23 – Oct. 22 ): This is a great time for you to simply think about you. Treat yourself with cinnabun rolls at the Koch or an iced chai at the Greer or the Koch this month. Having a little me-time is always beneficial for the aura you project! Scorpio (Oct. 23 – Nov. 22): February is your time to let go of any baggage you may be carrying: that impossible test you just took, getting cut in the line at the Greer, etc. Remember what brings you happiness, and love life. Sagittarius (Nov. 22 – Dec. 21): Per usual, you’re simply doing the most. Relax. Practice a little self-love, or mindfulness if that’s your thing. Capricorn (Dec. 22 – Jan. 19): You are unstoppable this month, so trust yourself instead of letting your usual reserved way of getting things done take over. Aquarius (Jan. 20 – Feb. 18): As the term ends, it’s time to focus. This is your time to shine. Take time to appreciate you as the planet of love enters your sign this month… Pisces (Feb. 19 – Mar. 20): Around the time of your birthday, you’ll be feeling pretty good about life right now. Take your genius ideas, and make something with them. All great inventions start from an idea. With the stars heading into a new alignment in a new month, we hope these horoscopes help guide you through your ups and downs. Let these words carry you and guide your decisions this month!

“I had to make a choice in the fifth grade to not dance or dance, ” recalled Osceola Heard ’18. “And I couldn’t not dance.” For Heard, dance has always been a constant. At three years old, he was already dancing West African and jazz, and started training professionally at age eleven. In addition to training in dance, Heard began choreographing as a young child, making up dances in front of a mirror in his living room as his parents were preparing dinner. “Dinner and a show, that’s like our thing,” Heard described. At Deerfield, he has been a member of the Advanced Dance Ensemble since 9th grade and has been featured in showcases as both a performer and a choreographer. “He’s as strong a choreographer as he is a dancer and that’s remarkable,” described Dance Program Director Jennifer Whitcomb. She recalled touring him as a prospective student, They were walking through the Greer, past the senior boys table, when Heard — fourteen and 6’2” — executed a leap. “He’s brave,” summed up Ms. Whitcomb. Heard’s choreography finds its beginnings in the music itself. “I pick a song that speaks to me, that I can see going somewhere, and I kind of just dance around until I find something I like,” said Heard. He usually tries to come up with motifs and themes that express the storyline he is working towards. “Choreography has the power to impact someone emotionally… They can see what’s going on, they can feel it too… I figure that if I can create those movements, get someone there, then why wouldn’t I use that.” Although Heard doesn’t classify himself as a hip hop dancer, he choreographed a piece in the style for the 2018 Student Choreography Showcase. Heard enjoys challenging himself. In that same showcase he also worked with two other dancers, Amelia Evans ’18 and Emmerson Stephens ’18, on a piece that, in the process, was completely scrapped three times before it was put onstage. Communication, Heard understands, is key. “It’s important to be honest during rehearsals because if you don’t like it, the audience is going to sense that you don’t like it.” According to Evans, “Working with [Heard] is easy and effective. He really listens to what other people have to say while still contributing what his thoughts are. He really does everything he can to push himself, and everybody around him, to be the best that they can be.” Stephens, who has also danced in many of Heard’s pieces, agreed. “It’s challenging but rewarding,” she said, adding that Heard is his own artist and has a unique way of doing things, which allows his dancers to learn new movements and expand their own repertoire. Despite his playful personality, Stephens explained, Heard knows when to be serious, and has a knack for getting right down to business during rehearsals. “There’s so much you could say to describe him, but at the same time it doesn’t do justice. … You know you’re just never going to find someone that’s like him.” Stephens expressed. “He’s Ossie.” Heard cannot imagine his life without dance. In college, he will pursue a minor in dance, as a major in dance is too restrictive for the choreographic freedom Heard enjoys. Although he wants to be a cardiothoracic surgeon, he will definitely also be working in the studio, dancing and choreographing as a creative outlet.

The Deerfield step team performs during halftime of every varsity basketball home game, rekindling a passion for victory in our athletes and eliciting waves of cheers from the audience. There is extensive behind-the-scenes preparation that goes into each halftime in order to ensure their optimal performance at each game. Like the players they cheer for, Deerfield’s twelve steppers are hard workers, training Monday through Saturday for at least one hour every day. During practice, captain Niyafa Boucher ’18 demonstrates the steps created by previous teams to the others members, who take up to three days to learn and perfect the steps. Before the end of the year, the current team will develop their own routine, which will then be passed on to the next step generation and so on. Not merely “cheerleading in big boots,” step offers its members with an opportunity to bond with each other while striving toward a common goal: defeating the opponent through their display of enthusiasm. As Abby Lupi ’18 explained, “For one, our yelling and stomping become a performance, and our frustrations, a brilliant show of Deerfield spirit. The team is a family who sweats together, steps together, laughs together, and cries together. And we know how to bring it.” Xochitl Paez ’20 added on, saying, “Stepping is really difficult. It’s really the team that gets you through it.” She praised the team environment and positivity, saying, “It is always so relieving when we can finish a half time show and just scream and celebrate our successes and laugh off our failures.” Spectators have a chance to enjoy the artistic side of athletics through step, whose carefully coordinated movements and cheers bring an aesthetic order to the sport hall. According to Amelia Chen ’18, a spectator at a basketball game last month, “You can tell they [the steppers] put in a lot of practice in order to pull off their routines.” Over the years, the step team has powered basketball players through their 48 minutes of competition with consistency, and the basketball team deeply appreciates the step team’s efforts. As Colman Shea ’18, one of three varsity basketball captains, revealed, “[The step team] keeps the adrenaline up, and the gym echoes. ‘Pump it up, say what say what’ gets me going, personally.” This high adrenaline, particularly at tense moments, can make the difference between a win and a loss in case In the words of Sam Powell ’18, another varsity basketball co-captain, “When the score is within 10 points, we know it is the step team that will get us over the finish line.”