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Deerfield Academy hosted its fourth annual TEDx event, TEDxDeerfield, on Saturday, February 17. This year, the event was expanded to have twelve speakers: seven students, one faculty member, two alumni and two adults from the local Deerfield community. The theme for the event was . Topics included the applications of blockchain technology, the intersection of art and science, and the importance of actively engaging misinformation. “Terrifying, moving, and exhilarating all at once,” Marco Marsans ’18 responded, when asked to describe the experience. “A truly empowering experience — one of my best decisions.” Anna Mishchenko ’19, another student speaker, stated that she applied seeking to gain “insight into fresh realms.” She added, “TEDx catapulted me into nuance and innovation, allowing me to reconsider my presumptions and glimpse into new possibilities within art and science.” TEDx events are local, independently organized gatherings that resemble the two vastly popular TED conferences that are held each year. TEDxDeerfield is an event run by a student committee, with guidance from several faculty organizers. This year, the Executive Committee consisted of Kishor Bharadwaj ’19, Joshua Fang ’19, Nadia Jo ’19, Farris Jane Marsh ’19, and Neil Nie ’19. Many other students also volunteered to help on event day. In total, almost 300 people streamed in and out of the event throughout the course of the evening. The event was also live-streamed online. Marsh discovered TEDx herself last year, when she attended the event because it was required for a class. However, explaining her shift in perspective, she said, “[I] thought it was really unique that students could share something that they couldn’t write about in their history or English papers.” Planning for the TEDx event is a year-round process. Applications open in the fall; after the committee selects speakers, they select a broad theme to loosely unite all of the talks and help guide and shape them as they develop. “As great as this year was, we’re already looking forward to next year,” Fang surmised. “We’re excited to come back next year and make the event even bigger and better.” Applications for next year’s TEDxDeerfield event will open on November 1, 2018.

For many, sports are a large part of the Deerfield experience. From Choate Day to locker room huddles to shouting “aga-chi” in the stands, everyone can feel the spirit that surrounds Deerfield athletics. We asked seniors to reflect on their experiences playing their winter sport. Colman Shea ’18: Varsity Boys Basketball “My favorite moment from my Deerfield career is when my basketball team beat Choate my sophomore year. Although I only played for a couple of minutes, watching my team secure the most important win after a difficult season was awesome. There was a special group on the court, and there was a special group in the bleachers cheering us on in 2016, the group that ‘brought it back.’ I wouldn’t change a thing about that season because all of the adversity was worth it when we became a brotherhood and beat Choate.” Bailey Smith ’18: Varsity Girls Swimming and Diving “Swimming at Deerfield has given me a family. It was not the sport that changed my life in high school, but the people I came into contact with over the years. The groups of girls I’ve had the honor and opportunity to be a part of since my freshman year have always been my support system. Also, swimming may be an individual sport from an observer, but we are a true team and we depend on each just as much as any other sport. The Deerfield girls varsity swim and dive team made me a better person, leader, and friend. Without this sport, I would never have this team, and without this team, Deerfield would not be as special for me as it was for the past four years.” Henry Hayden ’18: Varsity Wrestling “My favorite moment of my wrestling career was winning my first Class A Championship title. Having not been a serious wrestler for my first two years at Deerfield, it meant a lot to see my hard work pay off. Most importantly, however, it was really special to have a team that believed in me, and with whom I could share my success.” Brenna Hoar ’18: Varsity Girls Hockey “Being a senior is hanging on to every little moment with the team, the best of times and the worst of times, I wouldn’t change any of it. Playing sports pushed me to work harder in the classroom, knowing that if I didn’t I wouldn’t be allowed to play and I’d lose the highlight of all my days – practicing, competing, winning with the team. I have two favorite games of my entire Deerfield career. First, hockey season junior year beating Williston 3-0 during the last game in the barn. Second, soccer season senior year beating Choate with fans lining the sidelines. Both games, we were the underdog by a ton, but we worked harder and had way more heart.”

Hi Margo, Rita, and Curtis, Recently, I’ve been struggling in my physics and geometry classes; I’m worried about receiving poor grades in these classes and for my exams. Please help! Studying hard, desperate2021 ———————— Dear desperate2021, We have all read the infamous words: “Grades are now available on DAinfo. Have a great break!” In that moment, our innocent eyes are scarred. The dreaded pit-in-the-stomach forms. Palms sweat, throats dry, and legs shake. Phones are thrown against the wall. As DAinfo lags and fails to load, the anticipation bubbles within the depths of our souls. Perhaps, you take deep breaths as the page finally loads and suddenly, a short list of numbers manages to define you. Sometimes, in my experience, those nine numbers — five course grades, three exam grades, and one, soul crushing overall average — feel like they represent all the sleepless nights, all the hours studying, and all the effort I spent over the course of the previous term. At times, those numbers also seem to define my character. But, hear the good news of the gospel, my friends: YOUR. GRADES. DON’T. DEFINE. YOU. Hear it, live it, and love it. Although at times this mantra is difficult to remember, it really is the truth. Now don’t get me wrong, there are times that grades are not soul crushing. Sometimes, grades can warrant celebration (did someone say Martinelli’s sparkling cider??). In that case, be proud of your success and that your hard work translated into an ideal set of numerical values. Just remember that grades can cause massive amounts of anxiety for the people you love, so remain aware of how others perceive your actions. For all you underclassman, whose parents perhaps haven’t caught on to the whole ~they can access our grades online~ thing, do yourself a favor and keep it that way. Highkey it’s been four years and my parents still barely know that I even get grades at this school. On the other hand, for those of you whose parents do check your grades, or for those of you who willingly share your grades with your parents, there is always that inevitable, “What happened?” conversation. I advise staying away from the classic and incredibly transparent lines, like: but EVERYONE failed that test, or, my teacher is out to get me. Our parents have been through high school before, and believe it or not, they see right through our cop outs. Instead, offer an: I’m going to meet with my teacher after break to ask about ways I can improve my class participation and study habits, and then actually do that! Not only will your parents been impressed by how proactive you are, but it will benefit you going into the next trimester. Keep on keepin’ on, Hollin Hanau

Even from an early age, Megan Graves ’18 dominated the court. She first learned about and playing basketball through recreational leagues, starting in the first grade. However, Megan didn’t always know that basketball was her destiny. She describes “playing a lot of sports growing up,” and it just so happened that “soccer and basketball were just kinda the two that stuck.” Megan also attributes much of her passion for the game to her mother, who played in high school, and certainly influenced her decision to try out the sport. As she grew up and continued playing, Graves explained that height often became a challenge that she needed to overcome, but this struggle only seemed to motivate her development. It allowed her to focus on other aspects of her game, such as the mental facet. She details how appreciative she was to have “a lot of really good coaches who have built up my confidence in the sport,” and has come to learn how to be “able to accept that I can’t control everything on the court.” When it soon came time to play basketball at Deerfield, Graves was certainly no stranger to the atmosphere she would playing in. As a kid, she remembers watching the girls varsity basketball games, and “wanting to emulate some of those players.” Megan sees herself as “more of a defensive player,” but has enjoyed being challenged to add more offense to her game. Coach Caroline Stedman remarked that “her impact on our team has grown to become so invaluable. She is the type of athlete who does not take one single play off – in both practice and games.” She also added that Graves is “one of the most coachable players with whom I have had the opportunity to work because of her work ethic and leadership skills.” As a captain in both her senior and junior year, her goal has been to “lead by example,” and her teammates certainly recognize and appreciate this about her. Emma Reavis ’19 noted that “Megan is an amazing leader. She always tries to push every player to be the best they can be.” In looking towards the future, Graves stated “I would like to play in college,” but she isn’t “ready to let go of this part of my life.” In the meantime, all eyes will be on Megan and the girls varsity basketball team, as they finish out the last few games of their season.

The Class of 2021 received suicide prevention training and mental health awareness during meetings on January 25, and each of the six halls of the Ninth Grade Village received training from six of the student Peer Counselors and six adults on campus. Science Teaching Fellow Hannah Insuik originally designed the training program, called Notice and Connect, while she was a student at Colby College and in conjunction with the school’s counseling office. With the help of Director of Counseling Joshua Relin, they tweaked the program for Deerfield. They added aspects of the Signs of Suicide program, which Dr. Relin explained to be a program used for students all across the country. Ms. Insuik designed the Notice and Connect program “to be co-facilitated by a mental health professional or other experienced adult and a student,” and she felt that incorporating the Peer Counselors ensured the program was “fully entrenched in Deerfield and what students have experienced.” She appreciated that the Peer Counselor for her ninth-grade group “added personal anecdotes when necessary to stress the idea that mental health issues are prevalent here on campus, and there is a lot of opportunity to help as a concerned friend.” Dr. Relin explained that in the training, they “discussed why suicide is a critical issue in high school, how to ask a friend if they are feeling suicidal, and what to do if you’re concerned about a friend’s safety (reach out to a trusted adult or the Health Center ASAP!).” Ms. Insuik added that students “go through what it looks like to struggle specifically here at Deerfield, how  to set the stage for a positive and helpful conversation, and then [they] practice starting those conversations using a few scenarios that we provide.” Peer Counselor Nora Markey ’18 explained, “We want students to be equipped with the knowledge and resources they need to support someone struggling with mental health and or feelings of wanting to end their life, or be supported in the case that a student finds themselves in that situation.” Peer Counselor Will McNamara ’18 reported that the training has been an “incredibly valuable experience for him.” He believes that “having the ability to connect with and identify people who are feeling excluded is a really important sign of a supportive community. … Listening can go an enormous way in making someone feel less alone.” Many ninth-graders found the suicide prevention training beneficial. Chijioke Achebe ‘21 found it “very helpful,” adding that it “made sense that it was done by hall, as you spend more time with the people on your hall than anyone else.” Ms. Insuik said, “This programming is important, and way overdue in a lot of ways. … Being at Deerfield isn’t always easy, but I want to try to make it a little bit easier by relieving the huge amounts of stigma that surround mental health on campus.” The long-term plan is to train all grades and the faculty in suicide prevention. Ms. Insuik said, “If logistics played no part, we would train every member of our community right away!” Beyond suicide prevention training, the counselors and Health Center are trying to bring awareness to other mental health issues on campus. Health Teacher and Peer Counseling Director Kristin Loftus believes that “the most significant mental health issue on campus is anxiety and depression that students attempt to mask.” Dr. Relin believes that the most significant mental health issue on campus right now is stress, and noted, “There’s an important line between finding the motivation you need to push yourself to achieve, and crossing over into something that feels like it’s too much and makes life seem unbearable.” The counselors emphasized that there are many ways to help a friend struggling with any mental health issue. Dr. Relin said, “If a student has a friend who is struggling, I’d encourage them to take the time to talk directly to that friend and tell them what they see and are concerned about.” He said that the Deerfield counselors “always strive to intervene in a way that feels comfortable to both the friend and the student of concern. And if talking to a counselor feels too intense, any faculty member on campus who you feel comfortable with is equipped to provide support.” Ms. Loftus commented, “If friends are struggling, the only thing not to do is nothing. Tell them of your concern, tell them what you have noticed without pointing blame or judging, be a good listener and suggest seeing a counselor … or go to the counselor with them. Do not feel like you have to solve their problems for them.”

Every day at Deerfield, faculty are influencing the inner workings of school life, whether it be through their committee assignments, classroom responsibilities, or coaching duties. Faculty meetings every other Thursday allow faculty to help define Deerfield’s mission, as do faculty committees, such as the Feedback Committee, which implemented the advisory changes in fall 2017. Dean of Faculty John Taylor explained that last year, all faculty meetings were centered around a “framing conversation” in which faculty “agreed on a set of values and a decision-making process” to help advance Deerfield’s mission. This conversation evolved into many faculty initiatives, such as acquiring new data in Admissions, working on equity in the Athletics programs, teaching writing across the curriculum, expanding the health program, addressing concussions, implementing mindfulness practices, and more. In addition to all faculty meetings, department meetings are a time where individual departments focus on their particular subject and how each subject shapes students’ academic lives at Deerfield. History Department Chair Julia Rivellino-Lyons explained that her department often discusses skills for teaching analytical writing and planning “relevant” speakers to bring to Deerfield. They attempt to find speakers that will address topics students are currently considering. For example, the History Department is bringing Pamela Rotner Sakamoto, author of , to campus on February 13 to address all U.S. history classes about American identity, a topic deeply connected to the current American conversation about immigration. Mr. Taylor also oversees faculty assignments to various committees, such as the Inclusion and Community Life Team and the Feedback Committee. Each has a unique goal to help advance Deerfield’s mission and enhance students’ experiences on campus and beyond. Director of Inclusion and Community Life Marjorie Young explained that her team collaborates with all departments “to support a campus-wide conversation and effort leading to the development of institutional priorities for sustaining diversity work.” The Inclusion and Community Life Team meets at least twice per year as a whole group and in smaller subcommittees for specific projects. They were instrumental in implementing the campus-wide Inclusion Strategic Plan in the fall of 2016 and continue to work on other projects, such as an initiative to bring what Mr. Taylor calls “culturally responsive pedagogy” to classrooms on campus. Ms. Young explained that through the Inclusion Strategic Plan, which has helped her office to develop the Cross the Valley Cultural Competency Campaign, the office provides “opportunities for students and employees to develop and practice cultural competency in building and affirming an inclusive school culture,” such as through 9th grade workshops. The office works with senior staff members to review “all components of our formal program — academic, co-curricular, and residential — to better align our structures with a culture of inclusion.” Besides an initiative of inclusion, Science Teacher Brendan Creagh explained that the Feedback Committee, of which he has been the chair for three years, stemmed from the Preparation Gap Task Force, which looked at the differences in past experiences for new students to Deerfield. This task force developed into the 9-10 Committee, from which the Feedback Committee originated. The recent advisory changes stemmed from a Feedback Committee initiative. The committee changed the old advisory system by asking students to write two letters to their advisors, one about their goals and one about their successes and obstacles, to which advisors responded. Last year, there was no assigned letter writing time for advisories. Mr. Creagh said that the committee hoped “to put students as the central figure in the feedback process, [part of which is] giving them ownership” over the process. The faculty voted to approve the new advisory practices last spring. Ben Hirsch ’18 said that he enjoys the new advising process. He said, “It is important that students have firm goals set in place so that their progress can be tracked.” He added, “This process has helped me stay more focused on my nightly routine and has led to more success in all levels of Deerfield life.” Mr. Creagh stated, “If we can give students the ability and skills to be able to set goals, to be able to reflect and think about where they are in their process and where they can move forward, that’s a lifelong skill that they can use at Deerfield and beyond … that’s the hope of the Feedback Committee.” Mr. Creagh emphasized that the system is a work-in-progress: “Change at DA is difficult … [This change to advisory] was a culmination of work that started well before me and will continue well after me … We are eager for it to evolve; we hope to make it better.” In the words of Ms. Rivellino-Lyons, the ultimate goal of all faculty initiatives — such as the advisory changes, visiting speakers, and more — is simply “to affect student lives in a positive way.”

Six years ago, the Alumni Relations Office pitched the idea of a Deerfield “Day of Service” to the Board of Trustees as a way to promote service at Deerfield to graduates of the Academy. Today, the Day of Service is an annual event which rallies alumni to get involved in Deerfield-coordinated service projects in their area. To continue this legacy of service, on April 7, 2018, Deerfield will host five different projects across the United States for alumni to attend. This year, the Alumni Relations Office is also introducing a new initiative, partnering with both the Riverside Park Conservatory and the Ocean Conservatory in New York to create an event that will accommodate up to 300 Deerfield alumni and now, current students as well. Volunteers will spend the afternoon helping to clean up New York’s coastline. In organizing the project, the Alumni Relations Office is “striving to create an event of excellence,” according to Assistant Director of Alumni Relations Ray Walker ’92. Ultimately, his goal is “to make the energy of wanting to help people contagious,” he explained. Additionally, including the addition of current students could attract more alumni wanting to connect with the younger generations of Deerfield. The event would also allow for those current students to network and build valuable relationships with alumni, while hearing past graduates talk about their Deerfield years and experiences. At the core, champions of the project expressed that Deerfield’s Day of Service is about constantly striving to be worthy. According to Dean of Spiritual and Ethical Life Jan Flaska, “Life is showing up. … Your presence is motivation; it gives hope and shows camaraderie to others.” He continued, stating, “As soon as we acknowledge our good fortune and privilege here, we will move toward a place of wanting to show up and take initiative to make a change… the impact of our collective community would be an example of many generations of Deerfield students and alumni choosing to embrace those two simple words: be worthy.” Perhaps former Headmaster Frank Boyden himself said it best: “The test of worth of any school is the record of service of her alumni.” Many years after Mr. Boyden’s time, on April 7 together in New York, alums will continue to contribute to Deerfield’s worth, striving to embrace the spirit of the academy and its mission to serve others.

The New England Prep School Football Coaches Association presented Deerfield’s former football coach, Mike Silipo, with an honor only six other coaches have received in the organization’s history, on Monday, December 12. The NEPSFCA committee elected Mr. Silipo to the Football Coaches Hall of Fame, topping off his illustrious 48-year career in the New England prep school league, consisting of over 200 wins and two Class A titles at Deerfield and Tabor Academy. It also makes him Deerfield’s first inductee for the award, adding his name alongside Mark Conroy from the Williston-Northampton School, Dave Coratti from Trinity-Pawling School, Moose Curtin from Hebron Academy, Kevin Driscoll from Avon Old Farms, Ken Hollingsworth from Tilton School, and Todd Marble from Kingswood-Oxford & Kent. Similar to how the Deerfield football team played in the Mike Atkins Bowl game this fall, in the coming years there will be a Mike Silipo Bowl game for prep school teams to play in. While Mr. Silipo contributed to Deerfield in countless other ways, this award embodies his special dedication to the sport. “[Football] was the reason I came here,” he reflected. “Coaching such a high-intensity sport forged many great relationships … with players and fellow coaches.” He cited “the overtime championship win in 2002” and winning his two hundredth game as two of his most memorable moments at Deerfield. Over 21 years at Deerfield, Mr. Silipo influenced his fellow coaches as well. Science Teacher Toby Emerson described Mr. Silipo as “the most important mentor in my 24 years of teaching”. Mr. Drew Philie ’09, who played for Mr. Silipo and coached under him, mimicked Mr. Emerson’s sentiments. He described Mr. Silipo as a “legend of Deerfield” because he “understands kids and knows how to get the most out of them in the classroom and on the playing fields. What makes him special is the effort and attitude he carries with him day in and day out.” Mr. Silipo left a mark on many players still at Deerfield as well. Mr. Emerson notes that “the number of wins Mike accumulated over the years is impressive, but the real barometer of his greatness comes with counting the number of athletes’ lives he has influenced. … To play for and coach with Mike Silipo will make you a better person.” Not only his fellow coaches noted how influential Mr. Silipo was. “I felt his presence a ton. He motivated the team. … I appreciated him and miss him as a coach,” commented this year’s football captain, Ollie Hollo ’18. “He deserves this induction … He’s one of a kind, a great leader, and there for everyone as a friend. If you ask around, you could see a ton of Mr. Boyden in him.” One of the traditions that Mr. Silipo started for the football team is “milk and cookies.” On Friday nights before their Saturday games, Mr. Silipo would have the team come together to prepare, and of course, eat some cookies with some milk. Player Parker Luber ’18 reflects on this ritual as a way for “the team to come together and lock our minds onto the game the next day, but it’s also a time that is special because we reflect on past football teams and moments and share personal stories.” Even without Mr. Silipo on the coaching staff this fall, Coach Brian Barbato continued incorporating this impactful tradition into the culture of the team. Mr. Silipo’s induction into the Football Coaches Hall of Fame is no surprise to both the players and staff he impacted in his time at Deerfield. According to Mr. Philie, “He tells me every day, ‘When you love what you do, Bud, you never work a day in your life!’”

Have you ever wondered how some faculty couples first met? You may be surprised to discover that some of these stories began in high school, while others turned into years-long sagas! Assistant Head for Student Life Amie Creagh used a classic strategy to talk to her post-graduate crush when she was a sophomore at Andover. She said, “I would sit in a section of the library near the door with a book out, pretending to do work, with my backpack on so I could make a quick run out the door when he was leaving.” Since his dorm was across the street from her house, she would “accidentally” bump into Brendan Creagh, now a science teacher at Deerfield, on their way home. Due to these frequent walks, the two became good friends. After he graduated, they kept in touch with one another through letters. He even invited her to watch one of his college hockey games. Although Ms. Creagh attended the game and waved hello, she suddenly became so nervous that she left before the game ended. Years later, once Mr. Creagh was working at Deerfield and Ms. Creagh was working at Andover, a faculty matchmaker at Andover heard the news that the team Mr. Creagh coached was playing a game at Andover. The two high-school friends chatted and agreed to see one another. After some time of dating Mr. Creagh long-distance, Ms. Creagh got a job at Deerfield. Now we know them as Mr. and Ms. Creagh! You never know, maybe your high-school crush could turn into something more down the line. Theater Director and Performing Arts Teacher Catriona Hynds recalled that she fell in love with Mr. Hynds “pretty instantly.” They were both working in Houston when they became friends. After a short time, their jobs carried them in separate ways all over the world. One summer, Mrs. Hynds was directing in Scotland when Mr. Hynds asked her if she wanted to accompany him on a six-week trip around Europe. However, Mrs. Hynds recalled, “All this time I was very much in love with him, but we were just friends.” They kept in touch over the next year, until the following summer when they took a five-week sailing trip around Turkey (still just as friends). After returning to America, they kept in touch over the following months. Again, Mr. Hynds invited her on an exciting trip but this time to spend three months backpacking across Asia (can you believe they were still just friends?!). On their last night in Thailand, they were sitting on a beach under the stars when they officially became a couple. In total, it took four years for them to begin their romantic relationship. Science Teacher Megan Hayes-Golding first met her wife-to-be through their shared love of soccer. Ms. Hayes-Golding and her wife met while playing on a recreational soccer team in Atlanta called The Clash. She was a goalkeeper and her wife played midfield. Ms. Hayes-Golding said, “[The team] lost almost every game we played, but always followed up by going out to eat or getting ice cream afterwards.” Slowly, they began to get to know each other better with each practice they attended and each game they played together, win or lose. Finally, after several years of playing on the same team, they went out on their first date. They now reside in Dewey Dormitory. After going out to dinner one night with friends, English Teacher Peter Nilsson recalled that there was an event called the “Midsummer Night Swing” at Lincoln Center, a mere ten blocks from where they were eating. An avid swing dancer since college, he and his friends arrived at Lincoln Center and began dancing along to the swing band’s music. Mr. Nilsson spotted Ms. Nilsson and could immediately tell that she was also an experienced swing dancer. He stated, “She had good dancing shoes, and she had that ‘ask-me-to-dance’ look.” They conversed while dancing for a full five songs, and the rest is history!

After graduating from Deerfield in 2009, contemporary dancer and choreographer Ingrid Kapteyn attended the Juilliard School, where she received a BFA in Dance and the Martha Hill Prize. She then went on to perform extensively in New York, with Brian Bookes, Danielle Russo, The Metropolitan Opera, and Sleep No More NYC. She also co-founded the performance collective HEWMAN. Kapteyn recently returned from China, where she spent a year performing seven roles in Sleep No More Shanghai, and also directed and danced in two independent installations called CAMPFIRE and POP. A native of Deerfield, Kapteyn began dancing at the young age of three by attending dance studios after school. When she was seven, she began to seriously pursue ballet, and during her four years at Deerfield Academy, she was exposed to and explored many other styles of dance as well. “I loved doing [Dance Director Jennifer] Whitcomb’s modern dances,” Kapteyn recalled. “She had one class that was based off of Horton, and another that was based off of classical jazz, and she was always pushing herself to do new material. It was very challenging, but I was ready for the stimulation.” Towards the end of her Deerfield career, Kapteyn contemplated becoming a professional dancer, and she applied to both colleges and performing arts conservatories to let admissions decide for her. “I was five minutes away from deciding to go to college when I learned that I had been admitted to Juilliard. I was shocked and felt so lucky, and you can’t say no to Juilliard,” she said. At Juilliard, Kapteyn decided to become a contemporary dancer, taking classes in contemporary partnering, modern technique, creative processes, and student choreography. “It was challenging because it was exhausting,” Kapteyn remarked. “The days were long, but I loved it.” After her time at conservatory, Kapteyn co-founded HEWMAN, a performance collective based in New York that “[brings] dance where it hasn’t been before,” with two of her Juilliard classmates, Jason Collins and James Lindsay Harwell. Though Kapteyn never had the specific goal of starting her own dance company, she always knew that she would love it. “HEWMAN happened out of a conversation,” Kapteyn explained. “We wanted to get our own ideas out, so we started rehearsing to make one piece, and we formed a company to start doing it.” Kapteyn described their creative process: “For me, once we start making a piece, the piece tells us what we need. It feels like we’re holding onto the reigns of a horse that’s galloping wildly, and we need to do whatever we can to keep it rolling.” With regards to Deerfield’s current dance program, Kapteyn commented, “I continue to be amazed by what Ms. Whitcomb has been able to put together on a campus where students are pulled in every direction. Everyone is studying a thousand different expertises at the same time, but she still manages to give students a broad and solid spectrum of dance that set up a crucial foundation for me.” As a recommendation to any Deerfield students interested in dance, Kapteyn said, “Try as many different types of dance as you can, and strive towards any chance you have to perform, because there’s really nothing like the experience on the stage.”

Our community leaders do a wonderful job of bringing the student body and faculty together to celebrate a day that many people forget or are too busy to observe, and for that, I applaud our school. The workshops are successful in applying Dr. Martin Luther King Jr.’s message of peaceful protest and equality to our modern day issues and conversation. Many students end the day having been exposed to different perspectives and materials than they otherwise would never have experienced. We are a diverse community; a microcosm made up of different races, religions, nationalities and backgrounds. Both our students and faculty come from a variety of places and speak an array of different languages; however, with those differences come many variations in the core curriculum of the various education systems that our students and faculty hail from. Across the United States, many schools and parents have dropped the ball on educating their children about the life and achievements of Dr. King. African-American parents, and grandparents in particular, are in tears thinking about their experiences of mistreatment, feeling as though they are burdening their kids with the knowledge of this history. And as for our international students, education about Dr. King and the Civil Rights Movement are not necessarily staples of the curriculum. In an effort to make the content of our workshops more applicable to today’s current events, we focus more on the “big picture” of Dr. King’s message and the application of it. But, it is difficult to participate and leave the workshops with a deeper understanding if you don’t already have a full understanding of the underlying context that drives this daylong program. We fail to ensure that all members have a solid foundation in understanding why the holiday is celebrated, who Dr. King was, and why he and his message are still prevalent today. How can you build a house if you haven’t, first, put down the steel beams and concrete that make up the foundation? Just as we can’t expect every student to come into Deerfield knowing the fundamentals of geometry, we also can’t expect every student to come in knowing the history of Dr. King and his influence on the Civil Rights Movement, arguably the most powerful catalysts for the advancement of people of color in America. And as Deerfield faculty members, students, and the administration play integral roles in our development before, during, and after school hours, it becomes our duty as a school to ensure that all of our students have ample opportunity to absorb this knowledge that they can then translate into the workshops we do. Additionally, with our school deciding to celebrate the life of Dr. King on one specific day, it has created a stigma that these lessons and conversations should only be discussed for one day. For something as monumental as the lasting effects of Dr. King and the Civil Rights Movement, a one-and-done mentality is not the way to ensure that every member of the community gets the most out of this learning experience. These conversations should be ongoing throughout the school year. Unfortunately, until students are given the toolkit to dissect and understand the underlying racial issues in our country, they are unable to have these prompted discussions. The “day on, not a day off” motto was inspired by the official “Martin Luther King Jr. Day of Service,” which challenges Americans to celebrate and honor Dr. King by volunteering to serve others instead of relaxing. It is so important that we are pushing for more service-oriented initiatives, but I don’t believe the ninth grade class will get the most out of their service experience unless they truly understand the purpose for which they are serving. Similar to how our sports teams are required to participate in community service and some team members do not take it seriously, if our students feel obligated to do this service, they will fail to see this as an opportunity to choose give back to the community in honor of Dr. King. We should also work to make sure that all of the students want to participate in this service initiative as a way to honor Dr. King instead of feeling like they are forced to do so. Until we can officially implement a course to mainstream the knowledge surrounding Dr. King and his legacy on campus, we must work together to help supplement the learning process. For those who have a deeper understanding of the subject matter, start conversations in your classes and sit-down tables around Dr. Martin Luther King Jr. Day and throughout the year. Help the younger students who may not share the wealth of knowledge that you do. For those who haven’t been exposed to Dr. King and his work, I urge you to do some research. Don’t be afraid to ask questions. We have to work to put more emphasis on Dr. King at the heart of this holiday. As a community, we can work to create effective dialogue that will allow the whole community to benefit from a deeper understanding, not just of Dr. King, but of the ways in which the injustices he fought against are still relevant 50 years since his death. While a whole class focusing on social justice would give students and teachers a platform to learn from and discuss with each other, a more immediate solution would be to incorporate mandatory discussions about both the history and current situation of social justice in our country. Similar to the white privilege talks held in the dorms this fall, these discussions could serve as the jumping-off point for authentic conversations campus wide. Although talking about the past can be painful, we simply cannot use that as an excuse not to teach the younger generations. Yes, black people were not allowed in certain establishments. Yes, the n-word was used to degrade and diminish. Yes, many people died as a result of the unrelenting hatred. But regardless of how difficult it may be to hear about or see these atrocities, we as a community, both the Deerfield community and society at large, cannot deny exposure to this knowledge. It is important for parents and educators alike to push themselves out of their own comfort zones in an effort to educate the youth about this cause both in and out of the classroom.

Term after term, the Theater Department presents plays or musicals that leave the entire community asking for more, and Mim Pomerantz ’18 has taken part in every production since her 9th grade year. She grew up in a household with actors and a strong dedication to the art. She credited her father, who acted in high school and college, for igniting her interest in the art from an early age. Pomerantz began her acting journey in middle school, recalling that she had been inspired by theater programs that would visit her elementary school to put on plays, including Shakespeare. Of all Deerfield productions she has participated in so far, Pomerantz stated that her favorite was , in which she performed during this past fall. She explained, “It was really awesome to get to be a part of that since it was a really great cast with a lot of chemistry. We just had a lot of fun putting that show on.” Pomerantz radiates a sense of self-awareness and confidence on stage that has grown throughout her years. Theater Director Catriona Hynds said, “She is what I call a ‘slow burn’ actor, meaning that she is thoughtful and takes time to approach her characters from a number of perspectives. Once she is happy with her work, she is capable of letting loose on stage and she has considerable stage presence with a fabulous clear voice.” Having worked with Pomerantz on many productions, Maddie Wasson ’18 observed, “Mim is really great at buying into her roles. Right now she’s doing an incredible job with her part in . No one will want to miss watching her perform!” Pomerantz plans to continue acting after Deerfield, though she is not planning to study it. “I would like to stretch myself as an actress in the future, since I’ve only done comedy at Deerfield so far,” she explained. As she departs and continues her acting journey at Wesleyan University this upcoming fall, Pomerantz expressed that she is interested in participating in more serious roles as she departs Deerfield. Open to new experiences and despite her self-proclaimed lack of singing ability, she stated that her dream production is . A “dedicated and conscientious” actress, as Mrs. Hynds described, Pomerantz departs with the following words of wisdom that ring true to her journey of growth: “Just go for it. Theater, especially at Deerfield, is a very supportive environment. Something that I wish I had done sooner was throwing myself into it and not being worried or self-conscious about anything because it’s so much more rewarding when you can just take risks and roll with it. I think that’s when the best acting is done.”