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“To be or not to be?” or “I think therefore I am,” or “The unexamined life is not worth living.” Educational technology cannot help us as we face these three existential conundrums. Everyone must respond to them alone. Once one articulates a position, she might turn to educational technology to find out what others think. What educational technology can do is be a tool once we know what our own questions are and need information to contrive answers to those questions. The first encounter must be with the text of Shakespeare, Pascal, or Socrates. I favor a paper text over a screen-born text because I can react immediately and dog-ear the page or scrawl beside a provocative sentence, “This guy is nuts!” and look to see by turning the book on its side to see how much is left and made a decision about whether or not I want to finish it or not. The paper will be there after the power goes out, the book can dry out after falling in the bathtub, and the paperback will not crack when it’s at the bottom of my backpack. With a book I become self-reliant and do not depend on wi-fi, downloads, or passwords. A book gives a reader has a tactile, aromatic, and visual experience. The work of a book designer is part of the object. On a screen I can modify the size and type of font and making the text mine but disregarding the work of other artists have made deliberate decisions about the whole books. On the screen I command the book, but one can always pick up a Faber poetry book and recognize it as such; a Gallery Press book has a distinctive aroma; one can pick up the same title from an English publisher and an American publisher and instantly know from the feel of the paper and binding whence the title came. Books have identity. I can buy 30 books from a variety of authors and publishers online, and they all look, smell, and feel the same. I cannot have a sensual relationship with a book on a Kindle. Educational technology does work in close support of a class. When I watch today’s physics students measure rate of acceleration and graph that data as quickly as they can touch a few keys and see instantly the differences between trials, and think back to my own days of stopwatches and graphing by hand on graph-paper, I tend to believe my interest in physics might have been more sustained on lab days. In math classrooms, I have watched students use their graphing calculators and quickly see the changes in curves as they easily alter different variables in, say, a trigonometric function, rather than going through the task of hand drawing each and every variation. Faster and easier, and for someone like me, I am more likely to comprehend an immediate picture rather than the ones I manufactured over time. If I could have manipulated in moments the variable that determines the amplitude or length of a sine wave, I think I would have better understood trig. In my own classroom, I readily direct students to their laptops when we encounter an unfamiliar word or come across a specific noun, say, “peony” or “Tree of Heaven” or the song of a nightingale. We can have an authoritative definition from the Oxford English Dictionary and a variety of illustrations and recordings in an instant. One can never, never read either Coleridge’s or Keats’s “Ode to a Nightingale” unwittingly if she has actually heard the song of a nightingale. My point here is that educational technology is a useful tool, but every one of these inquiries begins with a question, a text, a problem for which the student must surmise a solution before using the technology. Educational technology does not ask the student probing questions; the technology can give a student practice questions for an AP exam, but the technology can’t ask, “Why?” and engage the student in a discussion that tests the evidence, encourages the student to refine the argument and its expression. For that sort of activity, one needs a teacher, someone who may know more than the student, but importantly is more experienced with the questions than the student. I have read Romeo and Juliet many times with English I classes, but this year for the first time, a student pointed to a speech in Act IV spoken by Capulet in which the word “death” was capitalized and proposed that “Death” was a name and the speech would make equal sense if one substituted the name “Romeo” for “Death.” The class experimented and found an entirely new way of understanding the irony of Capulet’s relationship with his daughter. I will never read Romeo and Juliet the same way. That experience was based on text, a student, a room of classmates, and a teacher, not a machine or a package of software.

Over the past year, the Language Department, under the leadership of Ms. Invernizzi and with the patient support of Mr. Taft, has engaged in an incentive to incorporate technology into our curricula. Language teachers have grown accustomed to iPads and software solutions which enhance the teaching and learning that takes place in the Kendall Classroom Building. These last several months have been a period of incredible professional growth for me as I have engaged with colleagues in rethinking what is possible in a Deerfield classroom. It is tempting to think of technology simply as gadgetry, as all flash and no substance, but I have learned that technology can be a powerful medium through which we consume information, curate our academic lives and create meaningful content for our curriculum. Moreover, working together with students and colleagues to explore the potential for using technology to enhance our classes has helped me redefine the rationale for and benefits of collaboration. In our department and in my classes, students and teachers take risks together. We have failed and succeeded together. We are learning together. The Digital Age has ushered in a free-for-all in terms of the availability of information as well as a myriad of ways to interact with that information. By working together, as teachers and students, towards the common goals of our classes, we are learning how to participate in this world, harnessing its power and mitigating its risks while striving towards the same fundamental goals of teaching and learning that we all cherish. In fact, my explorations of technology have only affirmed my core beliefs about my profession. Exploring a new and radically dynamic realm with both students and colleagues brings with it a sense of adventure that can in turn infuse our daily work with the content of our curriculum. My experience this year with my Latin 200 class, one of the iPad Pilot Program classes, has been an essential proving ground for me in terms of the potential for integrating technology into the work we do together. Reading the Res Gestae Divi Augusti with the Latin 200 class has turned into a far more critical and rich experience because we are collaborating together to write an eBook. We have thoughtful discussions about Augustus’ reign that are woven into conversations about the nature of the information we consume and about how we can create content that demonstrates our many-layered understanding of this ancient text. We are attempting to create an interactive resource that makes a coherent argument for mastery of the text, and we are all partners and stakeholders in this endeavor. As the year draws to a close, I am absolutely convinced that the integration of technology into the curriculum of this class has yielded deeper and more meaningful reflection: not only on Roman history and culture, but also on the nature of how we consume, curate and share information. We have integrated the invaluable lessons rooted in Classical texts and history with meaningful explorations of how the information age and mobile technologies might be changing the very nature of who we are, what we know and how we interact in the world. I, for one, am eager to imagine how we at Deerfield might forge a new path that reconciles our rapidly-changing mobile world of free information with our cherished traditions of reflection, deep thinking and strong relationships inside and outside of the classroom. I know I am not alone in feeling excited about what the future holds for us. Let’s work together to innovate, integrate and steward our heritage in the information age.

There is a certain feeling associated with holding a worn, leather-bound book and carefully turning its textured pages that I just don’t get while clutching a cold and fragile tablet. There is a certain depth and weight to books that create a sensation of trust between the author and reader that I don’t get while reading anonymous information online. I am opposed to the idea of replacing traditional books and paper with electronic devices. But in a classroom aimed to prepare me and my fellow students for our future careers in a world where everything is constantly flowing through a racing stream of information, technology seems like a more practical alternative to me. I’ll confess—curling up in bed with a tablet will never bring me the same feeling of comfort, serenity, or bliss as a hefty book. But in an English class, where I can flag and quickly locate passages, record audio responses, and even link to specific passages in other texts, a tablet proves to be an incredible convenience. My tablet has every historical text, every philosophy assignment, and every page of notes I need for my classes. I can send my essays, outlines, stories, emails, and websites to my teachers at any time, anywhere, and receive videos, recordings and handwritten comments that make me feel as if I had met with them in person. In my foreign language classes, we record ourselves reading lengthy passages and send them to our teachers in order to avoid wasting class time listening to everyone one-by-one. I can listen to dialogues and watch short films in order to grow accustomed to hearing others speak French. These tools not only give me a chance to hear myself speak, but also give me the unique opportunity to correct my own pronunciation. In my science classes, the tablet allows me to use the latest available technology for handson projects: I can easily organize, graph, sort through and draw conclusions from the data I gather. In math, on the other hand, I can watch as a function rotates about its axis or is sliced into circular cross sections, instead of struggling to visualize it. As our students move into the world of work, their ability to manipulate technology to their advantage will prove to be crucial. I don’t believe in completely replacing the traditional with the new. However, if we slowly incorporate these devices into our classrooms, we will grow accustomed to them, obtaining a necessary skill to survive in the modern world. There is a certain feeling associated with writing in a journal—an uneasiness that, sooner or later, the pages will run out—that I don’t get while working with technology. The possibilities seem endless.

As each Deerfield school year passes, new faces come and familiar ones go. An entire class of seniors rise up and graduate, leaving behind their legacy like empty rows of bleachers for the remaining classes to fill. The same goes for faculty members at Deerfield, who graduate and move away to start new chapters in their lives beyond the Pocumtuck Valley. This year several members of the Deerfield community are leaving the school behind as they embark on the next leg of their life journeys. Director of Alumni Relations Mimi Morsman and Director of the Dining Hall Jay Morsman, Dean of Admission Patricia Gimbel, Senior Associate Director of Admissions Debra Dohrmann, College Advisor Wayne Berger, and Science Teacher Jonathan Chittuluru are Deerfield faculty members who have agreed to share some last words on the school and answer the all-important question of, “Why Deerfield”? Why did they come to Deerfield? Why did they love Deerfield? And perhaps most important of all, why they all hope that one day you shall grow to love it too? Closing sentiments from Mrs. Morsman and Mr. Morsman: Mrs. Morsman: “I’m going to miss the kids, ‘cause we love them. I’ll miss everything, but it’s time to start the next chapter. We’re healthy and well, and we want to travel, and I want to do those things I’ve never had time to do.” Mr. Morsman, the longest serving faculty member at DA besides Mr. Boyden, shared his love of DA too. “I will miss the students. I am their friend. They are the best. All memories special!” A few thoughts from Mrs. Patricia Gimbel (who is also Dean of Financial Aid): “I will miss being a part of the amazing Deerfield community and my connection with students, faculty and staff. My favorite memories have occurred every year; the tradition of introducing the new students in the Mem Building Lobby and then [four years later] watching them walk across the stage at their Commencement, remembering each student when they arrived to begin their DA career and knowing how each student has grown, having taken advantage of the myriad opportunities, both in and out of the classroom.” Along with the Morsmans, Mrs. Gimbel was selected to become an honorary member of the Class of 2013 at the Senior Faculty Dinner this Spring. She will be retiring with her husband Paul, who sometimes served as table head during Admissions’ busy season. Reflections from Mrs. Debra Dohrman (who is also Assistant Director of Multicultural Program): “I am leaving Deerfield after a 50-year relationship with the Academy. I will miss the place terribly-the students, faculty and the beautiful Pocumtuck Valley. My husband, Dick [a Deerfield academic advisor], and I are off to Rockport, ME where I will gaze out at the Penobscot Bay from my front porch and contemplate the universe for a bit. Then I will start a new career! I am leaving a place I have called home for a long time but moving on to an exciting new chapter in my life.” A thoughtful reminder from College Counselor Mr. Wayne Berger: “I’ll be going to Sydney, Australia to coach the Sydney rowing club. This is a unique opportunity for me to take.” Mr. Berger wished to remind students, “You can really get caught up in college (from my experience in college admissions) to get in the ‘best school possible’, but look after yourself and take advantage of opportunities outside of your comfort zone because failure is valuable.” Mr. Berger’s wife, DA Senior Capital Gifts Director Suzanne, and their daughter Anna ’16, will be remaining at Deerfield next year. Dr. Jonathan Chittuluru echoed similar sentiments as he prepares to leave for San Diego, CA, where he will teach Science and Math and High Tech High School. Dr. Chittuluru, on reflecting on his year at DA, said, “You don’t need to spend your high school or college life figuring out the ‘best places.’ This is the only time in your life to figure out what you enjoy without obstacles. You’ll do the best at the things you like.” Deerfield Academy has built itself upon a strong tradition of connecting students to their heritage and values. It is important to remember that long before Deerfield was even a school, its grounds were walked upon by individuals making their own pathways through life. So the next time the question of “Why Deerfield?” is asked, remember those who came before you, their stories, and ask yourself what will you miss most about Deerfield when your time to transition to a new chapter in life has come. The Scroll regrets that we were unable to reach Library Director Lynne Robbins, Science Teacher Jen Marino and Associate Director of Admissions (and Director of Multicultural Program) Tarah Greenidge (and her husband, Fred Barnes, who assisted in testing and admissions). We will miss them and wish them well.

As the school year comes to a close and students leave for summer break, Deerfield Academy will begin its newest construction project to transform the Memorial Building into the Deerfield Center of the Arts. “The [Memorial Building] has not had major renovations done since the mid-1980’s,” explained Deerfield’s Associate Head for Operations and Chief Financial Officer Mr. Keith Finan. After decades of use without restoration, the heating, ventilation, and air-conditioning systems of the Memorial Building are outdated and in need of replacement. Furthermore, the roof, windows, and doors of the building’s interior also need to be replaced. Along with keeping the maintenance of the building up to date, there are plans for significant expansion of the Fine Arts Center. “As long as we were undertaking such significant renovations, we decided to look at the needs of the Fine Arts program and create a facility to meet the current and future needs for the respective faculty and students,” said Mr. Finan. Some of the renovations include new practice rooms for musicians, a recording studio, a new art gallery, five new art studios, and a chamber music hall. [pullquote_right]”We decided to look at the needs of the Fine Arts program and create a facility to meet the current and future needs for the respective faculty and students.” -Mr. Finan[/pullquote_right] Another main component of the project is the expansion of the large auditorium. When completed, it will have a seating capacity of 800 and an extended balcony.“The school has grown in the number of students and faculty over this period, and the auditorium can no longer seat everyone,” said Mr. Finan. “Another major reason for this particular renovation was to expand the auditorium seating to allow all students and faculty to be present.” Deerfield’s commitment to lessening its carbon footprint during construction also contributes to their hope to satisfy certain criteria to qualify as a LEED certified building. In order to be LEED certified (Leadership in Energy and Environmental Design), the project must follow certain guidelines like reducing waste sent to landfills, conserving energy and water, and lessening the amount of harmful greenhouse gases emitted into the air.“The building will be a LEED certified building which is much more difficult with renovations than with a new building,” noted Mr. Finan. “Some of the factors include energy efficient windows, doors, and low energy lighting. We’ll also pursue an environmentally sensitive recycling process of discarded materials rather than using the landfill, as well as local acquisition of building materials like wood and bricks rather than having them shipped from further but less costly sources.” The Fine Arts Center is scheduled to be completed by August 2014, in time for the 2014-2015 school year. Renovations will not begin until this summer, and the Memorial Building lobby will continue to be available for traditional senior activities until the end of the school year. Although there has been much talk around campus concerning the temporary Fine Arts classrooms on route 5 & 10 and the new class schedules, the administration is confident that these changes are well worth any inconvenience the temporary arrangements may cause. The Deerfield Center of the Arts is sure to benefit present and future students to come.

For the 2013-2014 academic year Tripp Kaelin ‘14 will follow Cleo Siderides ‘13 as student body president, and Maggie Shilling ‘14 will succeed Teddy Romeyn’s ‘13 place as the student council chair. Q: What motivated you to run? TK: Deerfield has already given me more than I can hope to pay back, but in seeing what former presidents have been able to accomplish through the relationships he/she has had with the Deans and Dr. Curtis, it became clear that this would be a great window of opportunity to try and leave this school better than when I arrived. MS: I really enjoyed my last two years on the council, and its something that I love being a part of. I really want to make Deerfield be the best place it can be. Q: What are your aspirations for next year? TK: I would like to have the students be the first to be informed when any school changes are being considered. This way the student body will have more time to give their input, and avoid feeling like something is being forced upon them when they hear about it at the last minute. Hopefully this will lead to improved ties between the students and the administration such that both parties feel as if they share a symbiotic relationship. Also, after speaking with several students, it has become clear that many feel as if school spirit may be lower now than it has been in previous years. For this reason, I would like to consult the cheerleaders and other student leaders as to how we can take steps to make next year’s atmosphere to be one of a heightened, vibrant energy. MS: I want to continue addressing the issues that were brought up with reaccreditation, and continue having student forums. I want to keep the conversation about student life going, because I think it’s important to at least talk about it and hopefully change things. Q: How are you going to improve relationships with students? TK: First, I would like to limit the use of the survey, and instead play off of what Teddy has been doing this term by organizing small, optional student forums, in which a wide range of kids are asked to come and speak on a specific topic. I believe many of these smaller meetings will help to gain a better sense of the feelings of the student body. MS: I want to utilize the Daily Bulletin and Student Council Website to update students on what the student council is working on. In addition, I want to continue with open meetings, smaller forums, and group discussions to really pinpoint the issues students want us to address. Q: How are you going to improve relations with the administration? TK: I would like to attend more faculty meetings, as Cleo and Teddy have benefited from this. Also, I would like to loop specific faculty members in if they are beginning any new project on campus. The weekly meetings with the Deans, Dr. Curtis, and Maggie are a must to keep us all on the same page. MS: I want to continue having frequent meetings with all the Deans and with Dr. Curtis to continue to open the line between students and the administration.

The Arabic Program at Deerfield will experience important developments starting in the 2013-2014 school year that will alter and expand upon the learning and communicating done in Arabic classes. The Arabic Program at Deerfield will be combined with the programs of the Five Colleges: Amherst, Smith, Mount Holyoke, University of Massachusetts, and Hampshire College. The goal of this program is “to develop the Arabic program more fully, building awareness, interest, and increasing enrollment,” says Academic Dean Peter Warsaw. “The Five Colleges have a robust Arabic program,” Mr. Warsaw continues, “and we would like to learn as much as we can from them.” As a part of this new program, Arabic Teacher Samar Moushabeck will work closely with Arabic professors from the Five Colleges. In addition, the professors from the other colleges will come to campus to work with Deerfield Arabic students. Arabic is a language where “the dynamic of the classroom causes the students to develop the ability to not only comprehend material, but also formulate elaborate responses to what is presented in class,” says Chase Swinerton ’15. “Because it is a small program, we want to create links to a larger community, so we can exchange resources, participate in social events, and widen the visibility of the program at Deerfield,” says Samar Moushabeck. The ultimate goal of this program is to involve our program into “part of a group of colleges to make Arabic at Deerfield more significant academically and socially,” says Dean of Faculty John Taylor. The co-heads of this program, including Ms. Moushabeck, will plan a suitable, efficient curriculum together. Chase further explains, “Each of these visiting teachers has the potential to bring a whole new perspective to cultural discussions in the classroom.” The Arabic Program will take this new plan as a stepping-stone to both increase the popularity among the students and bring awareness to this exotic culture. Peter Warsaw concludes, “We’re hoping that students will become more globally aware and take a greater interest in important issues in the Middle East.”

To be in one of the two Deerfield a cappella groups, there are several requirements beyond just the music . With other commitments and time constraints, the chorus requirements seem to provide a roadblock for some, while others believe that the requirements demonstrate the musician’s eligibility and dedication. Currently, in order to be able to perform with the Mellow-D’s or Rhapso-D’s, one must participate in the 90-minute Deerfield Choral Society rehearsal on Sundays, and be enrolled in an ensemble class such as Chorus, Chamber Music, or Band, unless they have already completed two years of the academic chorus class. This has created conflicts in some students’ scheduling, and therefore has limited the courses they can take. Some students believe the requirements make it difficult to balance time for work and other commitments. “Deerfield Choral Society (DCS) can increase stress because Sunday is the only day we as students don’t have any commitments.” Andrea Piedrahita ’15 said. Annie Blau ’13 expressed how this also creates a problem for new students in older grades. “Newer students are at a disadvantage,” she said. “As you get older and your work load increases, you need free periods. [DCS] is a huge obstacle in the week. I wake up planning my day around it, and it makes things a lot more stressful.” Although chorus is a time consuming commitment, Emma Witherington ’13, leader of the Rhapso-D’s, recognizes the benefits. “To a certain extent, a year of chorus is helpful. I didn’t make the Rhapso-D’s sophomore year, and was advised to take a year of chorus to refine my singing. Chorus gives [singers] necessary direction, especially for people who have never had training,” Witherington explained. Sidney Hulburd ’14 agreed. “Having chorus this year was not at all bad for me. I actually think I improved a lot as a singer. I just really wish that it was less of a time commitment.” Some students feel that the Rhapso-D’s and Mellow-D’s should be left as a completely student-run group. In the case of Blau, she was asked to leave the group for missing DCS rehearsals, but has since been allowed back in. “I know I should have been there…it just seemed the punishment didn’t fit the crime,” Blau said. “Each voice is critical because [The Rhapso-D’s] is such a small group. It wasn’t just punishing me; it was punishing all of us. I take singing very seriously and it’s what I love to do the most. And I wasn’t going to be able to do that for my last month at Deerfield.” Performance availability has also caused tension. “Every group is different. Rhapso-D’s learn two to four songs per term, and are only given one time slot to perform. Everyone should be able to showcase all of their hard work. It’s not fair to the performers and the people collaborating to create this music.” Witherington said Although these events have produced many mixed emotions among participants, the choral department is making an effort to make the requirements more efficient and logical regarding everyone’s schedules. Next year, the groups that are now The Madrigals and the Chamber Singers will merge into one advanced choral ensemble. This group will meet as a co-curricular in the winter only, and will be open to all student singers through auditions, and possibly instrumentalists. DCS will still meet on Sundays and Chorus will be offered as an academic class, but will no longer include Sunday rehearsals next year. In order to participate in any of the a cappella groups, students will choose from all three options. “By being in a faculty-led ensemble, the students are getting professional level teaching which benefits the quality of the [respective] groups. In turn, it helps to have advanced singers in the larger groups as teachers and leaders. It’s a mutual give and take,” Music Director Daniel Roihl said.

This past winter term, Ashley So ’13 spent an exemption creating a second edition of her book Not Just a Face . The book is complete with 55 biographies, 40 of which are completely new additions. “The first time I only covered 15 people, so that’s very little compared to the 200 staff here,” So said. “When you start a project, if you have the opportunity to grow it, you should always go for more.” Therefore, So was also motivated to write another book due to the amount of students who had not had the chance to read her first edition. “It’s a new year, it’s a new bunch of students, a lot of whom didn’t get the chance to read the first copy,” she explained. “I wanted to make a bigger mark.” There were three main goals So wanted to accomplish. “I wanted to make people learn to see that there is more beyond their immediate situation, to allow as many people to get to know these people first hand,” and lastly, “to encourage others to do the same.” She enlisted the help of eight volunteers for this edition, including Katlo Gasewagae ’13 and Tan Sertthin ’13. While the project itself was essentially the same as it was last year, the process was very different because So was no longer on her own. “I was really excited to have all these people helping me,” So reflected. Despite the challenges the second edition presented, So loved writing both books. “It was worth it,” she said. “Personally, I think this book also really helped me. I am friendly with people, but I’m not the one who would go out of my way to get to know someone, so this was a teaching tool.” Although So is graduating, and leaving two editions of Not Just a Face behind, she “wishes we could have done more. There are so many more people who deserve to be recognized,” she said.

In his four years at Deerfield, Chris Lin ’13 has become revered for his incredible musical abilities. Lin began taking classical piano lessons at the age of five. Once a week, a teacher would spend an hour with Chris at his home in Springfield, training him to read music and perform. “It wasn’t a passion for me when I was a kid. It was more like a chore,” he said. Lin’s musical career almost came to an end in seventh grade, as he did not enjoy the strict rehearsal regimen. “I told my parents—I confronted them—I said I wanted to quit. And the surprising thing was, they said ‘Yes, okay. We’re going to listen to you and let you make your own decision for once.’” However, he only lasted six months before returning to his lessons. “I felt really restless every day. I found myself looking at the piano in my living room and wanting to go back to it,” he said. “From then on, instead of having my parents sit there and watch me practice, I would go do it myself.” Lin now plays multiple instruments including the violin, saxophone, flute, and guitar, the last of which he taught himself. “Once you hone [music], you discover that you have an affinity for it,” Lin explained. “And once you have that, it is sort of a waist not to pursue it.” When he arrived at Deerfield as a freshman in the fall of 2009, he immediately met several students and members of the faculty who helped him take his music to the next level. “Each year I look back at where I was, and I realize the growth rate is so unexpected,” Lin said. One of Lin’s favorite memories is from the winter Koch Friday Concert (KFC) of his freshmen year. He went on stage and performed a Disney Medley. “That night, I was staring out into the crowd and saw the PG’s standing up and singing with me,” he continued, “I saw the seniors cheering—and all the girls cheering. It was really an invigorating experience. And that was sort of my defining moment.” Currently, Lin assists both a cappella groups on campus and James Park’s garageband. In addition, he is a member of Mr. Roihl’s Chamber Singers and the Deerfield Jazz Band. Lin also spends his time composing original pieces. His favorite genres to write and perform include jazz, R&B, and soul. In the future, Lin hopes to further explore his passion for English and distribute his music free of cost. He explained, “Once you add money into any artistic creation, it corrupts it. It is not as pure; I want people to enjoy music without having to give something in return.” Lin is not sure where music will take him after graduation; however, he believes it will always play a significant role in his life. “My father once admitted to me that as a child, he harbored a dream of becoming a conductor for an orchestra. Even though that wasn’t the path he chose, I feel like that passion lived on somewhere—maybe it came to me.”

Lena Mazel ’13 has contributed to Deerfield’s dance program for four years. She first joined dance through taking it as an academic class and a co-curricular in her freshman fall. “I remember only doing the splits on my good side, because I didn’t want people to think I wasn’t a good dancer for not having both of them,” Mazel recalled. Since the beginning, she has become more comfortable, describing herself now as “such a goofball in class.” Mazel has witnessed the dance program evolve quite a lot through her four years. In her first year, the classes were only an hour long for three days a week. “The classes seem tougher, longer, and more challenging now,” Mazel explained. “I think if I’d come as a freshman into the program the way it is now, I would have been completely overwhelmed. I love the intensity our program has now, but that intensity has definitely built up over the years.” Mazel also loves the teachers in the dance program. “They’re encouraging and inspiring and funny, and all have such unique personalities. There are fewer people dancing at outside studios because our program is giving them enough now,” she said. “So many Deerfield dancers can really own who they are in and out of the studio, and dance with joy and humility.” Mazel is still decidingthe roledance will play in her future. “Whatever happens, I’m happy with what I’ve learned at the Deerfield dance program about work ethic, friendship, and dance itself. I’m grateful that dance brought me here, so I could learn important lessons outside of the studio too,” she explained. “Dance itself ha s the potential to teach people so much about themselves and the world around them, and those lessons won’t leave me, even when dancing itself does.”

The present Deerfield squad is dedicated and talented. Although “we graduated some terrific talent last year,” Mr. Nilsson said, “we have some strong players coming through the ranks, including a large group of juniors who have developed strong skills and experience.” He defines Ultimate as somewhere between a recreational activity and varsity sport that accommodates both old and new team members. Particularly during the spring, pick-up Frisbee games are routine on the quad. Just two years ago, Jem Wilner ’11 took the activity to a competitive level, and, according to Ultimate Frisbee Coach and Assistant Dean of Faculty Peter Nilsson, “very actively organized the group into its own co-curricular.” Now in its third season, Ultimate boasts a 6-1 record as a competitive coed squad. What has contributed to its rapid growth and success at Deerfield over such a short span? Last year Wilson Wang ’12 solidified the team’s role by organizing a busy schedule of interscholastic matches for the entire season and signing up for the Amherst Invitational, the nation’s most acclaimed high school Ultimate tournament. Mr. Nilsson attributes the sport’s current stature to “[Wilner’s] rallying and Wang’s drive and motivation last year.” This year’s team, led by captains Tara Murty ’14 and Taran Weeks ’13, has continued to attract both new and veteran players who seek the fun environment and cross-training benefits of the game. “It’s really a community game, and the typical association of friends throwing a disc at the beach isn’t totally off,” Murty said. “The sport is about playing for the love of the game and that’s it. Yes, we want to win. But more importantly, the spirit of the game rests at the heart of Ultimate.” Ultimate has become increasingly popular since its creation in 1968. Now, according to wfdf.org, more than 31,000 members participate in USA Ultimate. The sport’s simple set of rules, as well as its few equipment and experiential requirements, contribute to the sport’s progression. The goal is to score points by passing the Frisbee into an opponent’s end zone by completing throws. Players cannot run while holding the Frisbee. Because the sport is non-contact, the other team only assumes possession if the pass is incomplete, or after a score. The present Deerfield squad is dedicated and talented. Although “we graduated some terrific talent last year,” Mr. Nilsson said, “we have some strong players coming through the ranks, including a large group of juniors who have developed strong skills and experience.” He defines Ultimate as somewhere between a recreational activity and varsity sport that accommodates both old and new team members. “It’s the most underrated sport on campus,” said Luke Madronal ’14, a second-year member of the squad. The team’s impressive record against high-level rivals such as Northfield Mount Hermon, Hotchkiss and Andover demonstrates the group’s obvious talent, as well as Mr. Nilsson’s coaching skills. One notable participant is Weeks, who has accounted for one-fourth of the team’s points all season. Mr. Nilsson appreciates his ability to “guide and teach new players with strong sensitivity.” As the season comes to a close, the team hopes to win the final JV tournament and break seed at New Englands at the end of the season. “As a captain, I am so happy to see the progress we have made with Ultimate here,” concluded Murty. “We all hope that we can continue building and moving forward as a program at Deerfield.”