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Sports are essential to American culture and the Academy, where cheerleaders tell students to “buy in” by committing to team culture and by showing support at games. However, the prevalence of sports in the US means that American students don’t often consider the different ways other cultures from around the world view sports. Sports in America serve as a unifier across social and economic groups in a quintessentially diverse nation. Athletic competition’s place in American society is further strengthened by sports’ long history in American higher educational institutions. The popularity of sports in America is boosted by the intense commercialization of professional sports leagues like Major League Baseball, the National Hockey League, and the National Football League in the late nineteenth and earliest twentieth centuries. However, international students at Deerfield provide a unique perspective on how American athletics are similar and different from the nature of athletic competition in their home countries. “There are some universities that prioritize sports and might offer scholarships, but generally, when you’re applying to colleges, you’re not assessed on how good you are at sports,” explained Science Teacher David Hallwood, who was raised in the UK. “In fact, some colleges might think, ‘You’re too interested in sports,’ and not accept you because of it... For soccer, for example, there’s no connection between college and playing professionally. You’re recruited by a club before you leave high school.” Ukrainian student Nikol Kmita ’25 echoed Dr. Hallwood’s comment about how, outside the US, sports are not as important when it comes to college admissions. She said, “[In Ukraine,] Universities only rely on final exam scores [to make admission decisions]. Sports have no relationship to success unless you play really competitively.” This disconnect isn’t just in the college admissions process. In general, there is a lack of connection between high school and college sports culture, with sports based around local and national clubs and sports academies similar to IMG Academy in Bradenton, Florida. Silvie Sobotka ’26 highlighted how most high school students in Germany do not focus on their athletics. She said serious athletes have the “option to attend a ski academy or a boarding school specific for sports. There, you get intense training, and school becomes less important because you’re trying to make it to the Olympics.” Sobotka further explained that, in Germany, athletic extracurriculars are focused around physical fitness, rather than pure competition. Sobotka said, “[In Germany, ] We usually have Physical Education classes, which everyone is required to take, but we don’t have teams associated with [high schools/colleges].” Johan Wilkerson ’27 observed a similar pattern in Sweden, where hockey players compete in local clubs up until high school, at which point athletes who want to play professionally either join clubs in the J18 and J20 hockey leagues or attend a hockey gymnasium (upper secondary school in Sweden, grades 10-12), where classes are tailored to the athletes’ hockey schedule. Rania Limam ’27 said, “Young Moroccans who aspire to become professional athletes often don’t have a structured framework or government support to make achieving their goals easier.” She also mentioned how class divides and monetary commitment determine who can pursue certain sports. She said, “Their [young athletes’] parents often do everything they can to pay for private coaching, training sessions, and club memberships.” Mac Wang ’25 and Leo Ma ’25 both mentioned how athletes in China play sports to become professional athletes, and how athletic achievement is often seen as a viable alternative to academic success. “There ’s not a lot of student-athletes back home— they’re mainly just students or athletes,” Ma said. “It’s different [in the US] because it’s more of a culture rather than a profession.” “From my experience and from what I’ve seen, it’s extremely difficult to balance being a good student and a good athlete [in China],” Wang affirmed. Sobotka shared that the fervor of German sports crowds in comparison to their American counterparts. “[German fans] are much more vocal!” Sobotka said. “If you look up German soccer fans on YouTube... you’ll see they make the stadium shake. You’d be scared to stand there! Going to a soccer game in Germany is probably the most fun, especially for smaller, less well-known teams. Their fan bases are like cults—they love it.” Limam emphasized the higher importance of sports in Moroccan society and culture. She said that during the 2022 Soccer World Cup, “[her] school gave [the students] free afternoons to watch matches where the Moroccan soccer team competed... [A person] could hear screams in the streets whenever the team scored a goal, and cafes would be completely full two hours before the match.” On the other hand, Wang believes that Chinese sports culture is weaker compared to that of the US. “In my opinion, there’s no real sports culture in China. Sports are seen as something you do for fun—you can’t really pursue it as a main focus in life unless you’re a professional athlete,” he shared. “In the US, it feels like everyone plays sports. As a freshman, I was shocked to see senior rowers who were just brick walls—huge, strong athletes.” When it comes to differences in coaching and training styles, Wilkerson mentioned how technical skating skills are prioritized by Swedish coaching philosophy in early hockey development as opposed to actual gameplay. “In Sweden, hockey players’ primary focus isn’t on game performance—it’s on developing skating first,” Wilkerson said, “Until I was about ten, I’d never played a full-ice game. Dr. Hallwood explains that coaching philosophy in the UK is slightly more removed on game day. “When I coached rugby at my last school, we’d coach the team throughout the week, but on game day, it was up to the players. We might make a couple of substitutions or give advice at halftime, but during the game, the players made the decisions. In the US, there’s much greater interaction and control from coaches during the game,” he explained. Ultimately, international students experience a dichotomy when they play sports in America because of differences in playing styles, team cultures, and coaching techniques. YONG DING/DEERFIELDSCROLL

Entering the 2024-2025 season, the Boys’ Varsity Basketball Team welcomed back only four players; nine of last year’s 13 players graduated in the class of 2024. However, Student Activities Coordinator and Head Boys Varsity Basketball Coach Connor Merrill had prepared to rebuild much of the roster. The team’s newcomers include four new juniors – Elijah Webb ’26, Chuck Haight ’26, Owen Babb ’26, and Harry Miles ’26 – as well as two post-graduates – Tate Bannish ’25 and Jackson McBride ’25. While the addition of new players is typical for any team, especially for basketball, it is uncommon to lose so many players in one year. For instance, varsity football only brought in two new juniors to their significantly larger roster. However, with the intention of pursuing a balance of multiyear players and post-graduates, it is not unusual for coaches to accept a large portion of juniors new to Deerfield. Nevertheless, Mr. Merrill said that if the team “plays teams in a league with a bunch of 15 to 16 year olds, that’s probably not going to go too well just because of the level of talent and the level of physicality.” Thus, repeat juniors Harry Miles ’26 and Elijah Webb ’26 serve as important additions to the team this year, both showing promising talent already. Particularly, Webb stands at 6’9”, who’s “working his butt off and making big steps, so he’s showing a lot of promise for [the boys’ varsity basketball team],” said Mr. Merrill. Miles is also an asset to the team, but sustained an injury to his hand earlier in the year. Returning junior Jonathan Ocasio ’26 continues to be an asset to the team. However, he is showing his leadership in a different way, as he suffered an anterior cruciate ligament (ACL) injury earlier in the year and is off the court for the season. Mr. Merrill jokingly referred to Ocasio as “coach” when he entered the film room one day because he acts “assistant coach right now and being in the guys’ ears and is good at just pointing out the positives and pointing out things they have to work on. His leadership is really, really showing up.” The new recruits are complementing both the skills and leadership of captain Tommy McMahon ’25 along with the rest of the players. The team, halfway through the season, has a record of nine wins and fourteen losses. For the rest of the season, Mr. Merrill sets the team’s main goal not in terms of wins or losses but in terms of the player’s determination in pushing through challenges in every single game. “I want fans, opposing coaches, opposing players, referees, and whoever is in the gym watching— win, lose or draw—to walk out of that gym saying, man, those guys play so hard, and they leave it all out on the floor,” Mr. Merrill said.

Head of School Dr. John Austin has a long connection with the concept of institutional impartiality, first calling it principled neutrality then disciplined nonpartisanship in A Framework for Schools . Published in May 2024 and authored by Dr. Austin, A Framework for Schools is a much cited pedagogical work outlining ambitious objectives for independent schools to build a culture of student autonomy and self determination. However, disiplined nonpartisanship is seldom implemented effectively in practice. For example, the school failed to address influential partisan speech and stance taking by school leaders. Dr. Austin has repeatedly stated in the book that schools are not spaces for political activism or advocacy, but are “places of inquiry and exploration.” A Framework for Schools called for two main ways to accomplish this mission: stance-taking by school leaders and stance-taking by faculty. School leaders are expected to maintain silence on heated current issues and uphold the school’s core values while faculty are expected to remain impartial due to their disproportionate power over students. However, the framework missed out stance-taking by invited speakers and other inherently biased sources brought to student attention. Take the example of the visit and speech of United States Ambassador to Ukraine Bridget A. Brink during spring term last year. The ambassador was invited by the school administrative body, which presumably includes the Student Life Office, the Academics Affairs Office, and very likely Dr. Austin himself, to give a speech spanning an entire school meeting about her work and advocacy for Ukraine in the Russo-Ukrainian war. The speech was deeply political and advocacy-centered, appealing to a young audience which probably already has a pre-understanding of Russian turpitude in the war. She even went into gross simplifications of the war, comparing the conflict to Star Wars and identifying a clear protagonist and an all-evil antagonist. Although there exists a general consensus regarding the conflict in Ukraine within this country, it is nevertheless disagreeable to label moral terms onto the sides of the conflict. As with all wars, there are no simple, justified sides. Ambassador Brink’s visit defeated the purpose of disciplined nonpartisanship. The ambassador’s speech only reinforced a widely-accepted opinion into the minds of “younger students more susceptible to adult influence,” to quote the framework. For many, this could tilt their opinions of the war to axiomatic truths that they will dogmatically accept. One might say that as the ambassador, Brink’s job was to advocate for Ukraine. In that case, the school has contradicted their framework by inviting her to make a speech to the student body in the first place. Worse still, the school administration failed to address this catastrophe by offering simply silence. To maintain the alleged “disciplined nonpartisanship” the school administration should have made a public apology or invited a pro-Russia speaker to represent both sides fairly. Without either, we have neither discipline nor nonpartisanship. A lesson should be taken from the “24 for ‘24” event thus far. Whenever a politically inclined guest is asked to broadcast opinions, a counterpart from other side of the partisan divide must be invited to do the same. To allow an unbalanced partisan argument to reach students is no different than a form of active interpretation by the school. An underlying argument which the framework contended is that no interpretations should be disseminated from school leaders and administration. Therefore, events similar to Ambassador Brink’s visit are breeches to the integrity of disciplined nonpartisanship at Deerfield. On the other hand, systematic stance-taking by faculty is equally undesirable. The framework proclaims that there is an imbalance of power between faculty and students, and that teachers should refrain from extraneous stance taking in classrooms and structured classes ridden with political and partisan tilt. This part of the framework could not be said to be exactly in current practice. To visualize what would happen in actual practice, a European History class could be called Eurocentric for devoting much attention to a more limited scope of history than an Asian history course. Furthermore, the current Honors European History class could be said to be overly German-centric with it barely discussing Scandinavian or Balkan history. If we take the framework for its words, all curricula have to be rewritten to eliminate bias. Contrary to the ideal assump-tions of the framework, disciplined nonpartisanship on behalf of the faculty will infringe upon academic freedom, as these two ideas do overlap in practice. The result of all this is a form of academic McCarthyism. The fear of bias will drive excessive caution and ultimately an unwillingness for teachers to discuss controversies. The potential negative side effects will compromise expressive freedom and intellectual diversity, the other pillars of the framework. Instead of strict constraints, it would be much more productive for theframework to construct a better versed system encouraging student disagreement with teachers and empowering the students, as the framework puts it, to “[prepare] students for the freedom, rights, and responsibilities they will enjoy as adults.” In the real world, there will always be partisan opinions, even from those who have the most authority or influence, and it is more pragmatic to train students with an aptitude to think and respond critically to these moments. Disciplined nonpartisanship, as argued by Dr. Austin in A Framework for Schools , has failed in its translation into actual practices at Deerfield. The stronger argument of the two, on stance taking by school leaders, yielded to bad implementations, while the worse argument, on stance taking by faculty, never saw its words fully realized. Aiming around a desirable, truly disciplined nonpartisanship doesn’t create impartiality. Rather, functional impartiality stems from good discretion that moderates between draconian rules and no discipline.

Favorite part about living on Field 2? Y’all are y’all are really funny, really funny and we’ve got some great guys in here. Sometimes you make some unfortunate decisions, but at the end of the day, you all know how to have a good time. It’s really funny. Least favorite part? Yeah, I would definitely say some of the some of the “poopier” stories. Favorite “brain-rot” term? I love “Unc” as a term, but I don’t know if that’s technically brain rot or just lingo. What’s it like being a Gen Z teacher? It’s funny. I think that students are always surprised that I’m tapped in or that we’ve lived through similar things and similar phases of life. But also it can be hard, because I also grew up chronically online. Is Brain Rot the modern Shakespeare? No, no, I don’t think it’s the common, modern Shakespeare. I mean, I do think that what’s interesting with brain-rot is that there are so many words. I mean, I don’t know a time during my life where so many new terms became so popular so quickly, in a way that’s likely similar to Shakespeare during his time in introducing a lot of new vocabulary and coming up with new words and merging words the way that kids are doing it now. Shakespeare’s different and often slightly more sophisticated. What’s one of your little known hobbies? I’m not a good cook, but I’ve been trying to cook. I love to exercise. I like to sing, music. What’s something you wish you knew before coming to Deerfield? There’s no way to know this, but I wish I could have, like, understood how intense it would feel to be kind of like, constantly, go, go, going. There are very few breaks in the day in a way that’s different from being a student. There’s more responsibility, and I’m more anxious about what could go wrong. What was the most transformational book that you’ve read? Beloved by Toni Morrison. Every sentence is gold in that book. I genuinely think it is the best book. In what moments have your students taught you? I think they’ve taught me to enjoy some of the little moments and to have fun in the classroom and to lean into moments of fun as moments of learning. I came in very much kind of in my head, like one day I want to be a serious teacher. And like, I think being a good teacher, being the best teacher is being able to enjoy just being present in the moment with people and learning together. What’s your favorite part about teaching English? I love the light bulb moment, like the aha moment, or when the kids teach me things that I didn’t notice when I was reading it. I’m like, Oh, I didn’t see it that way. Or the kids will be talking around an idea. And they will be like, “Oh, my gosh. It’s this!” Like, it’s an electric shock. What is a book that you’ve read and would like to include in one of your classes’ curricula someday? So when I was in high school, I read A Tale For the Time Being by Ruth Ozeki, which I thought was wonderful. Klara and the Sun is another book that kind of revitalized reading for me at a time. What inspired you to become an English teacher? I had really, really influential English teachers when I was in high school, English and theater teachers. I kind of wanted to pay that back in a way. I also think it’s a really important skill, and I wanted to try teaching. I really like school as a space. I really like exploring through ideas, like the way it makes you slow down your thinking. And in a time when thinking happens so rapidly, or people are trying to augment that process all the time or have you not think at all and just shoot ideas into your brain in a million seconds, I think it’s really important to be able to slow down.

Since the COVID-19 outbreak in 2020, case numbers for infections like flu, Strep A, and RSV have escalated. In the midst of rising frequencies in diseases, norovirus was also one of them, infecting individuals of all ages throughout the United States and beyond. Norovirus is an extremely contagious virus that causes vomiting and diarrhea. Although it is sometimes referred to as the “stomach flu” or the “stomach bug,” the illness is not related to influenza. Deerfield Academy’s Director of Medical Services Dr. Bryant “Bear” Benson explained that Norovirus is one of many viruses that causes Gastroenteritis. Normally, this virus peaks every year in the winter during the months of January and February. There has been growing conversation about the spread of the virus on campus and around the world due to the recent growth in cases over the past few months. There were 91 reported cases in the week of December 5, while there were generally 65 or less outbreaks per week in the same period in previous years (CNN). In response to increasing attention towards the norovirus, Dr. Benson said, “This is not brand new; we deal with this every year. It’s just this year, nationally, there’s more of it reported. That’s why it’s gotten more press.” Government data shows that there has especially been a surge in parts of the United States this winter and as CBS News medical contributor states, is because of “large gatherings, people traveling, different generations of people together” (CBS). At Deerfield, congregations in confined settings are regularly held in forms of sit-down meals, hockey games, all-school meetings, dormitories, and more. Most people with norovirus recover within one to three days, but they can still spread the virus through sharing contaminated food, water, or surfaces after their recovery. One usually experiences symptoms—diarrhea, nausea, stomach pain, fever, and headaches—12 to 48 hours after being exposed to the virus. Loss of body fluids, which leads to dehydration, is also a common outcome of being infected with norovirus, especially in younger children and the elderly. Dehydration can result in constant dizziness or perpetual sleepiness throughout the day. Deerfield’s health center continues to follow standard precautions, including hand-washing, hand sanitizing, and using specific cleaning products for the health center’s maintenance. Norovirus, however, doesn’t respond well to hand sanitizer, and Dr. Benson shared, “My understanding is that most viruses have a fat-derived shell, but the Norovirus one is more protein-derived; it’s a hard shell versus a softer shell.” Hand-washing, then, is how Norovirus can be controlled. Since Norovirus is transmitted through fecal-oral transmission, proper hand-washing habits become important in removing the possibility of contamination. Dr. Benson finished with, “Wash your hands, that’s the big part.” Deerfield students are encouraged to wash their hands with soap and water for at least twenty seconds, avoid food and water that might be contaminated, and clean fruits and vegetables before eating them. That way, students can stay safe from Norovirus regardless of how tough it is to eliminate the virus given its strong endurance to high and low temperatures (Mayo Clinic Health System). Math Teacher Andrew Fischer explained his experience with Norovirus, sharing, “I was really queasy, and I was feeling more and more nauseated.” He said that he asked people to cover his classes and stayed home; He said, “It was a day when I just needed to sleep and not smell anything, and not eat anything.” Two days into his exposure of Norovirus, he shared that his symptoms were gone. Now, after having it, Mr. Fischer said, “Since then, to avoid spreading and to avoid other people spreading it back to me, I’ve been really careful to serve food with the shared utensils and then go wash my hands.” Regardless of the small number of students and faculty being infected by Norovirus at Deerfield, individuals should protect oneself and others, especially those in high-risk groups, from being exposed to the disease. Anyone can be infected with Norovirus, and it is possible to be infected with the virus multiple times throughout one’s life. However, following aforementioned precautions will decrease the risks of being infected by Norovirus.

Although Deerfield has a long history of teaching Muslim, Christian, and Jewish students, it used to have strong Christian influences in its traditions. Both Judaism and Islam are student alliances, while Christianity is a “fellowship.” Abdullah Ali ’25 explained the difference, stating that the Muslim Student Alliance “is more a place of awareness… Christian Fellowship is a place for Christian students to come together, but for Muslims, there are not many of us.” He added, “I can count on one hand how many there are of us. It’s more about communicating ourselves as Muslims rather than having a space to practice.” Mr. Jan explained that if Deerfield wants a more religiously diverse student body, it should weigh religious affiliation in the admission process. He said, “If somebody could self-identify in an application that they are Jewish or that they are a Jehovah’s Witness, I actually think that would be a relevant consideration for students because we ask a lot of questions, we invite them to disclose a lot of information, and whatever diversity means, one of those things can be and should be their faith.” Ali feels that DA is structured to be more accessible to Christians than to Muslims or Jews, saying, “For Christians, it is very accessible: there are groups, there is a church right beside [though not affiliated with] campus. It’s so accessible that it’s not an alliance, it’s a fellowship because it is expected that you have Christians, whereas there is a Jewish Student Alliance, which implies that [they] are in the minority.” He added, “I think it’s more difficult for Muslim students around holidays. On Eid, for example, we used to have weeks off at King’s [Academy, the school Ali previously attended], but that’s not possible here.” Jewish Student Alliance leader Josh Freedman ’26 noted the challenges of attending a school primarily centered around Christian students. He said, “While Deerfield is able to provide me with Kosher food options, and during Passover they can bring me to Greenfield for Passover-friendly food, they don’t have Passover-friendly food in the Dining Hall… For holidays, it’s also really hard to go back home to go to services or to find services.” Freedman added, “Boarding schools weren’t made for Jew ish people. You’re being dropped in a place that isn’t centered around your identity, and when you do that, it’s going to be hard. That is not what Deerfield is made for.” While Deerfield primarily serves chicken and beef, Muslim students also face problems in the Dining Hall. For meat to be considered halal, the animal must be killed in a specific manner. Tene Ouedraogo ’25 acknowledged this challenge, saying, “Having halal food… is not just a Deerfield thing; it’s just a problem in a non-Muslim country.” She added, “Most places here don’t kill their meat in a halal way in terms of praying before they kill the animal.” Ali also wishes that Deerfield students were more open to experiencing different religions. “In Jordan, there is this connection between religious communities that we don’t have here. Muslims go celebrate Christmas with their Christian friends.” Ali had hoped for that same connection when he came to Deerfield. “I said, as the head of this alliance, let me participate in different religious traditions; however, people kind of got the wrong idea, and I had the experience of people trying to convert me because they thoughtI was going there because I was seeking out their religion. It’s strange to me that it is not as common in the U.S., which you would think is a lot more pluralistic and open than a place like Jordan.” Although the Academy does not directly celebrate any religious holidays, Ouedraogo noted that the school is committed to helping students practice their religion. She said, “Freshman year, when it was time for me to fast during Ramadan, I didn’t know what to do or where to go, but Mr. Jan made it clear that there was a prayer room, as well as the fact that the Dining Hall staff left me to-go boxes during dinner so I could grab some food and take it with me.” Mr. Jan encouraged all students to change their perspective on religion and expand their worldview. He said, “I really believe that the way you study language is the same way you study religion. If you are not Muslim and you learn about Islam, the Quran, and the Arabic language, you’re coming to know a person in the same way you would know a person through a language.”

On Friday, December 13, the Deerfield Academy Music Program performed The Winter Concert. The concert’s goal was to provide joy for the whole community during the winter. The concert featured a large collaboration between the orchestra and chorus. Choral Director Michael Pfitzer cited the biggest challenge to the concert as “fitting everyone on stage.” He noted that this was a good problem to have because it indicated that “all programs are growing and the stage is getting too small.” The small stage in the Elizabeth Wachsman Concert Hall is conducive to the atmosphere of collaboration as Dr. Pfitzer noted that “even though you’re crammed in, everybody was really happy to participate together.” Additionally, the two programs did not have much time to practice together because of limited rehearsal time. Dr. Pfitzer said the orchestra and chorus only held “three [joint] rehearsals together, where chorus would come down for the second half, so in total it was about two and a half hours [of rehearsal] for an eight minute piece.” However, staff mainly used these two and a half hours for troubleshooting tech problems and spacing. Deerfield singers performed ‘Carol of the Bells’, a traditional Christmas carol by Ukrainian Composer Mykola Leontovych. Audience member Julia Horobets ’26 said about the piece, “It was a pleasure to hear Deerfield musicians perform a song that is so impactful to me because it was written by a composer from my home country.” To present a concert which achieved Dr. Pfitzer’s goal of “engaging our community in things that are fun and enjoyable,” the music program decided to continue the Frozen theme from last year. The music came from a Frozen 2 medley found online. Dr. Pfitzer explained the challenge of finding a medley “which is the right level for everyone.” Additionally, the music program decided to “add the ‘Lost in the Woods’ piece because it wasn’t in the medley but [it] was something [that the] musicians wanted to perform.” Jessica Wu ’27 particularly enjoyed the medley and the theatrical introduction to the piece. She said, “It was really interesting, especially when they had the Elsa scene; all the kids were laughing. During the medley, lots of the faculty kids were singing along, which I thought was really fun.” In conclusion, said what he enjoyed the most about the Winter Concert is how “it isn’t just for musicians…but something accessible and fun, especially during the winter.”

“Just because I’m running doesn’t mean you need to run—it’s not Deerfield academics.” But in fact I did need to run, because I was two minutes late to curfew that night. When Andy Chen ’25 passed me on Albany Road, running with his Namaste dinner in hand, something told me I needed to run as well. Instinctively, or more likely out of fear of having to spend the few precious Accountabiltiy Points I had left, I joined his sprint. Hearing my footsteps, he assured me that I wasn’t getting graded on getting back to my dorm on time. Although thrown as an out-of-pocket joke, Chen’s comment reflected what compels Deerfield students, myself included, to run academically. Losing sleep to study for that math test or to finish writing that history essay, we are pressured by an ever-increasing internal. and external burden to not fall academically behind—all while teachers tell us to get more sleep. There’s been a lot of op-eds written about grades and grading in the Scroll, and the most recent one by Opinion Page Editor Chloe Xue ’25— “Deerfield Should Abolish Grades”—goes as far as to argue grades shouldn’t exist at Deerfield. While I don’t believe grades shouldn’t exist entirely, the new, unannounced changes made this year to Deerfield’s grading system add even more burden to the pressure cooker that this school already is. Opening DAInfo the day comments were released, I doubt I was the only one to be surprised by the new scheme for effort grades. Replacing ME (meets expectations) at the top of the grading pyramid was its more flashy, desirable counterpart—OU (outstanding). I assume the most compelling reason for this new category was so it could more accurately reflect students that showed “outstanding” levels of commitment in-class, but performed poorly on assessments, leading to lackluster grades compared to their engagement. But the way effort grades work at Deerfield, as more of a box to be checked rather than a grade to be earned, this new change places uncalled for pressure on students. If a student has shown such considerable effort in class that it’s considered “outstanding,” the numerical grade should reflect that. There’s no need for a separate distinction. The primary reason students listen, participate, and show effort in class is the expectation that we will do well in that class if we do. If a student shows outstanding effort in class and their numerical grade reflects it, the new “outstanding” grade isn’t necessary. Conversely, if a student shows outstanding effort in class but their numerical grade doesn’t reflect it, that’s more of an indicator that a teacher’s grading system is unnecessarily punitive or unduly weighted toward assessments rather than there needing to be an “outstanding” category. Additionally, by changing the effort grade from a checkbox grade to basically another grade to be earned, we, the students, feel an undue burden. As Chen’s quote reveals, there’s enough academic competition and stress at Deerfield already. The benefit of adding the “outstanding” grade is far outweighed by the drawback of increased anxiety and stress amongst students. If the administration cares so much as to have the Health Center hold anxiety clinics, it seems contradictory to add a new source of worry for students. The policy is two-faced, and it shows these decisions aren’t considering the perspectives of students, because they were made without student input. Because number grades are more important than effort grades, only the former being included in official transcripts, effort grades should remain a checkbox. I also doubt that I was the only one to be close-reading my teacher’s comments— certainly much closer than I read Emily Dickinson in English class—psychoanalyzing every word my teachers wrote for a hint of what my numerical grade could be. I shouldn’t have to do this. While the reason for releasing numerical grades two days after comments is that it incentivizes students to actually read them, similar to the addition of the “outstanding” effort grade, this policy only induces more stress amongst students without providing substantial benefit. Comments don’t fall out of coconut trees. They exist within the context of the numerical grade. The number tells me how well I’m doing in that class, and the comment justifies why I earned that grade and how I can improve. It doesn’t make much logical sense to explain a number that we haven’t received yet. Furthermore, because Deerfield students want to do well in class, as repeatedly echoed in Chen’s quote, we’re incentivized to read comments. Because the number grade only tells us on a relative scale how we are doing, students will naturally pay more attention to comments because they provide actionable feedback. In reflection of receiving midterm grades, there’s a trend that exists throughout—uncommunicated change. Many students only found out about the addition of the “outstanding” category the Friday grades were released, and the fact that we were receiving comments only during the Wednesday advisory meeting they were released. This lack of communication is infuriating; not only were students not involved in any conversation whatsoever, there was also no centralized communication between the administration and the student body that told us these changes were made. Deerfield, as an institution, exists for its students. Without us, Deerfield wouldn’t exist. But these recent grading reforms not only neglect the perspectives of students, but actively go against our interests. It’s time that major changes such that affect student life consider our point of view, instead of being made from the isolated ivory tower that is the Deerfield administration.

Director of Theater Catriona Hynds described Lottie Levine ’25 as a “triple threat” for her contributions to the Deerfield Performing Arts Department as a dancer, singer, and actor. Recognized by her peers and teachers as a dependable asset in the performing arts community, according to her peers, Levine is a student who consistently embraces new opportunities while expressing, sharing, and encouraging positivity throughout them. Levine began dancing at a young age when her parents enrolled her in ballet classes. She has been singing for as long as she can remember, Levine recalled how she would always “walk around humming something” during her childhood, she said. She started acting in elementary school and fell in love with musical theater when she “saw the intersection between dancing, acting, and singing.” Since beginning her various performing arts journeys, Levine has only grown to further cherish the performing arts. She has spent her time at Deerfield improving her skills across all three areas, becoming what Mrs. Hynds describes as “an all-rounder.” According to Mrs. Hynds, Levine’s ability to juggle the demands of singing, dancing, and acting while maintaining a relentless work ethic makes her “a grafter.” Levine shared that her development as a singer as an ongoing journey. “Learning how to belt was something that I never thought I could do,” she said. Dancing at Deerfield, Levine has expanded her repertoire beyond her ballet background, exploring hip-hop, jazz, modern, and contemporary dance styles. She has participated in many dance showcases, including The Nutcracker during her sophomore, junior, and senior years. In The Nutcracker, her roles have significantly progressed from dancing in Marzipan and the Party Scene to the Snow Queen this past year. “It’s been kind of full circle this year getting to dance the Snow Queen,” she said, describing it as a culmination of her years of effort. Levine’s acting roles have ranged from Amy March in Little Women to the narrator in Stuart Little. She highly appreciated her role in Little Women, as she could empathize with her character, both having an older sibling. Mrs. Hynds enjoyed watching Levine perform the most in Stuart Little, describing her as “the linchpin who kept the whole thing together.” Acknowledging that the show was being presented to children, Levine had to “sew up all of these different little vignettes” which she did in a way that put “so much joy in the younger kids’ and faculty kids’ eyes,” Schiff recollected. Her background in dance and movement allows her to further add depth to her assigned roles. Schiff, who worked with her in Alice By Heart, said, “Her training in movement and dance has really helped her… because it allows her to really sink into the physicality of each character.” Conversely, her gained physical awareness achieved from acting is shown through her dancing as she is “able to put a backstory and emotion into each piece that she does instead of just remembering the steps,” Schiff said. Levine’s willingness to accept and take on challenges sets her apart in the theater community. Mrs. Hynds described Levine as someone who “doesn’t let you down and [is] not a complainer,” she said. In last fall’s play The Crucible, Levine was asked to play a male role, a part that required her to stretch her vocal and physical range. “Some people might think twice about that,” Mrs. Hynds explained. “Not Lottie. She didn’t hesitate, she didn’t doubt–she just trusted the process.” This fearless attitude allows Lottie to embody a variety of characters, from wacky to serious and grounded. One of her fellow actors, Ella Dorsch ‘25, expressed the connection between Levine’s adaptable nature and her training across the arts. She said, “Her awareness around her body and her voice really plays a role in creating a good character.” Whether shifting her physicality to personify a different gender or adjusting to the demands of different acting styles, Levine incorporates her experiences into each role which ultimately elevates her character. Off the stage in the theater community, Levine’s intrinsic leadership qualities are apparent through rehearsals. Schiff looks back on her role as dance captain in Alice by Heart: “There were rehearsals where the faculty were in another room, and Lottie would take charge to help people feel solid on the choreography.” Her enthusiasm and reliability make her a natural leader. “She leads with ‘yes’,” Mrs. Hynds said emphasizing her personality as being “a positive person.”

Vivian Wan ’25, one of Deerfield Academy’s songwriters and musicians, plans to release her first album for the entire world by the end of the academic year. Wan’s passions for music started at a young age, fostered by a family of music lovers. Her older brother, who is a guitarist, pianist, and songwriter gifted her a guitar on her fourteenth birthday. That guitar inspired her to write her own music growing up, using songwriting as an outlet for her emotions. Wan’s musical influences are diverse. “During my sophomore year, I listened to a lot of Phoebe Bridgers, which perfectly matched my mood,” she said. However, her music preferences also include classic seventies artists like Jim Croce and The Beatles, thanks to the cherished car rides with her dad. These influences shaped her not only as a musician but also as a storyteller through her song lyrics. The theme of her upcoming album, titled Metamorphosis, reflects her personal growth and transformation. “I wanted to explore how we change as we grow,” Wan said. Her songs, written over her three years at Deerfield, encapsulate her journey through adolescence and selfdiscovery. While most of her music features the her piano playing and vocals, she experiments with different styles such as symphonic rock to a capella pieces, thereby showcasing her versatility as an artist. Wan’s perspective on music evolved significantly over the course of the album’s creation. “I’ve learnt so much about what music can be,” she said, crediting her classmates and music faculty members for enhancing her understanding. Choral Director Mike Pfitzer said, “Vivian has been a deeply committed member of our music program here for a long time.” Whether it is the end of a Honors Vocal Ensemble class period or before a rehearsal, Wan would go up to Dr. Pfitzer and ask for his feedback on the latest piece she wrote. The collaborative environment in her composition classes has been particularly inspiring, allowing her to refine her songwriting and production skills, she added, “Mr. Bergeron has helped me focus on the details of my composition, making sure everything sounds just right.” As Wan prepares for her album release, she hopes listeners will connect with her music on a personal level. “I want people to feel something when they listen to it,” she said. “Music should resonate with our own experiences.” Dr. Pfitzer highlighted her authenticity as an artist and growth as a songwriter, noting her personal songwriting style and development of her musical skills. He also emphasized Wan’s impact on the school’s music culture, her willingness to share her passion, and her influence on other students. Looking ahead, Vivian Wan is excited about the finishing touches on her album, to be released on all popular music streaming platforms in the upcoming months.

Although Deerfield has a long history of teaching Muslim, Christian, and Jewish students, it used to have strong Christian influences in its traditions. Both Judaism and Islam are student alliances, while Christianity is a “fellowship.” Abdullah Ali ’25 explained the difference, stating that the Muslim Student Alliance “is more a place of awareness… Christian Fellowship is a place for Christian students to come together, but for Muslims, there are not many of us.” He added, “I can count on one hand how many there are of us. It’s more about communicating ourselves as Muslims rather than having a space to practice.” Mr. Jan explained that if Deerfield wants a more religiously diverse student body, it should weigh religious affiliation in the admission process. He said, “If somebody could self-identify in an application that they are Jewish or that they are a Jehovah’s Witness, I actually think that would be a relevant consideration for students because we ask a lot of questions, we invite them to disclose a lot of information, and whatever diversity means, one of those things can be and should be their faith.” Ali feels that DA is structured to be more accessible to Christians than to Muslims or Jews, saying, “For Christians, it is very accessible: there are groups, there is a church right beside [though not affiliated with] campus. It’s so accessible that it’s not an alliance, it’s a fellowship because it is expected that you have Christians, whereas there is a Jewish Student Alliance, which implies that [they] are in the minority.” He added, “I think it’s more difficult for Muslim students around holidays. On Eid, for example, we used to have weeks off at King’s [Academy, the school Ali previously attended], but that’s not possible here.” Jewish Student Alliance leader Josh Freedman ’26 noted the challenges of attending a school primarily centered around Christian students. He said, “While Deerfield is able to provide me with Kosher food options, and during Passover they can bring me to Greenfield for Passover-friendly food, they don’t have Passover-friendly food in the Dining Hall… For holidays, it’s also really hard to go back home to go to services or to find services.” Freedman added, “Boarding schools weren’t made for Jew ish people. You’re being dropped in a place that isn’t centered around your identity, and when you do that, it’s going to be hard. That is not what Deerfield is made for.” While Deerfield primarily serves chicken and beef, Muslim students also face problems in the Dining Hall. For meat to be considered halal, the animal must be killed in a specific manner. Tene Ouedraogo ’25 acknowledged this challenge, saying, “Having halal food… is not just a Deerfield thing; it’s just a problem in a non-Muslim country.” She added, “Most places here don’t kill their meat in a halal way in terms of praying before they kill the animal.” Ali also wishes that Deerfield students were more open to experiencing different religions. “In Jordan, there is this connection between religious communities that we don’t have here. Muslims go celebrate Christmas with their Christian friends.” Ali had hoped for that same connection when he came to Deerfield. “I said, as the head of this alliance, let me participate in different religious traditions; however, people kind of got the wrong idea, and I had the experience of people trying to convert me because they thoughtI was going there because I was seeking out their religion. It’s strange to me that it is not as common in the U.S., which you would think is a lot more pluralistic and open than a place like Jordan.” Although the Academy does not directly celebrate any religious holidays, Ouedraogo noted that the school is committed to helping students practice their religion. She said, “Freshman year, when it was time for me to fast during Ramadan, I didn’t know what to do or where to go, but Mr. Jan made it clear that there was a prayer room, as well as the fact that the Dining Hall staff left me to-go boxes during dinner so I could grab some food and take it with me.” Mr. Jan encouraged all students to change their perspective on religion and expand their worldview. He said, “I really believe that the way you study language is the same way you study religion. If you are not Muslim and you learn about Islam, the Quran, and the Arabic language, you’re coming to know a person in the same way you would know a person through a language.”

Backed by full shelves of admissions pamphlets in varying shades of green, such as Boarding School 101! and Compete Here , Deerfield Academy’s Design and Art Director Brent Hale laid out loosely sketched pages of black-and-white outlines—early models of the 2024 admissions boxes sent out to accepted students. All of these individual elements together compose Deerfield Academy’s brand: the collection of fonts, colors, and graphics that constitute Deerfield’s visual identity. Director of Communications Jessica Day shared that all external and internal communication at the Academy is a form of branding and a way to ensure that the school’s messaging is consistent and memorable. “People recognize your brand in terms of marketing,” she said. Mr. Hale added that a school’s brand, to him, is simply its personality. Ms. Day described the pushback to the idea of the Academy marketing itself, especially from the faculty. “Our faculty are here for altruistic purposes,” she said. “They don’t like to think of education as something that’s being sold.” But for alumni, donors, and stakeholders, it is important to “advertise” both the Academy’s ongoing projects—such as the construction of the new dining hall—as Ms. Day referenced. Dean of Studies Lydia Hemphill shared her view on the idea of a school having a brand, saying, “It feels corporate… I understand that we have to define ourselves and be recognizable. I don’t like thinking about it [a school] as a business.” Despite the concept being seemingly understandable to her, she noted that branding didn’t appear to apply in the context of a school. However, Alice Chen ’28 saw this differently. In her view, a school must have a brand in order to successfully attract students. She added that the Academy’s Be Worthy of Your Heritage motto is branding in and of itself and reflects vibrant school spirit within the community. Additionally, Director of Admissions Stephanie Gonzalez said that there are numerous design- and communication-based conversations that occur between her, her team, and the Communications Office to create the Academy’s sense of identity and culture. There are countless conversations, collaborations, and early drafts behind the scenes. In her mind, the Academy has a vibrant and unique spirit, as well as a distinct visual identity. Ms. Gonzalez and her team’s goal isn’t about “standing out” from peer schools or altering how they portray Deerfield, she explained. Ms. Gonzalez said, “What we try to do is capture what the real Deerfield looks like. I think that’s what we’re always striving for, and that can be hard because you’re trying to capture the essence of 650 very different students.” She added that her team is focused solely on defining the Academy’s identity, not on basing their designs around competitors. Ms. Gonzalez claimed that admissions materials stand out because, she said, “We’re not caught up in, ‘What’s everybody else doing?’” Instead, the team tries to show the Academy at its “authentic best.” Mr. Hale also stressed the importance of accurate and honest portrayal in branding and photography: “We don’t do a lot of setup shots,” he said. “It’s usually like, whatever we go out and get [is] what’s authentically happening.” Both Ms. Gonzalez and Ms. Day said that a strong part of the Academy’s sense of identity comes from a long-standing, prominent, and respectable reputation. Dean of Ethical and Spiritual Life Jan Flaska added that the Academy’s branding comes from real and tangible experiences. “Branding is attire… Branding is sit-down meals. Branding is Deerfield stories,” he said. Over the years, the Academy’s brand has changed and evolved with the student body, shifting to a more contemporary approach. “We try to strike a balance between the tradition of Deerfield and the fact that, you know, we’re a modern school,” Ms. Day described. However, this long-standing history and its effect on the school’s brand can create a sense of formality. When she was applying, Chen felt that Deerfield portrayed itself as noticeably more formal than peer schools, a contrast from her current experience as a student. Consistency in branding is important to creating a school’s identity, Ms. Gonzalez stressed. While the contents online and in admissions materials may change depending on her team’s audience, the tone, visuals, and language remain true to the school. Most of all, Ms. Gonzalez emphasized that the Academy’s brand and identity are shaped by students, faculty, and alumni; the people make Deerfield the community it is today. As Ms. Gonzalez said, “Deerfield’s brand is really recognizable. It is who we are… I can’t imagine it shifting significantly.”