On March 22, sadness and fear swept the globe in the aftermath of the Brussels terrorist attacks, which killed 31 people and injured hundreds more. ISIS, the Islamic State of Iraq and Syria, took responsibility for the attacks, just months after taking responsibility for the November Paris attacks that killed 130 people. ISIS has also taken credit for attacks in many other countries, including Yemen, Saudi Arabia, Egypt, Libya, and Turkey. A video released by ISIS on March 4 shows images of the British Parliament and the Roman Colosseum, while a member of the group says, “If it was Paris yesterday, and today Brussels, Allah knows where it will be tomorrow. Maybe it will be in London or Berlin or Rome.” ISIS is infamous for spreading messages of hate and releasing violent videos showing the executions of hostages. Fears only continue to rise in the U.S.; a recent New York Times/CBS News poll concluded that seven in ten Americans now see ISIS as a major threat to domestic security. Because ISIS insists that its actions are supported by the religion of Islam and are undertaken completely in devotion to God, ISIS and Islam are often conflated. In fact, a 2015 YouGov poll found that 55% of Americans hold an “unfavorable” opinion of Islam. However, it is a statistical reality that all the terrorist groups that fight in the name of Islam comprise an extremely small minority of Muslims. The US Department of Defense estimated ISIS numbers at between 20,000 and 30,000 in Iraq and Syria, less than 0.002% of the 1.6 billion Muslims in the world, and 2.75 million Muslims here in the United States. What is the truth about Islam? According to the Oxford Islamic Studies, an international research database on Islamic studies, The Five Pillars of Islam, which set the foundation for Muslim life, are: 1) Declaring that there is no god but God and Muhammad is his Prophet (shahadah), 2) performing the five daily prayers (salat), 3) giving alms to those in need (zakat), 4) Fasting from sunrise to sunset during the month of Ramadan (sawm), and 5) Performing a pilgrimage to Mecca (hajj). Islam traditionally focuses on the qualities of caring and empathy. For example, according to the Oxford Islamic Studies, fasting during Ramadan is intended to “[remind] the believer of the pain and hunger experienced by the poor,” and giving alms to those in need, traditionally 2.5% of a believer’s total liquid assets, is intended to help the community. Deerfield student Iqbal Nurjadin ’18 said, “My interpretation [of Islam] is that everything [Islam] asks you to do…is just to be a good person.” Saher Al-Khamash ’17 explained how Islam has shaped who she is: “Islam has taught me a lot about modesty, not just in clothing, but about the way I behave and interact with people. It’s taught me to be grateful for what I have and [think of those] who are less fortunate when I fast during Ramadan.” Saba Al-Qubailat ’17 commented on the disconnect between true Islam and Islam seen in the media: The actions of ISIS contradict Islamic teachings, she said. ISIS spreads hate, but the Qur’an preaches love and empathy; ISIS murders “infidels,” she said, but the Qur’an explicitly condemns killing. “[Islam] means love; it means caring for each other,” she explained, “and the core principles of my religion have nothing to do with what the media portrays.” Indeed, she said that Islam itself is against the atrocities that ISIS commits. Arabic Teacher Samar Moushabeck explained that Muslims actually see the Qur’an as an addition to older scriptures such as the Torah and the Bible. “The Qur’an celebrates the stories of the Bible,” she said, “and refers to Jews and Christians as ‘People of the Book’ who worship the same God.” Why, then, does ISIS perform such atrocities? ISIS claims that its actions are “jihad,” which is often translated as “holy war,” claiming that it is holy to fight in the name of Islam. Ms. Moushabeck explained, “In a literal sense, ‘jihad’ means to strive or struggle for something at any intensity. For example, the daily struggles to be good or bad are considered jihad. In a religious context, ‘jihad’ refers to the inner struggle to stay good and the duty to inform others about Islam.” Talha Tariq ’17 further noted that ISIS actually harms Muslims as well as non- Muslims, showing that its actions are not even consistent with its own version of Islam. He explained, “On Easter Sunday, Christians in my family’s country of Pakistan were mingling with the largely Muslim population, but a suicide bombing occurred in the park they were celebrating in, and both Muslims and Christians were killed in the crossfire.” Ms. Moushabeck also pointed out that on Deerfield’s spring break trip to Jordan, it became very apparent to the students on the trip that the vast majority of Muslims strongly disapprove of ISIS. In other words, ISIS poses a threat to both Western and predominantly Muslim countries alike. Although ISIS does not conform to Islam, it and many other extremist groups are still able to gain many new recruits, convincing the recruits that what they are doing is holy. Al-Qubailat stated, “Extremist groups use the religious texts out of context, so they seem Islamic, but they’re really not… Their dramatic videos appeal to youth and help them recruit more people, which is both scary and dangerous.” Ms. Moushabeck said that she did not know exactly what ISIS is trying to do or what its ultimate goal is, but it is clear that the group is using the pretext of Islam both for money and a political agenda. She said, “Money has corrupted these power-hungry people. They took over oil wells and now they’re selling the oil to get money. They’re preying on people who don’t have strong knowledge or direction about Islam.” The Saudi Foreign Affairs Minister, Adel Al-Jubeir, has pointed out that every religion has extremist groups that abuse religion for their own agendas. He stated at the Munich Security Conference, “For anyone to argue that Daesh [ISIS] is Islamic is preposterous. In the Islamic faith, the Qur’an reveals that you have your faith and I have my faith. You are free to practice your faith and I am free to practice mine. What greater sign of tolerance and acceptance do you have than this?” Despite the inconsistencies between ISIS and the Islamic faith as most Muslims interpret it, the actions of extremist Muslim groups greatly shape the world’s view on Islam, and this deeply saddens most Muslims. Ms. Moushabeck said, “It hurts me to see [extremist groups] ruin the reputation of Muslims. It saddens me to see the damage that they are doing. They’ve damaged historical artifacts that are thousands of years old…. They have no respect for human culture or life.” The actions of extremist groups also have very tangible impacts on how Muslims are treated. Tariq recounted an event that was particularly traumatizing: “When I was seven or eight … in rural Virginia, there came one day on a weekend when I invited a friend over and five or six other boys came, too. I thought they were going to play, too, but they stoned me until I bled and called me ‘terrorist.’ I hated myself for being Muslim, and I hated myself for my skin.” He emphasized that those kids likely acted the way they did not because of any fault of their own but because of influences from their parents or society, but added that this event definitely changed the way he viewed his place in the world. He explained, “I wanted to go into politics, but then I realized that may not be a possibility for me.” For fear of their own safety, many Muslims feel afraid to freely practice their faith. Al-Qubailat explained, “My scarf [hijab, the traditional covering for Muslim women] means a lot to me, but when I go to airports or a foreign country, I might take off my scarf. I also wonder, ‘Should I pray or should I just wait until I get home?’” Al-Khamash experiences a similar pressure to conceal her faith at times, saying, “Sometimes my family will tell me not to tell outsiders I’m Muslim for my own safety.” Despite not knowing the ultimate goal of ISIS, it is clear that like other extremist groups, ISIS uses religion to achieve its own agenda. It is also clear that the vast majority of the 1.6 billion Muslims living peacefully in the world are not the true enemy, but rather victims of ISIS as well. Al-Khamash urged, “People should take some time to learn about Islam and not take what they see in the media…as the whole of Islam, but to look at Muslims as individuals.”

The Olympic Triathlon is one of the hardest tests of endurance in individual sports. A triathlete must not only possess strength and stamina, but must also be versatile amongst three athletic disciplines: swimming, biking, and running. To most, it can seem daunting to even consider competing in such a difficult race. When Jan Flaska started the annual triathlon at Deerfield Academy in 2006, he had a very different vision in mind.  “My goal [was] to make [the Deerfield Triathlon] as accessible as possible to anyone,” he said. Indeed, in the earlier years of the Deerfield Triathlon, the race route was much shorter and easier for inexperienced triathletes to attempt. In more recent times, Flaska has added a “Gold” Route, which is comparable to an Olympic Triathlon– 1 mile of swimming, 18.4 miles of biking, and 4 miles of running. “There have only been about a dozen students who have ever done it,” said Flaska. For students seeking to participate in a less physically taxing event, there are “White” and “Green” routes, which are much shorter than the main “Gold” race. Additionally, participants are allowed to sign up in teams of two or three. Triathlon purists may argue that this tarnishes the grueling individual aspect of the race, but it also allows specialized athletes to showcase their strongest assets. Last year, the quickest team time in the Gold race was 1:41:40, set by Jordan Coan, Bailey Smith, and Liam Holowesko. They beat the next three-man team by a considerably large margin – nearly ten minutes – despite being an all-freshman group Coaches who specialize in their respective events have suggested a hypothetical team of athletes who have the potential to beat last year’s best team and surpass a 1:40 time.  In the cycling position, Liam Holowesko ’18 was selected, who, last year, won the New England Championships as a freshman. For the running portion of the race, coaches selected next year’s cross country captain Hughes Benjamin ’17. As for the 1 mile swim, either Miles Smachlo ’16 or Bailey Smith ’18, both star athletes in the Deerfield swim program,would be suitable. Smachlo holds multiple New England Records while Smith recently won the New England Championships with the rest of the girl’s team. Whether these athletes compete together in a team, the Deerfield Triathlon continues to be “a great test of athleticism,” Smachlo said. “It definitely brings athletes together.”

As Director of Medical Services at Deerfield, Dr. Hagamen has treated thousands of students and overseen improvements that have made the health center what it is today. After 27 years of dedication to Deerfield, he will retire at the end of the academic year. After graduating from Dartmouth medical school, Dr. Hagamen served two years in the National Health Service in New York and arrived in Greenfield, MA in 1984, seeking a place to raise a family. Dr. Hagamen joined the health center when a Deerfield graduate practicing medicine in Greenfield encouraged him to apply. When he first arrived at Deerfield, the physical health center building looked very much as it does today, but Dr. Hagamen explained, “the services here have expanded significantly.” During his time here, Dr. Hagamen implemented many changes to improve patient care. Ms. Kate Rolland, Director of Nursing and a close colleague and friend to Dr. Hagamen, explained, “he increased the nursing staff, created a role for a medical driver, advocated for increased nurse practitioner hours and [expanded] counseling staff services; he created a concussion protocol, a psychotropic medication protocol, and he is a big advocate for the trainers and athletic staff.” Over the years, students’ demands of the health center have evolved. Dr. Hagamen stated, “as students’ needs have changed, we’ve had to change with those needs.” For example, during his time at Deerfield, the number of concussions per year has increased from around 5 to more than 100. Today, the health center receives over 10,000 student visits per year. Sophia Centola ’18 suffered a stress fracture in the fall of 2015 and was treated by Dr. Hagamen. Being a dedicated cross-country runner, she explained that Dr. Hagamen’s optimism and understanding throughout her treatment was valuable to her. Centola felt disappointed that she couldn’t apply any pressure on the leg and, in turn, couldn’t run. However, as the fracture healed, Centola recalled, “[Dr. Hagamen] gave me a lot of suggestions of what I could do to train instead of running, so I could stay in shape for the sport.” When Dr. Hagamen retires, he will move to Turner’s Falls and plans to travel and bike. He will also continue to help others in need by doing volunteer work. His successor in the Deerfield health center will be Dr. Byrant Benson. In 2001, Dr. Benson graduated from the University of Tennessee College of Medicine. He completed his Residency in Internal Medicine and Pediatrics at Tufts University School of Medicine and Bay State Hospital in Springfield. “We are very fortunate to be getting a doctor of his caliber to replace Dr. Hagamen,”  explained Dean of Faculty, Mr. Taylor. He continued, “he has seen a wide range of patients and cases, so he is very well prepared to deal with the kinds of medical issues that he is likely to encounter at Deerfield.” “What I will miss about Dr Hagamen is his calming presence. He always has a caring manner in which he looks at all situations. I appreciate all that he has taught me over the years and he will be greatly missed every day,” said Medication Nurse and Assistant Director of Nursing, Ms. Caryn Gardner. Mr. Taylor added, “we are very [lucky] to have had a doctor who is as dedicated to the school and his patients as Dr. Hagamen has been during his tenure at Deerfield.”

On April 12th, former U.S. Poet Laureate Robert Hass read several of his highly celebrated poems to the Deerfield community, including “Shame: An Aria,” “The Gardens of Warsaw,” and “August Notebook: A Death.” Hass also conducted a workshop with several student poets and held two back-to-back question-and-answer sessions. Hass received both his M.A. and Ph.D. in English from Stanford University, and is now the Distinguished Professor in Poetry and Poetics at the University of California, Berkeley. He is one of the most highly-esteemed contemporary American poets and the winner of many prestigious honors. Hass served as the U.S. Poet Laureate from 1995 to 1997. During this time, he also became a champion of ecological awareness and began traveling the country to promote ecoliteracy in diverse places. “The President of the United States nominates one person to serve as Poet Laureate, which is the official poet of the country for the year. That person’s job is largely ceremonial and in charge of promoting poetry in the United States,” Mr. Schloat, chair of the Deerfield English Department, explained. From 2001 to 2007, Hass served as a Chancellor of the Academy of American Poets. Hass also won the National Book Award in 2007 and the Pulitzer Prize in 2005 for his collection . In addition to being an accomplished poet, Hass is also a notable translator. He spent 15 to 20 years translating the poetry of his fellow Berkeley professor Czeslaw Milosz, a Nobel Prize-winning poet. Growing up in the suburbs of San Francisco, Hass said he initially became interested in poetry during his junior and senior years of high school. “It was the available form of rebellion,” Hass said. “In those days, there were no creative writing programs, so we read each other our writings.” During the open question-and-answer sessions the morning after his reading, Hass described how, as a teenager, he was both in love and insecure. To him, poetry was a constructive way to articulate his thoughts. His literary inspirations ranged from T.S. Eliot and Robert Frost to Wallace Stevens and Ernest Hemingway. “There was an amazing generation among England and France in the 1910s and 1920s,” he told the audience. ”America went from a provincial background to being the new energy that other people were learning from.” Many students really enjoyed hearing Hass read his poetry. Ally Edwards ’17 commented, “I found it interesting how he related how growing up is different for everyone, and how his love of poetry stemmed from being different in high school.” “I liked his performance because each poem had a story behind it and each one had a clear and personal meaning,” said Hollis McLeod ’17. However, some students found some parts of his poetry uncomfortable to listen to. Soomin Lee ‘19 stated: “While his poetry was beautifully written, I found some of the [sexual] content uncomfortable to listen to. I didn’t really like how he accompanied some of his poems with sexual sounds and tones. It’s not really what I’m used to.” Nevertheless, many teachers highly praised Hass. English teacher Mr. Schloat said, “[His poetry] reminds us of the ineluctable bond between community and language and how important it is to consider all of our experiences as shared, but also unique and the way language can tie us together from generation to generation.” English teacher Mr. Stallings, who studied with Hass as a graduate student at the University of Iowa, said, “What I like about him as a presenter and as a person is that he has a very broad frame of reference. What’s unique to his poetry is how fully it embodies the sense of northern California, with a mix of the urban environment and the natural world.” Hass departed with a few words of wisdom: “Let the topic pick you, rather than pick a topic,” he said with a soft smile. “That’s what poetry asks.”

Dear Reader, I would first like to acknowledge that would not be anywhere close to the one you know today without the admirable leadership of those who came before me. I thank Bella Hutchins endlessly, along with her dedicated board, without whom would hold a mere fraction of its success. Bella has left me with enormous shoes to fill; my only hope is that I can continue to set a high bar for this paper and make her proud in doing so. My goal is that the new editorial board will not shy from publishing what we believe the community should know; that may include controversial content, but we hope it will spark conversation in a way that helps us grow. I am aware that this paper caters to members of one community, but not everyone will share the same beliefs. I’d like to capitalize on that. I’d like to filter these differing opinions into a medium everyone can see and hold and, ultimately, respect. As a community, there are endless ways for us to positively acknowledge individuality,  be it gender, race, religion, or simply personal preferences. Unfortunately, however, beyond “the Deerfield bubble,” these differences are often met with violence. According to Wikipedia there have been 148 “terrorist incidents” since the events of March 22 in Brussels. We are not immune to these attacks on our own soil; last week the city of Boston commemorated three years since the bombing at the Boston Marathon. Personally, that event hit close to home. When I was in eighth-grade, I revisited Deerfield before enrolling; my flight landed in Boston at 3:10 p.m. on April 16, 2013. When we all turned on our phones upon landing, I remember the cabin filling with an agonizing silence—we couldn’t believe what we were hearing and seeing. The first bomb on Boylston Street had gone off just 21 minutes before. I remember how anxious I felt driving from Logan Airport to my hotel, getting stuck in backed-up tunnels.  Perhaps the marathon bombs were only the beginning of a larger attack;  , I kept thinking. My nervous toes tapped the floor of the car as my mind raced in fear; I couldn’t help but imagine the worst. Our hotel lobby swarmed with participants and onlookers—refugees of unthinkable violence. I’ll never forget seeing the blood drip down one runner’s leg as he hobbled up the hotel steps. Here at Deerfield, these situations may seem impossibly distant, and I am infinitely grateful for our security. But we should know what is happening here and abroad and we should know why. Our spread this issue endeavors to educate the Deerfield community about ISIS and Islam and the critical distinction between the two. As an editorial board, we feel it is important to highlight this ongoing world issue, and to ensure we support those in our community who may feel vulnerable in the midst of a volatile threat to everyone’s safety. Let us honor difference. Let us celebrate originality. All the best, Perry Hamm

The Deerfield Academy ultimate frisbee team has grown exponentially since the sport was brought to Deerfield six years ago. This year, captains Kento Yamamoto ’16 and Satwik Kamarthi ’16, who have both played ultimate for the entirety of their Deerfield careers, will lead the team. Kento was inspired to play by Trip Kaelin ’14. Satwik on the other hand, having previously attended Xaverian Brothers School (a top twenty ultimate frisbee program in the nation) decided to try the sport out here at Deerfield. He has loved it since. The disc team hopes to surpass last year’s sub .500 season record and succeed in the 15 games and four tournaments are scheduled for this spring. Despite not having a winning record last year, they had some notable victories, broke seed in New England’s, and came from a sixth place ranking finishe d in fifth. The disc team defeated rival,Choate Rosemary Hall at mid-season last year, who placed second at New England’s. They also competed closely with Northfield Mount Hermon School and Phillips Andover Academy, where ultimate frisbee is considered a varsity sport. The disc team this year differs from last year in that they now have a lot of athletes, especially young talent consisting of freshmen and sophomores. Satwik explained, “a lot of athletes have joined because they realize it’s a great cross training sport for soccer, field sports, lacrosse, track.” The team last year “was a mix of people who just did not want to play a sport in the spring,” so the team did not posses strong athleticism. However, this year, especially with a lot of soccer players, the stamina and athleticism have picked up. With a new assistant coach this year, Mr. JD DeVaughn-Brown, the conditioning has intensified, with the “Batman” workout. The workout contains running and building the upper body via push ups, sit-ups, burpees, and in-place running. Kento summed it up as a “difficult yoga session.” However, this workout plan, however, cut down the roster. Those who were expecting a relaxed off-season were blindsided by the amount of conditioning and decided to quit. Kento explained that there is, “this idea that ultimate here is just throwing Frisbees and a little bit running, but it’s actually a lot of work.” Not only does ultimate frisbee involve stamina and a lot of conditioning, but Deerfield also runs both their own set plays and also plays they have acquired from other programs. Ultimate consists of three types of positions: handlers, midfields, and deeps. The handlers, which Kento plays, are the best disc throwers on the team. The midfields, which Satwik plays, are more or less the “slot receivers.” They stay close to the thrower and are quick and agile. The deeps are the tall or fast players who can catch anything in sight by either running or jumping. This year,the disc team hopes to have a successful tournament at New England’s, which are being hosted here at Deerfield  . Kento said, “If people come out and see what a game looks like, they will get rid of the notion that it is just throwing a disc around.”  Hoping to close out their senior spring and their final athletic experience here at Deerfield with a bang, Satwik and Kento are aiming to lead their well-oiled disc-throwing machine to a championship, something that has never been accomplished in Deerfield history.

Mr. Peter Warsaw, who has served as Academic Dean at Deerfield since 2007, will step down at the end of this academic year to begin a position as Head of School at Vanke Meisha Academy (VMA) and Chief Officer of International Schools for Shenzhen Meisha Education Company in Shenzhen, China. As he pursues this endeavor, he will help grow VMA’s student body from 150 to 1000 students and implement a curriculum focused on critical thinking and analysis. Throughout his time at Deerfield, Mr. Warsaw has provided leadership and support for academic initiatives including the recent renovation of the library, the AP Seminar capstone courses, and the Academy’s strategic plan, . “The bulk of what I do,” Mr. Warsaw said, “revolves around curriculum development, academic performance, and academic integrity.” Mr. Warsaw has also contributed immensely to Deerfield’s music program. As the Director of the Chamber Music and Orchestra Programs, Mr. Warsaw has touched the lives of many young musicians. Pianist Sean Yu ’18 said, “Mr. Warsaw has helped me and guided me in all aspects since I arrived at Deerfield. He is my advisor, my classroom teacher, and my piano teacher, but most importantly, my mentor.” Yu added, “The thing that is most special about Mr. Warsaw is not only that he is the Academic Dean, he is also a phenomenal pianist, conductor, and chamber music coach.” Building Deerfield’s Chamber Music Program from the ground up, Mr. Warsaw created the Chamber Music class, which has grown into a full orchestra comprised of talented musicians from all over the world. Mr. Warsaw recalled his first days in Deerfield’s Music Department. “There was no orchestra five years ago,” he said. “Now there are two … that’s pretty cool.” Nate Steele ’17 said that Mr. Warsaw “has created a multitude of other performance opportunities for us [the chamber musicians], often in inventive ways, such as the  children’s concerts, and last year’s tour of Korea and Hong Kong.” In an email sent to the faculty, Head of School Dr. Margarita Curtis said, “It’s clear that the impact of his work [at Deerfield] will be felt for years to come.” Dr. Curtis has spent many years working with Mr. Warsaw; they were colleagues at Phillips Academy Andover before they arrived at Deerfield in 2007. Dr. Curtis added that she will “miss his insight, his inquisitive nature, and his work ethic—and, of course, his development of outstanding orchestras and chamber music programs.” Opening a new school has been a lifelong goal of Mr. Warsaw’s. After teaching for more than 35 years, Mr. Warsaw feels that he needs “to have more impact in the world.” He explained,  “I have grown up with a lot of privilege, I’ve been too lucky, and I think I owe the world something.” Mr. Warsaw will be deeply missed by the community. Yu said, “We appreciate all the good Mr. Warsaw has done for our lives and futures, for Deerfield, and for music.” His impact on this campus has been immeasurable, and Steele is “sure [Mr. Warsaw] will make a huge impact on the Chinese education system” as well. Although Mr. Warsaw’s time at Deerfield is drawing to a close, he said, “In a way, I don’t feel that I’m leaving Deerfield, just extending the Deerfield mission. I’m going to stay connected to a lot of folks here; I will need their advice and expertise.” While Mr. Warsaw is excited for his future in Shenzhen, he also noted, “I’m nervous, anxious, and terrified about everything … It’s a huge, huge risk” to start anew at VMA. However, he added, “[This year was] the first time my wife and I have lived in separate places, and it’s been hard. Next year, we will be together. We may go down in flames [at VMA], but if we are together, that’s already a plus.” Dr. Curtis said that plans to search for a new academic dean will begin soon. For now, Mr. Warsaw said he is enjoying his last days at Deerfield and looking forward to what the future brings.

While spring for Deerfield students means fun trips down to the river and sunny outdoor days, it also means two weeks of intense AP exams, mostly two-to-three-hour written tests. However, a few AP classes at Deerfield have slightly unique assessment requirements. In the final eight weeks of the school year, students in AP Studio Art produce their “concentration,” the second half of their AP portfolio that is sent to the College Board in early May. All twelve pieces in a student’s “concentration” must be based on a single topic of the student’s choosing. The concentration is a new experience for many artists in the class. For the first time, a teacher gives them the freedom to produce whatever work they want without instructional directions on particular assignments. Students are able to choose topics they are passionate about and then reflect them in their artwork. Ines Bu ’18, based her topic on her passion for fashion design: “My concentration is on the process of fashion design, which is something that I am very interested in and thought could be reflected creatively through my art.” In eight weeks, a student must choose a topic, research it, and produce 12 images. Earlier in the year, students were given roughly a full week for each assignment, but for the AP exam they have four to five days per project. Mr. Dickinson has been teaching AP Studio Art for over twenty years and designed the AP curriculum for Deerfield Academy. “The most challenging aspects for the students are coming up with an idea,” he said, and “executing it, while being able to budget work time.” Daniella Faura ’17’s project focuses on utilizing abstract architecture to represent common living spaces; she agrees with Dickinson. “For many of us, this is a sixth course,” she said, “so between schoolwork and co-curriculars, it’s hard to find time to work on our projects.” The creativity component of the concentration can be challenging but also liberating, Mr. Dickinson said. “It is a time where students are required to produce work independent of the teacher,” he explained. “They take all the skills that they have learned over the past six months and funnel it into a body of work that they take full ownership of.” While Mr. Dickinson does not assign projects to the students, he still plays a vital role in guiding their various endeavors. Mikaela Wellner ’16 explained how Mr. Dickinson helps students think more broadly about their topic throughout the creative process. “Mr. D will ask you questions that lead you to form your own opinion on the topic and think of ideas that you may not have realized before,” she said. On May 7, students will submit their two-part art portfolio, including the “breadth,” comprised of work from the first two terms, and the final “concentration.” The process will allow students to mature as both students and artists in their skills and creativity. Faura reflected on the year: “This class has made me realize that I have the talent to create something beautiful in a skillful way, while being confident in my work.”

Outside of the school day, Deerfield students have freedom regarding what they wear and where they wear it.  Girls wear crop tops to dances and bikinis on Spring Day, and guys also have freedom to wear—or not wear­—whatever they want at these times. During school activities, however—including during sports practice, for instance—girls are denied the right to expose their bodies.  In the last few weeks, a controversy regarding proper exercise apparel for girls on campus arose, and it brought  with it a reminder of Deerfield’s clash between maintaining tradition and embracing progress. As the spring unfolded and sports teams began to battle the rising temperatures, a group of girls led by Ally Bazarian ’18  asked for permission to take off their shirts while exercising, a privilege most boys teams have without recognizing it as a privilege at all.  In her petition Bazarian wrote, “By allowing women to wear sports bras in a workout setting, we are showing that female athletes are equal to male athletes.” Bazarian argues that by creating a standard that would apply to everyone regardless of gender, everyone would be treated equally.  This issue also calls attention to the larger issue of gender equality on campus, particularly in the realm of what we are expected to wear. The dress code has split Deerfield students along gender lines, with two separate dress codes that strive to create an equal caliber of professionalism but actually fall short of achieving that aim despite constant readjustments of the rules.  Ask anyone on campus what constitutes boys’ class dress, and the vast majority of the time you will get a complete answer, which takes into account even the special cases of turtlenecks and sweaters in the winter term. Ask about the girls’ dress code, however, and you will be met with a blank stare, an incomplete list of what is acceptable and unacceptable apparel, or–and this is most likely–the answer that “girls don’t have a dress code.”  This last statement is a partial truth.  The relatively complex nature of the girls’ dress code makes it hard to enforce.  I’ll admit that on rainy days I’ve been known to wear leggings, and once on a particularly hot and sticky spring day I left my cardigan at home and exposed my sensual shoulders to the world. (Sorry, Mom.)  Nonetheless, I’ve still felt the dress code constrains me from dressing how I want to, and at times I have wished for something as clear and simple as the expectations for boys’ class dress. There is dissatisfaction from both boys and girls about the dress code, and that is without considering the effect this binary dress code has on those who don’t see themselves at either extreme of the gender spectrum.  So maybe it’s time to think about Ally Bazarian’s words in a larger sense; by setting the same standard of dress for everyone on campus, we could create an atmosphere where students feel that the school values us all at the same level. I suggest a modification to Deerfield’s current dress code that makes it accessible to anyone, regardless of their gender identity.  Deerfield prides itself in its sharp looking student body; my proposed change would not take away that aspect of Deerfield culture, but would enhance it by ensuring students have the freedom to look sharp while being their authentic selves. I propose we allow all students to wear a  single layer (consisting of a dress shirt, blouse, sweater or cardigan), along with pants, shorts, or a skirt or dress that meets current requirements of formality. By instituting this dress code, the school would not illegalize any of the current dress code requirements. Instead it would allow all students to be their comfortable, genuine selves. As written in our mission statement, Deerfield works to prepare its students for a “rapidly changing world.” By leveling the playing field through a set of dress expectations that apply to everyone regardless of gender identity, we could move away from gender separation and instead announce that we are all people first, that our bodies are our bodies, and that’s not only okay but actually a pretty amazing thing. We have made a great accomplishment as a school by addressing the issue of gender equality on the field and in the gym, but the conversation shouldn’t end there. As a community, it is in the best interest of everyone to continue the fight to all be treated equally. I believe the next step on this ladder of success will be to reform our dress code.

On March 28, Sarah Jungblut ‘18 arrived on campus through the Deerfield student exchange program from the Schule Schloss Salem School in the Lake of Constance, Germany. “I wanted to participate in this program especially to improve my English,” said Sarah. She added, “I also wanted to get to know a different schooling system…and gain exposure to American culture.” With the help of the Deerfield community, as well as English teacher and a coordinator of Deerfield’s exchange program, Ms. Anna Steim, Jungblut hopes to have a smooth transition into daily life at DA. “The program is based out of our relationship with other Round Square schools,” said Ms. Steim, “and is generated by Deerfield student interest, because we want it to be a genuine two-way exchange.” Every year, Deerfield hosts three to four incoming students and sends one away through the student exchange program. Jungblut was born in Starnberg, near Munich. She said she has noticed particular nuances of American culture, including “the openness of Americans and, of course, the food, which is completely different [than the food] in Germany.” She noted another major difference between the school system at Deerfield and that of her school in Germany. “In 10th grade, you can’t choose your subjects,” she said. “You also just stay in one classroom with the same people, and the teachers come to you for every different subject.” With a newfound passion for sports, Jungblut is playing recreational tennis this spring. “I really like the huge emphasis on co-curriculars,” she said, “at Salem you can choose your after-school activities, but you don’t have one you’re doing everyday, like at DA. It’s really fun for me to be able to get outside and play tennis every day after school.” Not only has Jungblut benefitted from Deerfield, but Deerfield will also benefit from hosting her; through interactions in the dorm, at sit-down meals or even in short passing conversations between classes, Deerfield students learn more about her culture. Jungblut said she plans to take full advantage of the opportunity to participate in the exchange program; she is already finding herself soaking in all Deerfield has to offer before she returns to Germany at the end of the term.

Senior pranks are a long-standing tradition and a coveted aspect of many students’ last days at Deerfield. Over the years, pranks have ranged from planting flowers in the senior grass to spell out the senior class year in 2010, to making dozens of short, but hilarious announcements at a sit-down meal last year. Pranks that predate most students’ recent memories include stealing the cows from the lower fields and herding them behind the Main School Building, and taking all the tires from the small loop and stacking them on the flagpole. For the Class of 2012’s prank, Dashiell Schulte ‘13 recalled, “[the seniors] announced at the end of sit-down lunch that the hunger games were to begin…and then released us from lunch. Outside the dining hall, all of our backpacks…were zip-tied together, and seniors were guarding the piles of backpacks with water guns. Everyone went to class super soaked.” Elena Jones ’14 offered a description of another noteworthy prank, “my senior year we did an impromptu slip-and-slide.” The students set up a large tarp behind the hockey rink and slid through the mud and rain. “It was one of the best days of my Deerfield career for sure,” said Jones. Faculty members also recall the history of the most inventive pranks executed by graduating classes. Ms. Carlson, a long time member of Deerfield’s faculty, remembered various past pranks. “People took all the dining hall silverware, pitched some furniture out the windows of a classroom, and stole the freshmen,” she said. “One that I thought was pretty clever was filling lots of cups full of water in the corridor of the MSB so that no one could get in the doors. I’m not sure most of my colleagues would agree that this was funny.” While the pranks are well-intentioned, they can sometimes be surrounded by a negative stigma of disrespect. Ms. Carlson added, “Most adults just don’t like the pranks. It’s late in the term, people are cranky, and it’s usually just one more hassle for the people who are inconvenienced. I personally think some sort of senior bonding experience can be fun.” Creative senior pranks are not limited to Deerfield. Amanda Cui ‘18 recounts a legendary senior prank at her brother’s school: “My brother told me that years before he went to his boarding school, there was a legend…that one senior class diverted the traffic from…the the nearby road, into the school. Since their school is gated, all the cars driving on the highway had to pass through their campus. They set up a toll booth in the campus and collected money from the cars…They made a lot of money that day…[and] used [it] to throw a party for their class.” Elliot Gilbert ’16 said she was looking forward to the current graduating class’s prank this year. “As a freshman, I loved the senior pranks and looked forward to being able to execute them myself, along with my class. Now that I’m a senior, I’m excited to get my turn to pull a prank on the school as a final hoorah with my grade.” It will be up to the class of 2016 to come up with a prank to be talked about for years to come.

After nineteen total years coaching Deerfield Boys Varsity Hockey, Coach Brendan Creagh finished his last season with the team this March. Coach Creagh attended Phillips Andover Academy as a postgraduate student, so he is well versed in prep school hockey. After Andover, he played for four years in the Southern Professional Hockey League, a minor professional league, for the Peoria Rivermen out of Illinois. In 1996, Mr. Creagh took the job as an assistant coach and then became head coach in 2002. His “work ethic and commitment to every player” has gained him respect from his fellow coach Mr. Tim McVaugh and  his players. Tommy Craft ’18, remembers a moment during the team’s home game against Choate this year: between the end of the 3rd period and the beginning of overtime, Coach Creagh gave a speech that Craft attributes to the success of the team in that game. “His composure and reassurance in between periods calmed our team down and brought us back down to earth. He believed in us,” Craft said. Another one of Coach Creagh’s traditions is making strong connections with every single one of his players, on and off the ice. Andrew Hadley ’16, noted, “Whether we were coming off a win or a loss, we would start every practice circled around Coach, everybody on one knee, and he would find little things to chirp people about. It was one of those small things that made the connection between coach and player, adult and kid, teacher and student.” After every game, the coaching staff, led by Coach Creagh, goes around the locker room and shakes every single player’s hand. Even this small act facilitates the connections and relationships that are crucial to the season. Another iconic aspect of Mr. Creagh’s speeches are his references to food. “Some coaches say things like ‘we need to be a meat and potatoes team.’ Creagh often brings in the entire menu. It is hilarious,” Coach McVaugh added. Throughout his years of coaching, Coach Creagh has enforced the concept of working hard while having fun. But most importantly, he understands the many aspects of being a faculty member that go beyond just coaching: “…the job description for a faculty member requires that each of us needs to wear many hats. So as I reflect upon my time at Deerfield, and simultaneously look forward to the challenges that await me, I don’t view those experiences through one lens. So while there are many aspects of coaching hockey at Deerfield that I will miss, I am keenly aware that there are fulfilling challenges that await me.” His positive attitude, competitive mindset, and mentorship will be missed on the ice, but his presence will continue to shape the lives of all members of campus. Finally, he says, “if I am forced to name one thing over all others I will miss most, there is no question that I will miss building relationships with my fellow coaches and players, and helping mentor young student-athletes to care as much about who they are, as how they play.” Thank you, Mr. Creagh.