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I remember my first sit-down meal at Deerfield. I was sitting in the south side of the dining hall near the kitchen door. Though I felt a little intimidated at first (the only person that I knew at the time was my Green Key) this feeling quickly went away as the faculty head and the seniors at the table engaged me into the conversation, introducing to me their favorite Deerfield traditions, favorite meals, and the best part of their summers. This is the kind of unique and unforgettable tradition that all Deerfield graduates remember.  However, this year’s sit-down has not been the same. The round table with about ten people, faculty and students included, changed into a rectangle one with only four students sitting at four opposite corners. The significant decrease in the number of people at a table limits the opportunity for meeting new people, which is one of the major goals of the Deerfield sit-down tradition. Additionally, in the first of the two rotations this term, many of us are sitting with our squads, who we were already familiar with. That means that under the current sit-down system, many of us would only be able to meet three new faces, and even for those who are not currently sitting with their squads, a maximum of six.  Considering the small number of people at a table, it is even harder to convene people of different grades and backgrounds, making it harder for people to be exposed to diverse perspectives. What’s worse, the physical distance that we have to maintain directly correlates to the mental distance: with six-feet in between, I usually found myself hearing only intermittently fragments of words. Under such circumstances, smooth communication becomes a challenge. How many of us are willing to start a potentially awkward conversation in which people are constantly asking “what did you say?” Sadly, as a result, people start to go on their phones and even take out their laptops to work, entirely eliminating any chance of communication that bonds people together. What struck me even more than the lack of communication was the food waste that is created every meal. Because we cannot directly let the dining hall staff know how much food we want exactly, it is impossible for them to determine the right amount of food to put in every box. As a first waiter who has to carry food from the kitchen,  I can feel the entree boxes so full that another spoonful is going to break them. The food in the boxes, at least on our table, are never finished; especially when the meal is not generally liked by the table, the entire box of food is put back into the bucket almost untouched. The situation is even worse on a table with less than four people, which happened when the previous three positive cases led to 60 close contacts in quarantine. At least one serving of everything was thrown away, a piece of bread, a dessert, and even an never-opened packet of utensils or dressings. All of them went directly into the trash; once we touched them, they all got thrown away. With 690 million people still suffering from hunger, it is really a shame to squander such a large quantity of food on a daily basis. With the three positive cases in the earlier round of testing on campus, new issues regarding the safety of sit-down meals emerge. How safe is it when over a hundred people are taking off their masks at the same time in the same space? How do we ensure that people are constantly staying six feet apart, and how do we ensure that the person serving the food is not spreading germs?  The reason for writing this piece is not to complain, since I am very grateful for the hard work that Deerfield had put in to ensure an as authentic experience as possible, and the effort of the dining-hall staff to serve us fresh, warm food. However, I do want to call attention to the concerns  not only from me, but also from our parents and the larger school community. I also want to propose some ways to relieve these issues: to reduce waste, we could set stations for utensils and condiments in the dining hall that each table can go to after they decide how much they want; to improve personal hygiene, we could give each individual a box of food instead of those big boxes for the table, and serve less to begin with; to bonding the school more effectively, we could hold more inter-squad events. I truly look forward to a day when a more environmentally friendly, healthier, and more connected Deerfield comes back.

You see them at least once every week. Three lively women spend their Tuesdays and Thursdays stationed in the upper level track above the turf in the new Athletics Complex, dedicating their time to making sure Deerfield stays virus-free.  On the far left sits Karen York, who grew up in South Deerfield. “I’ve known people who have come here and know the area, so it’s interesting to now work here,” she explained. To the right of Karen sits Alexx Bunn, who was inspired to join the healthcare industry after her grandmother fell ill several years back, and has continued working in the industry for more than ten years. In her free time, Ms. Bunn enjoys cooking, eating, singing, and going to the gun range, which she finds “therapeutic.”  At the other end of the table sits Lisa Toro, originally from New York. Lisa studied at UMass Amherst and started working as a certified nursing assistant more than twenty-five years ago.  All three of these self-identified “spunky” testing coordinators have enjoyed working at Deerfield so far, especially since they have been moved from their initial location in the tennis pavilion to a much warmer and cozier spot on the indoor track. Ms. Toro, Ms. Bunn, and Ms. York have enjoyed getting to know Deerfield students and faculty throughout the Fall and Winter and are starting to recognize the faces of the Deerfield community.  Ms. Toro commented that she could identify “about 75%” of the students, faculty, and community members that come through to get tested every week. Lisa also described how she and her colleagues could identify community members, even from far away. She said, “We know their walks, we know their style, and we’re like yeah, that’s so-and-so.” Ms. Toro added that Ms. Bunn’s specialty was twins. “Whatever twin comes around, [Alexx] knows which one is which.”  Ms. Bunn, Ms. Toro, and Ms. York pride themselves in connecting with the Deerfield community and getting to know everyone, even the youngest faculty children.  Even with the advent of coronavirus, all three of the testing coordinators agreed that many of the responsibilities of their jobs have been similar, with the exception that they now practice with significantly more PPE. However, they still have had the experience with the safety measures the virus has brought. Ms. Bunn noted that normally she would be “gowning up” whenever she was to come in contact with a patient with an infection, so she is familiar with the precautions taken for COVID-19.  Ms. Toro stated that, to stay safe, all three of the nurses are tested three times a week. She said that, because of the nature of her job, “I don’t have room to get sick.” She added that she was grateful that she was able to receive the first dose of the vaccine as a healthcare worker. Outside of work, the testing administrators occasionally go out to eat in Greenfield. However, none of them have been particularly pleased with the restaurants in Deerfield’s vicinity, except for Hangar, a restaurant also popular among students. Ms. Bunn joked, “Hangar is the only thing that can ‘hang’ around here!”  The trio also enjoy each other’s company and get along well. Ms. York explained, “We have pretty big personalities, I think.” Ms. Toro agreed, saying, “Our personalities are really bright.”  Ms. Bunn described the group as “spunky” and added — truthfully — “They’ll never find three more like us.”

Piper Day ’21 proudly labels herself as an “art kid.” Throughout her time at Deerfield, she has brought a remarkable presence to the visual arts program through her dedication, kindness, and sheer passion. As a child, elementary school art classes allowed her to draw in a more organized setting. She quickly discovered her drawing style, typically people and their various outfits. Her parents and grandparents frequently chaperoned her on trips to museums where she could further explore the world of art.  Art Teacher Mercedes Taylor, advisor and teacher to Day, fondly spoke about her steadfast dedication to pursuing art ins and outside of school.  “Piper is one of those people who loves art so much that she is always here, always one of the students on the second floor of the Hess in one of the studios, working on a project,” said Mrs. Taylor. One project Day has particularly enjoyed is a water-soluble oil painting of flowers with tongues, which she created in the fall. “This painting is meant to be a representation of leaving a certain kind of ‘bubble’ and any restrictions I feel when making art,” she said.  Subha Sivakumar ‘21 expressed her amazement at Day’s sense of individuality. She said, “Piper manages to make every piece distinctly her own. You can look at one of her pieces and just know that Piper put her entire self into creating a piece that speaks to her personality.” Day’s art is often rooted in her past experiences and the emotions connected to those memories. One of her favorite pieces from an art program she participated in at New York University prior to the 11th grade depicts a girl on a pizza box as a “reference to disordered eating,” a real-life struggle that Day has faced. She shared that, at the time, she questioned her intentions behind creating the piece, but has nonetheless been able to grapple with her personal struggles through art. Benny Yang ‘21, classmate and friend to Day, particularly appreciates the emotional resonance within her art. “I’ve seen some of [Day’s] work that combine different mediums and altogether tell a really deep message,” he said “That’s really why we do art. Not just to draw what we see, but also to express our views on this world.” With a similar sentiment, Day said,“I find art as a very interesting philosophy, in terms of beauty and emotion and reading into things and finding out the conceptual idea behind things, but I also find it as a form of comfort. It’s a way to be mentally engaged in something that I actually enjoy.”  She also described art as a sort of “mental workout,” adding, “A lot of people think art is not as difficult as something like a math course, but definitely is, in a different way. Conceptualizing ideas keeps me challenged and keeps me going.” Day knows, without a doubt, that she will pursue art in the future. Currently, she is working on applications for many art schools across the country, specifically hoping to study in New York City. While she is applying to be a fashion design major, there are still many areas of art she would like to explore. Regardless of the artistic path she chooses, Day is sure to thrive in college and the years beyond, and leaves behind a valued legacy in the Deerfield art program.

Interview With Sarah Rosenthal: Counselor What is “seasonal depression” and how can students respond? Seasonal Affective Disorder (SAD) has pretty specific criteria involving depressive symptoms that occur in relation to a change of seasons.   Not all students who feel down, sad, moody or irritable during the winter necessarily have SAD.   It’s understandable that many students feel a shift in their mood in the winter, when they may feel more cooped up or isolated and of course those feelings can be compounded during a global pandemic which necessitates social restrictions.  My first suggestion is to take a look at the basics of your everyday life- take stock of whether you are getting enough sleep, eating well, and getting some physical activity.  Additionally, even though it’s cold and your tendency might be to hole up in your room, as my colleague Ms. Owens likes to say it’s important to try to “feel the sun on your face” at least once per day -time outside or in nature can help with your mood, especially this time of year.  If you can try to pay attention and take care of these basics, that can go a long way in supporting your overall wellbeing.  Beyond that, I’d suggest to taking a look at connections and relationships- try to make sure you are reaching out and connecting with others either in person or online to the best of your ability.    How can peers help others dealing with seasonal depression? If peers are concerned about a friend, I’d suggest reaching out to that friend with some curiosity and compassion.  Ask that friend how they are doing and try to listen to their answer.  Perhaps try to include that friend in activities, especially ones that involve getting outside and out of one’s room.  However, it’s important to remember that it is not your responsibility to fix your friend’s problems or resolve their mental health needs.  If you are concerned about a friend, it is always good idea to let an adult on campus know.  There are many kind and caring adults on campus who are eager to support students who may be struggling including advisors, dorm residents, counselors, etc.  What are some resources that students can rely on during difficult points in the term? Again, there are so many levels of support here at DA- from proctors and peer counselors to advisors and dorm residents.  The Counseling Center is here and we are more than happy to be a resource for students at any point- no problem is too small to bring our way.  To make an appointment to see a counselor, you can either email counseling@deerfield.edu, or you can reach out to one of the counselors directly (jrelin@deerfield.edu, ckowens@deerfield.edu, swatson@deerfield.edu, or srosenthal@deerfield.edu).  We also have a Counselor-On-Call in case of emergency available 24/7.  To access the Counselor-On-Call go to or call the Health Center (413-774-1600) How can students reconcile with the symptoms of seasonal depression?  We all feel sad, down, anxious or irritable at times, but if it feels like these feelings are lasting more than 1-2 weeks, or if there are concerns related to safety, basic self-care (eating, sleeping, hygiene), it’s important to reach out for extra support.  Please reach out to the Counseling Center- we are here for you and happy to help you through whatever you may be dealing with.

This year has been hard for everyone, but it has especially affected our relationships. Valentine’s Week is the perfect time to show some extra appreciation for the special people in your life, whether it be friends, family, or a significant other. Here are some ideas to have a safe Valentine’s Week. Date: In lieu of a fancy restaurant dinner, order takeout for your special someone. Eat together in the Dining Hall, or over Zoom. Try to figure out your date’s favorite meal and surprise them! Or just ask them directly. If you have time, decorate your table or Zoom background for a little extra festive spirit. If crafts are more your thing, try a handmade card and deliver it to your valentine. Red hearts are always a classic, but try to personalize it. Write a sweet note, sign it with some Xs and Os, and drop it off at your sweetheart’s dorm or give it to them in person. For extra points, attach a small gift like candy or paper flowers.  If you’re willing to brave the cold, star-gazing is an underrated romantic activity. Since Valentine’s Day is a Sunday this year, you might not be able to do it that night, but you can always try the Saturday before. Pack some hand warmers and hot drinks to stay comfy. This year, you’ll be able to see the Pleiades, a group of bright blue stars, and Sirius, the Dog Star.  Music can bring up a lot of emotions. Try making a Spotify playlist for your loved one, whether it’s songs that remind you of them, ones that you both love, or ones that represent important milestones in your relationship. Share it with them and listen to it whenever you miss them. Finally, movies are always a classic Valentine’s Day activity! If you can’t be in person together, try a free program like Netflix Party, Discord, or Zoom to watch something together. It doesn’t have to be a movie either—try watching your favorite TV show, funny Youtube videos, or even old clips of you two together. Friends: If you’re feeling nostalgic or just want to be humorous, give out little paper valentines like in elementary school! There are tons of kinds, from dinosaurs to candy to superheroes. Any store like Amazon, Walmart, or Target will carry them around this time. Label each one with the name of a friend or give them out to whoever you see. People will laugh more if you get the ones with temporary tattoos or a joke inside. Spending time with your close friends is a great way to show them that you appreciate them. Get a group of your favorite people together and do something exciting. Whether that be a board game, a movie, or just walking around campus, it’s the people that count. Don’t forget about the outside world either. Valentine’s Day is a great reminder to text and Facetime your friends from back home or elsewhere. Family: Most of us had to spend some extra time with our family this year. That may or may not have been a good thing. But your family is probably missing you more than usual, and Valentine’s is a good time to call them. Anyone, from parents to cousins to grandparents, will appreciate hearing your voice.  However you’re planning on spending the holiday, remember a couple of things. Follow COVID restrictions. No one wants to ruin a fun night by getting sick. Be nice. Nothing shows how much you value someone than showing your love. Most importantly, have fun! Don’t get super stressed out. Valentine’s Day is about the people that you love, not what you do together. Just relax and have a good time!

In terms of improving public health, vaccination is second only to providing clean drinking water. Vaccines, which have saved countless lives, are possibly the most important modern medical advancement of our time. Its breakthroughs even led to the complete eradication of smallpox infection in 1796. With the U.S. Food and Drug Administration authorizing the Pfizer and Moderna COVID-19 vaccines, more than six million have received doses — a long-awaited milestone in the coronavirus crisis for some, and a source of worry for others. The possibility of a federal requirement for the coronavirus vaccine has made people unusually nervous. The word “mandate” may evoke dystopian images of the vaccine police breaking down your door to vaccinate you, but the reality is far from that. Current mandates take a variety of forms.  Most are commonly tied to public school attendance: all 50 states require students to receive some vaccines, with exemptions for medical, religious, and philosophical reasons. Dorit Reiss, a law professor at the University of California Hastings who studies legal and policy issues related to vaccines, told TODAY that “refusing to follow a mandate could mean a fine, tax or other penalty”. Medical contraindications are always a valid exemption from vaccine mandates. There will always be a small percentage of the population who should not be vaccinated: immunosuppressed patients, cancer patients, people with known allergies to components of the vaccines, and very young children who simply cannot be vaccinated. Moreover, religious or philosophical objections are often recognized in the majority of cases. Hence, a federal coronavirus vaccine requirement would be far from the totalitarian, oppressive measure its opponents make it out to be. Regardless, a mandate is imperative in order to curb the exponential rate of COVID-19 infection and deaths. January has surpassed December as the deadliest month of the pandemic in the U.S., according to data compiled by Johns Hopkins University. Maintaining high vaccination rates protects the entire population by facilitating herd immunity. An example illustrating its effectiveness comes from Mississippi: the measles vaccination rate exceeds 99%, and they have not had a case since 1992. Furthermore, a vaccine mandate could accelerate economic recovery and restore stability in the workforce. In response to the latest report from Moderna, of which its vaccine is 94.5 percent effective, the International Monetary Fund (IMF) stated that a faster global economic recovery was feasible. Progress with vaccines and treatments, as well as changes in the workplace and by consumers to reduce transmission, “may allow activity to return more rapidly to pre-pandemic levels than currently projected, without triggering repeated waves of infection.” However, prospects of a national mandate currently run thin. Despite invoking measures, namely the Defense Production Act, to expand vaccine manufacturing, the Biden administration  recently announced that a plan to mandate the coronavirus vaccine was not necessary. Instead, their hope Americans “will then be inclined to say it’s worth the patriotic duty to go ahead and protect other people.” The administration is betting on a dangerous gamble. It banks on the assumption that everyone would take the vaccine out of good will. In reality, this country of great power is about to slam head-first into a national sentiment of vaccine hesitancy.  While historical concerns about constitutional violation of bodily autonomy continue to prevail, the present skepticism of COVID-19 vaccines was a staple of the Trump administration’s messaging and its propagation of misinformation. The Pew Research Center says just 60% of Americans are currently prepared to take a coronavirus vaccine, which is not nearly enough to eliminate the deadly virus, especially when a spread of new variants across the continent is threatening to undo our advancement. Only a high enough proportion of individuals who are vaccinated will protect the few susceptible people. This is an “all or nothing” gamble.  Desperate times call for desperate measures. And if that means temporarily relinquishing one’s liberty of free will to protect the health interests of a greater community, then so be it. COVID-19’s threat to public health is grave, our confidence in the vaccine’s safety and effectiveness is high, and the expected utility of mandatory vaccination is more substantial than its alternatives. It is the patriotic duty of  our President Biden to ensure enough people are vaccinated to defeat the unfaltering virus. A national mandate on the COVID-19 vaccine will rebuild our country toward the great reset.

Amidst a global pandemic, widespread protests for racial equality, and a tumultuous US presidential election, discussing politics — however difficult — has been more important than ever. As a result, Deerfield student Bliss Vernon ’22 decided to create Let’s Talk, Deerfield: an inclusive environment that aims to foster these important conversations. With weekly meetings on Zoom, students gather to discuss or simply observe discussions about topics which have ranged from redlining, to the death penalty, to President Biden’s first week as president. When asked about her inspiration for starting the club, Vernon credited her friends and classmates at her hometown high school in Wellesley, Massachusetts. They created a similar initiative after the murder of George Floyd to jumpstart tough yet much needed discussions surrounding race and politics. Their goal was to educate, listen, learn, and grow, she said, and Vernon has employed that same philosophy here at Deerfield. “[The club’s] ultimate end game objective was to create a more accepting, educated, conscious, anti-racist environment for our classmates,” she said.  So far, it seems, Deerfield’s participation in the club has been enthusiastic. Lila Deluca ’24 shared that her favorite thing about Let’s Talk, Deerfield is the openness of the community. “It’s just students, so there isn’t the pressure of teachers,” she said. “In class, people may feel pressured or uncomfortable saying something in front of an adult.” She explained that such an environment made her feel as though everyone’s opinion is honored.  All of Vernon’s goals for this club, no matter the size, start with eliminating the silence around sensitive subjects. She shared that a lot of topics surrounding race and racism are considered “touchy” or “too uncomfortable.”  She said, “I want students, through the Let’s Talk conversations, to begin to repeal these comments, and instead have the knowledge and confidence to be comfortable with being uncomfortable.” In the future, Vernon hopes that these students will end up leading their own conversations with friends, family members, and even strangers. Clara Chae ’23, another student who has attended Let’s Talk meetings, said that she really likes the concept behind the club. She elaborated, “The idea of bringing more conversation around social injustices to campus is helpful, because it can sometimes feel like campus is a bubble where we’re just in our own world. Making sure that we keep having these conversations even at school is really important.” Vernon said that she has heard almost only positive responses about the club, sharing that, “I’ve heard that so many students have learned more, thought about topics they never would have without Let’s Talk, contributed to these types of conversations for the first time, became more comfortable with expressing their views, and that honestly makes me so happy and so excited to continue Let’s Talk!” She explained that students have told her that the club provides a safe space to talk and brings more awareness and social engagement to campus. Always open to improve the experience for everyone, Vernon expressed that she will be working with all club members to address criticism received in a recent survey that requested the club to be more inclusive by addressing both political sides of the issues discussed. Bliss specified that their plans to make the club more inclusive involve specifying that Let’s Talk is not an alliance and rather a place of discussion where all perspectives are welcome. Additionally, the leaders have been thinking about different topics to draw in more people for productive conversations as well as ensuring that when conservative minded classmates share their views – they are listened to and respected.  For now though, students can look forward to participating in these weekly discussions and hopefully learning more from them too!

With COVID-19 vaccinations beginning across the U.S., the Academy is planning to organize the first doses of vaccinations for faculty and staff as soon as February or March, depending on the speed of state-wide rollout. “We would encourage, but not require, and perhaps even incentivize staff and faculty to get it,” Head of School John Austin said.  Massachusetts is currently in Phase Two of its COVID-19 vaccine distribution, during which Massachusetts residents age 75 and older can access the vaccine, with K-12 workers next in line starting in late February or early March. Students will not be able to receive the vaccine until Phase Three, beginning in April, once it becomes available to the general public.  “We’re working closely with local public health officials, and we’ve submitted all of the necessary paperwork for our staff and our faculty to receive vaccines. We’re waiting on the state, on the county, to get their allotment of vaccines and to make those available to teachers and staff at the school,” Dr. Austin said.  Deerfield does not have control over the process by which the vaccine is administered to its community — it is unclear whether faculty and staff would get vaccinated at a local testing site or if Deerfield’s own health center would be able to administer the vaccine. Administrators are waiting to see how the state wants to distribute the vaccine.   Dr. Austin explained that he was unsure how having the adults fully vaccinated would affect the school operationally and whether it would be possible to lessen any of the restrictions by then.  “I think some things will have to stay the same until the community is fully vaccinated. I envision masking and social distancing and some of the cohorting and de-densifying could be in place for the fall. As of now, we simply don’t know,” Dr. Austin said. “There are still many unknowns and much will depend on the distribution of the vaccine. This is why we continue to consult closely with public health and infectious disease experts.”  Multiple COVID-19 vaccines have been approved for emergency use from Pfizer, Moderna, and, very soon, Johnson & Johnson. The school said they would take whichever vaccine was offered to them by state public health officials. While some boarding schools have chosen to keep students on campus all the way into the spring term in order to limit travel, Deerfield plans to have a two-week spring break in March followed by one week of remote learning, similar to the beginning of winter term.  According to Dr. Austin, administrators want to give both students and faculty an opportunity to rest as well as time with their families in the hope that everyone returns refreshed and with good energy for spring term. Deerfield will also accommodate students that cannot travel home by housing them on campus.  This winter, the school accelerated the re-opening process, moving the community into the Emerging 2.0 phase in only two weeks compared to the five weeks it took in the fall.  “The school has proven they can handle the re-entering of students to campus really well,” Language teacher Francoise Ellis said. While spring break will be several weeks shorter than winter break, Ms. Ellis explained that she is not worried as Deerfield has done well so far to keep its community safe.

“The ocean is the cornerstone of earth’s life support system….It’s the blue heart of the planet–we should take care of our heart”–Sylvia Earle. Too often, a solution to the climate crisis seems unattainable. There are countless issues regarding climate change, but one of the most pressing is the way in which we are destroying our oceans. Over the course of D-term, I took marine biology, and learned of all the ways in which we harm our oceans, from plastic and oil pollution to overfishing. Climate change is a tremendous issue that few acknowledge the severity of, and even fewer are prepared to address. Doing so requires an arsenal of tools rather than a single silver bullet. Thousands of intellects around the world are searching for solutions, but there is no ‘quick fix.’ Most critically, real change necessitates a shift in human behaviour; we must mitigate our civilization’s present consumption, as it is in no way sustainable.  I wish to explore one aspect of the climate crisis that we can tackle immediately: our oceans.  The ocean is the most powerful thing on our planet—it is our planet’s life support system. Every second breath you take comes from the ocean. The ocean regulates the climate, absorbs carbon and creates clouds that bring us fresh water and rain. Over one billion people rely daily on the ocean as their source of food, and countless others depend on it for their livelihoods: Two in six jobs depend on the ocean. Without the ocean, there would be no life. As Sylvia Earle said in The World is Blue: How Our Fate and The Oceans Are One, “the single non-negotiable thing life requires is water.” Water is what differentiates our planet from the others. It may look unchanged on the surface but the truth is that human actions have already killed countless ecosystems, and we are in the process of killing others.  Astonishingly, Homo Sapiens have been on this planet for over 200,000 years, yet throughout the past 150 years—a mere blink of the eye—we have destroyed 50% of coral reefs, 90% of the blue tuna population, 90% of sharks, and much more. This is not sustainable and the next generation will suffer greatly at our hands. The human population is rising rapidly and billions rely on the ocean for food every day. We need to create protected zones in the ocean. We are currently killing fish before they reach the age of maturity which means they cannot reproduce, leading to a decline in  population. By protecting reefs, we are allowing fish to repopulate. So many more benefits come with ocean protection laws. Project Zero is a not-for-profit organization that is tackling this issue head on. Ithas set out to secure a global network of the ocean sanctuaries to provide resilience to the devastating effects of the climate crisis.  Currently, Project Zero has created 10 ocean sanctuaries in locations ranging from Sri Lanka to the East Antarctic. These marine protected areas allow ecosystems to regenerate and provide a safe haven for marine life. “Like national parks in the water, each ocean sanctuary is a place where no one can drill, mine, fish or pollute to allow the ocean [to] regain its power and mitigate the effects of climate change. In an explosion of biodiversity, fishes and invertebrates in ocean sanctuaries reproduce and grow to full size; this biodiversity is critical to the carbon cycle.” This critically important initiative deserves support and must be helped to grow.  As an Ambassador of Project Zero, I want to encourage each and every one of you to look into possibly supporting this wonderful organization or organizations like it. You could get involved and spread the word, or you could sign a petition for Green New World on the Project Zero website (www.weareprojectzero.com).  As Sylvia Earle wisely said, “Many of us ask what I, as one person can do. But history shows us that everything good and bad starts because somebody does or does not do something.” Just do it. Help turn the tide on the climate crisis.

Dear Reader, “Work Hard, Be Kind, Get Smart.” As my number of remaining nights spent in the basement of the Kendall dwindle down, I find it important to explain to you the importance of this motto. Based on a slogan created by the Charter School E.L. Haynes in Washington DC, my father has said these words to me every day since I started kindergarten. Since then this motto has become a source of drive and encouragement for me. Placed in every corner of our community, from notebooks to all-school emails to guiding words of proctors, the motto “Be Worthy of Your Heritage” has been a similar source of guidance for Deerfield students. In my first article for the Scroll , I found this vague and ambiguous motto to be a sign of the lack of progress our community had yet to make. Deerfield emphasizes their progressive mission statement and yet advertises our school as one where we recognize our “Heritage.” I explained why it was not appropriate for our community to default upon tradition and the infamous quote “Well, this is how things have always been done” to justify outdated relics of the past. But in my last year, I have come to realize the true power of “being worthy of your heritage.” For some students, heritage can represent their family name, their country of origin, or maybe, even, the words passed down from previous generations and loved ones.  But what does this heritage mean in the context of Deerfield’s history as a historically white male institution reluctant to address instances of racism and homophobia, located in a  town once inhabited by enslaved people who have yet to be memorialized, and still grappling with the implications of a delayed transition to co-education? To diminish its negative connotation, I hope that as a community we can all begin our time at Deerfield defining our own heritage. Make this motto personal to yourself and to your past. Give them a meaning that will drive you and your goals.  I hope you all can identify a motto, phrase, or even a word that has shaped you into the person you are today. As a community, it is important that we can all define and name what we are being worthy of. Each day, I hope that you all… Work Hard, Be Kind, Get Smart, Harry Niles

Deerfield is a school of tradition: it is one of the last New England boarding schools to require the sit-down meal, it is one of the last schools to require a formal dress code, and it was one of the last schools, in 1989, to make the leap from single-sex to co-ed learning.  It is conservative in its politics, too. One interschool Scroll survey found that roughly sixty percent of students polled identified as conservative, in stark contrast to the liberal politics that kids are often assumed to embrace — and, indeed, the numbers from that survey indicate that students at peer schools like Andover and Northfield Mount Hermon are very liberal. But Deerfield takes its funny politics a step further: teachers, not students, are the campus liberals.  That first Scroll survey is two years old, but its results ring true now. Conservatives on campus rumble about their “liberal teachers” and “censorship.” And I have heard their progressive counterparts at Let’s Talk, Deerfield!, for instance, complain about the absence of “white males” (read: right-wingers) at meetings.  Likewise, tensions between pro- and anti-Trumpers reached their highest point off-campus, spilling over into protests of police brutality last year and the January 6 Capitol siege. Trump may have since departed the White House, but his supporters — and his baseless claims of election fraud — remain. And all the while, a false prophet dispenses fortunes on 4chan to thousands of believers. (I have myself joked that The Deep State is really running the show at Deerfield. I am not so far off the mark.) Deerfield has failed to meet the moment. No one has said it — not officially, at least, or perhaps only in Deerfield’s back rooms — but the school is divided. Teachers, then, must step up. To open their classrooms to real political conversations, teachers must first express their own political beliefs. So far, I have noticed that teachers have made use of two opposite philosophies about politics in the classroom. Neither one fully embraces genuine political discourse. The first involves semi-political discussions around, say, important Black scientists during Black History Month or around the dangers of climate change. The intention is noble — what could be wrong with a conversation about racial equity or scientific realities?  Yet these conversations often devolve into echo chambers and engender bitterness in students who might hold differing opinions. Students, for fear of creating “controversy” — one of modern America’s many bad words — are unwilling to offer dissenting viewpoints, much less solutions. Teachers do not often partake in these discussions, in order, I suspect, to give their students space to talk, but also to avoid risking offense. I praise the teachers who do participate actively, but those teachers are often too dogmatic for those (conservative) students who disagree. I urge teachers to both participate in these discussions and, crucially, to outline their personal biases beforehand, to ensure trust from their students and cultivate open dialogue. Present your arguments with vigor, but encourage dissent from your students. Conversely, many teachers at Deerfield have chosen to simply shun politics in their classrooms. Perhaps this has minimized controversy and the minute-to-minute distraction of current events that has characterized politics in years past. Again, however, good intentions have led to bad outcomes.  In today’s aggressively partisan climate, conservative students will assume their teachers are simply trying to stifle their political expression when those teachers remove any mention of politics from their curriculum. On the other hand, liberal students — look at Black at Deerfield’s Instagram account — will assume their teachers have made a goal of avoiding any mention of the issues that are important to them. These assumptions are far from universal, but they will continue to erode honest dialogue on campus.  Moreover: any value-based, dialectical education is inherently political. Who decides, after all, which opinions are even worth considering? Classes in philosophy and English are the most obvious examples. A highlight of my freshman-year English class, for instance, was Emily Wilson’s Odyssey , which was chosen by the English Department, we were told, specifically because it was the first-ever translation of the classic by a woman.  The translation brought its feminist undertones with it into class discussions and stirred up resentment in my conservative peers; they viewed the English Department’s adoption of Wilson’s translation as yet another left-wing attempt to rewrite history. Most of us enjoyed the epic nonetheless; the Odyssey is the Odyssey , after all. But, had my teacher or the department acknowledged the politics behind their decision to adopt Wilson’s translation, and had they opened that decision to criticism from students, our class discussions would have flourished, and everyone would have felt included. When we do not acknowledge politics in the classroom, we misrepresent its intrinsic role in our value systems and do a disservice to our community.  The administration bears some of the blame. They have, implicitly and explicitly, discouraged faculty from airing their opinions and, in general, have attempted to expunge political controversy — there is that bad word again — from our campus. The Student Life Office, for example, declined to distribute The Scroll ’s pre-2020 election survey in a campus-wide email for fear of appearing somehow political. We had to post it on the Daily Bulletin instead. Upon a later request from The Scroll to publish one faculty member’s opinion on presidential voting, the administration simply decided to prohibit our newspaper from publishing any faculty opinions, ever.  In other words, money. Deerfield has quietly upheld a tradition of political conservatism to appease wealthy donors, some on the Board of Trustees, who are typically conservative themselves and stand to benefit from conservative-backed tax breaks. Our school is selling out. This moment in American history is a teaching opportunity; the community cannot afford to lose it. Teachers, not students, bureaucrats, or donors, are the soul of this school. Teachers must lead the way.

Over his years at the Academy, Chief of Shipping and Receiving, Garey, Joe has built himself a towering reputation as the no-nonsense guy who processes wave upon wave of entitled kids’ Canada Goose jackets. Now, he has decided to channel his celebrity status into Deerfield’s latest talk show, The Late Late Show with Garey, Joe, which premiered to smashing success on Saturday. His talk show has quickly overtaken the Academy-sponsored media in the ratings, reflecting a growing preference for the flamboyant, anti-establishment style for which he has become known. “When I tuned in, I got that tingle I usually get before I pick up my package and it was just great. It’s hard to put the deepness of our connection into words,” one fan told The Scroll .  The show is simple. Although he describes it as a talk show, Garey, Joe’s show is really just a one-man job, with Garey, Joe as the sole producer, host, and guest. Evoking that signature style, he stares straight at the camera (sometimes for minutes on end before, as he puts it, “the Word just comes to me”), and he cracks jokes to an uproar of student laughter.  Popular lines on Saturday included “WE STILL HAVE A BLACK SHOWER CADDY AND A BLACK SQUARE FAN NOT CLAIMED. ALSO WE ARE STILL NOT SCANNING ALL AMAZON PACKAGES SO IF YOU HAVE RECEIVED A NOTIFICATION FROM THEM COME AND CHECK WITH US TO SEE IF WE HAVE SOMETHING HERE. BE WELL” and “SO AFTER I SENT OUT THE EMAIL ABOUT NOT COMING UNTIL YOU RECEIVE AN EMAIL FROM US WE DISCOVERED THAT OUR EMAIL SYSTEM HAD NOT BEEN WORKING BECAUSE OF AN UPGRADE TO OUR SOFTWARE SO IF YOU THINK YOU HAVE A PACKAGE PLEASE COME AND CHECK IN WITH US. SORRY FOR ANY INCONVENIENCE AND YOU SHOULD BEGIN TO GET AN EMAIL NOTIFICATION TODAY.” “He really just speaks to me. He speaks his mind, not like the other talk show hosts,” another student said.