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The COVID-19 pandemic has challenged colleges all across the country, whether they are planning how to accommodate students asynchronously or figuring out how to maximize student-body presence on campus. Still, the biggest challenge has been budget cuts, which have ultimately led to the removal of athletic teams from their rosters. According to The Washington Post, over 230 NCAA and NAIA teams were cut this past summer due to the pandemic. Athletics is an important aspect of the Deerfield experience, whether it means playing on a sports team or heading out to the fields to cheer them on. These cuts have changed the course of college paths for both prospective Deerfield college athletes and Deerfield alumni college athletes.  Amid a summer spent preparing for her team’s season, Izzy Hamlen ’20, a member of Dartmouth’s women’s swim team, received news that they were cutting the team from the roster. Hamlen recounts, “I was heartbroken. I had lost my trust in the administration and truly felt like they did not care for its students.” She added, “there are 8 Ivy League Schools–– and there are 8 racing lanes in a pool. The loss of the Dartmouth swim team diminishes the integrity of the League as a whole.” As the former captain of Deerfield’s Swim and Dive team, Hamlen understands the importance of a team experience. She stated, “being on Deerfield’s swim team made me realize that I wanted to be on a team in college. Team experiences are ultimately those that shape your college experience.” During the heat of their efforts, Hamlen and her teammates convened weekly to discuss new approaches to their growing campaign. As a skilled photographer and graphic editor, Hamlen volunteered to be the official artist of their campaign. Hamlen spent her free time creating satirical cartoons about the situation and posting them on several social media platforms.  After a long and grueling battle against the Dartmouth administration, including the threat of a Title IX lawsuit, Dartmouth reinstated their men’s and women’s Division I swim and dive teams. As Hamlen begins practice in the pool once again, she recognizes that other cut-teams were not as lucky. “I think that the stigma surrounding college athletics and student-athletes has hurt the wrong types of sports,” she said. “We can be both students and athletes—these terms are not mutually exclusive.”  Although Dartmouth’s Swim and Dive teams have been reinstated, there are still dozens of other teams whose fates remain unknown. Brown University, for example, faced large-scale cuts over the past summer. Maddie McCarthy ‘19, a former member of Brown University’s ski team, experienced a similar situation as Hamlen. On May 27 2020, McCarthy and her fellow ski teammates were discussing team gear orders following a successful year, finishing 3rd in the country for the slalom event. But just a day later, they were suspiciously asked to join a Zoom call. Maddie recounts, “My heart sank. We all thought, how did we go from 3rd in the country just 2 months ago, to this?”  Following the university’s decision, McCarthy became a prominent leader in the efforts to reinstate Brown’s teams. Notably, Maddie fought for all teams that were cut, not just the ski team. McCarthy single handedly retained Winston & Strawn, an international sports firm that represents pro-athletes like Tom Brady, to handle their Title IX lawsuit against the university. Maddie notes, “One of the lawyers who joined the case was an American Civil Liberties Union (ACLU)  lawyer who fought against the Brown Athletics Department on Title IX grounds during the 1990s,” showing that Brown’s Athletic Department was no stranger to controversy. Maddie also spent time publicizing Brown’s past civil rights violations, publishing an article online with a complete history of Brown’s Title IX violations.  Despite McCarthy’s committed efforts, Brown’s ski team was not among the teams reinstated following the Title IX Lawsuit. Nonetheless, McCarthy regards the lawsuit’s outcome “a big win,” noting that a number of teams still managed to be reinstated. Following her experience, Maddie reflects, “The Brown Athletics Department showed utter disregard for student athletes; which is becoming a growing movement. People tend to believe that student-athletes are expendable and disposable, whose sole purpose is bringing in revenue for the school.”  Hamlen’s fight against the Dartmouth administration echoes the ethos that Deerfield’s athletic program instills into its athletes of valuing a strong relationship between athletics and academics–one that McCarthy believes Ivy-League administrations could take note of.  “The [Brown] administration could have avoided a lot of the stress, pain, and struggle, if they pursued their goal the correct way. You’ve got to take care of your people. That’s something that Deerfield taught me. And I continue to think about this as a college athlete with my teammates,” McCarthy said.

The inauguration of President Joe Biden and Vice-President Kamala Harris was filled with powerful moments. The star-studded event included Lady Gaga’s performance of the ‘Star-Spangled Banner’ and Jennifer Lopez’s medley of patriotic songs, as well as the post-inauguration Celebrating America TV special, which featured the likes of Bruce Springsteen and John Legend.  However, amidst all the fanfare, one particular moment stood out from the rest. On January 20, the United States’ first National Youth Poet Laureate, Amanda Gorman, took the nation by storm after delivering her poem “The Hill We Climb” at the inauguration. At just the age of 22, she became the youngest inaugural poet in the nation’s history to achieve such a feat.  “The Hill We Climb” has received international acclaim for its powerful message on the necessity of unity and resilience in a nation. Gorman alludes to the modern U.S. and the underlying economic, political, and cultural issues that have been exposed in the wake of concurrent crises afflicting the country. She uses motifs of darkness and light, fear and hope, and destruction, as well as literary devices like alliteration and anaphora, to aid her depiction of the dividers and uniters of a nation. Structurally, the poem is not bound to any certain rule, and is written with a rare rhyme scheme that characterizes the poem just as much as the historical significance behind it.  In the first few lines, Gorman establishes a “we” as the people of the United States, introducing her message of unity. “The sea” of horrors that Americans must “wade through” represents divisive issues that have haunted the U.S., both recently and since the nation’s founding; these include COVID-19, racial injustice, and civil unrest.  Her sudden change of tone begins in line 9, where she writes: And yet the dawn is ours before we knew it Somehow we do it Somehow we’ve weathered and witnessed a nation that isn’t broken but simply unfinished “Dawn” represents hope—a new beginning—and from Gorman’s perspective, an opportunity for us to reunite and restore the values upon which our country was built.  A new era under a new President, she believes, will allow American citizens to restore this new dawn and to prove to the world that, despite our differences, we can stand together. To Gorman, the U.S. system is neither perfect nor broken, but we must continue to learn from our ignorance and mistakes to foster a stronger, more connected society. To underscore her recurrent message of unity and, ultimately, our fundamental humanity, she writes a line that underscores the sameness of “cultures, colors, and characters” using alliteration. From lines 60 to 65, Gorman finally alludes to the elephant in the room: the pro-Trump Capitol protests and riots that interrupted Congress’ tallying of Electoral votes. Some rioters handled weapons, and some others carried Confederate flags. To this, Gorman writes: We’ve seen a force that would shatter our nation rather than share it, Would destroy our country if it meant delaying democracy. And this effort very nearly succeeded. But while democracy can be periodically delayed, It can never be permanently defeated. Gorman has faced a challenge no other inaugural poet has before. Throughout the past year, America has witnessed the devastating effects of COVID-19 as well as the severe impacts of racial and partisan discrimination; it has been decades since we have last seen the country so divided. Through her work, Gorman hopes to inspire perseverance, resilience, and, most importantly, unity among American citizens despite chaos. As she told The New York Times , “Poetry is typically the touchstone that we go back to when we have to remind ourselves of the history that we stand on, and the future that we stand for.”

“It is our job — more than ever before — to report the news accurately and honestly.”  — The Associated Press      The Scroll has always strived for thoroughness and diversity in opinions, views, and experiences in all of our articles. In a recent email conversation to the board, former Opinion-Editorial editor Nadia Jo ’19  noted that “the Scroll, no matter what year, [is] ecstatic to receive a flood of incisive, well-researched opinion articles that analyze facts and relevant evidence.”  By publishing a range of fact-based articles and op-eds, we hope to come closer to sharing the truth with the wider Deerfield community. But relaying the truth accurately is difficult in a normal year — and now, with misinformation about a global pandemic and election security abound, it has become a near-Herculean task.  As a student publication, we have had our fair share of discussions on how we can most accurately represent the interests of the student body, but we have also seen instances where our personal biases have clouded our judgment. Our writers will first approach their friends, for instance, when reporting on the latest Deerfield controversy. We have no surefire way to prevent our own prejudices from creeping into the publication, though we strongly discourage editorializing at writers’ meetings and in our own editing. Faculty members are no longer permitted to submit op-eds to the Scroll , removing the opportunity for students to learn about their uniquely-situated perspectives and experiences.  As we reflect on the many ways we as a board have had to adapt over the past year, we hope to make delivering the truth to Deerfield our top priority. From committing to run a wider range of perspectives in our articles to our new “Conversation Starters” column, we hope to face the issue of accuracy in journalism head-on.  As always, we encourage you to reach out to us and submit your opinions for publication. Most of all, as a student, teacher, or member of the administration, you must engage in conversations and discussions across campus, remain open-minded and receptive to opinions different to your own, and strive to seek out the truth yourself.

Although Deerfield made significant efforts to improve the bubble since the fall, such as requiring day students to board on campus, many students have chosen to attend virtually for winter term. Outside Deerfield, online learning has become as prevalent if not more than in-person learning. Some schools such as The Lawrenceville School even decided to remain online for the remainder of winter term. Motivations for opting to learn remotely vary from student to student. Assistant Director of Academic Support Jess Pfeffer, said, “The number of students changes daily – there are students who are remote for the full term, students who return late to campus or who are in the health center because they had to leave campus, and students who are temporarily learning virtually because of a slew of other reasons.” Some students were unable to return because of visa restrictions. According to the most recent update by the Student Exchange and Visitor Program, which is overseen by Immigrations and Customs Enforcement (ICE), international students are not allowed to return to the United States if they decide to take online classes for the entire term. Another common reason has been health/family issues. Since the pandemic’s situation is different for every single family or individual, it is impossible to classify everyone’s personal circumstances into a single category. While this was a struggle for some international students, Dr. Pfeffer noted that domestic students were not any less likely to learn remotely. “There aren’t any significant trends in terms of remote learner demographics: students are both domestic and international and are spread across all grades,” she said. It is difficult to give an exact number of students learning virtually as it changes every day due to adjustments from COVID test results and the number of people shifting in and out of quarantine.  Dr. Pfeffer estimated that by the end of the winter term, about 5% of students will be learning remotely–a trend that will likely continue to the end of winter term. For many students, remote learning has been easier this term than in Spring of 2020, when Deerfield first transitioned online. Discussing his experience with virtual learning this term, Alex Yuk ’21 said, “Compared to the online learning experience from last spring, this two-class schedule is much better for a student learning remotely. It is significantly easier to communicate with only two teachers than to talk with five or six when I need to miss a class or other matters.” Some students have had to transition online because they were close contacts with a student who tested positive. Hugh Braccia ‘21 commented about this shift: “The transition from being in person was seamless, and all my teachers have made sure that I still feel a part of the class even though I am not physically there.” In addition to classes, many clubs and alliances have created ways for students abroad to continue to participate virtually. Mark Chung ’21, leader of the Asian Student Alliance, said, “From providing online alternatives for all of our meetings, and working closely with remote board members to discuss ideas on how we can connect with off-campus students, the ASA has been committed to adapting our work to accommodate everyone.” However, with the majority of the Deerfield community on campus, there are unique challenges that both remote and in-person students face when trying to interact with each other. Yuk said, “One issue I faced while learning online is participating in in-class discussions. It is very difficult to communicate actively with my peers when everyone else is there in person.” Time difference has also been a prevalent issue among remote learners. Ahmed El Wabory ‘22 said, “I think the hardest aspect of remote learning is time management. I am currently in Egypt, and the classes are in the middle of the night for me.” Although communication with teachers has been convenient for some learning online, others have faced difficulties when relying on email exchange to stay in touch or contact teachers. Aerin Lo ‘22 said, “One of the difficulties I’ve faced was understanding the material and not falling behind. It was hard because it would take around 8 hours for teachers to respond to my clarifying questions and by then they would’ve introduced new concepts already (given the pace of the classes).” To address problems like these, Chung hopes that student-run clubs and alliances will provide remote learners a way to provide feedback to the school. “Accommodating remote learners has been challenging this term, with conflicting schedules and more students being off-campus leaving little room for alliances and clubs to work with,” he said. “The ASA [aims] to not only be a way for remote learners to stay connected to campus, but [also] to provide a platform for them to share voices on how we as a school can improve.”

On Monday, January 18th, Deerfield honored the legacy of Dr. Martin Luther King Jr. through the powerful lens of the arts — a symbol of resistance and celebration. Students followed a special schedule which marked the first day of in-person classes.  During the first period, students watched the documentary, Soundtrack for Revolution . Then they were addressed by Dr. Arthur Flowers during the second period and shared reflections afterwards.  In the afternoon, students, faculty, and alumni ran fourteen optional but highly encouraged workshops. Members of the community were able to choose one to attend in order to learn about specific MLK Day-related topics. Workshops ranged from exploring street art and finding joy through dance (both led by professional guests) to discussing the importance of diversity in student leadership, examining colorism, and practicing the art of forgiveness. Shastri Akella, English Teacher and member of the Inclusion Committee, organized this year’s MLK Day programming alongside the Office of Inclusion. Dr. Akella planned the day in a way “that would commemorate Dr. King in a way that would be meaningful to students.” He added, “We wanted students to experience the day together, as a community, rather than sitting in our rooms.”   Building on this idea, Dr. Akella invited Dr. Flowers to address the Deerfield community. He previously worked with Dr. Flowers and experienced the profoundly moving impact his performances have on audiences; something which “was unlike anything [he] had witnessed.” Dr. Akella recounted, “He reduced a hall full of grown-ups to tears.  It was not a ‘here’s the takeaway’ sort of a performance, but rather the sort that made you feel alive to a particular subject or experience in a way that I think is necessary for our times, for it broadens the scope of your empathy for that subject, for those experiences.” Hannah McKie ’22, one of the students who moderated Q&A at the end of Dr. Flowers’ performance, appreciated how, “His performance was very unstructured and therefore powerful on its own, as it didn’t feel like an agenda.” Students noticed a significant contrast between the MLK Day programming this year compared to past years. McKie particularly enjoyed the added context given about the civil rights movement that the school incorporated this year. She felt that Dr. King’s message had gotten lost in past years’ events and that the activities didn’t always enable students to have productive discussions.  On the other hand, Rachel Mark’ 23 shared that the periods sometimes felt tiring. “I liked what we did this year, but it was just a lot of sitting down and watching things,” Mark said. “With the workshops on Zoom – which they obviously had to be – people got pretty tired and lost focus by the end of the day.”  Subha Sivakumar ’21 co-led the workshop “Women and Their Roles in the Arts” with the Women’s Alliance. She shared her main takeaway: “there are so many ways to tell your story or share your message, and there’s nothing stopping you from using one of those methods or even creating your own.” Echoing Sivakumar’s thoughtful reflection, McKie said, “I think the whole day was really inspiring and was a step in the right direction for the whole campus.” She emphasized, “this is something that we should make sure to hold the school accountable for so they will continue to do a good job.” Lucy Guo ’23, a new student from Canada, shared the differences between her old school’s commemoration of MLK Day compared to Deerfield. “At my previous school, MLK Day was simply celebrated with a school assembly, and students did not continue the valuable conversations about Dr. King outside of that event,” she said. “I personally felt that this was because a safe environment was not provided for students to discuss with peers about such serious and considerably sensitive topics. But after experiencing Deerfield’s honoring Dr. King, I truly felt that I could voice mine and hear others’ opinions without being judged.”  Wishing to continue the success of this year’s MLK Day celebration, Dr. Akella listed three takeaways that he wishes to apply to future years. He would like to continue “bringing in speakers or artists like Arthur Flowers.” He also wants to maintain “a balance of student, faculty and external speaker-led workshops across a spectrum of topics.” Lastly, he emphasized the importance of having “a unifying theme, as it runs like a thread that holds together various activities of the day.” This year’s MLK Day was crafted and planned with great effort and enthusiasm, which students reciprocated. It offered a learning experience for many and was well-fitting to the necessity of acknowledging the spirit of inclusion in light of recent events. Dr. Akella shared, “MLK Day serves an important moment, to the beginning of each year, to pause and reflect on how DA as a collective and each one of us as individuals can make the spaces we engage with inclusive and invigorating, intellectually and emotionally, for everyone.”

While Deerfield students spent their winter vacations off campus, the Student Planning Committee was hard at work creating a fun covid-friendly atmosphere. A Deerfield Academy instagram post showed the physical plant hard at work building the outdoor skating rink. The outcome was far better than any of us could have imagined, as the quad in front of the Koch has been transformed into a winter wonderland. Now here is a typical scene on the ice rink at 9:00 on a chilly Saturday evening: The lights twinkle as they are laced within the tall luscious trees that frame the quad. Fire crackles as students huddle around the small pits in adirondack chairs, seeking shelter from the 19 degree wind chill. As one moves in closer, the stadium lights surrounding the rink are blinding. The rink itself is a busy scene. Around the edge are the beginners, holding onto the railing in hope that they do not wipeout and if so, that it does not happen in front of their scheme. As we move inwards, there are those who skate fairly comfortably, but still have not mastered the stop. Lastly, the hockey players. They mostly mess around with their friends, skating straight toward them at full force, only to stop inches before their face, their blades cutting into the fresh ice.  The food trucks may be what bring the most Deerfield students out. The Ben and Jerry’s stand was surely a hit and everyone is excited for what Mr. Barbato’s email will say is coming to campus that coming weekend.  There is lots to see. The outdoor rink is a wonderful opportunity to bring the community together in a safe manner. There is a great diversity of skating experiences, which makes the ice a welcoming environment for all Deerfield students and faculty. So, sign up with your squad for a skating shift on a Friday or Saturday evening; you will not regret it.

Over the past few months, talking to anyone, even family, about politics has become a guessing game of “Is this person on my side or not?” On social media, I avoid reposting any content regarding politics, because of the fear that people will respond in hostile ways and think less of me if they do not agree with my beliefs. This overwhelming feeling, that if your beliefs oppose that of your friends they will think less of you, is beyond isolating and has only furthered the gap of civil dialogue in American politics.  This political polarization in our country is a growing problem. Black-and-white takes on every issue are becoming more common, any middle of the aisle approach is considered not passionate enough, and hostility between political hemispheres is now the new normal. All of this contributes towards a lack of understanding between the parties, scarring the nation’s political landscape. With the 2020 election, more American citizens are picking sides—and with these heightened tensions, we have, once again, become a divided nation. As the recent documentary The Social Dilemma brings to light, the facts that should be uniting us to find solutions, may not be as consistent as we think they are. The biggest problem is that when discussing opposing views, there is often no understanding between the parties, likely because those perspectives are not based on the same narrative.  In 1994, 49% of Americans had mixed political views, standing in a grey area of a mix of both Democratic and Republican policies; in 2014, only 39% of Americans thought this way, and the political divide between our nation has only grown since then, says Pew Research. The result: right demonizing left and left demonizing right. Through the development of the internet and social media, there is a growing number of people receiving their news online. 34% of adults in the U.S get their news online from websites and social media, and another 44% of adults get it from television programs. Prior to the rise of online media, individuals relied on newspapers to gain objective facts on the world around them. But with the internet, articles and posts are meant to consistently grab our attention through bold headlines and subjective takes. Pew research reports that falsehoods in mainstream news have increased since 1985 by 29%, meaning that currently over 63% of news in our media is false, one sided, or inaccurate. The news we read is incentivized by viewership and online shares to gain advertiser money and notoriety. The problem with this incentive system is that it is not in line with what news outlets claim their purpose is, which is to provide unbiased, true information with diverse perspectives. Instead of producing objective articles about what is going on in the country, media companies produce articles with flashy headlines that grab the attention of online viewers.  The media that is broadcasted to voters has a dramatic influence on how people perceive what’s going on around them. Of course, while we should be striving for pure, objective journalism to draw our worldview from, the pairing of busier lives online and contradicting accounts has made gaining an unbiased perspective even more difficult. Contrastingly, before social media and websites configured by algorithms,  everyone received the same information, from the radio, to the T.V., to the newspapers. Now, with our modern feed including such a diverse and inconsistent plethora of information, each person has a news feed designed for them. Algorithms suggest subjective articles and posts that align with your political interests. An MIT study presented that fake news on Twitter spreads six times faster than accurate news. This means that on our phones, computers, and televisions we are constantly surrounded by false information because of platforms like Youtube, Twitter, Instagram, and Facebook.  Our political battles have also become a battle ground of morality instead of policy: problems like deportation and abortion are great examples of this. Those who tout policy seem as if they don’t care about the people they hurt with their vote, and others who oppose the policy and care for the humans they affect seem unpatriotic; with such moral issues being discussed between parties, both sides begin to seem so completely opposite and hostile to each other. Rather than discussing this debate from a general perspective, we project it onto a figure like Trump to make it a partisan issue. Some claim that he is immoral and therefore he shouldn’t be president, while others do not care what his morals are but primarily the policies he puts forward and secondarily if those reflect on his actual views. This kind of thinking from both sides has made people nervous to discuss who their voting for and why because if you say you going to vote for Biden it is assumed you are a sensitive socialist who has no regard for the American structure of government, and if you say you are going to vote for Trump it’s assumed you are a racist, a misogynist, and have a lower moral compass.  Due to inaccurate information and an unwillingness to host civil discourse between individuals, people have stopped seeing in color and disregard the nuances of nation wide issues, which often cannot be black and white. For our nation, and for our campus we must take steps in the direction of bridging the divide between our differences. To see in color again and to relearn the importance of nuance in our political discussions is of utmost importance. It can’t always be “for” or “against” on such a large scale, because all that means is division – of our nation, our school, and of our personal relationships. Previously at Deerfield, the school used to hold events like Change my Mind, which is a fantastic display of the political discourse that we need between our students here at Deerfield and between our citizens more than ever. We need to establish a mindset on the individual level, that it is okay to disagree, it is okay to feel both ways, it is okay to be uninformed and say, “I don’t know,” as long as you’re willing to go forward and do proper research. We also must hold our media accountable. Stop rewarding flashy headlines with clicks and shares, and instead rely on actual objective journalism and seek out all of the facts before jumping to support or destroy some policy or politician. Most importantly, to develop better political dialogue in our nation we need to listen! Listen to both sides of the argument, listen for the facts and credible sources to support each argument. It’s okay to change your beliefs! As humans we always want to think we know best, but it is not the right mindset to solve our nations issues, bridge polarization in our country, and most importantly make it out of this partisan crisis as one nation indivisible, as our founders intended.

America isn’t doing great right now, at the end of Donald Trump’s presidency: he accomplished the opposite of his campaign slogan. Election week was a nerve-racking emotional rollercoaster, where we saw our weaknesses on display. But Joe Biden is now president-elect, and I believe that he is the right person to make America great again, to recover and heal this country post-Trump. Firstly, he will unify America. Today, our political, social, and economic divides are incredibly heightened. Yet, Biden is about as moderate and un-extreme as high-profile politicians get, representing the most centrist faction of the Democratic Party. He can bridge the gap, cooperating with both socialist Bernie Sanders and reactionary Republicans. In fact, his instinct and strength is in compromise, always wanting to strike a deal, even if it is imperfect and sometimes disappointing. As Vice President, he continuously negotiated with Republican Senate Majority Leader Mitch McConnell, and the senator praised his deal-making. Instead of stubbornly pushing an agenda, he prefers reaching a mutually agreeable solution, as he often emphasizes. President-elect Biden does not bash the other side. He “will work as hard for those who didn’t vote for [him] as [he] will for those who did vote for [him],” governing as an American president rather than a partisan candidate. “It’s time for America to unite,” he writes in a campaign email, to “come together as a nation.” This was a common theme in his victory speech. Secondly, he will respect and restore our democratic systems and institutions, unlike Trump, whose authoritarian tendencies supported the unitary executive theory. Biden is above all a Senate man, whose approach and mindset toward government comes from a legislative career, of traditions and rules, and relationships with Lindsay Graham or Strom Thurmond, people he vehemently disagrees with but has worked with. On issues of American democracy, he is very conservative—he seeks to preserve our system of government—and is hesitant on ‘dirty tricks’ to manipulate loopholes. When many Democrats in Congress protested Trump’s victory in 2016, he, as president of the Senate, immediately shut down those efforts because he put democracy before party, taking a loss when the system offered him one. Even internationally, he believes in America’s role endorsing liberal democracy. At the very least, he will not constantly seek to undermine democracy or voting, and understand the limits of his authority. He believes in the functional 20th century Congress that became his home, and he will always put his faith in the system, not bypassing it. Finally, he will move America into the 21st century. As Andrew Yang said, Trump identified many of the right problems, only he got the solutions wrong: to make America great again, we shouldn’t return to the past, but look to our future. In this era of a changing economy, Biden understands that new industries like technology and mega-corporations need regulation. He acknowledges that climate change is serious, listens to the scientific consensus, and has a plan to achieve zero emissions by 2050 while creating jobs. Infrastructure is falling behind, and Biden brought it into the political discourse, wanting to make significant investments. He is fighting for racial justice and will push for equality—he will make sure all of us, regardless of the color of our skin, will have opportunities and an acceptable standard of living. His detailed plans are listed on joebiden.com/joes-vision. Whether his platform is not progressive enough or too progressive, it at least looks to the future, and not the past. He understands our world and our biggest issues, and will actively take steps to ensure they are addressed with 21st century solutions. We should celebrate and look forward to the next four years of Biden’s presidency. Even if the GOP obstructs, a president always matters. I sincerely believe that Joe Biden isn’t just the ‘lesser of two evils,’ but the person who can do a lot of good. The election of Biden means we can begin the process of making America great again, undoing what Trump and years of decline has done. Not a charismatic messiah, but a normal, insider, democratic Democrat will achieve that. I am cautiously optimistic and excited, as his recent appearances have reminded us of what a true president is. Biden is the right person for this moment, after so much craziness.

As fall term comes to an end, Deerfield’s students, teachers, and administrators have begun to reflect on the 2020-21 block schedule. The new academic model involves each student taking two courses per term, with class meeting times extended from 45 minutes to 125 minutes.  “Our primary rationale for the schedule was to limit the number of close contacts in the event of positive COVID tests,” explained Academic Dean Ivory Hills. Some teachers responded enthusiastically to the change. Science Teacher Rich Calhoun feels that the quality of student work has improved as there are fewer classes to focus on. “The work that [students] are doing on projects in group work is like a different group of students than in past years. The project work is so much better because they have the ability to focus,” Mr. Calhoun said.  Science teacher Jennifer Taylor also felt the block schedule is conducive to hands-on learning. She explained that in her Molecular Biology Research class, labs often involve cell culture. Because it is a time-consuming process, in previous years the seven-period schedule had often hindered students’ ability to complete their research. She added that the pace of life at Deerfield feels much more “sane” this year.  For discussion-based classes such as English and History courses, the longer class time allows students to delve deeper into course material with their conversations. “45 minutes often isn’t enough time for a discussion to feel like it’s gotten somewhere really meaningful,” English teacher Eliza Mott said.  However, other teachers have had trouble with making such substantial changes to their curriculum and teaching styles. “There is no way we can cover the same amount of material in the same way, so we’ve had to pick and choose what we want to cover. That was a huge adjustment.” French Teacher Yanik Nichols said. The condensed block schedule was most difficult for AP courses because of the extensive amount of material required by the College Board. Another challenge seems to be that students are more tired and likely to lose concentration. To help refocus her students, Ms. Mott used ten minute breaks in the middle of every class. Angela Osei-Ampadu ’21 said, “I think the ten minute break is essential for classes because it gives me something to look forward to during the first half. Then, during the second half, I’m ready and energized for the next hour. Classes without a break can be very tough sometimes.” In addition, with the new schedule, the vast majority of courses end at the conclusion of each term, so students and teachers will have to say goodbye much sooner than in previous years. “In English class, getting comfortable with sharing your writing is so important, and I remember feeling like I witnessed so much growth in tenth graders in the spring term last year. For some students, none of it clicks until then,” Ms. Mott said. As well as adjusting to a new academic schedule, teachers have had to grapple with teaching both remote and in-person students. “The most difficult adjustment is having one student remote at just about any given time,” English Teacher Andy Stallings said. “There is no way to make it so that the person remote is having the same experience as the people in the classroom.”  Nichols, who has had all but one of her students remote at one point or another since in-person teaching resumed, wanted to thank her students for helping her deal with these technical challenges.  “I’m glad we’re able to do it, but it doesn’t replace in person teaching,” she said. Over winter break, students and teachers will receive a survey where they can offer feedback about the new class schedule. Dr. Hills explained that there are multiple schedules being considered for next year, but there will always be clear baselines to adhere to. “We can’t adopt an academic schedule or calendar that doesn’t exist harmoniously with co-curriculars, residential life, and the ability for students to have their own clubs or alliances. Whenever I think of the schedule, it’s not just what’s best for a class,” Dr. Hills said.  The circumstances of COVID-19 have required teachers to adjust their methods of teaching in previously unimaginable ways. Teaching a course in one term, moving to a hybrid model, and having to teach outdoors are just some of the changes teachers have made this year. With winter around the corner, only time will tell if teachers need to make further adjustments.

A month into my Deerfield career, I met a new classmate. We’d said hi a few times before, but this was my first time really talking to her, face-to-face. But when I said that I was from South Korea, her face suddenly darkened as if I’d just delivered some horrible news. She then launched into an interrogation, questioning me about North Korea, the nuclear bomb threat, and Kim Jong-Un.  This unbelievable chain of questions followed me throughout the next few weeks. When I talked about South Korea, this friend disregarded my story and flipped the topic to North Korea. She asked questions like, “So…are you guys still at war or something?” or, “But how do we know what he (Kim Jong Un) is thinking?” All I could do at that moment was to concede and explain to her that we were still technically at war. The last conflict between the two Koreas was in 1953, when we entered an armistice to cease the fighting – causing the war to be considered as ongoing only due to the lack of a formal peace treaty. When I told her about the DMZ — the “demilitarized” zone dividing North Korea from South Korea — it was clear that she couldn’t believe such a thing still existed in the world.  America’s blissful ignorance to the world beyond headlines is, frankly, frustrating, and I was at a loss of words when my classmate painted a chimerical picture of an apocalyptic Korea in her head, and tried to describe what my home was like to me.   Many people here believe that I live in constant fear of North Korea; they take the largest, most sensationalized issue about Korea and they equate it to the country, its culture, and the Korean experience as a whole. Although a North Korean nuclear threat is certainly a major global security issue, it does not define my entire life or my identity as a Korean. South Korea is the hotspot of fast WiFi and food delivery, and the home of globally loved K-Pop and breathtaking skylines. When I’m at home, I watch movies with my family, shop in department stores and lay on the beach; I do not constantly think about whether my life is on the line. My memories of Korea are filled with nothing but idyllic happiness and peace. The North is merely a small part of the everyday lives of South Koreans, aside from occasional empty threats; it does not influence our daily lifestyle, nor become a persistent source of anxiety. Although I appreciated the attention and curiosity my friends showed towards North Korea, I was often seen as an outsider, as if I was some refugee from a war-torn country. I, and the majority of South Koreans, most definitely do not live our everyday lives fearing North Korea or mulling over whether Kim Jong Un will drop a nuclear bomb on us. It’s frustrating to think that, no matter how much time passes and the world progresses, Korea is still seen as a land fraught with dangers.  This toxic cultural exposure is not an aberrant phenomenon, despite Deerfield’s policy of cultural acceptance. In fact, it’s quite commonplace. My friend from Hong Kong also raised concerns when people would ask her about the protests. She did not really want to talk about it, and despite the wide international publicity they were drawing, the Hong Kong protests didn’t have an all-consuming influence on her day-to-day life. She even found that she disagreed with some of the ideals that protesters were espousing. But it was hard to express her story in a foreign country, especially when people simply accepted reports by mainstream media as the absolute truth about Hong Kong. The problem is that when we are introduced to new cultures or countries, we focus on the predominantly reported issue — whether that be nuclear threats, K-Pop, or protests — and blindly build assumptions based on popular media coverage. The way the U.S. and South Korea cover North Korea on the news are very different. South Korean media outlets like Hankyoreh News do publish occasional articles on the nuclear threat that North Korea poses, but it has much more on the pain of separation, prospects of reunification, and Korean leaders who work towards bringing about peace and fostering love on the peninsula. US outlets like the New York Times have none of that; all of their articles are focused on North Korea’s new missiles, shootings, and propaganda. Kim Jong-Un is highly sensationalized in the U.S. news, which excessively hangs onto his every word, and even goes to the extent of attempting to analyze his physical and mental conditions as seen earlier this year.  When limited to such a narrow outlook of North Korea, many students here do not venture out of their scopes of understanding to broaden their knowledge by actually listening to people from those cultures or countries. This negative mindset is one that the Deerfield community at large could, and should improve upon. Some informal changes could start from a shift in the nature of intercultural conversations between friends or in class settings. In my own discussion with my friend, I would have appreciated it more if she had asked more open-ended questions first, like “What is Korea like?”, “What was your childhood like?” or “How is it different from here?” instead of approaching the subject in a rather one-sided way. Respecting the answers that are given, and trusting that people are experts of their own truths, are also important.  There are many possible solutions the administration can undertake to help facilitate intercultural understanding and fruitful, civilized discussions. This may include introducing a mandatory course on cultural awareness and media, which focus on the often pernicious nature of news reporting of global affairs. Students or teachers who live in countries that face these issues could share their own anecdotes with the school community. Out of the D-Term journey options, courses like “Propaganda & Politics: A look inside the Democratic People’s Republic of Korea” and “Media and the Informed Electorate” will provide great opportunities to explore North Korea, and how media shapes our opinion in the 21st century.  As for in-class solutions, I think that History classes are ideal spaces to discuss these cultural issues. Recently, in my European History class, we delved into the topic of European imperialism. My international peers and I had a chance to talk about how our cultural identities were suppressed in the British educational system, which restricted the use of our mother tongue and celebration of our national holidays. Learning how other countries existed in relation to Europe was a refreshing turn from the decidedly eurocentric lens we were viewing history through. Broadening students’ worldview of historical and present events by taking the time to listen to such personal  anecdotes could help improve the attitudes of Deerfield students when interacting with students of different cultures or ethnic backgrounds.  Individually, students could attend club or alliance meetings on current events and take responsibility in keeping updated with global news on a deeper level. Students ought to know that what is broadcasted on the media does not necessarily account for what is happening in other countries.  Ultimately, we shouldn’t dismiss each others’ stories. Everyone has personalized experiences and opinions; as long as Deerfield remains a multicultural campus, it is vital that we respect one another and seek to listen and learn.

From a young age, Nikhil Barnes ’21 was a poet who often listened to rap music. As he came to realize the close relationship between rhyming with the two artistic mediums, Barnes began experimenting further with rap and lyrical writing. Around six years ago, Barnes transitioned away from rap to a newfound passion: music production.  Barnes’ parents exposed him to the musical world early, encouraging him to play many instruments throughout his childhood. He began with the violin, then started the bass, and finally the piano. As time passed, his interest piqued with piano, which he continues to play to this day. Barnes says, “It started with writing poetry when I was little, and playing instruments as well.” Barnes has also engaged with the art of producing, reaching deep within various platforms of software to further the quality of his music. Barnes began producing most of his music on GarageBand. He continued to discover digital performers like Ableton Live. Barnes most recently labels himself as a “producer, and lyrical writer.”  When Barnes first came to Deerfield, he took some time to practice his musical skills in chorus. Barnes recalled having only been lightly exposed to producing at this time, as he had never recorded or made any music of his own. As he began sophomore year, Barnes took classes with Visual and Performing Arts Teacher John Van Eps. This opened a world of possibilities for Barnes as music producer, since he could work in a studio with state-of-the-art equipment.  Barnes attributes his musical inspiration to his parents and classmates. He credits Christina Li ’20 to be one particularly influential artist for him. Barnes said, “Just learning from them, and seeing what they did, sort of helped me know what I was supposed to do.” Barnes currently has one released song, “Kodak Moment”,  which is streaming  on SoundCloud. He continues to write music, with many drafts waiting to be finished. He says he “only releases songs when he is ‘sick of looking at them.’” But in other cases, Barnes finds it difficult to follow through with releasing songs, fearing what the public eye might think.  Barnes hopes to begin a multimedia collective in the future and to keep music in his life forever. He is waiting until college to carry on with this plan, but is optimistic about continuing to pursue music. Check out Barnes’ song on Soundcloud, “Kodak Moment” by ÈMIR, and be sure to follow him for up and coming music.

With the turmoil that ensued due to COVID-19, some could have succumbed to the lack of a normal season. Ruby Chase ’21 paid it no mind. On and off the field, Chase took hold of this unusual time and cultivated a culture where all players and students could garner the confidence to improve on the field, be comfortable to make mistakes, and learn what it means to bleed green. Hailing from Half Moon Bay, California, Chase has been a member of girls’ varsity soccer since her ninth grade year. Having played soccer since the age of five, Chase came to the Deerfield soccer program under the wings of Ali Dougal ’18 during her ninth-grade year and Bailey Cheetham ’19 during her sophomore year. According to Chase, the two gave her “a new outlook” on playing soccer and taught her the importance of being a leader both on and off the field.  “Despite the dramatic change in our season this year, she always found a purpose to work hard and encourage others to do the same,” fellow Captain Emma Visnapuu ’21 said. “She has the best attitude, always smiling and positive. I’m incredibly lucky to call her my teammate, co-captain, and best friend.”  Chase’s leadership in the Deerfield community extends beyond the soccer field. As a proctor on John-Louis 1 South, a member of the Student Planning Committee, a Cheerleader, and one of the heads of Shriv at the Riv, and she has had to balance her athletic commitments with many other responsibilities. She is also a member of the girls’ Varsity Basketball and girls’ Varsity Water Polo teams. “In the dorm, she’s kind of like a big sister, and on the field she’s really energetic and gets everyone hyped to play,” Fife McCargo ’23, Chase’s proctee and teammate, said. On the field, Chase is an energetic and active forward, and  isn’t afraid to take a risk when the moment arises. Head Soccer Coach Carly Barbato describes Chase as a “tenacious and infectiously positive competitor whose spirit inspires those around her.”  Chase was able to score a goal for the Big Green in the final game of her Deerfield career. Chase cites this “Choate Day” as her favorite moment of this unusual season. “After the game, me and some of the other seniors were able to go down to the river, which was a great way to end the year,” she said. Fellow Captain Ingrid Matteini ’21 described Chase as a player whose “skill, hard work, and talent is incomparable and undeniable. Along with being an amazing athlete, she is an even better person and teammate, and I could not have asked for a better co-captain or best friend.”  Having such an impactful player on a team is a recipe for success. Jackson Kinsler ’22, who was new to the program last year, was quick to note Chase’s tremendous  athleticism.  “She is one of the players you want to compete against because you know she’ll push you to do your best. She is able to get past any defender with her incredible speed and her quick decision making is beyond belief,” Kinsler said. “Even off the field, she’s amazing. Her smile lights up any room she walks into, whether she had a good day or a bad one. She’s one of the most influential role models I’ve ever had and I’m so lucky to be her teammate.”