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Rapid Fire Questions (you have 10 seconds to answer each one!) Hometown? I was born in Bermuda but I currently live in Massachusetts.  What’s your favorite sports team and why? Boston Red Sox. I love the fanbase and have watched them for as long as I can remember.  Favorite sauce commonly found on the dining hall tables? (Tabasco? Red Hot? Cholula? … Soy Sauce??) Probably soy sauce — I’m not a big fan of spicy stuff.  Biggest pet peeve? When someone calls you “buddy” when they forget your name.  What’s your favorite Deerfield cheer? Definitely the Battle Cry – everyone knows it and participates in it.  Greer or Koch? Depends on the situation, but I prefer the Greer.  Would you rather swim in the river or play Spikeball on the shore? Play Spikeball on the shore followed by a quick river dip after a few games.  What’s been your favorite quarantine pastime? In the early parts of quarantine, I watched a crazy amount of movies. Nowadays I typically try to go sailing/boating every day.  What’s your message as Captain Deerfield to the rest of the Deerfield community? I’ve always loved Deerfield for its contagious school-wide spirit. Even with all the present uncertainties for our upcoming school year, it’s my goal to keep that spirit alive regardless of how the year turns out. I can’t wait for the fall and am excited to see everyone!

Awarded to a faculty member who immeasurably enriches the minds and hearts of students, this year’s Greer Chair Award honors Mercedes Taylor. Mrs. Taylor, who serves as a role model in and outside the classroom, has without a doubt, been voted for this award by Deefield students who persistently voiced their appreciation and gratitude.  A passionate and inspiring teacher, Mrs. Taylor has been working at Deerfield for the past 14 years. Starting as a Spanish teacher, Mrs. Taylor later moved to teaching art in 2012 and has done so for the last eight years. Despite her packed schedule – two sections of AP Studio Drawing, a Post AP studio class, another class of Topics Tutorial, afternoon art co-curricular, and coordinating educational programs in the von Auersperg Art Gallery – Mrs. Taylor continually sustains a welcoming and helpful persona.  She describes her experience teaching Deerfield students as “transforming, inspiring, and enriching.” Mrs. Taylor deeply invests into her students’ growth with great care and sincerity. Maddie Lee ’20 recalled how Mrs. Taylor “…always led by example and kindness, and brightened the room with her own kind of energy.” Lee also credited much of her personal growth to Mrs. Taylor, candidly explaining,“The thing about art classes (acting, music, drawing, etc.) is that you need someone there with you who is willing to guide you, but won’t step on your toes, and Mrs. Taylor was the first one to do that for me in my life.”  When former art teacher Mr. David Dickinson retired, Mrs. Taylor had big shoes to fill. However, Mrs. Taylor has undoubtedly shaped the arts program at Deerfield in her own unique way. She was always open-minded to new ideas, actively finding resources for her students and opening up new opportunities such as planning local museum visits and a new CSGC trip exploring London art and society. Benny Yang ’21 said, “Mrs. Taylor is constantly looking for ways to improve the program by adding more meaningful pieces and incorporating other fields of studies.” Through her endless efforts, Mrs. Taylor brought many valuable reforms to Deerfield arts and a refreshing outlook to many student’s perspectives on art. Yang added, “Mrs. Taylor finds a [great] balance between encouraging her students and pushing them out of their comfort zones, which is very important for us to improve our techniques and ideas while also maintaining our interest [in] art.” Mrs. Taylor’s relentless commitment and enthusiasm working at Deerfield is evident in her active engagement throughout the school: in student life, co-curriculars, academics, and coordinating events in the von Auersperg Art Gallery. She truly made a lasting impact on Deerfield’s arts programs and her students. “I feel so honored and grateful to the Greer family for creating this award,” Mrs. Taylor said, “and to colleagues, students and members of this community who inspire me and energize my days and teaching.”

For Black Americans, COVID-19 is not the only pandemic afflicting everyday life. The recent murders of George Floyd, Breonna Taylor, Nina Pop, Ahmaud Arbery, and Tony McDade have shed light on the ugly infection of racism that has been plaguing the United States since its founding. Their murders have sparked the flames that have reinvigorated protests for the Black Lives Matter movement, a movement many are calling the Civil Rights Movement of our generation. Indeed, COVID-19 has exposed the racial struggles and disparities for Black Americans and has contributed to the civil unrest demonstrated through the ongoing protests. Although the Black Lives Matter movement was born seven years ago, it has recently gained another wave of traction, launching protests across all 50 states and throughout many countries. Perhaps it is because of the timing of these murders – happening during the four-month period in which COVID-19 was ravaging the United States and its communities. The two maladies, COVID-19 and racism working in parallel with one another, created the conditions that outraged people and drove their demand for change. It is rare that millions of people experience the same hardships at the same time– right now, America is ill from two outlets of shared loss and pain.  For African Americans, COVID-19 has proved especially devastating to their health and jobs. The negative impacts of COVID-19 have disproportionately affected the Black community. According to APM Research Lab, COVID-19’s mortality rate for Blacks is 2.4 times higher than its rate for Whites. The study shows that Blacks represent roughly 13% of the population but make up 25% of all COVID-19 deaths. Even late last week, when the economy began to show signs of improvement as the white unemployment rate dropped from 14.2% in April to 12.4% in May, the Black unemployment rate increased from 16.7% to 16.8%, CNBC reports.  The combination of the disparaging impacts of COVID-19 on African Americans and the recent media coverage of police brutality against Black Americans and murders of unarmed Black people have sparked civil unrest. On May 26, 2020, the day after George Floyd’s murder, Minneapolis went up in flames. His death was the most recent in a series of unjustified murders of Black people, and it was his that seemed to be the straw that broke the camel’s back. George Floyd’s death represented the culmination of frustration about COVID-19 and racism. Floyd’s autopsy revealed that he had tested positive for COVID-19. Additionally, Floyd’s violent death and his simple plea for air captured on a cell phone video set Americans over the edge. Floyd’s death in Minneapolis happened 15 minutes away from the place where Philando Castile, another African-American male, was killed by a white police officer in 2016. Floyd was also murdered in close vicinity to where Jamar Clark, another Black man, was fatally shot by white officers in 2015. In Minnesota, Blacks are four times more likely than whites to be killed by law enforcement. For these reasons, Floyd’s death was the one that erupted protests, and Minneapolis was where America was forced to turn its head to witness the flames that marked the start of a second Civil Rights Movement. Not only have African Americans risen to fight the systemic oppressions they see afflicting their communities, but many non-Black allies have risen to join them in protests as well. Across all 50 states and from London to Tokyo, non-Black allies have joined their Black counterparts to demand change. Possibly, the shared experience of pain and loss that COVID-19 has created amongst all groups, as well as the recent murders of Floyd, Taylor, Pop, McDade, and Arbery, has allowed non-Black people to not only see the urgency of the Black Lives Matter protests, but to also empathize and actively participate. Additionally,  the acknowledgment of Black disparities by non-Black people may have prompted them to use their privilege for good. Allies have been crucial to the success of these protests because they have used their privilege to call attention to the injustices done against Black people. It is sad that this is necessary, that the Black voice alone, a voice made from millions of pleading souls, is more readily ignored than others to sway white America despite how powerful it is. On social media platforms, namely Instagram, Deerfield students both, Black and non-Black, have expressed their anguish. Many non-Black students have vowed to become more active allies and have promised to use their privilege to help their Black peers. One of the most notable posts I’ve seen is about how it is not the job of the Black community to educate their non-Black peers about when they are being racist. This responsibility lies in non-Black people educating themselves.  Many of my non-Black friends have reached out to me and extended their support. Though this has been very touching and great to hear, I often question where this allyship was when we were on campus. Maybe this is because it is easier to make promises and posts online, but it is more challenging to enact these proclaimed changes in person. Maybe there is something about Deerfield culture that deters non-Black students from openly showing their support for their Black peers. One incident where I felt that this was true was when someone wrote the racist and homophobic slurs on the windows of the Hess. In the meeting that the school held in the Caswell to create a safe space for students to discuss how they were feeling, those who attended were largely members of the Black and LGBTQ communities. There were few allies in attendance. I wonder why more non-Black and non-LGBTQ people failed to show up, when so many of them now believe that it is not the job of the oppressed community to educate their counterparts on their oppression.  I urge you all to attend more alliance meetings when we return. Go to the Black Student Alliance meetings! Go to the Asian Student Alliance meetings, Gender and Sexuality Student Alliance, Latinx Student Alliance, Muslim Student Alliance, Jewish Student Alliance Meetings, and to all the other alliance meetings! Be an ally when #BlackLivesMatter is no longer trending. Support activism when it isn’t number one in the hashtags. It can become dangerous when allyship is vain and insincere. The keyword in “activism” is “act.” Remember to act on those promises you’ve made, because I, and many other students of color, will be waiting to see these actions.  To the Deerfield administration: I hope that the protests have urged some reflection. Whenever incidents occur both on campus and outside of campus, Deerfield always puts out a statement condemning the negative actions and extending its support to its students who’ve been affected by the situation. And although these statements are well-intentioned, I sometimes cannot help but feel tired and sometimes annoyed by them. While I appreciate these words of encouragement, it would be nicer if Deerfield produced an action plan on how it would support its students who are affected by the situation. Some alumni have started a petition that calls for the school to donate millions of dollars to organizations and funds such as Black Lives Matter and the Brooklyn Bail Fund. Though it would be nice if the school made a monetary contribution to these groups that work to advocate for Black rights, I believe that it would almost be more beneficial if Deerfield used this money to enact some internal improvements. In giving this money to other organizations, Deerfield would be supporting a good cause but would fail to initiate changes to its own community to improve conditions for its Black students.  One suggestion I have for an action plan is to create a social justice course that would educate students on how to navigate increasingly diverse spaces and challenge them to question how each student’s unique background informs their privilege. This course would create a more understanding student body, promote inclusivity, raise personal awareness on the part of each student, and would possibly limit the number of hate crimes committed on campus. In fact, our peer school, Northfield Mount Hermon has a course entitled “Diversity, Equity, and Social Justice” that reflects the school’s “emphasis on multiculturalism and commitment to equity.” Deerfield could offer this course as a single term graduation requirement or as an upperclassman elective.  Another suggestion is to implement the DEER (Discipline Educate Empower Restore) Committee, a disciplinary committee for inappropriate racial incidents. The committee was recently rejected by the administration, however, I see a pressing need for it. As a former member of the Disciplinary Committee myself, I think a separate committee for racial incidents could be beneficial since the DC is more focused on asserting whether or not a major school rule has been broken and responding with punishment. Sometimes racial misconduct and inappropriateness aren’t clear to define whether a school rule has been broken or not. They are often more nuanced, but just as if not more hurtful as bullying. This committee would make students more conscious of consequences to racial intolerance and acts of discrimination and thus deter such incidents from occurring more frequently.  A third suggestion is to hold more conferences and open spaces such as Caswell meetings where students and faculty could discuss any issues they see within the community and ways to address them. I often feel like these conversations are had after the matter – after a hate crime has been committed, or a microaggression has been uttered. In this way, students would feel like the school has provided enough support and has used its influence to help drive more positive change. Some students feel like the school’s efforts and priorities are misled. In a recent DBSA meeting last week, a statement that recent alumni Deandre Ortiz ’20  said earlier in the school year sparked criticism by some students of color who felt that Deerfield’s efforts in ensuring a safe community were often misled or focused towards the wrong things. Ortiz stated, “I feel like the school spent more time trying to find the pot-smoker in Field (Dormitory) than trying to catch who wrote the slurs on the Hess window.”  This statement stuck with me, and made me question Deerfield’s priorities to the student body.  A fourth suggestion I have for the Academy is to hire more Black faculty members. It seems that almost every year Deerfield loses a Black faculty member, the impact on the Black students is a loss of a trusted adult on campus, and the task to find another connection with a different adult. This school year I think Deerfield had 4…4! In enacting any of these suggestions, or others, Deerfield can work to become more proactive rather than reactive as a community.  During these difficult and unprecedented times when it is hard to be away from each other, reflect on your ability to enact positive change. Upon our return, our own Deerfield community will be tasked with finding remedy to both ailments we see America battling today: the effects of COVID-19 and racism. Though discussion of both will prompt difficult conversation and even more difficult solutions, we must not cower to what makes us uncomfortable. Rather, Deerfield, like many of the protesters must rise to the occasion and use this time of uncertainty as an opportunity to restore assurance of the positive change we wish to see. Deerfield students along with the administration must work to become active allies to their Black students. I want to conclude with a message I saw on a protester’s sign. It read “(Black lives) matter is the minimum. Black lives are worthy. Black lives are beloved. Black lives are needed. I hope you all feel empowered to rise up and fight for Black Lives to not only matter, but for them to be worthy, beloved, and needed.

The central question on every student’s mind right now is whether or not their school will reopen in the fall. With the global COVID-19 pandemic having upturned school environments across the world, students of all ages have been forced into remote learning with no certainty about the future.  Many colleges are strongly considering having classes online for the fall. The California State University system, with nearly half a million students, has already decided to do so, and it seems likely that other schools will follow suit.  While this is an important decision for all schools, it is especially critical for Deerfield to consider that what we stand to lose by staying online differs significantly from universities. Without residential life on campus, we lose the very structure that the Deerfield experience is built upon.  Living on campus as a community helps every one of us to build deep and genuine bonds with our teachers, coaches, and hallmates, all brought together by our shared sense of home. We experience everything together, whether it be the grandiose occasions of school spirit or the smaller moments like getting a snack at the Greer or walking back to our dorms through the snow.  If we stay online this fall, incoming students will miss out on their first term on campus — a term that is chaotic, but exciting and special. It is especially important to have this experience in person as an adjustment period to settle into a new community.   Personally, adjusting to online classes this spring certainly presented me with a challenge. After the physical presence of other people was replaced with a grid of muted faces, it became a struggle to stay engaged. The majority of Deerfield students have a high level of dedication to their education, but in our various circumstances at home or elsewhere, it has become much harder to sustain this same work ethic. Our teachers have worked hard to maintain our education from afar, adapting their curriculum and learning to teach online — but the spring has made it clear that the Deerfield classroom experience cannot be replicated online.  An online fall term would bring more new challenges. Every student will have new teachers and classes, and it will be much harder to build relationships through a screen from scratch. Since our Deerfield teachers act “in loco parentis,” serving on campus as our coaches, advisors, and hall residents, our academics are closely intertwined with our residential community. Taking away one will inevitably diminish the quality of the other.  As a boarding school in a rural area, Deerfield also has unique advantages that should allow it to reopen this fall even if other schools cannot. We have a student body of only 655 students, 87 percent of whom are boarders, along with many day students that live on campus. Including faculty and staff, we have about 900 people, which is much fewer than most universities. On our 330-acre campus with sixteen different dormitories, we have the space to figure out an arrangement that limits any large gatherings and adheres to social distancing requirements.  As a boarding school, we inherently have everything that students could need on campus. It would be plausible for the school to create a controlled system for our return, screening every incoming person, and maintaining a closed campus during the year. We also have a more structured lifestyle in comparison to colleges and universities. At Deerfield, we are used to dealing with the requirements built into our daily schedules, such as attending sit-down meals, signing out to go off campus, or returning to our dorms before curfew. New rules that would accompany our return to campus can be incorporated into this pre-existing structure.  It’s important to acknowledge that if we return in the fall, life at Deerfield will not be the same. When thinking back on our “days of glory,” a few distinct moments stand out: the green smoke filling the air after the victory on Choate Day, the music echoing through the Starfield during winter KFC, and the flashing lights reflecting off the neon and metallic clothing at the DeNunzio disco. But social distancing will either prevent many of these regular events from occurring or force us to significantly change them.  If we return this fall, we may have to give up some of the iconic moments that we have become used to sharing as a community. However, we will find a new appreciation for the small everyday moments that are the foundation of our Deerfield experience.  If any educational institution gives its students the option to return this fall, it should be Deerfield. “Soon, these halls and fields we’re leaving,” the Evensong has told us countless times, and I don’t want our Deerfield days to be cut any shorter — because memory really does live in everyone.

Life can only be understood backwards; but must be lived forwards. Søren Kierkegaard A community as sleep-deprived as Deerfield must understand the cruelty of a rude awakening to an already agitated rest. We have long known that this world contained flaws. Yet many of these issues dwelled in a sense of dormancy, benign tumors awaiting their spread across the globe. This past year will be remembered as one where threats of crises crossed the thresholds of ignorance and abstraction to receive flesh and reality. Our return to campus in the fall of 2019 was set over a backdrop of extradition protests in Hong Kong as well as wildfires in South America and Australia. We knew that democratic liberty and basic human rights were under threat around the world. We knew that loggers in the Amazon were clearing brushland through unregulated pyrotechnics. We also knew that a global pandemic was lurking and that our health system was unprepared. But fortune grimaced one last time and crumbled under the weight of the world.  The biggest mistake we could make right now would be to not learn from those oversights that created the chaos of the past year. We have compiled some of the most powerful, epiphany-inducing excerpts from articles our senior contributors inked into Scroll Volume XCIV. As we send you off to the summer, we recount the lessons and the warnings of the great Class of 2020 and hope you may find guidance in their reflection as we have. People have asked me what it’s like in Hong Kong. I tell them that it’s scary. They nod as if they understand. They think—they know—it’s scary to watch a group of five teenagers like me disappears down a deserted road to a rally in the middle of the night, knowing that some of them won’t return home. – “Far From Home,” Madeline Lee ’20 In the September issue of Scroll XCIV, senior and graphics editor Maddie Lee described living in Hong Kong amidst protests against an extradition bill and the subsequent backlash from the Chinese government. She explained how disconcerting it was for her to return to Deerfield, where, even though students had the rights and access to free speech and expression, few were utilizing it. Lee encouraged Deerfield students to stay informed about international events and not get swept up by sensational or fake news. She urged the community to remain aware of affairs beyond the Deerfield bubble. These issues, Lee reminded us, often seem small and far away from campus. But it is worrisome that we ignore global issues that impact members of our community. It may sound like there is no hope, and that the desolation and destruction of Australia are inevitable. You may think: what can one person do about this?  – “My Home is on Fire,” David Chen In the January Issue, David Chen ’20, an Australian native, wrote a riveting piece about wildfires in his homeland and urged us as a student body to take action. For Chen, the wildfires felt tangible, but for others in the community, exposure to the fires’ damage did not extend beyond a news headline. Chen urged the Deerfield community to engage in action and thought, regardless of proximity to crisis. In the time of COVID-19, where it is so easy for some Deerfield students to turn a blind eye due to the privilege in their proximity, Chen’s words are particularly resonant. As Chen encourages us, dialogue and action coordinated by a diverse group of individuals with differing thoughts are not a hindrance; they are an asset. Whether that asset is applied to the dialogue about climate change, the practice of social distancing, or even our collective leadership on campus, the asset is fundamental. But the problem lies in the fact that this diversity of thought means nothing if we only associate with like-minded individuals. – “Why Trump Will Win Again,” Teddy McCarthy ’20  President of the Deerfield Young Republicans Club Teddy McCarthy ’20 tackled the topic of the 2020 presidential elections acknowledging the division within the Deerfield community. Addressing the fact that the previous 2016 election polarized institutions like Deerfield, McCarthy emphasized the importance of perspective. In such times of political division, it is often difficult to acknowledge the validity of opposing arguments. When we label ourselves as “Democrat” or “Republican,” we confine our perspective with those who share similar beliefs, goals, and opponents. The American political system encourages compartmentalization: to stay within the zone of safety in exchange for losing a more objective take. The truth is an unfamiliar and uncomfortable place to be. Lean into it. Everyone is guilty of falling into their individual busy schedule of classes and becoming oblivious to the struggles of others. This change, if anything, is a reminder to support everyone on campus, regardless of their personal experiences, regardless of the mental illnesses they may or may not struggle with. – “Novels Need Trigger Warnings Too,” Gigi Deinard ’20 Senior Writer Gigi Deinard ’20 wrote about the importance of offering students who have struggled with abuse, sexual assault, or self harm the opportunity to mentally prepare for novels that may trigger shocking experiences. Deinard highlighted that the ability to make an impact in helping others comes with a choice. It is easy for us to think solely about ourselves and avoid confrontation with others’ struggles, but it is difficult and essential that we support others within our communities. In order to make a change, you must alter your point of view beyond your own experiences.  Somewhere along the way, woke culture has been distorted to be less about understanding, less about the willingness to wrestle with societal problems, and more about the facade of political competency. – “Letter From the Editor,” Claire Quan ’20 Editor in Chief of Scroll Volume XCIV Claire Quan ’20 reflected on the corruption of woke culture. Whereas woke culture once represented the best of advocacy, it is now often used to simulate an image of tolerance in a process of self-validation. Human ignorance and failure to pursue sound evidence are nothing new, but perhaps societal pressure to be politically correct is, or at least, it has increased. Feigned wokeness is inadequate towards generating the reflection that produces progress. The truth is the truth; nothing more, nothing less. We are calling for the underclassmen to respect our leadership. But, before they can respect us as leaders, we have to first be leaders. Regardless of whether we have a titled position, every single one of us has the responsibility of being a leader on this campus. We need to start acting like it. Just as showing respect is manifested in small actions, leading is an accumulation of little things. If we want the underclassman to buy in, we cannot be sitting down during cheerleader tryouts. If we want the underclassmen to listen to us, we have to first greet them on the paths. If we want the underclassmen to let us lead, we have to lead by example. – “Seniors, Lead the Way,” Scroll Board Volume XCIV Class of 2021, as the rising seniors and leaders of Deerfield, we dictate how Deerfield will react to adversity; how cognizant we will be to the issues facing our world. When we return – and we will – we decide how to continue the community that Deerfield has always radiated. We will not fear the unknown, but rather, surge forward, navigating and understanding it. These times are unprecedented, and we have few past examples to look to for guidance. But this challenge itself lends us the opportunity to be extraordinary. Few, if any, senior classes have been placed in the situation we have. Let us steer Deerfield, together, through this time of difficulty. We will lead the way.   With Conviction, Scroll Board XCV

Steve Taft has lived on a boarding school campus for almost his entire life. Growing up at Phillips Exeter Academy, he decided to trade in his red for some much-needed green in 1984. Mr. Taft is a prized member of the language department and has taught a myriad of different Spanish classes. He currently teaches 3 sections of Spanish V. Beyond the classroom, he has watched Deerfield’s campus and community grow and change, as he was present for its transition to co-education. In fact, he was the first hall resident on Rosenwald 1, the first dorm to house female students on campus.  Mr. Taft has been a fixture on the Deerfield campus, and he has been a part of dorm life throughout his career. He has lived in Plunkett, a dorm that stood directly in front of the dining hall, and Doubleday. He has been an associate in Chapin, Scaife, and Doubleday 1 and 3. Earlier in his Deerfield career, he lived with his wife and two sons in the dorms. His wife, Virginia Invernizzi, also taught Spanish at Deerfield for approximately 20 years. Mr. Taft’s sons, Dylan and Eliot, graduated from Deerfield in 2008 and 2011, respectively. His wife currently teaches at St Paul’s School, and they live in southern Vermont, where he plans to spend his retirement. Mr. Taft looks forward to cutting firewood and working  around his country house. When he’s not at his house, he plans to spend time with his wife at Saint Paul’s. He also hopes to have the opportunity to travel as he says “there are lots of places I still want to learn about!” Throughout the years, Mr. Taft has displayed his love of soccer through coaching numerous teams. He used to coach boys’ 5th soccer and etched himself a respectable record as the coach of girls’ JV soccer. More recently, Mr. Taft has helped coach boys’ varsity soccer alongside Tom Heise and Jan Flaska. Cheri Karbon, one of his colleagues, comments that “he can hang with the Language Ladies or play soccer for the Drafters, and he’s highly regarded and loved by all.”   Although light-hearted with a witty sense of humor, Mr. Taft conducts his classroom with candor and composure. In Spanish V, he shared his vast knowledge of Spanish culture and history. He has spent many years abroad in Spain; for several of these years, he taught English for the School Year Abroad program. Through a combination of Spanish literature, art, history, and anecdotes, student Simeon Bethel ‘20 says, “Profe Taft is able to present the Spanish language in a way that keeps students engaged.” Mr. Taft was so strongly influenced by his time in Spain that he and his wife advocated for a yearly Spanish cultural and linguistic immersion trip which is now managed by the CSGC. He has watched the language department increase its influence amongst the student body at Deerfield. John Taylor, the current Dean of Faculty and a fellow Spanish teacher explained, “I quickly realized that Mr. Taft was the heart and soul of the language department.”  There is no doubt in his colleagues’ or students’ minds that Mr. Taft will be greatly missed by all members of the Deerfield community. Taylor acknowledges, “He will leave a huge void when he leaves Deerfield. I will miss him dearly.” Though he is sad to leave the place he has called home for the last 36 years, he is proud to say that “Deerfield has been a great place to raise my family; it took a village.” Mr. Taft has nothing but respect for the community, especially his colleagues. He reflects, “They were good contestants when we disagreed, and great supporters when we did agree.” He has watched Deerfield transition to a co-ed and diverse community and is proud to say that Deerfield has changed for the better. It is with heartache that the Deerfield community says goodbye to Mr. Taft, but his impact will live on in the hearts of those who were blessed enough to cross paths with him.

Dr. Pannapa Herabat has taught in the Deerfield math department for only a few years, but she has been a large part of the community for much longer. Originally from Bangkok, Thailand, her association with New England boarding schools dates back for some time. She attended Tabor Academy as a prestigious King’s Scholar and then attended Carnegie Mellon University, where she graduated with a Ph.D. in Civil Engineering. Dr. Herabat then taught undergraduate and graduate students in Thailand before she took her skills, along with her son, Gunn Herabat ‘11, to Deerfield. She began tutoring Deerfield students in math in 2007, and in 2018 she began teaching math on campus full-time. Although Deerfield admits a King’s Scholar from Thailand every year, Dr. Herabat became the first King’s Scholar to teach at Deerfield. Dr. Herabat has helped students in various levels of math and has taught Honors Algebra II and AP Calculus BC in recent years.  Dr. Herabat has invested herself heavily in the math department on campus. Her incredible expertise in math and its applications in engineering meant she could have taught math beyond the scope of Deerfield’s courses, but she was always eager and happy to teach whatever course was needed, no matter its level. Sean Keller ’86, a veteran Deerfield math teacher, said that Dr. Herabat’s “combination of math, engineering, and boarding school experience made her really well-suited for DA.”  A smaller-scale contribution she has made to the Deerfield community has been what lies on her desk: a bowl of Lindt chocolates for the whole math department that is seemingly always full. While Dr. Herabat could certainly order these chocolates in bulk on Amazon, she makes the drive to purchase them at the Lindt outlet store an hour away in Lee, MA, as Mr. Keller learned. From Dr. Herabat’s years of tutoring students behind the scenes to small, thoughtful acts like these, she has done more for Deerfield than meets the eye.  Dr. Herabat has always done a great job of challenging students and preparing them for the next level of math. Connor Olson ‘22 said, “The class was definitely fast-paced, but she always checked on us individually to make sure the pace was right—even in the middle of class.”  Dr. Herabat was, without a doubt, a challenging teacher, but her students always benefitted from her classes. Her AP Calculus BC tests were notoriously difficult, but current BC student Oscar Depp ‘21 said that “she invests heavily in how much she wants you to learn,” adding that “she gave super individual feedback on tests and held two extra help sessions a week.” Depp is a two-time student of Dr. Herabat’s, and he also recalls that Dr. Herabat makes a point of saying hello to her former students whenever they encounter each other on the way to math class. At the end of the day, Dr. Herabat has always challenged her students because she really wants them to grow as mathematicians and as people.  Dr. Herabat has big plans for the future. She will live in Thailand and continue tutoring students from all over the world, but she has also begun writing her own SAT math prep book. Dr. Herabat is very grateful to have taught full-time at Deerfield. When asked to reflect on her time at Deerfield, she said “it was a much more nurturing experience than teaching at grad school.” She added, “I’m going to miss everybody!” as a smile spread across her face. Inside the classroom and out, Dr. Herabat has been a truly valuable member of the Deerfield community and has impacted so many students and faculty here in positive ways. Dr. Herabat is currently in Thailand, and she will be missed by many at Deerfield. We thank you, Dr. Herabat, for all you’ve done for Deerfield’s community and wish you all the best in your future endeavors!

Dear Deerfield– and historians of the future, You have stumbled upon a time capsule of the year 2020, a window into life at Deerfield amidst a time of global concern and panic.  You hopefully will not experience these in the future, but after many months of dreaded and intense studying, the AP United States exam finally arrived. My friends and I began to frantically study the key concepts of the Spanish-American War and its impact on the expansion of the United States as a global empire. We combed through a large number of documents and cartoons to find a common thread and a strong argument for the Document-Based Questioning prompts. But as I struggled to create a clear thesis in a sea of evidence, I began to think, what documents will schools use in hundreds of years when discussing the events that took place in the year 2020? This year, we, as a global community, have suffered many setbacks: wildfires have ravaged through Australia, giant murder wasps have decreased our bee population, and a global pandemic has swept across the world leaving devastation in its wake. Our government has increased tensions with foreign nations and fears of global chaos have become too close to reality.  These events have shaped 2020 into an infamous year for future generations to study and research. Classes will answer questions such as: how did the United States react to COVID-19? How were different groups of people impacted by this virus? How did technology contribute to the misinformation swarming media? What were the causes of the stock market fall in 2020? To answer these questions, it is essential that historians and students receive the proper primary sources to write essays and have discussions over.  As I prepared for my DBQ, I noticed how important keeping accurate documentation is from a historical perspective. It’s very difficult to find sources that can create a long list of arguments and show an array of opinions. But the Scroll has and continues to fill this gap and shows us different student voices and we will turn to this as a necessity.   When future Deerfield students look back on the articles that are featured in our 95th issue of the Scroll , they will be able to read the experiences of high school students during a global pandemic, a rare and new perspective. They will read stories of how our students reacted to this pandemic and get a glimpse into Deerfield’s life before some of them were even born.  This issue, our board has focused on centering the Scroll to acknowledge our past and look towards our future. By writing articles such as “Grave Crisis, Same Deerfield” by Yongjin Park ‘22, “Deerfield Nostalgia Playlist” by Jerry Huang ‘23, “Athlete of the Issue: Class of 2020” by Sophia Hamlen ‘22, and showcasing all of our departing faculty members and their impacts, we hope to keep a record of our students’ voice on our campus. Each article will accumulate and build a larger database of primary sources for the Scroll. Rather than highlighting current events on our campus, in our nation, and around our world, the Scroll will become a time capsule of distinct stories for future generations to reflect upon. During this time of uncertainty, make a journal, write down your daily thoughts, take photos and videos of what life looks like, and consider joining the Scroll ! All of these acts will offer historians and future Deerfield students useful information when telling the story of the year 2020. You never know who may use your writing in the future, and what story it will tell.  Work Hard, Be Kind, Get Smart, Harry Niles  Editor-in-Chief

After dedicating 19 years to the Deerfield Academy community, Andrew Freda, a beloved math teacher, will be retiring. His contributions to Deerfield’s math department are extensive as a teacher of a wide range of courses. The complete textbook he wrote, “Algebra 1 for the Small Classroom,” was an integral part of his classroom for eight years. Mr. Freda’s work with the National Council of Teachers of Mathematics (NCTM) includes an editorial, “To CAS or Not To CAS,” about using technology in the classroom, published in 2008, and a four-part series, “Geometry…,” published in 2015. Prior to this publication, he spoke at the National meeting for the National Conference for Teachers of Mathematics – “Geometry and…(units to captivate our captive students).” In 2016, he spoke at the regional meeting for the NCTM, “Everything Old Is New Again:  Connecting Calculus to Algebra.” He was also a referee for NCTM’s magazine, Mathematics Teacher , from 2008-2012.   His passion for teaching and care for students goes far beyond the third floor of the Koch Center.  Chris Thagard’s ‘20 relationship with his sophomore year math teacher and junior year dorm associate “has meant the most to [him] because he is a very caring individual with a quick joke that will light up your day. He’s the most approachable teacher on campus.”   Beyond his work in mathematics, he was a member of the Admissions Committee, the Alternate Study Committee, and the Athletic Committee. Mr. Freda also served as a mentor for first-year teachers. His mentorship even extended to Math Teacher Gregg Meier, who began teaching the same year as Mr. Freda. “It is going to be really hard for me next year as I have always had Mr. Freda as part of my Deerfield experience. He is a good friend…His knowledge of math is incredible (as is his knowledge of Philadelphia trivia). I have been fortunate enough to not only teach with him, but also to work with him on several projects through the years. He approaches every task with the same commitment and drive – to do what is best for his students and their mathematical education. He is a true champion for the students, always reminding us that you are why we are teachers and to never lose sight of that fact.” Andrew Freda  also created a community service program that connects Deerfield students to local elementary-age students after school. Additionally, he coached Junior Varsity football and lacrosse, thirds lacrosse, and recreational squash and basketball.  Passionate recreational basketball player and one of Mr. Freda’s students Julia Placek ‘20 says, “As a coach and teacher, he was the most supportive and always there for me.  Mr. Freda is all around one of the best people on Deerfield’s campus.” As Mr. Meier put it, “Deerfield students are losing not only a tremendously gifted math teacher, but a mentor who always had their best interests at heart! He will be missed!”

Over the past 42 years, Assistant Library Director Patricia Kelly has been a steady presence in Deerfield’s library. She has overseen the library’s transformation through technological changes, guided students through research resources, and helped to mentor newer librarians.  When she retires at the end of this school year, she will join a small handful of faculty who have dedicated more than forty years of their lives to upholding Deerfield’s educational mission. After studying Chinese Language and Literature in college, Ms. Kelly attended graduate school, where she earned a degree in library science. She then worked as a reference and bibliographic assistant in the Asia Collection at the University of Hawaii.  Her time at Deerfield began in 1978; at the time, three of her brothers had graduated from the school, and one was still a senior. Ms. Kelly said that she was very unfamiliar with technology when she left library school. “If anything could break down around me, it would. I just had to walk by it and it would break down,” she said. “My oldest brother actually coached me on how to get over that fear, and because of that I was able to learn a lot of technical things that I never thought I could.”  Working as a cataloguer before the modern computer era, Ms. Kelly could only use a pencil and paper. Her job entailed recording information about each library book on 3×5 notecards and giving them to her colleague Christine Dubreuil, who would copy them using a mimeograph machine.  In 1981, they started using a typewriter to accelerate the process. Cataloging finally moved onto the computer in 1988, and Ms. Kelly’s role expanded to Cataloguer and Systems Librarian. She brought in the library’s first-ever online system, and as technology continued to develop, it helped to add more modern resources to the library’s offerings, such as videos and e-books.  Ms. Christine Dubreuil, who has worked with Ms. Kelly since her first day at Deerfield, praised her work ethic and dedication to the library. “She would do just about anything that was asked of her,” Ms. Dubreuil said. Another one of her colleagues, Acquisitions Coordinator Joyce Shalaby, called her “a jack of all trades in the library.”  Ms. Kelly became the Assistant Library Director in 2003. She currently manages the online system for remote access to the library’s resources and helps students navigate their research projects. “The librarians are getting embedded into classes more now,” Ms. Kelly said. “It’s really helping students connect with their research better and have more fun with it, rather than seeing it as tedious and laborious. We’re finding that they’re having more success than in years before.” Ms. Kelly said that some of her best memories at Deerfield have been working with students on their research projects, especially on topics she is personally interested in.  “My favorite course to work with is ‘Asia in World History,’ because my background is in Asian studies,” she said.  Ms. Kelly also works as the Toin International Exchange Student program liaison at Deerfield, encouraging students to study in Yokohama, Japan over the summer. She has participated in the program in the past as both a guest teacher and a chaperone, and Ms. Kelly has guided several Deerfield students to attend each year.  Over her time at Deerfield, Ms. Kelly has witnessed many of the school’s major changes, including co-education, increased diversity of the student body, and the infusion of technology into the classrooms.  Library Director Marshall Carroll, who came to Deerfield two years ago, said, “It was wonderful to work with someone with a tremendous amount of institutional knowledge about DA. Not only is Ms. Kelly intimately aware of the school’s historical knowledge, she knows the people that are here now, and has great insight into the inner workings and relationships that exist throughout campus.”  In retirement, Ms. Kelly plans to travel and spend more time on writing and photography. She also wants to refine her Chinese and her calligraphy, two skills that she studied in college. She made it clear that she will dearly miss working with Deerfield students.  As a final contribution to the Academy, Ms. Kelly recently decided to write a book on the history of the Boyden Library. She plans to chronicle how the library has developed under different directors, drawing from her own experience working with all of them except for one. “It will be a gift to the school,” Ms. Kelly said.

For the first time in at least one hundred years of Deerfield’s history, the administration decided to postpone the annual Commencement Ceremony. In its long history, the school has experienced crises of all levels, from local to global issues. Yet, Deerfield has never before been forced to respond with such drastic measures as it has to COVID-19. Provided that the nature of the COVID-19 pandemic is similar to that of the Spanish Flu of 1918, it is important to understand how Deerfield has reacted during a deadly international pandemic in the past. Many practices like social distancing mirror the precautions taken during the 1918 Pandemic. According to an article in the Greenfield Recorder from October 1918, the Board of Health in Greenfield ordered the closure of schools, theaters, churches, clubs, and the library to “prevent large numbers of people congregating.” While the influenza ravaged Greenfield, Turner’s Falls, and even South Deerfield, Deerfield itself remained largely unaffected. “Deerfield has not been hit by the epidemic as far, only one very mild case being reported there, and the closing rules do not affect that part of the town,” stated a later article in the Greenfield Recorder from January 1919. However, Deerfield Academy did temporarily suspend class, extending the winter break by at least a week. “Deerfield Academy was to have reopened yesterday, and the board of health was willing, it said, provided that South Deerfield and Sunderland people did not attend,” the article further stated. This would have meant a greatly reduced attendance so Principal Frank Boyden decided to wait another week to see how conditions develop.” While it is unclear when Mr. Boyden resumed classes, archival Commencement programs show that Deerfield held graduation ceremonies in 1918, 1919, and 1920. Deerfield not only endured the Great Depression a decade later, but it arguably emerged from it stronger. In 1930, a mere five months after the Wall Street Crash of September 1929 spurred the Great Depression, Deerfield started to raise funds for the construction of a new gymnasium and the current Main School Building. Both were completed by 1933. Furthermore, the 1930 Commencement Issue of the Scroll points out that the largest senior class in Deerfield’s history to that point graduated that year. “The Depression was polarizing,” said Latin and Greek Teacher Daniel Houston. “Many lost everything; some gained a great deal. Deerfield was beginning to prosper in the 30s. Boyden’s work was paying off.”  During the Second World War, Deerfield students supported the war effort on the homefront. They volunteered to work on local farms in the afternoons during the annual harvest, a tradition that lasted until 1950. Furthermore, the Scroll advertised government war bonds in its pages. Several students also served in the war directly. Kenneth F. Clark, Editor-in-Chief of the 1945 Deerfield Scroll , left in the Winter Term to serve aboard the Merchant Maine , which played a crucial role in supplying the U.S. troops with vital transportation and goods. Several changes were also made on campus to ensure everyone’s safety. The administration canceled Spring Day in 1945 after receiving a request from the Office of Defense and Transportation. However, activities remained largely unaffected. “During the war, school life continued without much disruption,” wrote Deerfield Academy Historians Andrea and Robert Moorhead in A Pictorial History of the Academy. Despite a paper shortage, the Scroll continued to print during the years of the war, the Glee Club continued to meet, and Deerfield’s sports teams continued to play games against other boarding schools and colleges. While these crises in the past affected every member of the Deerfield community in different ways, students were able to be resilient and overcome the difficulties in front of them. At the end of these emergencies, Deerfield as a whole became an even more tightly knit campus that provided support within the community and beyond. Deerfield’s record of resilience and service through the harshest crises in modern history proves its ability to persevere – COVID-19 is no different.

The effects of COVID-19 have had an immeasurable influence on the world of sports, from amateur to professional leagues. With spring term at Deerfield occurring off-campus, COVID-19 has also impacted sports for the Big Green. There is no excitement that can mimic Friday night lights or watching a championship game on TV. Across the world, COVID-19 has forced people to realize how prominent sports are in our culture. But one thing is certain: the sports industry will forever be changed.  Entertainment facilities everywhere are now considering new additions to adjust to new precautions post-coronavirus. This may range anywhere from a redesigning of restrooms and bleachers to concession stands and other public spaces. COVID-19 has reminded fans and athletes of the unique culture fostered by sports.  “Sport plays a central role in our society. Teams have a unique opportunity to use their networks of fans to lift up the community and one another during and after this crisis,” said John Rhodes, director of HOK Sports, Recreation, and Entertainment. “Our short time away from it has already reinforced that the live experience is a more genuine currency than the digital experience.” COVID-19 had caused popular arenas and recreation spaces to reconsider future construction and the addition of new safety measures.  Moreover, spring athletes all across the world are experiencing a mixture of despair and frustration. In our own community of Deerfield, the camaraderie between sports teams is unmatched. “The different cultures from all Deerfield teams, bands, and clubs is what provides a special kind of energy for the student body. Its absence during this term is unfortunate,” said Tripp Didden ’22. “It was really upsetting to find out the rest of the school year was canceled along with the spring athletic season…The lacrosse team created such a vibrant and positive culture that I loved being a part of.”  Many athletes feel vexation as they said goodbye to their spring seasons after an entire year of hard work. “Spring athletes work all year long for their season and it means so much to them, and it’s unfair and very unfortunate that this happened,” stated Liam Dawson ’20. “Sadly there’s nothing we can do, so we have to just be thankful for our health during these times.” The coronavirus has not allowed many spring athletes the ability to play their sport after extensive preparation and caused athletes to seek new ways to mimic the culture that was taken.  Although saddened by the lost spring season, other Deerfield athletes have been trying to maintain connections with their team during this time of isolation. Some coaches have sent out quarantine workout routines to help athletes maintain shape.  “I’ve gotten used to riding my bike a lot and even through COVID-19 the crew team has stayed connected through workouts and teams every Saturday,” said Wyatt Browne ’22. Although the coronavirus has abruptly affected the communities of team sports, it has allowed an opportunity for coaches to develop new forms of practice, communication, and has prompted spring athletes to find new ways of staying in shape. Sport encapsulates much more than just entertainment and physical activity. It involves a unique culture and community that the coronavirus cannot take away. For many athletes around the world, going to practice and sweating through clothes was not always something that they looked forward to. Now, it’s the very thing athletes long for: backyard basketball with friends, throwing around a football, or even tossing a frisbee.  Yet, many are choosing to find the positive in an era of uncertainty. Athletes look to this time as an opening to get better in hopes of the next season. Although COVID-19 stripped millions around the world of an irreplaceable sports culture, it has been a meaningful reminder above all. We must cherish our past and future memories playing and watching the sports we love and be grateful we had the ability to do so.