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As the new year rolls around, everyone begins to mark their to-do lists with different New Year’s resolutions. Although resolutions may range from as small as spending a little less on coffee to as big as donating time every weekend to helping charity, most people settle on very big, and sometimes unrealistic goals for themselves. Some of the most extreme resolutions include going to the gym every single day, completely altering diets, or hoping to plan every second of every day in the calendar. For about two weeks, the gym is packed, Trader Joe’s is bustling, and nobody is late to class; everyone seems to be consistently achieving their goals. But after this two week period, the gym is a little more leisurely, Trader Joe’s stocks are down, and there are a few people creeping into class ten minutes late. The slacking begins to show, and, before they know it, most people are back where they started, sitting on their bed enjoying Netflix with a bag of chips. What could have gone wrong? First, often, New Year’s resolutions are too broad. You need to realize that resolutions do not have to be big goals. For instance, a New Year’s resolution of going to the gym every single day at 6:00 AM, although it may be achievable for some, for most is a big time commitment. Suddenly changing your routine is a challenging task – you are basically trying to alter your entire lifestyle. Instead of these far-fetched, aspirational goals, try to set goals that are specific. For instance, if your goal is to live a healthier lifestyle, then include the gym into your schedule, but if that’s not possible, promise yourself to eat a home-cooked, healthy meal instead of going out with friends. Rather than trying to eat a salad for every single meal, try to reduce foods like ice cream and french fries from your meals. Secondly, there is no outlined plan to help achieve these resolutions. Some students promise themselves that they will get better grades in the new year. As good as this sounds, within a week, students are commonly left on their phones, procrastinating the night away. This is when a solid plan comes in handy. Promise yourself to only be on your phone for ten minutes at a time; you can even set your phone to lock after you pass your time limit. For underclassmen, really commit to using your study hall hours to do work; if you have finished early, opt out of Netflix and choose to get ahead for the week. Outlining a basic plan for your resolutions can help you achieve your goals. With this specific plan in mind, it even becomes easier to keep track of whether you are actually meeting the expectations of your goals. Finally, it is important to set rewards for meeting your goals. The most important part of New Year’s resolutions is sustainability. Therefore, appreciate yourself for remaining committed to your goals; your shouldn’t be afraid to show yourself some gratitude. For instance, if you are reaching for a higher average at school, after you have achieved that average, celebrate by taking the extra time on Wednesdays to relax and enjoy a movie with your friends. In conclusion, New Year’s resolutions are a healthy way for self-development. By slowly changing your lifestyle with good planning, you can look forward to the end of the year when you will have achieved those goals. So, how about setting some realistic, achievable goals with the right plan this new year?

On Dec 28, 2018, current and former Deerfield students, parents, and faculty read a controversial front-page article in The Boston Globe entitled “‘Better Dead than Co-Ed’: Deerfield Academy Confronts its Male-Only Past.” The investigative article, written by Kay Lazar, claimed that Deerfield “remains a place where female students have a sense this is not their Deerfield.” It described the school’s culture as being sexist both on an administrative and social level, citing reports of gender discrimination and sexual assault and saying there seemed to be “a cycle of white male power” on campus. This article immediately sparked discourse within the student body. Many community members did not believe Lazar painted an accurate picture of the Deerfield they know. “It didn’t represent Deerfield now. It might’ve represented Deerfield fifteen, thirty years ago,” said Will Holland ‘21. “I would say that I’ve had a very great experience at [Deerfield] thus far. I’ve never felt disadvantaged as a girl at this school,” Kareena Bhakta ‘20 also shared. Students were frustrated by Lazar’s references to aspects of Deerfield’s social culture, such as Captain Deerfield only being a male student or a longtime cultural norm that only certain senior boys could stand on the top bleachers at hockey games. This year’s title of Captain Deerfield is shared by a boy and a girl, marking the first year that a female student has held the position. At hockey games, both boys and girls stand in the top row. Many students believed Lazar’s references seemed outdated. Teddy Durfee ‘19, a four-year senior, said, “[Lazar] was bashing the school because of things that were happening a few years ago and portraying it in a way that made it sound like they were still issues now. But in reality, they have been dealt with and they have been changed.” While most students acknowledged Deerfield’s gendered culture had been an issue in the past, some were agitated by Lazar’s failure to acknowledge change in recent years and the student body’s desire to progress in a positive direction. “[The article] overlooked efforts the Academy has been taking to address some deep-rooted gender issues. There are things Deerfield is doing that are commendable—steps that the institution is taking in the right direction,” explained Kiana Rawji ‘18. Cameron Heard ‘19 shared a similar sentiment, saying she “disagrees with the parts [of the article] regarding social influence and social culture, [as] a lot of positive things have happened.” Several weeks after the article’s publication, students shared opinions in an open forum organized by Bailey Cheetham ’19, Emily Henderson ’19, and Mae Emerson ’19. While several students said they continued to experience a toxic culture of gender discrimination on campus and felt the article held true to their experiences, most students described the article as biased and shortsighted. “I’ve been here since freshman year, and I’ve seen this school progress a lot,” Durfee said. “I don’t think the culture my freshman year was the same as it is right now. I think a lot has changed in a good way in terms of inclusion.” Others argued Lazar failed to take into account the diversity of the student body and the heterogeneity of the Deerfield experience. “I think that what Lazar failed to account for was how intersectionality affects the experiences of women at Deerfield,” Fernanda Ponce ‘19 pointed out. My identity and experience as a woman of color from a middle-class family is very different from that of a white girl from an upper-class background.” Cameron Heard ‘19 shared a similar sentiment, saying how she “disagrees with the parts [of the article] regarding social influence and social culture, [as] a lot of positive things have happened.” Even in the short four years that current seniors have been at Deerfield, they’ve experienced a significant change in the social culture that Lazar described as “toxic”. As Durfee shared, “I’ve been here since freshman year, and I’ve seen this school progress a lot. I don’t think the culture and the DA my freshmen year is the same as it is right now. I think a lot has changed in a good way in terms of inclusion.” Furthermore, Lazar seemed, for many students, to have failed to take into account the diversity of the student body and the diversity of the Deerfield experience. As Fernanda Ponce ‘19 pointed out, “I think that what Lazar failed to account for was how intersectionality affects the experiences of women at Deerfield.” Reflecting on her own time at Deerfield, Ponce further reflected, “My identity and experience as a woman of color from a middle-class family is very different from that of a white girl from an upper-class background.” In fact, many people believe that Deerfield is not a perfect community, and the article did shine a light on issues that do exist at this school. As Rawji’ 18 shared, “there are many problems with gender, some too subtle to cause widespread outrage but significant nonetheless, that the school ignores, whether intentionally or not.” Even students who were bothered by some of the article’s inaccuracies acknowledged the continued presence of gender issues at Deerfield. As Durfee ‘19 reflected, “I do see that Deerfield would be a different experience for a boy and a girl. I wish it wasn’t that way, but it is… There is definitely work to be done.” More specifically, some students were bothered by the article’s references to sexual misconduct and the way the administration handled such issues. The article revealed several instances where male students were inappropriate towards their female peers. Students were especially appalled by the article’s citing of a disciplinary decision in 2015 regarding a young woman’s reporting of sexual assault by a fellow male student. The male student in question got off with no punishment, as the decision was a “very difficult choice [between] a boy’s future and her feelings,” according to former teacher, Sonja O’Donnell, in her sexual discrimination lawsuit against Deerfield. Yet, for some students, it was also short-sighted for Lazar to report on sexism and sexual misconduct at Deerfield as if it was exclusive to this academy. As Kareena Bhakta ‘20 put it, “I think it was a really microcosmic example, because I think the entire country is coming to the same question of what equality looks like and how we can achieve it… The article made it seem as though this was a very DA centric problem, especially with the title of the article, when in fact it’s very prominent elsewhere in the country.” Students, teachers, and faculty have actively discussed and shared their own thoughts on these gender-related issues. Thus, many students look at this article as having a positive impact on the community, as it has sparked discourse on a topic many students never would have voluntarily discussed. As Bhakta ‘20 reflected, “I think that this dialogue that has been opened up is important because we can never believe that we’ve achieved the best quality of our school right now. There’s always room to grow, especially in regards to how we can treat each other better.” Moving ahead, as Rawji ’18 put it, “we all need to acknowledge both the good and the ugly, instead of picking one side and ignoring the other, in order to move forward and make the school the best it can be.”

Watching people talk about politics in 2019 often feels like watching a heated rivalry between two crowds cheering for opposite sports teams – but it’s not friendly competition. Bickering, fighting, and attacking one another, people are overly devoted to their chosen team to the point that they belittle and demonize other fans. The Scroll Editorial Board believes that perhaps the largest group of people, however, may be the indifferent crowd – and this must change. This trend is particularly clear at Deerfield, where students live in a bubble clearly separating them from the outside world. It’s not exactly reasonable to expect every ninth-grader, who can be as young as 13 or 14, to enter Deerfield with a nuanced and well-informed viewpoint on every single domestic and international political issue. However, we should realize that most of our parents influence our political views to some degree as we grow up; whether we end up embracing them or despising them, there’s no doubt it weighs on our minds. Our time at Deerfield is an ideal period in our lives to begin questioning these views and to develop independent opinions. The Scroll Board encourages every Deerfield community member to back up their political views with strong evidence and logic. Following the news allows us to better articulate and support our views instead of merely following someone else’s opinions. We also acknowledge that being able to not pay attention to the news is a privilege. Some people must pay attention to the news because it directly impacts parts of their identities – think of children whose parents are coal miners, working in a declining industry, or think of children who fled the Syrian civil war for safety. Their well-being depends on being informed and learning about shifting dynamics in the political climate. Fortunately, it is not difficult to start engaging with current events and various news outlets. We’re especially thankful that the Boyden Library granted members of the Deerfield community complete access to The New York Times (digital), The Wall Street Journal , The Greenfield Recorder , The Daily Hampshire Gazette (Northampton), and The Republican (Springfield). The Scroll Editorial Board has definitely benefited from the wealth of resources available from these newspapers; in the past, a paywall prevented us from accessing more than just a few free articles. Finally, interacting with students, faculty, and staff around campus can lead to great discussions. Deerfield students hail from 38 countries and 38 states, and every one of us has valuable experiences and perspectives to share. This diversity of the student body provides opportunities to explore complex topics about American news and international affairs, about which people may not know much. The Scroll Editorial Board hopes that by learning how to present effective arguments backed up by current events, we will be equipped with skills to succeed not only in the classroom but also as an engaged citizen in the world after leaving Deerfield.

Deirdre Mullowney ’19 is a model of great character, perseverance, and excellent work ethic. As Captain of the Varsity Ice Hockey team, her leadership both on and off the ice is highlighted by many of her teammates and coaches, who admire the many qualities that make her worthy of being a tremendous Deerfield athlete. For as long as she can remember, hockey has always been a significant part of Mullowney’s life. Heavy influence from her father, a former Deerfield hockey player who later went on to play at Boston College, and her older brothers, ultimately inspired her to start playing. At the age of four, Mullowney laced up her skates and hasn’t looked back since. “Whether it was going to watch Boston College games, skating on the ponds with my family and friends, or playing on different youth teams growing up, Hockey was always something I wanted to do;” says Mullowney, assuring her love for the sport. As her puck skills grew and developed, so did her aspirations. With hopes of one day playing in a collegiate Division 1 program, Mullowney began looking at prep schools that would best help her grow as a student-athlete. Her decision was set, however, after meeting Coach Genevieve Pitt on a visit nearly four years ago. According to Mullowney, “[Deerfield] was the place that would push me to be the very best that I could be both academically and athletically.” Adding, “I knew it wasn’t going to be easy, but I just felt so comfortable here meeting so many amazing teachers and students.” When asked about a valuable lesson she has learned over the years, Mullowney’s responses highlighted her attitude and work ethic in the sport. The biggest takeaway from Mullowney’s 4 years at Deerfield is the value of hard work. “We have set big goals for the team this season and I can’t wait to see how we do in trying to achieve our ultimate goal of making the postseason playoffs,”comments Mullowney. Perseverance has also been a pillar of Mullowney’s Deerfield hockey career. Acknowledging the highs and lows of the sport is essential for progress, and that sticking together is the best way to overcome those obstacles. Being a captain of the girls varsity hockey team, alongside co-captain Ali Fujiyoshi ’19, comes with many responsibilities. Mullowney believes that, “every member of the team is equally important whether they are on the first line or the 4th line;” she adds, “so I want to make sure that all my teammates feel that every day both on and off the ice.” She is described by Girl’s Varsity Head Coach Brooke Fernandez as a leader by example. “Deirdre is a quiet leader, but she is an effective one, because she leads by example in her actions on and off the ice. She’s never too big to do the little things. Deirdre has fulfilled her role as a captain by being a steady presence in the locker room and on the ice. Her teammates can count on her to bring the same game, and the same intensity and focus, day in and day out.” Her work as captain has been evident to many teammates. Fujiyoshi describes her leadership by saying, “The first thing that comes to mind for me when I think about Deirdre’s play is her confidence with the puck. Many teams don’t know how to handle her speed and puck-skills when she rushes it. Off the ice, she’s a caring teammate who sets an amazing example of how to be a leader for everyone. While she isn’t the loudest person in the locker room, Deirdre always has great points for us to improve on or keep doing during game intermissions.” Fujiyoshi finishes by saying how grateful she is to share the role of captain with Mullowney and can’t wait to close out the season with her fellow senior. Aurora Devereaux ’20, a teammate and friend of Mullowney, has looked to Mullowney since her first day at the Academy. Devereaux spoke to Mullowney’s leadership saying, “Deirdre has always been an impactful leader, both on the ice and off the ice, whether she wore the C on her jersey or not. She has always had the characteristics of a great team leader and captain. Her composure and intelligence as a player is something I and the other players on the team take great notice of.” She continues saying, “she is an extremely consistent and reliable player, as a teammate everyone knows she can be trusted in every zone to help in any scenario of the game.” But most importantly, Devereaux highlights Mullowney’s best role; that of a close friend. “She has been one of my closest friends in my three years at this school and on the team, her light-hearted fun, impact on the ice, and leadership will be something I will miss next season when she is bringing all of what was previously said up to Boston College for the next four years. Go DDLAX!” Mullowney’s leadership goes beyond just the ice rink, as former JV field hockey teammate Hanna Derringer ’20 expresses her gratitude for Mullowney saying, “Deirdre is a natural leader who is also an exceptionally gifted competitor. She is the perfect representation of a Deerfield student-athlete. Energizing all of her teammates and putting in maximum effort is what makes Deirdre so admirable. Her persistence and diligence are evident throughout every practice and game. “ Mullowney has left her mark on Deerfield’s Hockey Program and continues to step up during her senior season, as Girl’s Varsity Hockey remains undefeated in 2019.

Deerfield is a place where students and visiting artists can uphold and portray their unique cultures. The School’s own theatre, dance, and studio art programs offer the opportunity for students here to explore where art and culture meet. The rotating exhibits in the von Auersperg Gallery and the many performers brought to campus add another layer to the arts at Deerfield. The current exhibit in Deerfield’s von Auersperg Gallery, Cuba in Transition and the MLK day performance by Supaman, are prime examples of Deerfield celebrating the diversity and strength that comes from artists honoring their cultures. Cuba in Transition is a series of photographic collages by Mark Guglielmo. For each piece, Guglielmo layered photographs on top of one another to create a whole image. According to Coordinator of Educational Programs for the Gallery Mercedes Taylor, “They [students] can learn about the differences related to the same culture. You can connect with the images. [The exhibit] invites people to learn about Cuba.” Putting a unique 3D twist on otherwise everyday activities, Guglielmo is clearly conveying his love for Cuba as well as the different lifestyles that, when combined, make for a rich and meaningful exhibition. Mark Guglielmo also chose to add music to accompany his art. “I express how much I love Cuba. There is a lot of passion, joy, love, and human connection; at least for me.” Guglielmo said. His artwork reflects just that, with each collage acting like a window into Cuban life. For example, during the exhibition the viewers can see a man who walks every day with hundreds of cans to be recycled and they visit an elementary school in Cuba. Guglielmo’s goal is to inspire people to go to Cuba, to give back to the people themselves and to uphold the rich and beautiful culture that he’s experienced. Ms. Hemphill, Director of the von Auersperg Gallery, added, “The [photographs] are completely unposed. You can see the scenes are an honest portrayal of Cuba.” Guglielmo concluded, “Art is powerful. Throughout time we have used visuals to tell a story, whether it’s dance, painting, or photography.” Artistic mediums have a significant role in how an artist demonstrates their culture. Mark Guglielmo’s exhibit on Cuba gives the audience a visual representation of culture. Christian Parrish Takes The Gun, or more widely known as Supaman, is a hip-hop artist from the Crow Reservation in Montana. He uses traditional dance and modern music to share his culture. According to Supaman, dance is a form of coming together and healing. Before his performance at Deerfield, he asked the audience to bow their heads while he led them in a prayer. Speaking in his native language, it was a moment for the audience to reflect, come together, and be grateful for one another. Supaman’s songs and dance clearly speak to the themes of honoring one’s heritage. Each of his songs carefully details a certain aspect of Native American culture and, in doing so, preserves it. The murders and missing persons cases of indigenous native women, a recurring event since the 1970s, have become a pressing concern and issue today. Supaman creates video projects to go along with his music to further explain the meaning of his words to his culture. One of Supaman’s projects was to help further the awareness of the missing and murdered indigenous women, and has since gained 13 million views, succeeding in inspiring people to help the cause. According to Ms. Young, Director of Inclusion and Community Life, “Supaman will educate the Deerfield community about social justice issues related to indigenous people living right here in our country.” Supaman used his art, his music and his dance to uphold and relay current important issues, as well as to demonstrate the traditional dance styles of his culture to modern viewers. As a school with the responsibility to educate, Deerfield does not disappoint, giving students, faculty, and staff the tools and the opportunities to explore rich and diverse cultures. Through the arts, Deerfield teaches its students about the importance of upholding and respecting a variety of cultures.

On Jan. 21 and 22, the Deerfield community gathered for a holiday that is commemorated throughout the United States: Martin Luther King Jr. Day. While many of the ways Deerfield has celebrated MLK Day in the past have remained the same, the leadership for the event added new aspects to the 2019 observance of this holiday. One of the major changes this year is that the school brought several outside speakers to campus, such as Dr. Oluwaferanmi Okanlami ’03, Henia Lewin, and Perry Cohen ’94. Marjorie Young, Director of Inclusion and Community Life explained, “We are focusing more on outside facilitators because we wanted to provide an opportunity for everyone to participate in the workshops. Over the past four years, the format has been that the majority of our workshops were presented by students and employees, often the same employees year after year. Since we have offered more than 25 workshops [every year], this means that a significant number of us are not participating in the workshops. This year we wanted to change that dynamic and bring in new voices, which is why we are relying more on outside facilitators.” Dr. Oluwaferanmi Okanlami led a workshop that discussed the importance of having difficult conversations on diversity, Henia Lewin told her harrowing experience as a childhood survivor of the Holocaust, and Perry Cohen shared his very personal story of “going from a little girl in NH, to member of the second class of girls and the class of ‘94 at Deerfield, to an Ivy League women’s soccer player, to embodying the corporate ideal and then tossing it all to the side to become a man, found a non-profit, and ultimately become an agent of change.” These three workshop facilitators are examples of Deerfield’s goal for its celebration of MLK day: to honor King’s legacy through having conversations about justice and inclusion on campus in as many areas of today’s society. Ms. Young says, “Prioritizing the work of social justice, diversity, and inclusion is how we honor the legacy of Dr. Martin Luther King. Each year we revise and adjust the format of MLK Day in the hopes of best meeting the needs of our community. The goal for MLK day remains the same: to use the time to engage the community in dialogue about inclusion related topics that impact our community, society and the world. Another large addition to this year’s celebration was musical guest Supaman. By leading a workshop and giving a musical performance, Supaman added music to the conversation about social justice that has not been seen in past Deerfield MLK days. Ms. Young explains, “We knew that Supaman would connect with our student musicians, but he is also raising awareness about the challenges facing America’s Indigenous people.” Supaman’s platform has already attracted many people, with one of his video projects he created to bring awareness to the ongoing epidemic of missing and murdered Indigenous women having garnered nearly 13 million views. In discussing the impact of this addition, Christina Li ’20 shared, “Music is unique because its universal, so wherever you’re from anyone can understand it. It’s all about the emotion.” This revamped program to commemorate the historical efforts towards equality and inclusion Martin Luther King Jr. pursued so many years ago exemplifies Deerfield’s continued effort towards inclusion and awareness of different cultures and voices.

Introduced in December of 2016, AirPods are Apple’s wireless earphones. By removing the headphone jack, Apple justified selling these earbuds for $159. Apple’s head of marketing, Phil Schiller explained thatAirPods are a “reason to move on: courage.” The design of the AirPod has been critiqued. The Internet seems to believe that AirPods look like electronic toothbrushes, as shown in the exhibition below: Despite the various responses, the large demand for AirPods can be seen on the Deerfield campus. Due to our face-to-face interaction policy, a large number of community members are advocating for AirPods to be banned. The argument is that AirPods literally block out conversations, which can be shown through this next piece of contemporary art: The sentiment expressed by Patchy the Pirate above is the exact reaction that Deerfield members discourage. Teachers and students alike attempt to engage in productive conversation with those who are wearing AirPods, but to no avail. I have fallen victim to this practice on multiple occasions. Occasionally, when I attempt to talk to Vojta Kupka ’20, I am met with a simple “Yeah. Sure,” the in-person equivalent of being left on read on Snapchat. While AirPods do distract conversation, they also have positive uses. AirPods provide convenience, clout, and comfort (or CCC). They fit in just about all clothing pockets, even the basically non-existent jean pockets in women’s clothing. Furthermore, those who wear AirPods may develop a new sense of “clout” (Urban Dictionary defines this as respect and influence). Please be reminded that if you do decide to buy AirPods for so-called “clout,” you are spending $159 for an easily disposable piece of machinery. The AirPod debate is never going away: some may criticize them as being distracting and overpriced, while others may advocate for their usefulness. Use your money as you please, but don’t forget that in a matter of months, Apple will most likely release another version of these AirPods. Do you wait for the newest AirPods, buy them now, or not buy them at all?

Deerfield Academy works hard to stay involved in our surrounding community and regularly encourages students to do the same. Dean of Spiritual Life Jan Flaska explained that Community Service has been a vital part of school culture and tradition since the days of Mr. Boyden. “I’m just continuing something that pre-existed me and will post-exist [me],” he said, adding that the Boydens were the first to engage with the community outside of Deerfield. “Service matters. Even though we’re a residential school, it’s [important] to get out into the community [and] to be involved,” Mr. Flaska said. “We have neighbors, and so we should be attentive to them in the same way they have been attentive to us. We’re a big community of people. [We have a responsibility] to share.” He added that there are many ways to get involved in service on and off campus. Deerfield students travel to the Food Bank of Western Massachusetts on Wednesdays to help them distribute food to partner organizations. Students participate in Big Brothers and Big Sisters of Franklin County, a mentorship program that has been a part of the community for decades, and have organized an internal program where Deerfield students are matched with local children. Also, each year Deerfield distributes about $25,000 to over two dozen students that get Summer Service grants. Mr. Flaska said, “Most [of these grants are] intended to support students serving, working in their local communities.” Some opportunities are simply built into the Deerfield curriculum. Freshman, for example, travel to the Food Bank of Western Massachusetts on MLK Day. Mr. Flaska said, “Part of the reason why we have all the 9th graders participate in this [project] day is to nurture a commitment to service and to advocacy early so that in the coming years they will do these things as well on their own.” That’s true for the rest of the student body as well. Each student completes a service project with their co-curricular at least once a term. Deerfield offers three different Community Service Co-Curricular activities: volunteering at Deerfield and Sheffield elementary schools, working in the campus greenhouse, and traveling to Second Helpings. Quite a few students also become involved in community engagement through clubs they participate in or classes they take. “It’s good to do good… and it might invite students to find more of those opportunities as they get older,” Mr. Flaska continued. Deerfield students are spearheading their own service opportunities as well. Jordan Manning ‘19 and Francis Gannon ‘21 created a program in which students prepare and serve breakfast at the Salvation Army in Greenfield on Thursday mornings. Other students have worked with Frontier High School to combat opioid addiction in Franklin County. Some student volunteers pass their afternoons in local housing communities, spending time with children whose parents have to work long hours in order to feed their families. Mr. Flaska finished, “Service is always rewarding. It’s not why you should be doing it necessarily… but it’s a consequence of doing something for others, for a cause.

The government officially shut down on Dec 22, 2018, and soon became the longest government shutdown in US history. In November 2018, President Trump repeatedly demanded five billion dollars in funding for a border wall between U.S. and Mexico, stating, “We have to build a wall, otherwise you can’t have border security.” Senate Democrats vehemently refused to approve his request, but after Mr. Trump declined to yield his position, the federal government shutdown went into effect on Dec 22. On Jan. 26, Mr. Trump signed a bill to reopen government for three weeks while Congress worked on a more permanent solution. In the ensuing standoff both during the shutdown and now, neither side seems willing to compromise on the wall. Although Democrats have acquiesced to spend more on border security in 2019 than in previous years, offering up to $2.5 billion for increased border security and the installation of cameras, the wall remains the main point of contention for both sides. Democrats are willing to back funding for drones or refitted ports of entry, essentially tightening border security to the point of creating a “smarter” wall. As of late January, Mr. Trump wants $5 billion for what he claimed would be a “big, beautiful wall” that he originally promised his voters that Mexico would pay for, and he insists that he will accept nothing less before permanently reopening government. In turn, Senate Democrats say they will never sign off $5 billion for a wall. However, Senator Mitch McConnell, the Republican leader, accused Democrats of prolonging the shutdown in order to appease their far-left base. He claimed that Democrats are purely motivated by partisanship. Firing back, Chuck Schumer, one of the top Senate Democrats, said the one and only person to blame for the shutdown is the President himself. He argued that Mr. Trump is demanding American taxpayers to allocate $5 billion of their hard-earned money towards an expensive and ineffective border wall. Schumer also reminded Americans that Mr. Trump had originally promised Mexico would pay for the wall. Kate Landino ’20 reflected on the role of political partisanship in recent events and how intraparty disagreements and refusal to work together have caused the shutdown. She offered, “I think the shutdown is an indicator of how our government only works if people want it to work. This is not just a disagreement. It’s two stubborn parties that are refusing to compromise.” The majority of Americans agree with Schumer. Public opinion polls conducted by the Washington Post in mid-January show that over 53% of Americans believe that Mr. Trump and the Republicans are at fault for the shutdown. Only 30% blame Senate Democrats. This comes at a particularly complicated time for Mr. Trump, who is currently under an investigation that will determine if he acted as a covert “Russian agent” during the 2016 election. According to his advisors, Mr. Trump’s agitation over the Russia investigation is only inflaming his temperament as he negotiates with Democrats over the shutdown, and thus he is less willing to compromise on the issue. After reopening the government for three weeks, Mr. Trump has gone so far as to warn that he would declare a national emergency in order to get his wall built. After nearly a week of publicly discussing the idea with reporters, Mr. Trump did not ultimately declare an emergency. Meanwhile, 800,000 Americans were affected, some dramatically, after not receiving paychecks for over a month. Many workers have been asking themselves how they will pay next month’s rent, costly gas and electricity bills, and most importantly, how they could continue to buy food for their children. Helen Mak ’20 attested to the gravity of the shutdown and indicated the importance of finding mutual agreement between political parties because of the harsh effects of a shutdown. She stated, “Everyone’s entitled to their own values, but people are missing their paychecks because of this political gridlock. I think it’s more important to find a compromise.” With each day that passed, it became harder for the government to recover once it reopened, and could still become even harder if it closes again. The government will be repaying workers who have continued working despite receiving no pay, and bring back key government departments, such as the Department of Homeland Security and Department of Treasury. Pointing to the suffering of American workers, Democrats repeatedly called for an end to the shutdown. Speaker of the House Nancy Pelosi asserted that the wall and the shutdown should have nothing to do with each other. Rather, she argued that they should be dealt with separately so that American families can return to work. Several Republicans who are up for reelection in 2020 have also urged Mitch McConnell to find a way to end the shutdown. It is ultimately Mr. Trump’s responsibility to reopen the government when he desires. Although many members of the Deerfield community are not regularly discussing the shutdown and its effects, there are families of students on campus who were directly affected. Students whose parents are government workers or whose siblings are federally employed likely felt the consequences more acutely as the shutdown neared its one month mark. Because of the shutdown’s impact, Samara Cummings ’20 mentioned how the government should adopt a more productive mindset. She stated, “This time could really be used to ponder more innovative solutions.” Although the government shutdown has temporarily ended, given the uncertainty of the national budget status in the coming months, it will be important for politicians in the coming weeks to not let party interests trump heeding the needs of federal workers and the American people.

Henry Pan ‘19 should be considered “the unsung hero of Deerfield Academy’s fine arts department,” said Visual Arts Teacher David Dickinson. Pan has known art for almost all his life. Starting art classes in kindergarten, he enjoyed drawing and painting portraits in his free time. In 7th grade, he started serious training outside of school. With his newly acquired skills in graphite and acrylic painting, he continued working hard by practicing everyday. Watching Pan’s , written by Guillermo del Toro, for the first time was an unusual yet magical experience for Pan. Not many people know about this foreign film, but Pan’s 12 year old self recognized that there was something intriguing about the change in the protagonist’s costumes. His interest in costume design, film and the arts grew from there. “I think my predominant interest in art is just the innate human desire to pursue what’s beautiful to them,” Pan described. Coming from an Australian high school, Pan entered Deerfield as a new sophomore. His passion in art and allowed his education to gradually mold and reshape his thinking. “My interest in and definition of beauty developed,” he expressed about his time in Deerfield. “In my first year I was challenged in mediums I wasn’t familiar with – like pastel. Working from observation was also a change and presented some unique difficulties. I thought it was a great privilege to draw in such an academic manner.” Pan jumped right into the rigorous AP art program, joined the advanced vocal ensemble, and worked as a costume manager for the theatre and dance programs, leaving a remarkable impression on with whom he worked. Mr Dickinson explained, “He needs no prompting to do this stuff. He’s very interested and willing to pursue the arts at numerous levels and the adults who work with him think he’s one of a kind.” While on campus, Pan is either seen working in the Hess or in his English-inspired room. On top of working in the art studio everyday, he has many choral obligations that include singing in the brick church on Sundays and preparing for recitals. Beyond that, he still connects with the dance and theater departments to design costumes for the upcoming dance showcase and winter play, gaining hands on experience with Deerfield’s own students. When asked about the significance of art, Pan said, “People think that art is a spur of the moment thing. It’s not. It requires long term dedication with daily practices just like a musical instrument. It needs far more time and focus than most regular day jobs.” Outside of school, having to travel by himself, Pan enjoys going to different countries and experiencing unfamiliar cultures, especially through an artistic perspective. “Traveling to different places definitely changed my perspective. In regards to art, I learned that each culture should have very different understandings, utilization, methods and lifestyles relating to art,” Pan elaborated. Pan’s classmate, Anna Mishchenko ‘19, said, “I think what separates Henry from others is how much he lives and breathes art. Whether it’s painting in art class, talking about art history and his courses at [Deerfield], designing the next costumes for cocurric, or just joking around about our art experiences, he’s like the epitome of a training artist” Mr. Dickinson stated, “He really spreads himself quite thin across the arts departments and we [his teachers] really appreciate his energy and his contributions.” In the future, Pan plans to major in costume design and pursue it professionally.

This year, Deerfield faculty and students are making an effort to ensure new sophomores are able to adjust into their grade smoothly and easily. By establishing new policies, the administration is directly addressing the difficulties many new sophomores face fitting into a class that has already formed close bonds. In the past, Green Keys to new sophomores were all juniors but a new policy this year allowed new sophomores to be paired with returning sophomores. Deerfield’s Rising Scholar Program, where a percentage of incoming 9th-graders are given the opportunity to familiarize themselves with the school a week in advance, also accepted new 10th graders this year. And, in perhaps the largest change, a new policy mandated that new sophomores will no longer live in Harold Smith (HS) due to its small size. Helen Mak ’20, who was a new sophomore last year, said she is glad they have enacted this policy in HS. She believes, “It shouldn’t be a dorm at all as it’s way too small […] you’re just so physically away from the rest of your grade.” Through changes like these, Mak believes that the administration is making significant improvements and addressing the needs of new students, partly in response to a survey that the entire Class of 2020 received regarding what Deerfield could do to ensure all new sophomores were comfortable. Another fundamental change was made this year. Over this past summer, all sophomores received an email inviting them to join the 10th-Grade Integration Committee. The Committee is a new creation, designed to bring the current sophomore class together. Composed of 30 students thus far, anyone can join by simply emailing Ms. Melvoin and showing interest. As of now, they have planned several social events this year, such as the Sophomore Olympics and the Ice-Cream and Ice-Skating socials. Ninth- and Tenth-Grade Dean Rebecca Melvoin said that she came up with the idea during spring of 2017 and sent an email to all sophomores regarding the Committee to gauge interest. She said, “About 30 students said they wanted to join the group, which was overwhelmingly positive and blew me away.” The positive response to this initiative points towards the impact that this Committee hopes to enact on campus. Chijioke Achebe ’21, 10th Grade Student Council Representative and member of the Committee, said he believes the events the Committee holds are crucial “if we really want each class to be cohesive … which is the goal the school is working towards.” Even though the Committee is dedicated to improving every new sophomores’ experience, some believe it has fallen short of their goal. Caroline Mahony ’21, a current new sophomore, said, “The events were a little effective, but … it would be better to have a little more structure to force people to talk to people they wouldn’t talk to otherwise.” Other students appear to share the sentiment. Daniel Kang ’21 said, “It might be good to hold a more specific event with a more specific activity.” Although some students have criticized the Committee’s events, the Deerfield administration, and community as a whole, is undeniably working hard to aid the assimilation of new students into the Deerfield environment. As Mak put it, “The problem is lack of open-mindedness, and people are only improving and becoming more aware.”

The Deerfield Hockey Program has matriculated athletes to some of the top universities and hockey programs in the country. Among the program’s most distinguished alumni are Ben Lovejoy, class of 2003, and Molly Schaus, class of 2006. Mr. Lovejoy attended Boston College for one year before transferring to Dartmouth College to finish his collegiate career. Upon graduating from Dartmouth, Mr. Lovejoy continued his hockey career with the Scranton Penguins, the top minor league affiliate of the Pittsburgh Penguins, for one season before signing with the Pittsburgh in 2008. Mr. Lovejoy also competed with the Anaheim Ducks for three seasons before returning to Pittsburgh. In 2016, Mr. Lovejoy joined the New Jersey Devils. In his first season with the Devils he scored 8 points with 2 goals and 6 assists before winning a Stanley Cup at the conclusion of the season. Ms. Schaus graduated from Boston College in 2010 where she led the Eagles to the Frozen Four in her senior season. As a junior, Ms. Schaus garnered Second Team All-American recognition and in her senior season was awarded First Team All-American honors. During her collegiate career, Ms. Schaus was selected to the United States National Team where she won 4 gold medals in the International Ice Hockey Federation Championships. Ms. Schaus also competed in both the 2008 and 2012 Olympics with Team USA, winning two silver medals. In 2010, Ms. Schaus was drafted second overall in the CWHL Draft. In the following quotes, Mr. Lovejoy and Ms. Schaus speak to how Deerfield shaped their professional careers on and off the ice.