Main Street Spring 2021 - Edition 6

E D I T I O N

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MAIN

S P R I N G

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STREET

CHANGES FOR NEXT YEAR

LET US CELEBRATE!

EVENTS AND HAPPENINGS

Meet the Head of School Anti-Racism at Bement

Graduates Biographies Gifts from the Class of '21

Earth Day & Field Day Teacher Appreciation

TABLE OF CONTENTS

Editor's Note

02

Welcome, Mr. Schloat!

03

Becoming an Anti-Racist School

05

By Katherine '22

Last Days of Spring - Field Day Earth Day at Bement

By Angela '21

Graduate Biographies & Class Gift

13

Thank You Note for Teachers

15

By Angela '21

By Toler '21

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EDITOR'S NOTE Dear Bement,

Summer looms over us—the flowers that bloomed so luminously in the spring wilt in the heat— as the excitement over vacation builds, tinged with goodbyes and the premonition of losing touch. Amid this heat, animation, and desolation will the spring 2021 edition of Main Street be published, in hopes f reflecting the key moments and voices of spring term at Bement. In this edition, as antiAsian hate crimes swell worldwide, we inquire about our AAPI affinity group on how diversity, equity, and inclusion could be achieved. We celebrate our graduating students and the dedication of our teachers.

You will familiarize yourself with Mr. Schloat's outlook on current social justice issues,

By Toler '21

alongside the festivities that occurred on Earth Week and Field Day. So far as a remembrance and celebration of committed individuals, I hope the last edition of 2021 will remain a zeitgeist of the COVID-19 era before circumstances return to "normal" once again.

There was a uniqueness to the 20-21 school year that could never be instilled twice.

Lastly, I would like to thank the Editorial Board and Ms. Keddy. They worked tirelessly to assemble the spring 2021 edition of Main Street.

Please enjoy our issue!

Fumi '22 EDITOR IN CHIEF PAGE 2 | MAIN STREET

WELCOME, MR. SCHLOAT! Interview by Rose '23 and Evelyn '21

On behalf of the student body, Main Street asked Mr. Schloat, the Head of School. about his personal life, past achievements, and views on Bement.

I remember your MLK day speech and how you

Yes, I am! I am not coaching a sport for now, but I am

encouraged the Bement community to "speak up."

planning to teach English next year for Upper School

What are some issues, topics, and subjects that you

students.

are most passionate to '"speak up" about?

Bement is committed to creating a diverse

I want to speak up about food insecurities. I live in a

community where each individual is respected for

county where thousands of people in this region struggle

holding their personal identity. Do you have any

to get food on the table every day. I have done a fair

plans on expanding this commitment?

amount of work with the Western Massachusetts food bank and volunteered with Bement students this winter at the Greenfield Stone Soup Cafe, which provides food for those in need. Also, I want to speak up about the physical or emotional abuse of young people. It has been particularly hard during COVID-19 for families that face these problems. School is where kids can share their thoughts with adults and teachers they trust. But with students being outside of campus and schools closing, that opportunity to connect with adults and teachers is not offered anymore. I hope to help students who face these issues when we come out of the pandemic.

Are you planning on teaching a subject or a sport?

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Yes, I plan to develop a new dress code and different standards of personal conduct coming out of COVID-19.

I hope that the dress code will encompass the respect needed for all different genders and sexualities. There are some other opportunities to think about what ways the Bement program can support students who want to share their identity as well. We have had some success starting affinity groups for students of different racial backgrounds. However, we still have a lot of room to grow in similar affinity groups who want to talk about gender identity and sexuality, particularly in the upper school.

During your time as the Interim Head of School from

June through December, what quality of the Bement

Knowing the circumstances of online classrooms, remote

community stood out to you the most? Does this

learners have less time to connect with their teachers. In

quality contribute to the reason why you are

that sense, it is critical that the feedbacks to remote

continuing your role as the Head of School?

learners are accurate and don’t need much explanation.

We really have to focus on how we provide feedback to

The quality of enthusiasm in the Bement community remote students in a precise and timely manner.

stood out to me the most because I enjoy being in a K-9 school environment. Most of my career has been spent in

In the form of mass shootings, homicide, and

secondary schools. There is a particular element of

assaults, gun violence has been a relevant epidemic

middle and elementary school that doesn't exist in a

in America for decades. Do you have any plans on

secondary school, which is the enthusiasm–that kids are

decreasing the risk of gun violence and

so excited to be at school and a part of the Bement

strengthening Bement's campus safety?

community. They like to be goofy, weird, and figure out who they are. I wasn’t able to appreciate that until I saw it up close this fall. That turned me around and kept me interested when I was offered the chance to stay at Bement.

Gun violence is clearly a crisis in America, and I don’t have an easy solution to it. When it comes to specific mass shooting threats here in Deerfield, we are very lucky, but we also have to stay vigilant. We can't allow the privilege that we enjoy in the safe village to let our

The Head of the School Search Committee

guard down regarding the possibility of a gun threat on

mentioned that they were deeply impressed by your

our campus. We had some training this fall from a police

experience in planning remote learning at Deerfield

officer, which was how to identify threats when someone

Academy. How did your experience at DA help you

comes on campus. Teachers and faculty who are

with shaping Bement's remote learning system this

typically at the entrance of the school are well trained

year?

to identify such threats, but one point was raised: Now that we teach outside, do teachers know how to identify

One of the things in my head at my time at Deerfield a threat? The Bement community has to work hard and

was treating every teacher as a new teacher. Every rethink what the dangers are. Beyond that, our primary

teacher was uniquely approaching the school in a new security for Bement's campus will remain Deerfield

way. They were offered all the support needed and academy and Historic Deerfield's security service. Both

given permission to make mistakes. of those services have controls moving up and down the

In these regards, as I transitioned into Bement, I tried to streets and have an eye out for us throughout the day.

look at it from the same angle. Every teacher had to Another topic I like to talk about is self-inflicted gun

approach this year as a new teacher, starting from violence in a form of suicide. I am worried about the

scratch. For both teachers and students, I felt like not mental health of our student body as we come out of the

everything had to be perfect. We were all just figuring it pandemic. People worldwide are facing this problem as

out and learning as we went along. The more time we they have been cooped up in their houses for a year.

spent learning by remote knowledge, the more we That worries me a lot in terms of planning to protect the

learned to balance the asynchronous/synchronous time; safety of our community. In response, we are reinvesting

this gave students more chances to do homework in counseling services at Bement and offering even more

independently. from now on. Also, we are beginning to train our faculty

In the last couple of months at bement, I also learned and staff more about mental health, so they can help

that giving feedback to remote students is more support our students with any of those threats before it

important than feedback from in-person students. reaches a possibility of violence.

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ONE STEP TOWARDS BECOMING AN ANTI-RACIST SCHOOL Written by Fumi '22 and Evelyn '21

The rise of the COVID-19 pandemic brought forth a surge of anti-Asian sentiment and xenophobia across the globe. Stop AAPI Hate, the anti-Asian hate reporting center, tracked 6,603 hate incidents against the AAPI community since this past year. Above all, 64.8 percent of the victims were women. In the United Kingdom, End The Virus of Racism documented a police report in May 2020, disclosing a 21% increase of East-Asian directed hate crime incidents.

Racial Triangulation graph by Claire Jean Kim (1999) The uptick in xenophobia, hate, and

Whenever racially fueled incidents occur

politically-infused racist phrases across the

both on campus or outside of campus,

United States culminated in the shooting in

Bement takes full liability to condemn the

Atlanta, Georgia, where eight people were

adverse actions and extend its solace to

killed, six women of Asian descent (Taylor).

students who have been affected by the

This incident shed light on the longstanding

situation. This spring, Mr. Schloat publicly

racism towards members of the AAPI

condemned Anti-Asian hate crimes and their

community, both disquieting Asian Americans

repulsion to Bement’s values on the school

and provoking action. Yet this is not the first

website and Instagram page. “Such bigotry

time Asians have been subjected to

and hatred...have no place in society and are

nationwide prejudices. They have also long

anathema to the mission and values of our

been portrayed as the “model minority,” a

school community,” he wrote.

myth that glorifies Asian American success to

Mr. Schloat’s public condemnation of anti-

criticize other minorities, under a threatening

Asian racism was welcoming to hear, for we,

assumption that all ethnic minorities have

students and faculty of Asian descent, felt our

endured the same racial discrimination.

community was regarded with sympathy.

Despite the glorification, Asians remain to be

However, we also believe Bement has to offer

excluded as foreigners—this juxtaposition of

more to create an empowering environment.

glorified success and ostracism form the basis

In doing so, the school must address the

of racial triangulation theory, first introduced

factors that perpetuate racial inequities and

by Claire Jean Kim in 1999.

acknowledge ways to become an anti-racist school.

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Bill ‘22, while sharing his story in the Asian

time to learn struggles, culture, values, and

Alliance meeting, mentioned that American

experiences from each other.

education perennially erases the history,

It is undeniable that the model minority myth

conflict, and trauma of Asians—saying that

in the form of racial “jokes,”

our stories are “rarely taught.” His comments

microaggressions, and slurs prevails on

were relatable for other Asian students in the

campus. Despite its prevalence, racism at

alliance meeting; they agreed with Bill with

Bement is often left to be “forgotten or

nods. In these regards, the first step for

dismissed,” Mike ‘21 affirms. Following the

Bement to become an anti-racist school is to

claim, the third step for Bement to become an

teach the long legacy of anti-Asian racism.

anti-racist school is to create a Diversity,

Ms. Liu, Upper School Chinese Language

Equity, and Inclusion Committee. The DEI

Teacher, stated, “Asian students should think

committee’s main purpose is to educate

about how we can integrate our history in

teachers, faculty, and students on how to

classrooms.” We urge the teachers to

respond to the presence of racism in

implement classroom materials that shed a

classrooms. This committee would be an

light on the history of Asian Americans: stories

essential measure to help affected students

of resistance, exclusion, solidarity, and

feel respected while preventing any further

coalition. We hope that these changes in

incidents in the future. In Responding To Hate

classrooms can foster a more knowledgeable

and Bias at School, Learning for Justice, a

student body and raise personal awareness

social activism program, provides careful

on the part of each student. As the saying

instructions on how the DEI committee can

goes, knowledge is the key to understanding

react to racism. We encourage the use of the

and combating racism.

guide if it is considered among administrators

Under Mr. Shields’ guidance and leadership

to create a committee of some sort. In

this year, racial alliance groups are starting

addition, we see a pressing need for these

to hold a resolute identity at Bement. Many

committees to condemn not only racism, but

students and faculty of color have affirmed

also sexism, misogyny, classism, xenophobia,

positive aspects of their racial identity and

homophobia, ableism, and more.

found an inclusive space for dialogue within

Taking our suggestions into consideration

these groups. Taking advantage of such a

would be Bement’s testament to its very own

medium, the second step for Bement to

persistence in creating a climate of

become an anti-racist school is to create

acceptance and kindness. Still, we must

race conversion meetings between alliance

remember that the commitment for Diversity,

groups. Ms. Cho, Upper School Math teacher

Equity, and Inclusion does not reach insofar

says, “forming a solidarity between Asian

as a school undertaking. Rather, it is a

students and BIPOC students is important

commitment on a much more personal level, a

because they are experiencing very different

moral responsibility that we each have as

racism.” Joining as a big circle in the TCY

humans.

room, race convergence meetings would be necessary to create such solidarity. They would offer students and faculty of color the

PARK, ALISON. “FIELD OF RACIAL POSITIONS.” MEDIUM, 5 MAY 2019, HTTPS://MEDIUM.COM/URBANITYMAG/NAPALM2APAHM-DAY-5-FIVE-PICTURES-EXPLAINING-RACIAL-TRIANGULATIONB20D3D88CE07 TAYLOR, DERRICK BRYSON, AND CHRISTINE HAUSER. “ATLANTA SHOOTINGS: WHAT TO KNOW.” THE NEW YORK TIMES, 16 APR. 2021, WWW.NYTIMES.COM/2021/03/17/US/ATLANTA-SPASHOOTINGS.HTML STOP AAPI HATE. STOP AAPI HATE NATIONAL REPORT. STOP AAPI HATE, 2021. HTTPS://STOPAAPIHATE.ORG/WP-CONTENT/UPLOADS/2021/05/STOP-AAPI-HATE-REPORT-NATIONAL-210506.PDF END THE VIRUS OF RACISM, RESPONSE TO THE CALL FOR EVIDENCE ON ETHNIC DISPARITIES AND INEQUALITY IN THE UK. END THE VIRUS OF RACISM ET AL, 2021.

HTTPS://STATIC1.SQUARESPACE.COM/STATIC/5F369D95BA72601CE27F00BF/T/600A9F5A61523742064E243A/1611308902466/RESPONSE+TO+THE+CALL+FOR+EVIDENCE+ON+ETHNIC+DISPARITIES+AND+I NEQUALITY+IN+THE+UK-21JAN2021.PDF LEARNING FOR JUSTICE. RESPONDING TO HATE AND BIAS AT SCHOOL. TEACHING TOLERANCE, 2017. HTTPS://WWW.LEARNINGFORJUSTICE.ORG/SITES/DEFAULT/FILES/201707/RESPONDING%20TO%20HATE%20AT%20SCHOOL%202017.PDF

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FIELD DAY Wear your swimsuits and be ready to slide! An inflatable double water slide was placed on campus for students to welcome the hot summer day.

FUN WITH WATER

Catch the balloon or else, you will get soaking wet! Two or more players, extended by a distance, were asked to throw and catch water balloons in a rally, until it popped!

DUNK! Teachers, faculty, and students who were brave enough, sat on the collapsing seat right on top of a tank of water. Then, those who dared to dunk the “seated”, threw balls at the target! The dunk tank was designed so that once the ball hit the right target, the seat collapsed down into the tank of water.

The dunks always brought laughter and applause.

CORN HOLES

Wonder why pocket-sized bags, filled with corn kernels, were flying in the air all throughout Field Day? It was the students who threw those bags, attempting to score a goal on a raised platform. Throwing the bag into the corn hole raised 3 points while placing it on the board raised only 1 point.

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@ BEMENT

WATER RELAY This game has been a cherished tradition throughout the yearly events of Field Day. Taking turns, students had to fill up their pitchers by carrying a cup of water from the tub as fast as possible. It perhaps can sound simple, but it was quite hard since those cups had tiny holes in them, making it harder to fill the pitcher!

DODGEBALL WITH A TWIST We are all familiar with the game of dodgeball, but the water dodgeball hosted on Field Day had an unexpected twist! Instead of normal soft balls, the players were asked to throw and catch wet sponges. Players were divided into two teams as they attempted to hit their opponents with wet sponges. The rules of water dodgeball were the same as those of regular dodgeball: if a wet sponge splashed a player, they were out; if anyone successfully catches a sponge, an outed player can return and continue to play.

After a hot day under the sun comes the delight of shaved ice and cotton candy. Although this year has looked very different due to COVID-19, the Field Day tradition continues!

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EARTH DAY AT BEMENT Written by Vickie '23

As the white blankets of snow melt and the

campus. All the upper schoolers learned about

warm spring breeze and the green leaves

invasive species and participated in the

decorate the bare branches, there comes the

removal of them from the campus grounds

time for people to take care of our beautiful

(Invasive species are non-native plants that

planet - Earth. Starting from 1970, Earth Day

take up lots of nutrients. Some invasive

takes place annually on the 22nd of April.

species found at Bement are bittersweet,

Earth Day inspires us to support the

Japanese knotweed, Japanese barberry,

environmental movement by focusing on the

burning bush, and multiflora rose). Their

need for conservation. This year, Bement’s

removal provided Bement with more campus

celebration of Earth Day lasted for a whole

space and nutrients essential for native plants

week. Through “Earth Week,'' all Bement

to thrive. There are far more other activities

students participated in different kinds of

than what is listed here that can help protect

activities to help the Earth. Lower schoolers

the Earth, and we encourage you to take

planted wildflower seeds on campus, which

action to protect our planet. Even the smallest

will soon be transplanted to Pine Hill in order

actions can make a difference! Check the

to support native pollinators. Students in Keith

next page for ways we can demonstrate our

and Drake buildings picked up trash on

love and loyalty to the Earth.

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D

O

ING

OUR

PA

RT

FOR THE EARTH Let's make every day feel like Earth Day. Here are some examples of things you can do to help our beloved planet!

1 2

Plant seeds Plants not only have the ability to clean the air and ground around them, but they also decrease noise pollution and support organisms.

Recycle Find ways to refurbish items or donate and trade them. When you use any recyclable cups or utensils in the dining hall, don’t throw them away in the trash can! Recycling those materials can help bring down the number of natural resources humans extract, which saves energy and minimizes greenhouse gas emissions.

3

Pick up trash Put biodegradable and non-biodegradable garbage in separate containers. The simple act of picking up trash can create a better environment for both humans and animals. If you see any trash left in the playground after recess, pick it up.

Your simple act can prevent water pollution and protect wildlife from consuming those harmful objects.

4

Reduce the use of plastic With the excessive use of plastic today, garbage made of plastic ends up in the soil and the ocean. Decreasing the amount of plastic used can reduce pollution and provide animals with a healthy environment.

Conserve water

5

The supply of potable water on Earth is limited. Although we are not in the danger of running out of water soon, it’ll still be wise to start protecting the resource. Use a water bottle to drink from the water fountain. Don’t leave the bathroom sink taps flowing when they are not used. Conserving water helps maintain a healthy environment for the aquatic ecosystem and saves the amount of energy needed to pump and heat water.

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WHEN WE SAY BEMENT

GRADUATES

-

CLASS

OF

'21

OUR GOODBYES

Angela Years at Bement: 4 Next School: Blair Academy

Channing Years at Bement: 4

Caledonia Years at Bement: 3 Next School: Williston Northampton

Charlotte Years at Bement: 3

Next School: Williston Northampton

Next School: Stoneleigh-Burnham

Durgin

Evelyn

Years at Bement: 4 Next School: Williston Northampton

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Years at Bement: 4 Next School: Choate Rosemary Hall

Casey Years at Bement: 10 Next School: Deerfield Academy

Cori Years at Bement: 3 Next School: Deerfield Academy

Grace Years at Bement: 4 Next School: Concord Academy

Gregory

Jeffrey

Jake Years at Bement: 10

Years at Bement: 3

Next School: NMH

Next School: Suffield Academy

Next School: Williston Northampton

Jonny

Manuel

Margarette

Years at Bement: 10

Years at Bement: 3 Next School: Deerfield Academy

Years at Bement: 4

Years at Bement: 2 Next School: Portsmouth Abbey

Next School: Emma Willard

Mike

Tice

Years at Bement: 4

Years at Bement: 3

Years at Bement: 5

Next School: Tilton

Next School: Deerfield Academy

Next School: Pomfret Academy

Toler

Class Gift The ninth-graders this year gifted us a viewing dock at the Pine Hill river. Over the spring, the ninth graders built this dock for the lower schoolers and their camping trips. 9th graders signed their names on the dock. It is their hope that the dock can provide great opportunities for the Bement community to enjoy the landscapes and sceneries at Pine Hill. This dock will forever celebrate the love, happiness, and memories the Class of '21 has instilled in Bement's identity.

Yosola Years at Bement: 10 Next School: Stoneleigh-Burnham

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IMMENSE THANKS Written by Evelyn Lee on

To all the teachers at Bement, we h

Appreciation for teachers and their dedicatio

Even through tribulations of the global pandem

remarkable resilience to support remote, h

materials, recording instructional videos, set plans every day, they developed classrooms th

creativity, commitment, and care the teacher

who we are as the Bement community. Thank

light and hope and radiating optimism, whethe

scree

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TO OUR TEACHERS

behalf of the student body

have two words for you: Thank you!

ons has taken a whole new meaning this year.

mic, Bement teachers stepped up to show their ybrid, and in-person students. By updating

tting up online meetings, and devising lesson at kept our learning afloat down the road. The

rs demonstrated is the very own testament to

k you again to the teachers, for shedding the

er it was done on campus or through computer

ens.

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SPRING TERM - 2021

Main Street T H E

B E M E N T

S C H O O L

EDITOR IN CHIEF MANAGING EDITOR MAIN PUBLISHERS GRAPHIC EDITOR ASSOCIATE EDITOR LAYOUT EDITORS COPY EDITORS PUBLISHING ASSISTANT

O F F I C I A L

M A G A Z I N E

Fumi '22

Evelyn '21, Gordon '22

Angela '21, Grace '21

Toler '21

Vickie '23, Rose '23

Katherine '22, Serena '23

Cleo '23, Flora '23

Miyu '22, Justice '23

NON-EDITORIAL BOARD CONTRIBUTORS Ms. Keddy, Mr. Schloat, Ms. Cromack, Ms. Craig, AAPI affinity group

PHOTOGRAPHERS Angela '21, Toler '21, Katherine '22, Ms. Gearhart, @thebementschool on Smugmug

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EDITION 6

MAIN STREET SPRING TERM

Please contact us at magazine@bement.org for any inquiries