Friday, February 21st, 2014
Vol CXIX Num. 9
Jennifer Pozner Advocates for Media Literacy By Jonathan Chan‘16 & Eshani Chakrabarti ‘17 News Writers On February 12th, Jennifer Pozner, media activist, feminist, and this year’s Margo Johnson Speaker, addressed the Milton community about gender inequality in the media, advocating for media literacy and changes in the portrayal of women and minorities in TV shows, publications, and advertisements. According to Pozner, corporate-dominated media spreads regressive ideas about women, minorities, and gender stereotypes for profit, impacting an unaware, susceptible public. She pointed out that popular reality television shows such as America’s Next Top Model and The Bachelor erase all the progress made in the last hundred years. “It’s like [those years]… never happened,” Pozner said. Pozner also discussed
women in the context of our nation’s politics. Using examples such as Nancy Pelosi, Hillary Clinton, and Michelle Obama, Pozner pointed out that even well-respected, powerful women are subject to constant commentary about their sexuality and promiscuity. Reading aloud from various articles that focus on the clothes and body of female politicians rather than on their accomplishments, Pozner noted, “Nobody is mocking the length of John McCain’s pants.” When asked what the Milton community can do to help fight degenerative content in media today, Pozner explained that students must first become media literate, learning how to “deconstruct” media, constantly asking a few key questions: Who is creating this narrative? Who profits socially, financially, and politically? Which groups — gender, race, class status, and sexual orientation
— are not represented? Pozner stressed that media literacy is our “strongest weapon” against propaganda and manipulation in today’s media-saturated environment. By understanding the “charade,” we students can decrease the weight we put on media and thus its influence. According to Pozner, only with this awareness can we take action to make changes within in media industry. Pozner’s reputation as a crusading feminist preceded her, and some students were skeptical about her speech. “I was a little wary at first. I thought it would be another one of those clichéd empowering women and gender equality talks, but I really thought the added twist of media and politics was interesting… a fresh twist on a heated issue. After hearing her talk, I do agree with her that women are marginalized in the media,” said Natalie Perlov (III).
Pozner encourages media literacy and gender equality.
“I never thought I would enjoy the speech as much as I did. I have always been skeptical about feminists… only seeking faults in men and blaming the opposite sex for their problems,” echoed Lilly Le (IV). Mollie Ames (III) be-
lieves that Pozner’s speech was applicable to Milton, saying, “It is prevalent in our community in the way that we unintentionally and unknowingly disrespect women. It’s part of our culture.” Cam DiGiovanni (III) Continued on page 3
MAFH Spreads the Love on Valentine’s Day
Hannah Pulit sits at her desk in the Deans’ Office.
Faculty Spotlight: Hannah Pulit By Elizabeth Muse ‘16 News Writer When you walk into the Deans’ Suite, Ms. Pulit’s smile and greeting is the first thing you will come across. Since her graduation from college in May 2011, Hannah Pulit has worked at Milton Academy in the Deans’ Office as the Milton Upper School Administrative Assistant, providing much-needed organization and guidance to students and teachers alike. Ms. Pulit assists many people in the office, whether
they are in a panic or are just looking to talk. She handles student forms, special absences, assembly cuts, medical forms, DC statements, and the very stressful task of organizing student’s classes before the start of a school year. Where most others find their professions repetitive, Ms. Pulit views working at a high school a whole different experience. “Kids make it different, no day is the same,” Pulit explained. Pulit noted that one of the hardest things she has to do is “know a difficult conver-
Same-Sex Marriage, pg. 4 Senior Projects, pg. 4
sation is going to take place” between her and a student going through the DC process. However, she combats this task like many others, utilizing her uncanny ability to make any student who walks through the office doors feel comfortable and relaxed. Her charismatic personality fits perfectly into dorm life, when Hallowell welcomed her with open arms at the beginning of this school year. While Ms. Pulit attended Milton for a lengthy thirteen years as a day Continued on page 3
Snapchat, pg. 8 Sochi Olympics, pg. 9
By Caitlin Connelly ‘15 News Writer Every Valentine’s Day, Milton students crowd into Withington as they search for heart-shaped notes and collect roses from significant others, admirers, and friends. The annual Rose Sale, hosted by Milton’s Girls’ Field Hockey Team, encourages students and faculty to send their love through flowers to their fellow peers and teachers. The money raised from the sale goes toward both the Field Hockey Team and the Dana Farber Cancer Treatment and Research Institution. This year’s sale sold 3,315 total roses, raising a net amount of roughly two thousand dollars for Dana Farber and one thousand for the team. Although the overall attitude towards the annual sale is positive, the team has recently received an increasing amount of skepticism about the motivations of the fundraiser. “Many people criticize our team’s sale, because they are under the impression
Mid-Year Art Show, pg. 9 Beyonce, pg. 10
that in purchasing roses, they are the ones paying for team gear and other things for our field hockey team,” said Juliet McCann (II), one of next year’s field hockey captains. “In reality, our primary motivations for raising money is to donate to Dana Farber for breast cancer research.” The rose sale is one of two fundraisers that the Field Hockey Team runs, the other being the “Play for the Cure” game during the fall season, whose profits are donated entirely to Dana Farber. With substantial participation from the Milton community, the annual rose sale allows the team to take advantage of a popular holiday to support both their team and cancer research. Another area of concern is whether this rose sale is beneficial or detrimental to the community, as doing so may leave people feeling left out or insecure about the number of roses they receive. Overall, students reacted well and got excited about both buying Continued on page 9
Swim Team Tops ISL, pg. 11 Ski Team, pg. 11
February 21st, 2014 | Page 2
MEASURE T h e Mi l t o n est. 1894
Editors-in-Chief Elana Golub ‘14 & Charlie Blasberg ‘14 Managing Editor Gabriella Blake ‘14
Senior Editors Neil Chandra ‘14 Daphne Chow ‘14 Yvonne Fu ‘14 Titania Nguyen ‘14
Layout Editor Chris McDonough ‘14
* Kate Higgins ‘15 and Ashley Koo ‘14, A&E Editors Shira Golub ‘14 and Hannah Hoffman ‘15, News/Feature Editors Hari Patel ‘15 and Constantine Velmahos ‘15, Opinion Editors Chris Karlson ‘14 and Abby Lebovitz ‘14, Sports Editors Jenna Lee ‘14, Photo Editor Neekon Vafa ‘15, Web Editor Clay Heater ‘15, Ian Kennedy ‘15, Ian Malone ‘14, and Maura Noone’ 14, Humor Writers * Larry Pollans, Faculty Advisor Head Writer Rebecca Chernick ‘14 News Rachael Allen ‘14 Jacob Aronoff ‘16 Ariela Buxbaum-Grice ‘15 Eshani Chakrabarti ‘17 Jonathan Chan ‘16 Sean Chanicka ‘15 Eshani Chakrabarti ‘17 Caitlin Connelly ‘15 Elizabeth Muse ‘16 Rajiv Ram ‘16 Claire Russell ‘14 Iladro Sauls ‘15 Opinion Ilve Bayturk ‘14 Madeline Barnes ‘16 Aeshna Chandra ‘16 Sophia Cloherty ‘16 Trevor Hopkins ‘16 Mark Iraheta ‘15 Christina Lin ‘16 Devon Moehlenkamp ‘14 Natalie Perlov ‘16 Peter Remsen ‘15 Mykayla Sandler ‘14 Eliza Scharfstein ‘16 Marshall Sloane ‘16
A&E Kat Fearey ‘14 Abby Greene ‘14 Simone Hunter-Hobson ‘16 Ashley Koo ‘14 Emma Martin ‘15 Louisa Moore ‘14 Hannah Nigro ‘16 Faith Pang ‘15 Clementine Wiley ‘16 Sports Chris Bucci ‘16 Nathaniel Deacon ‘16 Abby Furdak ‘17 Jeremy Gross ‘16 James Maguire ‘15 Caroline McCammond ‘16 Anthony Scurto ‘14 Neel Taneja ‘15 Jack Urquhart ‘14 Photography Sam Rochelle ‘16 Salima Sarsenova ‘14 Rex Li ‘14 Varun Singh ‘14 Victoria Parker ‘14 Advice Columnist Louis Demetroulakos
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The Milton Measure
A New Approach to Curing Senoritis By the time the second semester rolls around, most seniors complain of “no rest for the weary.” Milton, which is a college preparatory school, continues to hold the same expectations for seniors throughout their final year, though motivation in many students drops after their college applications are complete. A four-year career at Milton Academy takes a toll on any student, as academic, athletic and social pressures pile on. Many seniors feel that they deserve a break from the rigor and, at some points, monotony that they have endured for so long. What does this say about Milton when our senior leaders essentially give up on academia for their final three months? Firstly, seniors fail to realize what kind of message this sends to our underclassmen: the value of your Milton experience is visible only in your college acceptances. By neglecting schoolwork after colleges receive first semester grades, seniors act as though the sole purpose for working hard and the sole reward for those labors is a college decision. As a college prep school, Milton not only prepares students to apply to college but also teaches the skills necessary to succeed at a higher institution. Those lessons don’t lose their value after January. Also, as Milton has focused on adjusting its curricula to fit a modern standard for cross-discipline studies that prepare students for life beyond school, lessons taught during senior spring will become more and more valuable. Secondly, when seniors tank the last few months of their last year, it reflects on the character of the class as a whole. It exposes the seniors as people who can invest so much into an education but not be willing to put in a little extra effort to finish strong. Life presents countless tasks that, when finished carelessly or insufficiently, lose much of their effect and value. Seniors who slump during the spring will have the most prominent memories of meaningless classes and sluggish Harkness table discussions because those are the last things to have happened in classes at Milton for them. Seniors deserve a better note to finish on, and although theytake effort, classes that finish on a high point will have more worth in a student’s life. Teachers can also help further engage seniors in their final semester at Milton by offering more student investment in curriculum construction, which they have already begun to do. Often, the work becomes tedious after seven semesters of similar tasks. Curricula for classes that contain a majority of seniors should be tailored to the interests of the seniors in that course. A perfect example of this strategy is in the Three Writers English course for seniors, in which the class examines three writers in depth over the course of the year. The third writer, who is studied over the second semester, is picked by the students. The course is designed to keep seniors engaged in a different way than they had been assigned to work before. Other individual research opportunities such as the term paper and DYO foster a stronger connection between students and their learning because of the element of choice. These second-semester classes keep seniors engaged because they had a say in their curriculum and enjoy the work they are doing.
The Milton Measure
February 21st, 2014 | Page 3
From the Archives February 10th, 1986
Fact or Fiction: Senior Slump Affects Classes
Rumors occasionally circulate concerning a mysterious beast, dwelling only in the presence of certain Milton Academy students. It has never been positively identified, yet few will deny that it does not exist. This creature, in whatever form, dwells only in the hearts and minds of Milton Academy seniors, but it may be possible, now that the first semester is over, to uncover details concerning the existence of “Senior Slump.” No matter how many dire warnings one receives from parents and college counselors, it is hard to avoid thinking at some point that there is no longer any need to worry about schoolwork. After being accepted early, or after the first term ends, or at least by April 15, it seems that things have been decided one way or another, no matter what the student does. At this point, it is sometimes easy to conclude that the goal of high school has been accomplished and stop putting effort into schoolwork; this is “senior slump” in its most common form. The obvious place to look for signs of people taking early vacations is among those accepted to college early. The school as a whole seems to perceive these people as ending the year in December. When Chris Dearborn, Class I, was asked about “senior slump,” he said to “talk to Greg Allen; he hasn’t done five minutes of homework since he got into Middlebury.” Allen responded that this might be true “most of the days of the week, but sometimes I work hard.” Ricko Prud’homme, Class I, was admitted early to college, and though he claimed that he would “hopefully not” stop working as hard, he did admit that “it’s getting hard to avoid. Every now and then, there is a depressing void of motivation” and an urge “to totally give up to sloth.” He also said that although being admitted early “makes it a lot more tempting,” it “would be inevitable” that one would eventually begin to loosen up academically. One early-admittee said that it would be “best if I stay as organized as possible” so as to avoid so great a “shock” when first entering college. John Warren, of the History department, explained that although “one can sometimes notice a temporary dip after early admission, often a student who gets in early is a strongly self-motivated individual” who will continue to work despite being admitted. Seniors outside of the early admittance group seemed reluctant to comment on “senior slump.” Scott English, Class I, merely smiled and said, “I refuse to comment on the grounds it might incriminate me.” A senior girl claimed at first that she would not slack off at all, but when pressed admitted anonymously that she might “a little bit.” Another senior asked for anonymity and then claimed that “slump” for them “started about three months ago.” One student felt that “this is my time” to enjoy, and that a break was well deserved after studying hard for so many years. Govind Menon, Class I, was the most honest. He admitted he would work less at the close of the year, claiming, “I’m going to find Animal House!” When asked if she would work less hard, Angela Dirks, Class I, said, “I guess so, but I don’t consider it a slump; I considerate a void of pressure.” A final senior said that he would relax “somewhat,” but that he was “not the type to do it; if I blow off things, then I get burned in class.” James Hejduk of the Music Department and director of the Glee Club implied in a recent announcement that seniors will also begin to drop extracurricular activities when they have sent their applications away, but most students claim that this is not true. Anyone would have to admit that there are some extracurricular activities which serve merely to look good on an application, yet no one claimed that they actually planned to terminate any extracurriculars in the near future. One person even said that they would place these before homework if necessary. Alexander Bingham, Class I, decided that “I’ll start blowing off my extracurriculars, like classes.” The students are united in their feeling that Spring Exams do no help to prevent “Senior Slump.” Most simply said “no” when asked if they served this purpose and several claimed that “nobody cares” anymore what happens by this point. Many realized the impact exams would have on projects, but most felt that this would affect most students in only a cursory way. Prud’homme didn’t “think the purpose of an exam should be to shock someone back into academic awareness,” but he felt “that’s all the [senior spring] exams do,” despite the best intentions of the school administration. Outside of the senior class, the school seems to have misted reactions to “senior slump.” Warren felt the problem was exaggerated, but could think of examples of students who had “let up substantially” after the end of the first semester, which he called “the break point.” Although “people around here in the main have a lot of pride in their performance,” there can occasionally be a problem when the “dominant individual [in a class] slacks off and affects the atmosphere of the class” negatively. The underclassmen in the school seem to be basically split in their thinking on “senior slump.” In an informal poll, about half of them claimed that they will not try to work as little as possible when they become seniors, while the other half seems to look forward to this with glee.
By Tom Anthony
Pozner Advocates Staff Spotlight: Hannah Pulit for Media Literacy Continued from page 1 thought that the speech was good exposure for students, saying, “I found it relevant, because even though, at our age, we may be oblivious to things going on with equality in the real world, it is still there and very present in women’s lives.” After hearing this speech, Gabriella Etoniru (III) was inspired by Pozner, explaining that the speech showed her that “girls, women, and minorities need to realize that the expectations set for us do not define us. We do not have to sink to them; we can do so much more and prove to others that we are so much better than the standard set for us.” Others had a more negative reaction to the speech; Helson Taveras (I) said, “Her argument was narrow in its focus… Quite frankly, this isn’t the whole truth, and Ms. Pozner’s failure to show this left me displeased.” Josh Seol
(I) agreed, saying that Pozner “didn’t really capture a really wide perspective of the whole gender equality situation. She did reference ‘The Bachelor’ and how they portrayed women as objects for physical appearances, but casually skipped over ‘The Bachelorette,’ where men are treated exactly same way.” Although reactions to her speech varied between students, Pozner did manage to get the student body thinking and even tweeting about these issues, as “#Pozner14” was trending among Milton Academy students throughout the assembly. Relating an important message to her audience, Pozner urged, “Use the time you have here at Milton… to learn to be as active critical thinkers as possible and to apply that critical thinking to media and to politics and hopefully to gender and racial justice.”
Continued from page 1 student, she sees her current dorm life as a chance to experience “the other side of Milton.” Ms. Pulit described her time in Hallowell as a great opportunity to know the borders “as more than students but as people.” Even outside the dorm, Ms. Pulit makes a constant effort to connect with students and faculty here at Milton. Although Ms. Pulit’s life occurs primarily on the Milton campus, she noted that she tries her best to explore activities outside of school by leaving “at least once a week.” Ms. Pulit is very skilled in yoga and hopes to one day become a certified yoga instructor. Although yoga is one of her passions outside of Milton, Ms. Pulit could not keep it separate from her work life for too long, as she will be sponsoring multiple yogaoriented senior projects this coming spring. She has also started taking Barre classes to try and broaden her horizons.
Her ambitions do not end at her athletic endeavors, as during summers she is currently enrolled in a graduate school. She is studying to gain a degree in English, with a dream to “write the next great American Novel.” Her graduate school has a campus in England, where she
“Hannah Pulit makes Milton a better place.” will be spending the upcoming summer. In England she hopes to “come back with a title: Lady Pulit, Countess… really anything, I’m not picky,” she remarked jokingly. Ms. Pulit views herself as a creative individual and compared herself to “a cross between Martha Stewart and Lily Pulitzer.” Not only is Ms. Pulit a source for creativity
and intellect for the deans, but her joyous attitude exemplifies the positive spirit that the Milton community strives for. Her captivating manner of conversation puts a smile on even the most stressed out of students. She holds the impressive ability to make anyone’s day better through just a brief interaction. Even after a short conversation, Ms. Pulit will make either a teacher or student feel immediately welcome back to her office at any time. Mr. Fitz gave her ample praise, saying, “She makes Milton a better place.” Ms. Pulit truly embodies what any student or even teacher here should aspire to be: ambitious, good hearted, and all around one of the absolute best personalities found in the Student Center. If any student or teacher has not been fortunate enough to talk with her, please do so and thank Ms. Pulit for all she does to make Milton an enjoyable, welcoming community.
February 21st, 2014 | Page 4
The Milton Measure
Gay Couples Receive Federal Equal Protection By Jacob Aronoff ‘16 News Writer On February 10, 2014, the Justice Department officially recognized same-sex marriages “as broadly as possible,” a motion that included the 34 states that do not give equal rights to these marriages. Before this monumental decision was made, same-sex couples that were married in a state with legal gay marriage were not recognized the same way in states that did not. The couples were also not allowed bankruptcy cases, prison visitation, survivor rights for public servants, and many more rights that heterosexual marriages enjoyed. The current states that allow gay marriage are California, Connecticut, Delaware, Hawaii, Illinois, Iowa, Maine, Maryland, Massachusetts, Minnesota, New Hampshire, New Jersey, New Mexico, New York, Rhode Island, Vermont, and Washington. On the opposite side of the spectrum, states such as Utah, Virginia, and Oklahoma have tried to ban same-sex couples from marriage licenses. All three have been ruled unconstitutional by federal judges.
The Defense of Marriage Act (DOMA), signed in 1996, is the biggest blockade to achieving marriage equality. This bill gives individual states the right to refuse to recognize same-sex marriages performed in other states. DOMA was deemed unconstitutional only in June 2013, in United States vs. Windsor. This ruling by the Supreme Court paved the way for the Justice Department to pass the recent marriage equality bill. One of the largest opposition groups is the National Organization for Marriage, which has spent $250,000 to defeat Republican senators who have voted for samesex marriage rights, among its many campaigns against marriage equality. On the other hand, supporters of marriage rights include President Barack Obama, the first sitting president to declare support for equality of marriages, and the Human Rights Campaign. Skills Center teacher Katie Collins, who married her wife in October, was excited to hear the Justice Court’s decision but says that the law should have always ruled this way. “Part of me is hesitant to
The Justice Department has given equal federal protection under the law to gay couples.
get super excited,” Ms. Collins said, wishing that decisions like these were not so special. When DOMA was deemed unconstitutional in June, Ms. Collins was ecstatic. She said that it was “so much more than a ruling; it was an acceptance from my country.” On the topic of last Monday’s bill, Ms. Collins said, “I’m shocked [at] the idea that if a same-sex partner is in prison… their life partner can’t see them. [It] just blows my
mind.” Ms. Collins believes that this bill is a start to a possibly bright future, but that there is still a long way to go. She said she wants to see “ultimately that marriage is marriage no matter what state you live in and who you’re married to.” An anonymous Class III student also commented that the bill “is still not solving a problem, but it’s a step in the right direction. People still face harsh laws in other states.” She wants us not to turn a
blind eye to these communities. “It’s just not okay that certain people can’t be [themselves] in certain places.” Ms. Collins said, “As a gay adult… [living] in a community that is accepting and in a country that is accepting of my rights… is amazing. [However,] just because the law says it’s okay, that doesn’t mean there’s no struggle being gay. I hope for a world where I’m not seen as different.”
Seniors Prepare Proposals for Project Season By Rebecca Chernick ‘14 News Writer Each spring, Milton Academy seniors have the option of devising and completing “senior projects” in lieu of academic classes. Beginning in May, the five-week project period provides seniors with the opportunity to pursue an existing passion or to explore a new interest. The selection of a sponsor, a Milton Academy fac-
ulty or staff member generally with expertise in the project area, kicks off the senior project process. If the project involves going off-campus, a student must also find a mentor at that location who will oversee their work and communicate with his or her oncampus sponsor. Students then submit a proposal to a committee of faculty members, stating what their project entails and why they believe
Daphne Chow (I) writes her senior project proposal.
the idea would be interesting, valuable, and educational. Popular past projects have included internships, research papers, art portfolios, movies, music writing and composition, yoga, Pilates, and kickboxing. Students can pursue a full project, which involves forty hours of work per week; a three-quarter project, which requires thirty hours per week; a half project, which involves twenty hours of work per week; or two half projects. The process thus far has proved very easy for some students. Helena Thatcher (I) is doing two half projects, one studying early childhood development and one designing a model home with Mr. Cheney’s guidance. She said, “I am looking forward to studying and working in areas of interest that I have never had time to explore during high school.” She added, “The ideas just sort of came to me. I’m not sure how hard it will be to get it approved, but so far scheduling meetings and writing the proposal hasn’t been that bad.” For others, however, passing their senior projects has been more strenuous. Tiffany Guan (I), also pursuing two half projects, stated, “The
application process so far is very long. Since I have two half projects, that involves my meeting with four different people. The questions on the application are not hard to answer, but the schedule is proving difficult to come up with, since it requires us to know exactly what we are doing each day. So far, all my sponsors and overseers have been very helpful, but the application process itself seems to require more work than it should need to be.” Among many students who are using the projects as a period to pursue their passions, Johnnie Gilmore (I) is excited to have time to play music. “I’ve not had nearly the time to play music that I’ve wished for during this stressful semester,” he said, “so it will be great to have a month entirely devoted to that!” He added, “Coming up with the idea was easy — I’ve known for a while that I wanted to play solo bass music for my senior project, and then I couldn’t resist when Daisy Walker (I) asked me to arrange songs for different styles with her!” Other students, such as Kayla Jang (I), who is doing two half projects with Jen-
nifer Lara (I), were inspired by courses they have taken at Milton. She said, “I had a general sense that I wanted to do some kind of experiment after learning about many aspects of psychology in Ms. DeBuhr’s Topics in Psych class last year.” For her other project, Kayla decided to learn to play the ukulele. She explained, “I have no musical background with string instruments, but I knew I wanted to learn how to play an instrument for one of my projects. I heard from a few friends and my brother that the ukulele is pretty simple and fun to play, so that’s how I decided on the uke. Furthermore, since the school does nothing in terms of helping with the expenses, I chose the ukulele because for instruments, it’s pretty cheap (around $100 for a decent ukulele).” “Senior projects give you an incredible amount of freedom, and there’s some pressure in finding the best choice for this opportunity,” said Nadya Yeh (I). “Actually writing the proposal isn’t that bad since it’s just mapping out how you’re spending that month; the main concern is getting the idea passed.”
The Milton Measure
February 21st, 2014 | Page 5
Tea Party Going The Transition from FirstClass Overboard By Peter Remsen ‘15 Opinion Writer Right-wing fundamentalists’ pejorative rhetoric has evolved over the previous decades, becoming the gospel of fundamentalist Republicans across the country. These ideals are championed by a collection of usurpers calling itself the Tea Party, but their inflammatory and stringent ideals have stigmatized Republicanism as we know it today. Ultraconservatism has seized the House, and we are suffering for it. The Tea Party loves America but hates the government that provides roads, police, firemen, schools, pensions for veterans, and more. Grover Glenn Norquist, an American political advocate responsible for promoting the “Taxpayer Protection Pledge,” said, “I don’t want to abolish government, I simply want to reduce it to the size where I can drag it into the bathroom and drown it in the bathtub.” And if Americans are poor, they are simply too stupid to help themselves. Former Lieutenant Governor Andre Bauer (R) of South Carolina compared giving people government assistance to feeding animals: “My grandmother was not a highly educated woman, but she told me as a small child to quit feeding stray animals. You know why? Because they breed… they don’t know any better.” The Tea Party is willing to fight to the death to stifle movement and to crush compromise. According to Senate Minority leader Mitch McConnell, the Tea Party would rather see candidates lose to Democrats than adopt a more moderate stance. Before the last presidential election, the nominal leader of the Senate’s Republicans stated, “Our top political priority over the next two years should be to deny President Obama a second term.” They place more focus on political feuding than running the country, an attitude that contributed to the government shutdown last year. Instead of trying to appeal to a broader base of voters, the Tea Party is simply trying to disenfranchise them. As of now, thirty states have instituted or are considering voter ID laws. New York University estimates that 11% of American citizens, or roughly 20,000,000 Americans, lack a photo ID. Many of the unidentified cannot obtain IDs or would find it an unneeded burden, and most
of them — immigrants, the poor, urban populations relying on public transportation — coincidentally vote Democrat. Their defense, as Governor Rick Perry of Texas stated, is “making sure there’s not fraud, making sure that someone’s not manipulating that process, makes all the sense in the world to me.” Yet, according to ABC News, out of the 197 million votes cast for federal candidates between 2002 and 2005, only 40 voters were indicted for voter fraud. A Department of Justice study outlined during a 2006 Congressional hearing that only 26 of those cases, or about 0.00000013% of the votes cast in the elections, resulted in convictions or guilty pleas. If people won’t vote for them, the Tea Party reasons, they might as well make it unnecessarily difficult for them to do so. Not a single American supports corruption and fraud, but disenfranchising more than one out of ten Americans is not a solution to an apocryphal problem. Of course, not all of the Tea Party is as radical as those who claim to speak for it. The movement has some noble goals — to “balance the budget,” to “make political offices available to the average citizen,” and to eliminate “special interests,” according to the Tea Party website. But these are no-brainer throw-away lines used by both the left and right, designed to fool constituents into believing that the Tea Party is trying to help America. Extremism has replaced moderation on the right of the political spectrum. Commonsense Republicans have faded into oblivion. The Tea Party calls the remnants of this endangered species RINOs, or Republicans In Name Only. Although disparaged by the Tea Party, these Republicans are the ones willing to compromise, to aid the poor, and to govern responsibly. Republicans once espoused environmentalism, healthcare, common sense government, fidelity to the constitution, and social programs that work. Members of the Tea Party, on the other hand, have ceased to be Republicans, oppressing and denigrating the poor, intentionally disenfranchising constituents, exhibiting pathological hatred of the established government, and stifling progress.
By Shira Golub ‘14 News Editor This semester, the Academy Technology Services Department at Milton is working to find more effective ways to implement technology into the Milton classroom. ATS will move the school’s email service from FirstClass to Google’s Gmail at the start of the next year and is also looking into the possibility of a universal online learning management system. Bryan Price, the Chief Information Officer at ATS, is leading this charge. Milton’s initiative to switch to Gmail is one that excites many students, as FirstClass is not always the most effective email server. “I never have any available space on
Individual teachers first began the implementation of these systems. “There was a point in time… where FirstClass was the institutional system. I think some Milton teachers started to realize that they wanted more out of that type of system that FirstClass couldn’t offer so they started to go off and look at other tools.” However, ATS recognized that this “À la carte approach amongst the upper school faculty” has not been the most effective for the student body. Peter Broderick’s (I) Spanish 5: Inside Latin America class with Mr. Caraballo used Schoology. “I only went on Schoology about eight times all year, because it was inconvenient and a pain,” Peter explained. Because I only had to
ternet companion, to the traditional classroom,” said Mr. Price. However, ATS must first try to understand the current classroom experience at Milton to accomplish this goal. “We are trying to identify systems that will meet the needs of a variety of teachers and learners,” he explained. “We don’t want a system that would be overly burdensome to adapt, but we do want a system that for those who want to make sophisticated use of it, the system can support that.” Price noted that ATS has assembled “a cross section of Milton teachers that have already used various systems in their classrooms…to provide insight into how they feel these systems benefit their students.” These teach-
“ATS will move the school’s email from FirstClass to Google’s Gmail at the start of next year.” my FirstClass; it’s so frustrating,” said Michael Davis (I). Davis’ annoyance is one of many, noted Mr. Price. “One of the main reasons [to switch] is that FirstClass is basically incompatible with devices like [the iPhone]… the FirstClass app is just clunky and not okay.” The elimination of FirstClass as an email server is not the only technology reform that is happening under the radar. “When we think about moving Milton off of FirstClass for email, we have the whole conference environment to deal with, and that’s where learning management systems come in,” said Mr. Price. Milton students have seen this model in forms such as Schoology in the language department and Moodle in the science department.
use the website for one class, I forgot about it.” Now, Milton is trying to combat the problem that Peter, among many other students, experiences. Currently, Milton is in its trial stages of evaluating different learning management systems. Some of the possibilities that are being investigated are programs such as Canvas, Haiku, the previously used Schoology, as well as Google applications that would supplement the Gmail system. These are all systems that could not only replace FirstClass conferences but also help students engage in an interactive learning experience, by posting all homework, having online discussions, and turning in tests, all in one place. “Part of what they do is provide a logical web, an In-
ers include Mr. Caraballo, Mr. Moriarty, Mr. Mills, and Ms. Artacho, who are all trialing the new program, Canvas, in their second semester classes. “The idea of Canvas is new to me and was kind of hard to navigate at first, but I’m getting used to it,” Ellie Minot (I), who is using Canvas with Mr. Mills for her AP Government and Politics class. “It’s nice having everything in one place though,” she added. Mr. Price encourages the Milton community to continue to discuss and help improve upon the technology at Milton, saying, “We value feedback whether it is positive or negative, because it helps give us insight into what students are thinking and how things are working for them or not working.”
A Spanish student tests the Schoology website.
February 21st, 2014 | Page 6
How We Stand Boys’ Hockey.......................................7-16-1 Girls’ Hockey.......................................6-17-2 Boys’ Basketball...................................13-10
The Milton Measure
Sochi Medal Count Country
Girls’ Basketball.....................................13-3 st
Boys’ Swimming..............................1 in ISL nd
Girls Swimming...............................2 in ISL th
Boys Skiing......................7 in New England th
Girls’ Skiing.....................7 in New England Boys’ Squash...............10-4, 19 at Nationals Girls’ Squash.................9-4, 13 at Nationals
Milton Measure retweets
Tweet @TMMeasure to have your tweets published!
@maddoggmurph: is the USA hockey team selected on skill, sex appeal, or both?
@HALEthequeen: Robbins+Forbes=Gryffindor Hallowell+Wolcott=Slytherin Hathaway+Goodwin=Hufflepuff Millet+Norris= Ravenclaw
@lbarkowski: The plane crash episode of Grey’s Anatomy is significantly more important than my term paper #priorities @EmilySpencer32 No better way to spend valentines night than doing four loads of laundry.. #bejealous
@Leidss: Term papers are where happiness goes to die
@elleOhL: Sophomores parking in the ACC? #relax.
The Milton Measure
February 21st, 2014 | Page 7
Overheard at the Academy Tennis Ball Edition “I think it is unfair that Peter Graves (I) has an advantage.” - Nelson Thomas (I), the bitter ex
“SAA stole my tennis ball mid-practice. If I don’t make the team this spring, I’m blaming them.” “I didn’t let my crutches slow down my intense - Alex Lee (I) ball hunt.” -Julia Lebovitz (IV) “The only thing more irrelevant than that tennis ball are the people looking for it.” “I like the game.” - Juliet McCann (II) - Chris McDonough (I), while eating Chipotle and holding a $100 gift card “Instead of looking for the tennis ball, I searched the SAA office for the gift card.” “Patagonia fleece? 110 dollars. Chipotle gift - Sam Hitt (III) card? 50 dollars. Cheap tennis ball? 88 cents. Earning points for your Greek team? Price“I didn’t find it, so no comment.” less.” - Coatler Palmer (IV) - Val Ora (I) “It’s bogus that it was hidden in the science “Only at a prep school would they hide a $100 building. I don’t take science.” tennis ball.” - Luke MacDonald (I) - Davis Tantillo (II)
Does It Measure Up? Does Senior project proposals DO measure up... ...They’re like the Kimye proposal: you put on a huge show and beg the committee to say yes. Sweet sixteens DO measure up… ...unless you ever watched My Super Sweet 16. Then, if you don’t get a Porsche, your birthday is the worst day ever. The Haze movie DOES measure up… …Graduation parties just got a whole lot more... cancelled. Term papers DO measure up… ...for everyone who is not taking history. #nohomework
Doesn’t The snow DOES NOT measure up… ...says Mr. Ball... How much is enough? I still keep wearing sneakers and moccasins... Why do I keep wearing sneakers and moccasins? Five day weeks DO NOT measure up… ...say us. I think we’re in a fight now, Mr. Ball. Nobles Day DOES NOT measure up… ...FOR THEM!!! Hahahahhah we’re going to lose. The Olympics DO NOT measure up… ...only if you’re unpatriotic.
February 21st, 2014 | Page 8
The Milton Measure
Snapchat Takes Over Social Media Game By Constantine Velmahos ‘15 Opinion Editor The other day, I asked one of my friends to send a text. He pulled out his phone, outstretched his hand, scrunched his face up in an awkward manner, and took a selfie. After devising a caption underneath his picture, he sent off his Snapchat masterpiece. I was caught by surprise, not by his face-scrunching, nor his selfie-taking, but rather that his communication medium of choice was Snapchat. Rather than texting or Facebook messaging, he instinctively sent a quick, little selfie, with a couple of words scrawled underneath his face. Why has Snapchat become so popular among the teenage masses? Snapchat’s complete takeover of the social media market originates from an inherent teenage mentality. At our age, the idea of someone having only temporary access to embarrassing, in-themoment photos of ourselves causes us teenagers to rejoice in happiness. By eliminating the worry that specific pictures will be saved and kept for indefinite use, Snapchat instills in teens a sense of se-
curity. Nearly three years after its big release, Snapchat remains at the forefront of teenage social media use because it is simply more personal than other services, such as Facebook Messenger. By actually viewing your friends’ faces, you feel that the conversation becomes more real, yet the application still maintains the brevity and speed of texting. Snapchat’s ability to eliminate the lasting repercussions of shameful photos has pulled in a massive pool of adolescents, the company’s primary demographic. Last year, Snapchat had about 30 million active users, says The Business Insider; just imagine how many users there are today. Naturally, Snapchat’s popularity has managed to profoundly affect us here at Milton. And Snapchat’s popularity is only increasing. “I barely text anymore. Snapchat’s my thing now,” said Matthew Langen (II), playing with his phone in his hand. “It’s cooler, it’s easier, it’s simpler,” he said. I couldn’t agree more. Snapchat has captured the average teenager’s loyalty with a cool, easy, and simple app. With the capability to remain
connected in a completely unique manner — sending pictures instead of colorless texts — users of the app, such as the average Milton student, love to send and receive Snapchats. Like ripping open a present on Christmas morning, opening a new Snapchat is addictive: you never know what to expect, but you will rarely be disappointed. Although Snapchat has its deficiencies — it was recently hacked, leaking the data of 4.6 million users — Snapchat remains one of the most adaptable social media applications in our adolescent lives. It has become such a prevalent part of our lives that it is almost necessary to Snapchat in order to stay connected to your friends, as texting communication is continually supplemented by internet communication apps. Because of its faculty to combine communication and personality, Snapchat will certainly continue to remain highly popular for a couple more years. Since it has established itself as a necessary product, people will continue to use it as one of their primary means of communication. However, an important
Snapchat is the newly-crowned social media juggernaut.
question remains: how long will Snapchat remain at the forefront of the social media game? It has the necessary tools to remain a powerhouse in teenage lives for at least a few more years, but like most successful apps, its future is foreshadowed by Facebook, Instagram, and, most-significantly, MySpace, which are “going out-of-style,” if they have not died already. Snap-
chat is at its peak now, recently declining Facebook’s acquisition offer for $3 billion, according to Forbes Magazine; however, if Snapchat does not make an effort to continue to adapt to teenage desires, we may very well see another breakthrough app take the spot of Snapchat as Snapchat did three years ago.
Class Participation: Be Loud and Be Proud By Eliza Scharfstein ‘16 Opinion Writer Remember that kid in middle school, who waved her hand, practically jumping out of her seat at every question the teacher asked? The one who always had an answer and got annoyed when she wasn’t called on? Well, I was that kid. This description is a bit exaggerated, but nevertheless, we are all familiar with this kind
of student. Most seem to find the typical “know-it-all” annoying, competitive, and obnoxious. When I entered high school, I realized that my peers might judge me for my forward approach. Here at Milton, where we attend multiple discussion-based classes, we are encouraged, if not incentivized (e.g. participation grade), to speak up in conversations. However, while we
tirelessly pour our energy into essays, tests and projects, so many of us—including myself—often fail to participate. Of course, laziness is a factor in students’ lack of participation. Maybe we are bored, tired, or even forget we’re in class at all. However, often, we are zoning out because we are not taking part in the conversation. Why are we near silent in class? We work
Shaheen Bharwani (II) happily raises his hand to speak in class.
hard, care about our grades, and aspire to succeed, but our lack of effort on the participation front doesn’t add up. Our aspirations in most cases aren’t limited to the classroom. Besides doing well in school, we want to be popular or perhaps just socially accepted. At Milton, in general, being intellectual is admirable, not weird. But even here, where it’s the norm to be hardworking, I still find that my peers judge each other for speaking “too much” in class. Beyond fearing that we might appear like a “know it all,” we are often also afraid that we will say something unintelligent. Instead of risking sounding “stupid,” we choose to refrain from speaking at all. During a recent dinner table conversation, my family and I were discussing how to deal this very issue. One cousin brought up the idea that we must find a balance between being too eager and not speaking at all. I agreed that the ideal student knows how to navigate both the social and academic politics of the classroom. He is silent the majority of the time, but makes intelligent remarks every once in a while. After almost a week of contemplation of this topic,
though, I refute this description. Instead, I believe that, despite the possible judgments from peers, speaking up in class—to answer one question or twenty—is both important and admirable. By asking questions, arguing with others, and reiterating ideas, we contribute to the overall classroom learning experience. And as annoying as this behavior may seem in class, beyond the confines of the Harkness table, we don’t choose our friends by whether they are a “know-it-all” or not. A student’s desire to learn should be celebrated, not rejected. We are graded on our class participation for a reason: the ability to engage in conversation and think on the spot are both difficult yet essential tasks. Some might argue that if we perform well on tests and write good essays we should automatically earn an A. But although written ideas are important, if we cannot debate with our peers, ask intelligent questions, and articulate ourselves gracefully, we fail to master an important skill, one that will serve us far beyond the classroom.
The Milton Measure
February 21st, 2014 | Page 9
The Pros and Cons of Hosting the Olympics By Sophie Cloherty ‘16 Opinion Writer The Olympic Games bring together people from all over the world in ways no other competition can. To be chosen as the host country of the games has always been, and continues to be, a prestigious honor for which national representatives compete up to seven years in advance. But do the Olympics benefit the country itself? Politicians argue that the Olympics offer a city’s “rebirth,” with increased innovation and communal growth. The Olympics seem to be a time for a country to rebrand itself globally; however, a closer look at how the Olympics have evolved suggests that the financial and societal burdens could overshadow any possible positive outcomes. In the summer of 2008, China spent an estimated $42 billion on the Beijing Games, the 2nd largest amount in history spent solely on the Olympics. According to the Wall Street Journal, these costs mainly included infrastructure projects and improvements to China’s facilities, while other portions of the
money were spent on small visual improvements, such as flower arrangements and electronic enhancements. The Wall Street Journal also argues that the outrageous spending “is worth it politically, but not economically.” For example, China experienced an influx of revenue in the years leading to the Olympics, yet 30% of the country’s population was still living under the international poverty line, and an estimated 30 million people did not have daily access to food. Think about all the good $42 billion could do, if it were put towards rural area food programs or job creation. One might argue that the supposed increase in tourism would help make up for the spending, but tourism levels barely rose more than 2% in China. In addition, the facility improvements that China prided itself on are close to useless. The arena that housed the opening ceremonies, the Bird’s Nest, has no clear long-term purpose or benefit. The roof is exposed, leaving the building unusable during China’s harsh winters and humid summers. This year, Sochi has won the title of most extravagant
MAFH Rose Sale Proves Successful Continued from page 1 hockey captains, responded and receiving roses; how- to the negative feedback by ever, students say tension stating the sale “gives friends when leaving lunch come the opportunity to look at Valentine’s Day is inevitable. Valentine’s Day as more than Hannah Iafrati (II) said, “I just a day for couples, but as love the idea of the sale, but on a day to just feel the love.” the actual day, people tend to When questioned on the use the roses as a way to com- people who did not receive pare themselves to others.” roses, Juliet expressed that This year, the team made “the roses made available an effort to make sure every for all students were not out student reof ‘pity’ in ceived a “The sale gives friends any way but rose. When rather to let asked about the opportunity to look at every stuthis change, Valentine’s Day as more than dent know Katie Berjust a day for couples.” they are an ry, (II) apprecicommentated memed, “The ‘pity roses’ are ber of the community. A probably worse than lot of people focus on the not getting one at all.” amount of roses received Despite the questionable when they should be focused feedback, most students re- on the more important theme marked on the positive antici- of the day: appreciation.” pation of the sale, the amusing All skepticism aside, the creativity of the notes, and incredible quantity of roses the extra fun the sale brought sold each year exemplifies to Valentine’s Day. Teachers Milton’s strong community seem to remain neutral dur- and friendships, as well as ing the process of the sale, its awareness of important but some expressed the same foundations such as Dana concerns about people feeling Farber. The rose sale has and left out. Erika Lamere (II), an- will continue to “spread the other one of next year’s field love” each Valentine’s Day.
Olympics, Winter or Summer. The country’s final cost figure comes close to $50 billion in US currency, over 20% larger than China’s investment. What began as a gathering of talent, competition, and opportunity for unity has evolved into an excessive waste of resources. I believe wholeheartedly in the existence of the Olympics. The games give unique talent important access to a rare international stage. However, the cost is too great for cities to handle, and smaller countries that might deserve the opportunity to host are not able to match the excessive efforts of massive nations like China. The Olympics are about competition. The sense of pride one feels when one’s countryman gets to stand on the top of the podium reminds everyone of how far they have come as a nation — but it should not come at such a great cost. Scaling back might even allow everyone to enjoy the event more. A host country can focus its efforts on other concerns instead of on a short-lived celebration. There are ways to maintain the same atmosphere of friendly international competition with moderation.
The outcomes do often depend on the host city itself. The current Winter Olympics in Sochi are quite controversial, as the threat of terrorist attacks has diminished tourism and international investment. For every country, allowing oneself to be cast into a bright global spotlight is a game of high risk. Expectations from all around the world skyrocket, and, al-
though carefully planned, no one can predict the future. If the Olympics are to survive and continue to unite nations, the expectations surrounding the host cities must be significantly reduced. Above all, attention should be focused on the athletic competition rather than on a host nation’s own elaborate decoration.
Sochi hosts 2014 Winter Olympics.
The Absence of AP Courses By Natalie Perlov ‘16 Opinion Writer Milton Academy is an unquestionably rigorous learning environment. We are encouraged to take thought-provoking courses, required to debate and discuss in and out of class, and expected to think with great depth. Yet, despite such high academic expectations, Milton has a scant offering of AP courses. Just this year, the math department eliminated their AP classes, and the popular Psychology AP course was transformed into “Psychology Seminar.” While the lack of AP courses allows teachers more flexibility in their curricula, students ought to be given the opportunity to pick between Miltondevised and AP curricula, thus allowing them to better shape their academic experience. Milton’s decision to eliminate AP courses is driven by the faculty’s desire for flexibility. This year, the lack of AP courses provides an opening to teachers, as they can now formulate their own curricula. Instead of focusing on preparing for AP exams, teachers can delve into topics with students and increase student interest in the subject by digging into popular ar-
eas. This change potentially provides a higher platform of understanding for students. Nevertheless, Milton’s lack of AP courses does a disservice to its students by not preparing them sufficiently for the college process and AP exams. When students begin the test-taking aspect of the college process, they may feel unprepared, as they have not had sufficient exposure to College Board examinations. APs can help make the standardized testing process easier and less daunting. An anonymous junior said, “I took the AP Latin test last year, and even though the test is different from the SATs, I feel more ready to prepare for standardized testing this year.” In addition, when taking AP exams, students are at a disadvantage, having not prepared as specifically or thoroughly for the test as the students they are scaled against. The math department’s stance is especially confusing, as teachers often say that the honors courses prepare students for AP tests. However, the department has eliminated AP designations. It seems odd that Milton is going out of its way to avoid the College Board’s AP label.
Furthermore, AP tests are often used by colleges to test out of classes. Cornell University, for example, allows students to get out of the freshman writing class if they receive a 5 on the English APs. Milton students possess better writing skills than most students from other schools; yet, because we do not have the option to take an AP English class, we might have to undergo a class that we do not need and take up room in our limited college course loads. In order to satisfy both students and faculty, Milton ought to offer both AP and honors courses. While these courses would be equally challenging, one would cover a broader range of material, as the AP examination requires, and one would go in greater depth in a selective group of topics. Students who want the benefits of APs will have the tools they need at their disposal, while others will be able to follow more flexible curricula. Milton provides its students with so many wonderful opportunities. Why shouldn’t more AP courses be introduced to Milton to help supplement the different learning needs of each student?
February 21st, 2014 | Page 10
The Milton Measure
Beyoncé Preaches Contradictions Beatles’ Music By Clementine Wiley ‘16 A&E Writer “Let me sit this a** on you. Show you how I feel,” Beyoncé proclaims in one of her new songs, “Rocket,” mirroring the bold provocation and confidence that dominates her new album. On December 13, 2013, after taking a break to be with her newborn baby, Ivy Blue Carter, Beyoncé unleashed a eponymous visual album of 14 songs and 17 music videos that all pulsated with gritty, explicit sexuality. Peaking at number 2 on the U.S. Billboard Hot 100 and topping the U.S. R&B/Hip-Hop charts, Beyoncé created music videos that displayed her trademark fitness, even after pregnancy, and crafted an exciting set of electro-R&B tracks. However, despite her world-renowned music, Beyoncé may have overdone the strong sensual content in her latest album. The visual portion of the album focuses on the singer herself, rather than her musical abilities, by featuring flattering, sharp images and boasting provocative angles of Beyoncé’s body. The ambitiously creative, high-definition, and brightly colored music videos partly compensate for the perhaps shallow shock of the lyrics. The songs themselves almost all exude heavy sexuality, a theme inappropriate for some fans who find some of Beyoncé’s topics, such as
sex in cars, distasteful and too explicit. “I’m not impressed. There are a few songs that are far too provocative… for such a huge role model to be condoning. I definitely feel like Beyoncé is more objectified in this album, so I can’t take her as seriously anymore,” said Mariah Redfern (II). Objectified is right. You may recall the provocative performance of Beyoncé’s top single “Drunk in Love (featuring Jay-Z)” at the Grammys, during which this star bared her legs in a tight outfit (which was admittedly much less revealing than her getup in the music video) as she danced around a chair. In contrast, Jay-Z donned a simple, classic suit, singing “your breasteses is my breakfast.” Side by side, this married couple revealed the obvious gender inequality in performers’ appeal and standards. Through this heart-racing performance, Beyoncé reflected society’s demands and expectations for entertainment. Ironically, the album introduces itself with “Pretty Hurts,” a song that denounces our superficial culture and its harmful effect on girls. Beyoncé sings, “We shine the light on whatever’s worst/...We try to fix something but you can’t fix what you can’t see/It’s the soul that needs the surgery.” Perhaps pretty hurts, but does untamed sexuality? Many songs are sexual anthems of
servitude (Jealous’ “I’m in my penthouse half naked/ I cooked this meal for you naked”), of prowess (Haunted’s “The bedroom’s my runway”), of desire (Drunk in Love’s “Can’t keep your eyes off my fatty/ Daddy, I want you, na na/ Drunk in love, I want you”), and of provocation (Rocket’s “Don’t take, don’t take your eyes off it/ Watch it, babe”). Thankfully, a couple of songs draw from other more significant inspirations, such as difficult relationships in “Mine (featuring Drake)”, infatuation in “XO,” and motherhood in “Blue (ft. Blue Ivy).” Since her classic hits such as “Single Ladies” and “Crazy in Love,” Beyoncé’s career has progressed to a level of maturity characterized by her experience as a mother and wife. Nevertheless, for an album name that promises depth, independence, and personality, “Beyoncé” just barely touches upon the complexities of these topics. Hopefully, as Beyoncé ages, she will explore these themes further without overexploiting physical appearance and sexuality, as others such as Madonna have. In the meantime, a heavy dose of seduction, stunning visuals, and electronic beats have been quite a sexcessful combination for Beyoncé.
Art Show Exhibits Student Talent By Faith Pang ‘15 A&E Writer On Thursday, February 13, Milton students displayed their artwork for the community in the Mid-Year Student Art Show. Teachers and students alike poured into Pieh Commons to support these artists, who worked painstakingly for months to prepare their pieces for this event. While each class had several different projects, every art student was equally represented at the art show. The semester-long Advanced Independent 2D Art class allowed Class I students to create a series of pieces tied together by a common theme. One of these artists, Eliza White (I), utilized reusable material to create her works. One of her pieces consists of rope, leather, tree branches, and wood transitioning into aluminum foil, wires and tin cans, while another features streaks of blue, black and silver with shattered glass on a white background. Eliza White cited famous quotations
as her inspirations, explaining, “I wanted to translate these famous quotes into an abstract representation.” Unlike Eliza, Morgan O’Connell (I) created a realistic piece, depicting her sister’s cheek pressed against a glass shower. This work draws an audience, as her skills for realism are breathtaking. The Advanced Drawing class also displayed their works. In one project, students illustrated a scene, a person, or an object which exhibited distinct qualities of themselves. Julie Kim (II) drew an underwater figure, trying to escape the different versions of herself, struggling and pondering the possibilities of a better life. Meanwhile, Giselle Prado (II) chose to create a skeleton with a heart beating and a pool of blackness beneath. In another project, the class visited the Quincy Quarries and drew the landscape using Sharpies. Each student depicted a scene of his or her own choosing. While some brought to life the scene with colors, others kept to the
simplicity of black and white. Working with unique materials, 3D Studio Art students created pieces using simply wooden chopsticks, chopstick wrappers, puzzle pieces, and glue. Students were imaginative with this project, some even deconstructing the puzzle, which was meant to create a ball, to decorate the sides of their structure. Anna DiGravio (III) took creative liberties and devised a bedroom. Laying down the chopsticks as the foundation of the piece, she used the remaining chopsticks to create the skeleton of the building, cutting them to fit her structure, and adorned the structure with chopstick wrappings. In another project, the students created chairs out of cardboard that are strong enough to support an actual person. These students have worked hard to create such incredible art. If you have the opportunity, go to Pieh Commons and see for yourself.
Remains Timeless By Louisa Moore ‘14 A&E Writer February 7th marked the 50th anniversary of the Beatles’ first visit to the United States. The popularity of the group, whose music had skyrocketed to the top of the British pop charts the year before, spread to the U.S. in late 1963 and early 1964 as American teenagers began listening to and falling in love with the Beatles. Although the Beatles came for a concert tour that year, the band’s most memorable appearance was on “The Ed Sullivan Show,” their first television performance in the US. They led the “British Invasion,” a huge influx of British bands into America, some of whom are still famous, like the Rolling Stones, while others are mostly forgotten, like The Dave Clark Five. The Beatles both reflected history and influenced it. In November 1963, John F. Kennedy was assassinated in Dallas, and the country moved into a period of mourning. When the Beatles came a few months later in early 1964, they triggered a response in Americans, helping the country to move forward. Their infectious song “I Want to Hold Your Hand” spread across the U.S. like wildfire. It energized a generation that protested the Vietnam War and advocated for women’s liberation and civil rights. Growing up when the Beatles rose to fame, my parents remember this time well. My mother, who had the opportunity to attend a Beatles concert in London, says she can only remember the deafening screams of the girls in the audience drowning out the music. My father, who is not much of a pop music fan, says “Sgt. Pepper’s Lonely Hearts Club Band” has special meaning for him. The song was released around his twentieth birthday, and the opening lyrics begin, “It was twenty years ago today, Sgt. Pepper told the band
to play…” His college roommates marked his special day by blasting what my father calls “the Beatles birthday song.” Everyone has these stories about the Beatles, and not just those who were teenagers when the group was active. Everyone has some kind of connection to the band. The 1998 movie The Parent Trap featured “Here Comes the Sun,” my first exposure to the Beatles. However, I knew a lot of their other songs beforehand, such as “Hey Jude” and “Help!” In the time before iPods and iTunes, my siblings and I would turn on my parents’ old record player and play their old Beatles LPs, belting out the lyrics to songs like “Paperback Writer” and “Eleanor Rigby.” I responded to the energy of the Beatles’ songs before I could understand the cleverness of their lyrics and originality of their scores. Part of what makes the Beatles so appealing is the timelessness of their lyrics. We can all relate to their songs. As students, we can cry out for “Help!” with our history term papers, and we can tell our friends to “Drive My Car.” For me (and others), this group has stayed together. Yes, they have suffered some terrible losses. They broke up in 1970; John Lennon was killed in 1980; George Harrison died of lung cancer in 2001. But in our minds, they have remained together. When I think of the Beatles, I think of John, Ringo, Paul, and George. The Beatles changed music in the United States and around the world. Many consider them the greatest rock band of all time. And this 50th anniversary of their arrival in the US music scene is a time to “Come Together”. So turn on “I Want to Hold Your Hand” – the original song that started it all in America – and enjoy the innovation and catchiness of this classic band.
The Milton Measure
Sochi Games Surprise By Chris Bucci ‘16 Sports Writer The 2014 Winter Games in Sochi, Russia have been quite the roller coaster ride for Team USA. The first week of competition has been full of surprise medals and unfortunate disappointments for the Americans (especially Shaun White, Lindsey Jacob-Ellis, and the entire speedskating team). However, Team USA has fared well overall, ranking first in total medal count with 25, and fourth in gold medals with 8. The US had an auspicious start to the Games, as snowboarder Sage Kotsenberg won the first ever gold in men’s slopestyle snowboard. Slopestyle, both skiing and snowboarding, has been USA’s strongest event, with Americans winning three out of the four golds, including a sweep of the podium in the men’s skiing event. The US also had a few surprising performances, slid-
ing in for the bronze in the women’s luge and silver in the women’s skeleton. Some longtime members of Team USA have made their way onto the podium, including three-time Olympian Julia Mancuso, who grabbed bronze in the women’s super-combined, and fourtimer Kelly Clark, who won bronze in the halfpipe 12 years after taking gold in Salt Lake City. The US also managed to pull out a bronze in the team figure skating behind powerhouses Russia and Canada, and Meryl Davis and Charlie White defeated their Canadian rivals to clinch the firstever US gold in ice dancing. The US team has also experienced a few letdowns in Sochi, including alpine skier Bode Miller’s subpar performance in the men’s downhill, finishing far outside the medals after being considered one of the favorites to win gold in his fifth Olympics at age 36.
Potentially the biggest disappointment of the Games so far was two-time defending gold medalist Shaun White finishing fourth in a controversial halfpipe competition. The gold went to Iouri Podladtchikov of Switzerland, who landed the legendary YOLO flip. After kicking off with a malfunctioning snowflake in the opening ceremonies, these 2014 Olympics have had their share of bizarre moments. Viewers have been treated to cross-country skiers wearing shorts, a Russian curler eating a face full of ice, a tie for the gold in the women’s downhill, and a Swede with dreads who skied with a raw egg in his pocket while wearing clothes four sizes too big. All in all, the Sochi Olympics have been entertaining at every turn, and anyone who considers himself a sports fan should tune in.
February 21st, 2014 | Page 11
Bruins Contend for Stanley Cup By Jeremy Gross ‘16 Sports Writer Heading into the Olympic break, the Bruins had been on a bit of a hot streak, winning seven of their last nine games. Despite these good signs, Boston fans know all too well that a strong regular season does not necessarily lead to success in the postseason (Remember 2010?). What do these Bruins need to do to make back to back appearances in the Stanley Cup Finals? All the Bruins have to do is keep playing their game. Sounds simple right? But what does it mean for the 2014 Bruins to “play their game”? The Bruins’ offense relies on moving the puck efficiently along the boards, drawing the opposing team’s defensemen towards the boards and opening up the middle of the ice. On offense, the Bruins also love to give the puck to their powerful blue-liners, especially Zdeno Chara, who holds the record for hardest slap shot ever at a blazing 108.8 mph. The Bruins’ defense is all about hitting hard, pushing people out from in front of the net, and sacrificing physical injury for the benefit of the team. The Bruins pay more attention to working as a team than playing for individual recognition; they truly play by the words
of Herb Brooks when he said, “The name on the front of the jersey is a hell of a lot more important than the name on the back.” When scouts talk about possible additions to the team, they don’t necessarily look for the best stick handler or the fastest skater. The ideal Bruin is scrappy: he is willing to fight for the puck in the corners, and he is not afraid to get or give a hit. He plays along the boards well, contributes as a team player, and skates with a tough tenacity. In last year’s Stanley Cup against the Chicago Blackhawks, Boston Bruin Patrice Bergeron played an impressive game considering that he played with a broken rib, torn cartilage, a separated shoulder, and a punctured lung. In almost all other sports, any one of those injuries would sideline a player for days if not weeks, but it takes quite a lot to stop a Bruin from supporting his team on the ice. The Bruins’ physical style of play, while it may not be the easiest way to play, has certainly paid off for the team. Finishing in the top three in the league in each of the past six seasons and having won the 2011 Stanley Cup, the Bruins, when they play their game, are premiere contenders for the title.
Ski Team Finishes Strong Boys’ Swimming celebrates with their ISL plaque.
Courtesy of Jess Levey
Swim Team Makes a Splash By Caroline McCammond ‘16 Sports Writer After months of training, the Milton Academy Swim Team displayed their prowess at the Independent School League Invitational. On February 8th, the co-ed team went to St. George’s in Middletown, Rhode Island to compete at the Invitational against Thayer, St. George’s, and St. Sebastian’s. Unfortunately, the Milton Diving team could not participate, as high school diving is illegal in Rhode Island. For the Swim Team, the ISL Invitational is not only considered the biggest meet of the year because of the chance to grab the league title, but also because of the intensely competitive atmosphere that defines the event. Both the Milton Boys’ and Girls’ teams finished among the elite of the league, with the boys’ team placing first and
the girls’ placing second. Milton swimmers have historically performed well at the ISL Invitational, as they feed off the excitement and competitiveness that the meet fosters. By placing first at the ISL Invitational, the Milton Boys’ team was able to add another huge win to their spectacular season. The boys raced against St. George’s, Thayer, and St. Sebastian’s, all of whom have strong programs and consistently give Milton all they can handle. Despite this tough competition, the boys’ team blew the other swimmers out of the water, ending the meet with a total of 124 points versus St George’s 86, St. Sebastian’s 39, and Thayer’s 35. All the boys had key swims in the races that led to their overall victory in the invitational. Captain Derek Low (I), Eric Zhang (I), Alistair Bastian
(I), Robbie Warming (III), and Thomas Hannah (IV) all had strong swims that helped keep the tide in Milton’s favor. The girls’ team finished the meet only 26 points behind the first place team, St. George’s. Senior Captain, Jessica Levey, was happy with the team’s results as the girls had some of their best races of the year and were able to close the gap with St. George’s from a previous meet. The girls won two out of three relays, and many of the swimmers set personal records. The team had remarkable performances from Levey, Jessica Xu (III), Elise Atkinson (III), and Casey Delano (IV). With these impressive results, the girls’ team is well positioned to have a strong meet at the New England Swimming and Diving Championships in the first week of March.
By Nathaniel Deacon ‘16 Sports Writer Although Milton students will inevitably shift their attention to Sochi for the 2014 Winter Olympics during the next couple of weeks, they need not look farther than Blue Hills to see amazing skiing, as Milton Academy’s own ski team has proven itself one of the top programs in New England. After months of training and hard work, the members of the Milton Academy Ski Team headed off to New Hampshire’s Loon Mountain last Tuesday to compete in the NEPSAC Class B Championship. Skiers raced through two events at Loon, the slalom and the giant slalom. While the slalom tested the skiers’ navigation skills, the giant slalom, or “gs,” is geared toward speed skiers, as the gates were farther apart. The team, led by boys’ captain Johnny Lawson (II) and girls’ captain Helena Thatcher (I), achieved impressive results. Lawson finished 2nd in slalom and 13th in gs, while Lydia Hill (IV) earned a top ten finish.
Although the team had a difficult beginning of the season due to former captain Luca Lorenzoni’s absence, younger members of the team, such as Johnny Lawson, Nick DiGiovanni (II), Davis Tantillo (II) and Trevor Hopkins (III), have stepped up as leaders, helping to guide the team through a successful season. Off the slopes, ski team members share a very close bond. “We’re like one big happy family; we always support each other,” commented Tantillo. He also went on to say that the team’s “laid-back and fun” practices have helped to spark many friendships, and even some relationships between team members. Hadley Noble (III) added, “We are one of the closest teams on campus. I was proud to be part of such a close-knit group.” Despite their favorable performance at New England’s, the Milton Ski Team is already looking to improve for next season. With several young talents returning next winter, the team has their minds set on a 2015 New England Championship.
February 21st, 2014 | Page 12
The Milton Measure
Top 10 Ways To Cheer Yourself Up During This Sad, Cold February 10. Stalk Milton alums on proxy-blocked websites. 9. Play snow day roulette. 8. Quit your sports team. 7. Save a horse, ride a mechanical bull. 6. Rewatch America’s Next Top Model and practice your “dead” look. 5. Take a bubble bath. 4. Break your ankle to get crutches so you finally fit in. 3. Get a spray tan. 2. Visit the ‘Hub. 1. Continue to carry around your bouquet of roses for a confidence boost.